| Available hearing technology can amplify sound, | | | | class. |
| reduce background noise, and increase signal-to-noise | | | | FM DevicesThe FCC has exclusively defined certain |
| ratios so the hearing-impaired can listen better in class. | | | | radio frequencies for use by people with hearing loss |
| Children with hearing loss will most likely need special | | | | so the competition by radio or other devices is minimal. |
| devices in order to listen effectively in school. Not all | | | | Special FM devices can be used in the classroom and |
| children will benefit from each device, but may need | | | | elsewhere by hearing impaired students so sound is |
| different combinations of systems to perform at their | | | | further amplified. These systems have two main parts: |
| best. Teachers may come across any or all of the | | | | a microphone for the person speaking (generally the |
| following devices for hearing-impaired students in the | | | | teacher) and a receiver that delivers the voice signal |
| classroom. | | | | to the child's hearing aid or cochlear implant. |
| Hearing AidsHearing aids are the most commonly | | | | The receiver can be in the form of a speaker sitting |
| known listening devices for people with hearing loss. | | | | on the student's desk (desktop FM system), speakers |
| The best style of hearing aid for children consists of | | | | installed near the desk such as on the classroom |
| an ear mold, which is placed into the child's ear, and | | | | ceiling (classroom soundfield), or a device attached to |
| microphone-battery compartment that resides at the | | | | the hearing aid or implant (personal FM system). These |
| back of the ear. The two parts are connected with | | | | assistive listening devices will bring sound within a child's |
| tubing that simultaneously performs as an ear hook | | | | listening bubble. |
| and contains the electrical wire delivering sound signals | | | | Alerting SystemsAnother important technology for |
| into the ear. | | | | students is the alerting system. These are devices that |
| Recently, hearing aids have adopted digital technology | | | | will accommodate hearing-impaired students in case of |
| that eliminates most feedback noise. Also, children's | | | | a fire or other emergency. The importance of these |
| hearing aid devices have special features such as a | | | | signals will need to be emphasized in young children, |
| locking battery door, volume control deactivation, and | | | | but normal sound systems found in door bells, smoke |
| they come in a variety of colors. When the volume | | | | detectors, carbon monoxide detectors, and the like |
| control is preset, teachers may have to help the child | | | | may not be perceived if a student has profound |
| adjust it when necessary. Teachers may also be | | | | hearing loss. |
| asked to evaluate the effectiveness of the hearing aid | | | | In these cases, children will need to be informed of an |
| in the classroom setting. | | | | emergency alarm via vibrations or visual stimuli such as |
| Cochlear Implants | | | | light. This type of technology can range in complexity |
| When hearing aids do not prove to be helpful enough, | | | | from simple single units located in a prominent location |
| children may gain more benefits with cochlear implants. | | | | to systems that have multiple parts. These more |
| These are devices with components that are surgically | | | | complicated systems may include a transmitter, and |
| implanted behind a child's ear. The implanted | | | | receiver in the form of a wristband worn by the child. |
| components deliver electrical pulses to the nerve | | | | Teachers may be asked to monitor the student's |
| endings in the cochlea. | | | | progress with his/her listening devices, which in many |
| A child will need intensive hearing therapy in order for | | | | instances may be new. Parents will be the main |
| the brain to learn how to interpret the signals of a | | | | source of information for educators of children with |
| cochlear implant. He/she may need to return | | | | hearing difficulties. Therefore, the collaboration |
| periodically for refitting as well, and teachers may be | | | | between families and school educators is the most |
| able to help determine when this is necessary by | | | | important factor in the educational success of the |
| paying close attention to a child's responsiveness in | | | | student with hearing loss. |