Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
55 Cards in this Set
- Front
- Back
|
hearing impairment
|
less than normal hearing (either sensitivity or speech understanding) resulting from auditory disorders
|
|
|
hearing sensitivity loss
|
poorer than normal auditory sensitivity for sounds; usually measured in decibels, using pure tones
|
|
|
deaf
|
limited or absent hearing for ordinary purposes of daily living
|
|
|
residual hearing
|
remaining usable hearing in a person with hearing loss
|
|
|
hard of hearing
|
refers to a person who has hearing loss but uses the auditory channel as the primary avenue for oral communication, with or without a hearing aid
|
|
|
minimal hearing loss
|
technically not a hearing loss; individual experiences difficulty hearing spoken language at a distance or when background noise is present
|
|
|
cochlea
|
shell or spiral-shaped structure in the inner ear that is responsible for hearing
|
|
|
conductive hearing loss
|
the loss of sound sensitivity produced by abnormalities of the outer ear and/or middle ear
|
|
|
sensorineural hearing loss
|
the loss of sound sensitivity produced by abnormalities of the inner ear or nerve pathways beyond the inner ear to the brain
|
|
|
audiologist
|
a professional who studies the science of hearing, including anatomy, function, and disorders, and provides education and treatment for those with hearing loss
|
|
|
hearing impairment
|
less than normal hearing (either sensitivity or speech understanding) resulting from auditory disorders
|
|
|
hearing sensitivity loss
|
poorer than normal auditory sensitivity for sounds; usually measured in decibels, using pure tones
|
|
|
deaf
|
limited or absent hearing for ordinary purposes of daily living
|
|
|
residual hearing
|
remaining usable hearing in a person with hearing loss
|
|
|
hard of hearing
|
refers to a person who has hearing loss but uses the auditory channel as the primary avenue for oral communication, with or without a hearing aid
|
|
|
minimal hearing loss
|
technically not a hearing loss; individual experiences difficulty hearing spoken language at a distance or when background noise is present
|
|
|
cochlea
|
shell or spiral-shaped structure in the inner ear that is responsible for hearing
|
|
|
conductive hearing loss
|
the loss of sound sensitivity produced by abnormalities of the outer ear and/or middle ear
|
|
|
sensorineural hearing loss
|
the loss of sound sensitivity produced by abnormalities of the inner ear or nerve pathways beyond the inner ear to the brain
|
|
|
audiologist
|
a professional who studies the science of hearing, including anatomy, function, and disorders, and provides education and treatment for those with hearing loss
|
|
|
audiogram
|
a graphic representation of audiometric findings showing hearing thresholds as a function of frequency
|
|
|
frequency
|
the number of vibrations per second of a given sound wave, typically measured as cycles per second (cps) or hertz (Hz)
|
|
|
hertz (Hz)
|
a unit of measurement for sound frequency, expressed as cycles per second (cps)
|
|
|
decibels (dB)
|
a unit of measure expressing the magnitude of a sound relative to the softest sound to which the normal human ear can respond
|
|
|
atresia
|
the absence or closure of the ear canal; can be congenital or acquired from injury or disease
|
|
|
Why is important to know the age of onset, type, and degree of hearing loss?
|
they have significant implications for treatment and education
|
|
|
What are the four major causes of hearing impairments? Give examples related to each one.
|
genetic/hereditary: Waardenburg Syndrome, Usher Syndrome, Down Syndrome; infections: cytomegalovirus (CMV), meningitis; developmental abnormalities: atresia; environmental/traumatic factors: ototoxicity
|
|
|
What is the primary difference between prelingual and postlingual hearing loss?
|
prelingual is the disordered hearing present at birth or before the development of speech and language, postlingual describes the deficit acquired after the acquistion or speech and language
|
|
|
What are the major areas of development that are usually affected by a hearing impairment? What is the impact on the student's educational achievement?
|
intelligence, speech and language, social development, educational achievement, the students may be significantly delayed in comparison to their peers with normal hearing
|
|
|
Why is early identification of a hearing impairment important?
|
for speech and language development
|
|
|
What is the youngest age a child can be screened for a hearing impairment?
|
new borns
|
|
|
What type of information does an audiogram provide?
|
auditory thresholds
|
|
|
visual impairment
|
an impairment in vision that, even with correction, adversly affects an individual's educational performance. the term includes both partial sight and blindness
|
|
|
visual acuity
|
the ability to visually perceive details of near or distant objects
|
|
|
visual field
|
the amount of vision in the quadrant regions to the right, left, above, and below while gazing straight ahead
|
|
|
low vision
|
a visual impairment that interferes with the ability to perform daily activities and in which the primary channel of learning is through the use of prescription and nonprescription devices
|
|
|
residual vision
|
an individual's usable vision
|
|
|
functionally blind
|
an educational description when the primary channel of learning is through tactile and auditory means
|
|
|
Snellen chart
|
an eye chary of clinical measurement of the true amount of distance vision an individual has under certain conditions
|
|
|
primary literacy medium
|
an individual's most frequently used method of reading and writing
|
|
|
braille
|
a communication system utilizing raised apprehension of written materials for tactual interpretation
|
|
|
vision screening
|
a simple measure to determine possible vision loss
|
|
|
orientation and mobility (O&M)
|
systematic techniques to plan routes and move from place to place for persons with visual impairments
|
|
|
What is the legal definition of blindness? How does it differ from the IDEA definition?
|
the legal definition is a visual acuity of 20/200 or less in the better eye with correction or a visual field that is no greater than 20 degrees, it differs from the IDEA definition because it does not mention education
|
|
|
What does the Snellen chart assess? What doe 20/200 mean?
|
asses the true amount of distance vision an individual has under certain conditions, 20 refers to the distance at which visual acuity is measured and 200 indicates the distance from which a person with normal vision would be able to identify the largest symbol on the pie chart
|
|
|
Why is early detection of vision problems important?
|
it can determine the prognosis for visual impairments
|
|
|
Define the term learning media and give 3 examples of different forms.
|
includes the materials and methods a student uses in conjunction with the sensory channels in the process of learning; visual learning media: pictures, videos, imitation, demonstration; tactual learning media: models, real objects, physical prompting; auditory learning media: verbal communication, taped information, environmental sounds
|
|
|
What are some technology accommodations?
|
book on tape, Braille book, computer, screen reader, Braille printer, print printer
|
|
|
teratogen
|
infections, drugs, chemicals, or environmental agents that can produce fetal abnormalities
|
|
|
CHARGE association
|
a rare genetic disorder resulting in deaf-blindeness, a syndrome representing a cluster of physical abnormalities at birth
|
|
|
Usher Syndrome
|
an inherited disorder resulting in deaf-blindness, deafness present at birth accompanied by progressive vision loss, sometimes associated with intellectual disabilities
|
|
|
TORCH
|
toxoplasmosis, other, rubella, cytomegalovirus, herpes
|
|
|
supported (competitive) employment
|
at a work site for typical workers, individuals woth disabilities are employed and work alongside their typical peers but receive ongoing assistance from a job coach
|
|
|
spread
|
the practice of spreading inferences to other unrelated aspects of a disability, often resulting in stereotyping
|
|
|
explain the step you would take if a tonic-clonic seizure occured in your classroom
|
stay calm and note time of onset, move furniture out of way to prevent injury, loosen shirt collar and put something soft under head, turn student on his or her side to allow saliva to drain out of mouth, call an ambulance
|
