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AUDITORY IMPAIRMENT

Teaching Pupils with Deafness


Introductions
Auditory impairment is also referred to as
Deafness, hearing impairment, or hearing
loss is a partial or total inability to hear.
any pupil with auditory impairment is at a
distinct disadvantage in virtually all aspects of
the language development.
Pupils with auditory impairment tend to face
problems in learning, so do the teachers who
teach them.
Levels of Auditory Impairment
Slight
Mild
Marked
Severe
Extreme
71 to 90 dB (ISO)
56 to 70 dB (ISO)
41 to 55 dB (ISO)
27 to 40 dB (ISO)
91 dB or more (ISO)
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Statement of the problem
Challenges faced by special needs teachers in teaching pupils
with deafness
The perceived competency of special needs teachers of deaf
pupils
The purpose of this survey
To provide suggestions on how to overcome the challenges
faced by special needs teachers in teaching pupils with
deafness
Significant of the survey
pupils will deafness will be able to engage in learning
processes through various methods used by special needs
teachers.

There are even certain misconceptions
in defining deaf.
It is wrong to relate deafness in a
person to being mute as well.
Literacy performance as well as social-
emotional development of deaf pupils.
There are two types of education for
the deaf which are mainstream and
inclusion.
both mainstream and inclusive
education face various forms of
challenges in teaching deaf pupils.
Challenges in forms of first language,
second language as well as sign
languages of both languages.

Literature
Review
A survey of five demographic
questions and ten information
seeking questions was constructed
and distributed to 7 different schools
in the Johor Bahru and Kulaijaya.
Participants in this study were a
random sample of 20 teachers, all of
whom females at ten Sekolah
Kebangsaan (SK) schools with
special needs classes.
Design and Methodology
Discussion and Recommendation
It is advisable that teachers teaching
special needs to be well equipped
with the knowledge of both spoken
(written) language or sign language.
The use of cued speech should be
encouraged in teaching deaf pupils as
it is able to solve the literacy problem
for most deaf pupils.
Instructional materials used in
teaching deaf pupils are indeed
necessary to enhance their learning.
Discussion and Recommendation
In the form of curriculum, most
participants found that the curriculum
is too rigid leaving little flexibility
for adaptations for teachers to try out
new approaches.
Inclusion programs are supposed to
provide all students with access to a
challenging, engaging and flexible
curriculum that helps them to be
successful in a society.

Discussion and Recommendation
Future studies on this survey be
accompanied by observations of the
participants during teaching and
learning lessons.
The gender of the participants be
varied in order to avoid biasness of
only a particular genders opinions.
a detailed set of survey questions
focusing especially on the challenges
and the materials used in teaching.

APPENDIXES

A Comprehensive Plan for Hearing Impaired Children in Illinois. (May 1968). Retrieved
from http://files.eric.ed.gov/fulltext/ED026765.pdf

Adoyo, P. O. (2007). Educating Deaf Children in an Inclusive Setting in
Kenya:Challenges and Considerations. Electronic Journal for Inclusive Education, 2 (2).
Retrieved from http://www.cehs.wright.edu/resources/publications/ejie/ Winter_Spring
_08/Inclusive_education_2_D.htm

Chua, T. T. & Koh, B. B. (1992). Pendidikan Khas dan Pemulihan: Bacaan Asas. Kuala
Lumpur: Dewan Bahasa dan Pustaka.

Hallahan, D. P. & Kauffman, J. M. (1994). Exceptional Children: Introduction to Special
Education (6
th
ed.). Masssachusetts: Allyn and Bacon.

HearingLikeMe. (2014). Teaching a Child with Hearing Loss. Retrieved from website,
http://www.hearinglikeme.com/learning/teachers/teaching-child-hearing-loss

Jefferys, A. (2014). Deaf Education: Mainstream vs. Inclusion. Retrieved from
http://everydaylife.globalpost.com/deaf-education-mainstream-vs-inclusion-15962.html





Musengi, M., & Chireshe, R. (2012). Inclusion of deaf students in mainstream rural
primary schools in Zimbabwe: Challenges and opportunities. Studies of Tribes and Tribals
Journal, 10 (2), 107-116. Retrieved from http://www.krepublishers.com/02-
Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-
PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdf

Salend, S.J. (2005). Creating Inclusive Classrooms: Effective and Reflective Practices for
All Students (5th ed.). Upper Saddle River, N.J: Prentice Hall.
The National Deaf Childrens Society. (2004). Deaf Friendly Teaching. Retrieved from
http://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.p
df

Wikipedia. (2014). Hearing Loss. Retrieved from website,
http://en.wikipedia.org/wiki/Hearing_loss

Prepared By:

NURZIANA BINTI ROSLI
2011731177
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