Paper Example on the Disabled: Overcoming Learning Obstacles With Hearing & Sight

Introduction

The importance of one's ability to hear and see seems to be undermined in the current world from one region to another by states and countries, until that moment when one loses access to either both or one of this qualities. It is a fact that, in the learning process, education has proved beyond a reasonable doubt to be so technical, hectic and almost impossible for some trainees to handle the activities correctly and make the disabled understand similarly as other regular students.

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For this reason, it is an essential requirement for educators to adjust accordingly and understand all the essentials that are required to specially handle this student, and make them stick to their respective goals and dreams. Although it has recently proved to be so hard for the teachers and students accurately, however, with the current technological advancements in the nursing and health department including the introduction of electronic health record models, it is possible to enhance in a better way the close and practical communication abilities between the providers and the teachers (Marschark et al.).

Typically, there are several opportunities in the academic institutions that offer deaf education, especially after the recent realization of the potential effects that ca result when care is neglected, the significant duty thus lies in the hands of the educator who is must make sure that they supervise closely and meet all the needs that the deaf students require. Also, for the educators of them with hearing disabilities (partial and complete deaf students), proper adjustments must be made in the methods of teachings that are being used to ascertain that only those that comply with all students are used. Primarily, application of the new techniques of education for the deaf and hard hearing students developed by the modern technological improvements to help in caring for all the conditions, and most importantly, note that choice of what methods to use in addressing this person purely determines the student's chances of success or failures.

Research Questions

With the sharp rise in the number of deaf and hard hearing students globally, it has eventually called for research in the same to help in discussing the proper methods by which the educators should always use when giving lectures or lessons to them. The second aim of this research is to highlight some significant factors to be followed by the educators before identifying on what method suits who, thus resulting to a better solution that promises for the student's success.

To be able to meet this aims at the end of the research, it is also critical to state the research questions that may be used at the end of the study to evaluate the success of the aims and objectives achievements. The following were some of the drafted RQs:

• What is the prevalence rate of deaf and hard hearing students worldwide?
• What factors should the educators consider before deciding on which appropriate method to use in different scenarios?
• What are some of the modern methods efficient for offering education to these groups of people?

Research Methods

Various research methods were employed to achieve the aims and objectives. Sampling method was used interchangeably with quantitative approach analysis to collects and analyses the data collected according, to present a presentable data for the completion of this research. All the students in American schools were sampled, and relevant statistical data of those suffering for either hearing or seeing problems recorded for further analysis. The data revealed that, for every one thousand student's sampled, there was at least two or three who had complications of hearting and as a result had problems in either one or both or one of their ears (Guardino et al.). The data also stated that, in the United States of America, over 90% of the total number of children had hearing problems (Rooth and Meredith Anderson et al. 118-120).

Moreover, it also indicated that more than 38000 electric cochlear implants had been implanted in the cochlear of children to help them advance their hearing problems. Sampling done on the children of age between 12-25 years stated that, for every population of eight, one must be suffering from hearing problem. All these hearing problems were done based on the standard hearing examinations that were contained in the world health reports on issues with people with hearing complications.

Concerning the populations of the people who are deaf, sampling method incorporation with quantitative analysis was also done by the Gallaudet research institute (GRI), providing the general annual survey of the deaf and hard hearing problems among youths (McKee et al. 92-100). The body worked in collaboration with the national health statistics agency and reported that for every one thousand newborn babies in the whole world, one of them is born deaf. Again, the analysis directly reflected on the impact on the children below the age of eighteen years who were probably school goers, quoting that about for every a thousand children below the age of 18 sampled, 12 of them were deaf and 20% of them also had hearing problems.

Modern Teaching Techniques for Deaf and Hard Hearing Students

The research data collected that involved sampling for the US Americans, using the data by the national health statistics, stated that, most schools in the world are currently using the modern methods of teaching, to reach their students and satisfy their academic goals for landing them into working institutions, companies or organizations similar to the usual students who go through standard education (Domagala-Zysk et al. 1-16). Three basic methods were obtained:

• Bilingual-bicultural: this is a method of teaching; educators usually use only the American Sign Language in the classrooms, to deliver. In this teaching method, traditional English is generally taught using the words printed on paper.
• Auditory or oral teaching: in this particular teaching approach, there is always no use of sign language, rather a lot of speech and hearing is involved in the entire lesson or lecture.
• Use of total communication: this is a teaching method that entangles together the auditory and visual forms of delivering instructions to the deaf and hard hearing students. Furthermore, sign language can also be used in the total communication method (Domagala-Zysk et al. 1-16).

Considerations before Selecting an Appropriate Teaching Method

Different methods of teaching that are applied by educators in the classrooms vary from different cases (Pizzo et l.). Some of the considerations include:

What the students need to learn, gives an excellent opportunity of choosing on what best method to use. For instance, the choice may be face-to-face communication and online communication. Sources indicate that the learning process is entirely determined by the pedagogy and the designs for giving instructions.

Secondly, is the outcome that the educator expects from the students. For example, the deaf and hard hearing problem may be partial or complete. For partial deaf cases, the lessons taught may be practical or theoretical. Practical lessons aim at making the learners understand the basics in the real world or be able to draw pictures and other forms of arts, whereas, the ideal experiences like the old concepts are better if the online communication method is used and only sounds used. However, this can only apply for the students who are deaf only, those are deaf and have hearing problems or with the hearing problem alone, cannot use online communication, and the only face to face means can be used.

There are no specific teaching methods that must be used by educators in every class of their students. One appropriate way in one situation may not match another case somewhere else. So basically, the above considerations must be used to select on the methods correctly. Studies state that "in an increasingly volatile, uncertain, complex and ambiguous world, teaching methods that are lighter and nimble enough are the preferable ones to use for the deaf and had hearing students."

Conclusion

In conclusion, this research whose main aim was to identify the solutions to the deaf and hard hearing students with their educator is critical because a majority have ignored the importance of looking into the issue in the past. In relation to this, it is also a fact that many human right leaders assume their roles in offices and fail in addressing this issue or give very little concern concerning on the same Having the research done and completed in this manner, by and all the necessary data involving students who are deaf and those with hard hearing problems, primary considerations on choosing the best teaching method and the listing the issues clearly, gives them no room for escape and ignorance of such important themes in the society. It is thus promising to have a transformed in a way that, every individual in the community is given equal rights, opportunities, and the necessary attention, especially children to boost them in sharpening their dreams.

Works cited

Domagala-Zysk, Ewa, and Anna Podlewska. "Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users." European Journal of Special Needs Education (2019): 1-16. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1581399

Guardino, Caroline, and Joanna E. Cannon. "Theory, research, and practice for students who are deaf and hard of hearing with disabilities: Addressing the challenges from birth to postsecondary education." American Annals of the Deaf160.4 (2015): 347-355. Retrieved from https://www.jstor.org/stable/26235226

Marschark, Marc, Venetta Lampropoulou, and Emmanouil K. Skordilis, eds. Diversity in deaf education. Oxford University Press, 2016. Retrieved from https://books.google.com/books?hl=en&lr=&id=tsGSDAAAQBAJ&oi=fnd&pg=PP1&dq=Solution+in+the+Deaf+and+Hard+Hearing+Art+Educator+&ots=TJGkIwoSHI&sig=Q-jlQiYuELkEMyLSnXoayVZ5HNk

McKee, Michael M., et al. "Assessing health literacy in deaf American sign language users." Journal of health communication 20.sup2 (2015): 92-100. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10810730.2015.1066468

Pizzo, Lianna, and Amanda Chilvers. "Assessment and d/deaf and hard of hearing multilingual learners: Considerations and promising practices." American Annals of the deaf 161.1 (2016): 56-66. Retrieved from https://www.jstor.org/stable/26235251

Rooth, Meredith Anderson. "The prevalence and impact of vision and hearing loss in the elderly." North Carolina medical journal 78.2 (2017): 118-120. Retrieved from http://www.ncmedicaljournal.com/content/78/2/118.short