Table of Contents
Case study background possible strength
Teaching Strategies to support impaired student
Collaboration with the team and family to support
The case study is to be made on a ten-year child Kim who has lost both ears and has no capability to hear. Sensory impairment is related to the loss of the capability of any vital organ in the body. In this casestudy, the focus is to be laid on the loss of the hearing capability of a child and the subsequentdifficulties faced by him as a student in learning the language. The case study also incorporates the role of the teacher and family in helping the children to deal with the learning activity of the child.
The case study is to focus on the learning growth of a ten-year child. The child with the sensory impairment especially hearing issue face a severe problem of learning as the capability to listen to the teacher is lost and all he could learn is from what he watches (Carroll, 2017). Due to hearing impairment, the child has to face the problem of listening to the lesson taught by the teacher in the class. The child could hardly listen to what the teacher says, and therefore, the learning growth is. His ability to speak and express himself was little as his experience with the language and learning the language was less. The child has already started assuming that the loss of the hearing ability is a part of his identity rather than an obstacle as the parents have helped him to understand (Carroll, 2017).
Itis found that he has been learning with other students with no such similar impairment. He was being taught with other normal children. Due to a lack of facility in the school for children with such disabilities, extra care is not provided to him. The child with a disability has to face a lot of problems while he is engaged in learning activities. Kim has to rely on lip-reading. Though Kim could manage to learn the finial lessons since childhood, his capability to learn further are difficult to handle and manage (Author, 2020). It is found that he faces several challenges in the class while studies.
The classroom arranges lighting and sitting arrangements according to the normal student, and therefore, it is problematic for the child with hearing impairment to class with the classroom setting and learning activities.
Language deficiencies are yet another problem that disturbs the lean bring of the child. Itis difficult for theteachers to impart the regular lesson to the child (Author, 2020).
Kim is also found to have lagged behind the normal children as the problem solving and language skill that the childrenneed to have are less in him than the other children.
Lip Reading: The teachers in the class are often in the assumption that Kim understands him from his lip movements, but the child is not capable of understanding for every expression the teacher delivers.
The child is found to have inadequate awareness and knowledge regarding any particular subject when it comes to comparison with other children (Walker, 2019).
Kim is also found to have a less social connection as he feels uncomfortable to attach themselves with other students and his surroundings. He also wants to avoid focusing on classroom activities (Levy et al., 2020).
He hardly collaborates with other children and withdraws themselves from the activities. The child with such disability likes to avoid participation and understanding.
Kim’s school has a lack of resources to focus more on Kim and his learning activities. The lack of technology has deeply affected Kim's study.
Kim has a certain degree of strength that personally allows him to focus on the study and learn as much as possible from what is taught in the classroom.
Kim understands the lip movement and decodes the expression and message quite well. It helps in his understanding (Adeniyi, Rahheem& Olufemi-Adeniyi, 2018).
Kim has a good visual, and it is helpful as a strength in Kim’s learning activities.
Kim’s doctor has provided him with a hearing aid machine which helps him to listen to others and form his expression (Moog & Stein, 2008).
The teacher needs to focus on the development of the child effectively along with the other children. The collaboration of the teacher with the family and team can be more helpful to support the learning of the child.
In the classroom setting, there is a requirement of lighting and sitting arrangement. The arrangement for proper lighting and sitting arrangement can help to enhance the child’s learning activities within the classroom.
The teachers and the parents of the child could manage the language of the sign, it will be more helpful to understand his expression and he could also understand others' feelings and purposes. It needs to be ensured if the child is able to understand the language and expression delivered by teachers.
Therefore, the teachers need to be on the developing linguistic and problem-solving skills of the child to enhance his capability to manage. The parents, team, and teacher can enhance his linguistic capability by presenting a problem regularly to him to solve it independently. The new words and expressions are to be supplied to him to learn and understand the language.
His knowledge regarding the environment is to be enhanced. He needs to be provided extra care when it comes to understanding the new knowledge, and therefore, special attention to providing to him.
The children need to encourage collaborating in social activities. He needs to assume as a part of his life rather than an obstacle in the way of learning and progress. His ability to collaborate and be a part of the society will be helpful to support. Kim needs to be provided with parental support inside the family to quickly learn and understand the requirement and solve the problems provided with him.
The inclusive teaching strategies for the student such as Kim who has sensory impairment in hearing and required special intervention while teaching include upgrading the classroom and adapting elements which would be effective in the visual representation of the course item. The teacher might consider upgrading their communication ability and focus mainly on the visual representation because Kim is able to lip read. The teaching strategies involve arranging the seating arrangement within the classroom and ensure that Kim is motivated to sit in the front desk near to the teacher and is able to have a clear view of the content visually presented by the teacher.
The lip movement of the teachers must not be exaggerated however should be slowed down a little to ensure that Kim is able to read the lips and the movements to understand and interpret them. It has been observed that children having impairment tend to develop mental health issues. It is the responsibility of the teacher to ensure that they are treated as the other normal child and motivate them to engage in activities within the classroom while focusing on enhancing the other skills apart from the impaired hearing problem (Fakomogbon, et al., 2017). The teaching strategy might involve utilization of visual elements such as posters, charts and graphs while teaching in class and ensuring that the student having difficulty in hearing is able to have a clear view of all the graphical representation utilized mainly for them.
The teachers need to understand that making unnecessary noises would be of no help however might consider speaking clearly and helping the student to lip read them (Sharifi, et al., 2017). The teaching strategies involve educating the teachers before assigning them students with hearing impairment. The teachers themselves need to understand that their behaviour should not exhibit discrimination against the hearing impaired students and treat Kim similar to other students while teaching in class. The teachers need to be open-minded and be ready to learn about more strategies for helping Kim in achieving his academic goals as well as developing his personality.
A child having sensory impairment especially hearing impairment needs support from the family as well as community agency personnel who would be motivating the child to increase academic performance despite having a hearing impairment. From the perspective of parents who have children unable to hear, they need time and support to develop themselves and motivate the child to fight the impairment (Abd Rani & Marzuki, 2017). The parents need to increase their attitude towards individuals having hearing impairment by communicating with other parents who have special children and asking for moral support as well as strategies to motivate the child. The parents need to understand that they are having issues with the child and the child needs their continuous support.
There are staff and members of the community who are ready to help the parents of children having a hearing impairment. The parents need to learn to communicate with Kim and help him to lip read and focus on increasing his abilities, neglecting his inability to hear. Ithas been observed that families tend to get frustrated for helping out the child to lead a life without hearing. The frustration among the parents is transferred to the child who develops mental issues and depression due to their inability to lead a normal life (Abuzinadah, Malibari & Krause, 2017). The parents need to understand that every child is unique and needs constant support from the family to get used to the different lifestyle and generate the ability to communicate with others.
The support staff along with the family are involved in increasing the mental strength of Kim who has a life ahead of him. The support staff helps in teaching Kim to interpret sign language as well as reading the lips to understand the words without hearing them (Jabar & Ahmad, 2018). The support staff inform the parents regarding the common characteristics which are observed within children having hearing impairment. The characteristics involve difficulty in expression as well as following the verbal direction. The parents need to learn activities to engage Kim and ensure that he is able to follow the verbal direction by reading the lips of the educator as well as developing the capability to only express his views. It has been observed that a child having hearing impairment develops depression because they consider themselves a burden on the family who are unable to interpret the communication and lack characteristics that are necessary for leading a normal life (Mitchiner & Lytle, 2018).
It is the duty of the parents to search and learn about methods to help out the child and ensure that the child is not at all treated as a burden on the family whereas the family is blessed to have a special child. Kim is a 10 years old kid need constant pampering from the family and physical care that would develop the feeling of belonging within the family. He is at a tender age that requires love and care along with moral support focusing on his inability to hear. The community agency personnel are the individuals who understood the difficulties faced by an individual having hearing impairment as well as the importance of external support. the agency personnel inform the parents about the strategies that can be considered for helping the child develop skills such as reading the lips and interpreting the gesture as well as using gesture to express themselves.
The parents and family members communicate with the community agency personnel and ask for help developing themselves while helping out their child without discouraging him regarding his inability. The parents need to ensure that the child is receiving every supports from the family as well as agencies while ensuring that the child is able to develop characteristics such as interpreting gestures as well as expressing themselves using expressions. The involvement of teachers within the development plan for Kim indicates that he is receiving appropriate assistant as well as encouragement from his surroundings that would be helpful in developing his personality. He is feeling required by his family despite his inability to hear.
The case study is about a ten-year child Kim who has lost both years and has no capability to hear. The child with the sensory impairment especially hearing issue face a severe problem of learning as the capability to listen to the teacher is lost and all he could learn is from what he watches. The teaching strategies involve educating the teachers before assigning them students with hearing impairment. The parents need to contact the teachers and the community agency personnel to help Kim have a stable life.
Moog, J. S., & Stein, K. K. (2008). Teaching deaf children to talk. Contemporary issues in communication science and disorders, 35(Fall), 133-142.
Abd Rani, U. H., & Marzuki, N. A. (2017). Emotional intelligence VS Self-Esteem: A Study of its Relationship among Hearing-Impaired Students. International Journal of Academic Research in Business and Social Sciences, 7(3), 2222-6990.
Abuzinadah, N. E., Malibari, A. A., & Krause, P. (2017). Towards Empowering Hearing Impaired Students' Skills in Computing and Technology. Computer, 8(1), 107-118.
Adeniyi, S. O., Rahheem, A. W., & Olufemi-Adeniyi, O. A. (2018). Psychological distress among adolescents with hearing impairment: The predictive strength of gender, degree of hearing loss, school types, and parents. Belgrade School of Special Education and Rehabilitation, 24(3), 35-52.
Author, G. (2020). 10 Challenges Deaf Students Face in the Classroom. Retrieved 26 May 2020, from https://www.gettingsmart.com/2016/08/10-challenges-deaf-students-face-in-the-classroom/
Carroll, C. (2017). Hearing Impairment and the Latin Classroom Experience: A case study of a Year 10 student with a hearing impairment learning Latin. Journal Of Classics Teaching, 18(35), 31-37. DOI: 10.1017/s2058631017000046
Fakomogbon, M. A., Obielodan, O. O., Amosa, A. A., & Amoka, G. O. (2017). Effect of Developed Captioned-Video in English on the Performance of Hearing-Impaired Students in Upper Basic School, Kaduna. KIU Journal of Humanities, 2(1), 315-322.
Jabar, S. A., & Ahmad, A. C. (2018). The Design of Multimedia Interactive Courseware for Teaching Reading to Hearing Impaired Students. International Journal of Academic Research in Progressive Education and Development, 7(4), 223-230.
Levy, L. G. G., Ferreira, L., Pinto, J. D., Nascimento, G. B., Biaggio, E. P. V., & Kessler, T. M. (2020). Hearing impairment and higher education: perceptions of students and employees in a Brazilian Public Institution. Research, Society and Development, 9(1), 95911603.
Mitchiner, J., & Lytle, L. R. (2018). A Positive Perspective: Preparing Professionals to Work with Deaf and Hard of Hearing Infants, Toddlers, and Their Families. Odyssey: New Directions in Deaf Education, 19, 10-14.
Sharifi, A., Arefi, M., Vajargah, K. F., & Kakojoibari, A. A. (2017). Designing and validation of an educational software to improve writing skills of hearing-impaired students in primary schools. Auditory and Vestibular Research, 26(1), 14-20.
Walker, L. (2019). Executive Functioning for Students with Educationally Significant Hearing Impairment Who Use the Auditory-oral Approach: Program Development.
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