How Accurate Are Audiograms?

I have been told by some audiologists, that when looking at an audiogram, look at it as more of a prediction or educated guess of how one will hear. It is not an 100% accurate portrayal of how one hears in all situations in the real world. How we hear in the audiological testing booth is vastly different from how we hear at a party, a room with a noisy air conditioner vent, by a beach, in a classroom, when we are sick, when we are tired, a person with a loud deep voice, a person who talks fast, a person with a foreign accent, a person standing nearby vs. a person standing far way, etc.

Looking at my audiogram, I can predict that I will have a lot of trouble hearing soft speech sounds without my hearing aid. I may hear someone say "fact" when really they said "fast" or maybe I will hear "tall" when what was actually said was, "Paul". It's interesting how sometimes I am able to tell the difference and sometimes I cannot. It depends. In an ideal situation, where I am in a quiet room, having a one on one conversation, I may be able to follow the conversation without much trouble.

I like how Hearing Sparks describes hearing as a tricky thing in her post, The Variables of Hearing:

Hearing loss can be a really tricky thing. One of the trickiest things I have found to grasp about hearing loss is how it's not always consistent.

For example, just because I heard someone speaking at a certain tone of voice once and was able to understand them doesn't mean I will be able to understand them the next time they speak. Or because I was able to tell where a sound came from once doesn't mean I can do it again. Sometimes I have an easy time of it and hear someone's question right away and sometimes I just can't make it out no matter how many times they repeat it.

Read the rest of her post here. 

Hearing loss can be complicated.  The results, neatly plotted on an audiogram, can give us an idea, but not the whole picture.

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How Audiograms Help Me as an Itinerant Teacher of Deaf/HH Students

When I was in graduate school, I remember studying audiograms (hearing assessment results, plotted on a graph) and thinking, "Why in the world do I need to know how to read an audiogram?" "I am here to teach, not be an audiologist, what does it matter?"

Well, I am thankful that I can quickly glance at a student's audiogram and get a general idea of what type of hearing loss he or she may have. I look at audiograms frequently for my job as an itinerant teacher. I am usually asked to explain or interpret the results from audiograms several times a week.

I was at a meeting recently where we talked to a high school student about advocating for himself in one of his large class rooms. At first, the student did most of the talking, I listened and wrote down his concerns and questions.

During the meeting, an administrative asked him, "Which is your better ear? Then maybe you can sit somewhere in the room where your better ear is near the sound source."

The student looked confused and became quiet as he pondered this question. He answered, "Hmm, I am not sure. I think I hear about the same in both ears." Then he asked, "Where is my audiogram?"

The well meaning administrator responded, "No, it should not matter what the audiogram says or what your audiologist says, which ear do you think is your better ear?"

As my student sat there squirming, I found his audiogram and explained to the administrator, "According to his audiogram, he has very similar hearing in both ears. They are almost identical really." I showed her the charts. I continued, "This student and I discussed this before and he understood at the time that it would be hard for him to tell others which is his better ear. As you can see, this would be difficult to do."

I asked the student, "This is why you asked for your audiogram, right? You wanted to show us how you hear?"

The student nodded, looked at the audiogram and was able to elaborate more on how he hears. He said, "It's kind of hard to explain, but looking at this helps."


Below is an example of how a somewhat similar hearing loss in both ears would look like: 

Made from hearingaidknow.com's Audiogram Creator

An example of what very different hearing in the left and right ear would look like. Here you can tell that the right ear is the better ear:

Made from hearingaidknow.com's Audiogram Creator

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Related post: Read an Audiogram - How to Do it

Deaf Teachers of Typically Hearing Students

My post, Deaf Student Teacher With Hearing Students, has some unanswered questions left by commenters. Perhaps these questions can be answered by the previous commenters or other readers may like to get involved with the discussion. I would love to hear more from other individuals who went through or are going through similar experiences.

Comment left by Dee: 

It varies--usually I work with two to five when I'm doing small groups and other times, I'm in general education classrooms, sometimes ending up having to cover for general education teachers. I often do assessments (that's one-on-one). I also lead numerous meetings with parents, teachers, principals, psychologists, and other team members. I'm all over the school. I've even had kids ask me if I was the "principal's helper." However, I make sure that my direct contact with people is half-time...otherwise, lipreading full-time exhausts me to the point of compromising my health. 

Comment left by Paul:

I'm severe to profoundly deaf and spent five summers teaching hearing kids programming, web design, CAD, and related subjects. It was a rewarding experience.

In some ways, it's an ideal situation because I'm the primary speaker, I have control over who talks, I know the topic, and I'm facing them. Also if the child is asking a question, I can look at the computer and see what's wrong and that's likely to be the subject of the question.

On the other hand, I like to ask questions to probe for understanding and it can be difficult to understand a child's speech in a noisy room. As a consequence, I ask less questions than I'd like.

Recently, I volunteered for Junior Achievement. I ended up teaching the hearing class a few signs for the vocabulary and I couldn't believe how enthusiastic they were about signing. I wish I'd started mixing ASL in a lot earlier.

Questions in response to Dee and Paul:

Dee--I just came across your post. Are you still on this blog? I have many questions about a deaf teacher teaching literacy to hearing students. I would love to correspond with you! 

Paul and Dee--It seems that you rely on oral speech rather than sign when teaching? Do either of you teach with ASL interpreters? I ask because I teach literature and writing classes at the University of Texas at Austin with ASL interpreters.

*Click on the highlighted link above to read the post and the rest of the comments and new comments under original posting. 


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MTV's Quiet Campus

If you have not already, be sure to check out mtvu's Quiet Campus. Quiet Campus includes videos from a documentary about four students at Galluadet University. All of the episodes are super short, but very interesting and educational. I hope we will see more!

I wish they would change the title, Quiet Campus. Deaf people can be far from quiet.

Below is the latest episode:

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Gift Ideas for the Deaf and Hard of Hearing, 2011

Here is a list of items I think would make great and interesting gifts for those who are deaf or hard of hearing. Of course, whether or not some of these items would be good gifts, depends on the person's preferences, degree of hearing loss and communication mode.  Let me know what you would add to list or if you have any suggestions.

Click on images for more information or to buy them on Amazon. Have fun shopping!

Clear Sounds Bluetooth Amplified Neck Loop

Read my review on this product here. 

Don't want Bluetooth? Try similar device without the Bluetooth technology. It's cheaper too! Link to product on Amazon: Clear Sounds CLA7-V2 Amplified Power Neckloop Accessory for Cell phones, iPods, Corded and Cordless Phones

Weather Alert System (for Deaf/HH individuals)
 

One Good Ear Bud
 


ILY Sign Language Mouse Pad 
(comes in different colors)
 

My Twinn Doll Hearing Aid 

Build-a-Bear Workshop Plush Hearing Aid

Sign Language Peg Puzzle

American Sign Language Stamp Set

Classic ABC Blocks with ASL and Braille

Related Post: Gift Ideas for Deaf & Hard of Hearing, 2010

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Hearing Aids Creatively Concealed in the 20th Century

Don Grushkin shared with us a great webpage, Deafness in Disguise, that provides examples of how hearing aid devices were "concealed" in certain fashions during the 20th century. With some of the designs, it seems as if they went through a great deal to creatively conceal the bulky and strange looking hearing devices of that time. The best ones, in my opinion, are from the 1940's to 1950's.

This is one of my favorites (image from the website):

Link to webpage: http://beckerexhibits.wustl.edu/did/20thcent/index.htm

Link to website (Home): http://beckerexhibits.wustl.edu/did/

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Hearing Aid Museum

I recently came across this online hearing aid museum. It is a very interesting and informative site. I think it is fascinating to see how hearing devices evolved over the years.

Did you know that the first electrical hearing aids appeared during the 20th century, thanks to the invention of the carbon microphone?

My favorite section is the Quack Hearing Devices filed under 'Miscellaneous Items'. It contains several devices and instruments that were thought to treat deafness or to help restore hearing using unconventional methods that clearly did not work. One of them was called the Acousticon Massacon from 1903. It created loud vibrations through an ear phone to vibrate the eardrum and the tiny bones, which was thought to help "loosen" up the middle ear. Doesn't this sound lovely?

Here's a picture of the Acousticon Massacon (from the website):

Whenever I have students who complain about their "giant" and "ugly" behind-the-ear hearing aids, I show them this site. At least they don't have to use ridiculous looking ear trumpets or be told to use a large strange looking device to vibrate their ear drums and middle ear bones.

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Link to online hearing aid museum:  http://www.hearingaidmuseum.com/

YES! 'Switched At Birth' in January!!

YES!!!

Just found out from blogger/vlogger Red Deafia on DeafRead that ABC's Switched at Birth will be back January 3rd, 2012!!!  Watch Red Deafia's vlog if you want a visual representation of how excited I am that they will be showing Switched at Birth again so soon. Glad to see someone share the same enthusiasm I have!!

If you have not seen any Switched at Birth episodes, I recommend that you do, unless you don't have time to be hooked on yet another television show. Visit the website of ABC Family's Switched at Birth for more information. To get more of a feel for the show or to read the opinions of others who watch the show, below is a list of some of my blog posts and other blog posts about Switched at Birth.

My blog posts:

• Switched at Birth, Premiering Tomorrow 

• My Review of the Premiere of Switched at Birth

• My Thoughts on ABC's Switched at Birth

•  The Soup Pokes Fun at a Scene From Switched at Birth 

•  Daphne Starts a Fire in Class, Thanks to Her Poor Advocacy Skills & Terrible Teacher

• Switched at Birth's Pandora's Box

• Switched at Birth's Paradise Lost

• My Thoughts on Switched at Birth's "The Homecoming", Season Finale 

• Emmett's Meltdown on Switched at Birth

Posts by other bloggers/vloggers (note: this does not mean I agree with all observations made by each blogger/vlogger, I just found them interesting):

• Why Switched at Birth Is So Bad

•  Switched at Birth: Rachel's Commentary

• ABC's With The Switched at Birth Cast

•  “Switched at Birth” and What Not to Say to a Hearing Person Who Works With Deaf People 

• Switched at Birth: Season One

• Speak Up Librarian has written a great deal about Switched at Birth. Here is a link to all her posts found from search results: http://speakuplibrarian.blogspot.com/#uds-search-results

• Switched at birth - clearing up some things, distorting others 

• Blaming Deafness For Parents Leaving? 

• My Thoughts on Switched At Birth, Premiere Episode 

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My First IEP Meeting, Yikes

Rick Perry's brain freeze moment during a debate where he could not remember the name of an agency, reminds me of when I sort of screwed up at my first IEP meeting. My blunder was embarrassing, but at least it was not televised and plastered all over the news.

I am not a shy person and I usually have no problems with public speaking. However, when I headed my first IEP meeting completely on my own, it was as if I was standing in front of a firing squad. I went from cool and calm to a bumbling neurotic mess.

There I was, sitting at the head of a long table with eleven different people looking at me waiting for me to start. I nervously shuffled through the papers before me and muttered under my breath about trying to find the right paperwork. Except for my muttering and the papers rustling, it was silent in the room.

After what seemed like hours, someone coughed. I looked up and said, "Okay, let's get started. I, er, um, think everyone is here." It was getting hot in the room. Then, for some reason, I started coughing some, and clearing my throat, as if this will help me get going. I started thinking about a scene from the movie, Along Came Polly, where the actor, Philip Seymour Hoffman, plays a character heading an important meeting. He clearly does not know what he is talking about and begins the meeting constantly clearing his throat and taking time to drink some water before he started his ridiculous speech. It is a really funny scene. I tried not to laugh as I thought about it. Meanwhile, everyone waited for me to start. The mom picked at her fingernails and stared off in space. An administrator yawned and scratched his nose. I kept saying, "Okay, okay."

Then I quickly said something about how we should introduce ourselves. Everyone took turns and said their names and positions with no problems. Then when it was my turn to introduce myself, I froze. I could not remember my name. I started freaking out. Everyone stared at me as I sat there. I finally blurted out, "Oh, and I am deaf, hard of hearing teacher, case manager".

Someone asked, "What is your name?"

Without thinking, I responded, "I don't know, you tell me."

Everyone laughed and giggled as if it was the funniest thing they ever heard. My face turned red. "Why did I say that?" I asked myself.

I am such a weirdo sometimes.

After I apologized and admitted that I was nervous and explained that this was my first time heading a meeting on my own, it got better. I relaxed some. The administrator and others pitched in to help and guide me through. There were no issues and problems. The meeting went great. Whew!

Now, I am not the least bit nervous when I head meetings. It took about 10 meetings until I finally started to feel comfortable. However, I am no expert and still make plenty of mistakes, but I no longer beat myself up over them. The only times I am stressed about a meeting if it is going to be a difficult situation, or if the parents are very upset.

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IEP Meetings: Tips for Teens

Here is a link to a guide for teenagers who will attend IEP meetings. I hope you find it helpful. 

From PACER CENTER Action Information Sheets (PDF file):

Tips for Teens: Use Your IEP Meetings to Learn How to Advocate for Yourself

 http://www.pacer.org/parent/php/php-c149.pdf

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IEP Meetings, I Actually Like Attending Them

I attend at least 20 IEP meetings a year. I am trying my best to schedule and plan for 10 at the moment. For those who don't know, IEP stands for Individualized Education Plan. It is basically a legal document that is updated at least once a year that includes a plan with how the student with special needs will participate in a federal/state supported educational environment. It can include information about services and accommodations the student may require.

Most people gripe and moan about upcoming IEP meetings they must attend. I am sure some parents worry and stress about attending IEP meetings for their child. It can be a very stressful time for some, understandably.

But, I don't mind attending IEP meetings. I actually enjoy them, that is if no one is rushing through or if the meeting is not headed by someone who has no experience in holding an IEP meeting, and has no one with more experience guiding him or her. I have a tough time with meetings that parents were unable to attend. I am always interested in hearing what the parents or caregivers have to say, even if they are negative. I like the discussion aspect of it, unless the team decides to hurry though. I also like participating in the planning and figuring out what would be appropriate for the student. This is also my chance to re-educate the team members about the student's hearing loss and communication mode, and how they impact him or her in a general education setting.

What I don't enjoy is scheduling and planning meetings. It can take months to do all of the necessary paperwork, getting everyone together on a certain day and time, updating the IEP draft, and making sure all the correct information is there. It does not get any better after the meeting is over, because I have to make sure all the documents are signed, faxed, copied, mailed, and filed in appropriate places. These things take a long time. It is very stressful and tedious work.

Now, with trying to plan ten different meetings, I hardly have time to teach and work on my lesson plans. I look forward to having normal days at work where I am not required to come in at 7:00 in the morning and leave at 6:00 p.m. or so, and then go home to do more paperwork. Ugh.

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DEAF EYE on EMERGENCY! by Stephanie Jo Kent

From Xpressive Handz:

This video link is what my researcher friend, Stephanie Jo Kent and I have been doing these past few days. When you watch the video Press the arrow key after each presentation to view the next series of information.  

It is the first test of its kind and it is history in the making for communication with this technology. We are VERY excited to be a part of this test and to help improve this for ALL our citizens.It begins with ASL and then there are visuals along the way explaining further.  Don't forget to click the arrow at the bottom of the screen each time it stops. 

http://prezi.com/axivw_dlpkz4/deaf-eye-on-emergency/

More about Stephanie Jo Kent in her own words:

I earned my Certificate of Interpretation (from the National Registry of Interpreters for the Deaf, United States) in 1998, after professional training in Indiana during the early ’90s under the wonderful influence of the BiBi Committee at the Indiana School for the Deaf. While continuing work within the Deaf community, I earned a Master’s of Education in Social Justice Education and am now in the final writing stages for a Ph.D. in Communication. The topic of my dissertation is “Simultaneous Interpretation and Shared Identity in the European Parliament.” Fieldwork at the EP was funded by a US Fulbright Grant (2008-2009). Many of the insights informing this research are the result of interactions with empowered members of American Deaf Culture.

I have presented at sign language interpreting and ASL Studies conferences (such as RID’s national conference and the American Sign Language Teachers Association), international conferences on community interpretation (Critical Link), and given presentations to Translation Studies and European Studies departments at European universities (e.g., Heriot-Watt University and the University of Edinburgh, Vrije University Brussels, and Ghent University). Several articles and chapters have made it into publication, one of which has been translated into German. I have also taught several courses in several disciplines, particularly sociology and communication, both online and in traditional classrooms at the community college and university levels. I am most jazzed by being able to combine online instruction with face-to-face interaction: the potentials of learning and collaboration using this dual-format have barely begun to be explored.

My work, both as a professional interpreter and as a researcher and teacher grounded in the discipline of communication (specifically, language and social interaction) involves the intersection of discourse and dynamics. “Meaning” may appear symbolically – as words or signs, but meaningfulness arises from combining the way people generally talk (what is said and not said) with their behaviors while working together on a common task, such as taking up roles in groups, enacting particular identities, or accomplishing common and divergent goals. This is the intersection of language and social interaction where social change happens.

Visit Stephanie's website: 

http://www.reflexivity.us/wp/about/

Thanks for sharing this, Xpressive Handz! 
Visit her blog at http://www.XpressiveHandz.com

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'Deaf Jam' Film by Judy Leiff

If you have not heard already, an interesting documentary about deaf poets and poetry slam in ASL has recently premiered on television. It is called, Deaf Jam, a film by Judy Lieff. Looks great, I can't wait to see it.

Visit their website for local screenings and listings. 

From their website:

In Deaf Jam, Aneta Brodski seizes the day. She is a deaf teen introduced to American Sign Language (ASL) Poetry, who then boldly enters the spoken word slam scene. In a wondrous twist, Aneta, an Israeli immigrant living in the Queens section of New York City, eventually meets Tahani, a hearing Palestinian slam poet. The two women embark on a collaboration/performance duet - creating a new form of slam poetry that speaks to both the hearing and the Deaf.

“Poetry, friendship and respect transcend politics...Delightful and endearing, utilizing upbeat music and clever graphics, Deaf Jam immerses us in the richness and complexity of deaf culture and gives us a unique perspective into a world so vibrant, so diverse, it may forever change the way we see the non-hearing.” Barbara Pokras, A.C.E. - Woodstock Film Festival.

Theatrical Version - 70 minutes
Broadcast Version - 53 minutes

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Why Language is Vital

I have written about, many times before on this blog, how language acquisition is super important.

I focus on making sure students acquire an understanding of language and a means to express this language. It should not matter how they learn or use language, as long as it works well for them. It is important to ask, "Do they get what others are saying?" "Can they communicate their ideas and thoughts to their peers, family, and teachers?" To be unable to communicate with others or to express yourself using a language could be socially and psychologically damaging.

Just something to think about if a child is unable to communicate using his or her voice or understand what is being spoken. Try incorporating technology, visual tools, sign language, or some sort of visual communication mode.

When I was working with John on his 'monster' drawing the other day, I did not fret over the fact that he could not color neatly within the lines or clearly speak about his drawing. I was more interested in what he had to say through the way he knows how to communicate: sign language. Using his knowledge of language, he was able to interact with his typically developing peers (who don't sign). It may not be typical, how he communicates, but it doesn't keep him from trying to express his thoughts and ideas and to interact with others. If he did not know sign language, I am not sure what he would do. Knowing him, he would still attempt to interact with others, but it would no doubt be frustrating as he attempts to use spoken language, which he at this time, is unable to do effectively. He's working on it. For now, he has an interpreter and people learning sign language so they can all understand the important things he is trying to express. Too bad not everyone he will encounter will understand sign language. I have been told by others that they worry that because he can only communicate using sign language, he will have a tough time in the 'real world'. Sure, he will have a tough time with a lot of things right now and probably for the rest of his life. But, isn't it better than nothing that he able to express himself using something he is most comfortable with? He can't write and does not know how to read yet. Maybe one day he will be able to utilize technology that will help him express his thoughts to others who know spoken and written language, or perhaps his speaking skills will improve over time. But, for right now, he is happy that he can use something he is comfortable with to express his desires, frustrations, hopes, fears, and dreams.

From David Caplan's Language and the Brain:

Language is one of the pillars of the human intellect. It is the principal means whereby individuals formulate thoughts and convey them to others. It plays a role in analyzing the world, in reasoning, solving problems, and planning actions. It allows us to convey memories of the past and beliefs about the future, to engage others about events that have not taken place, and to express the relations between events. 

Language is an indispensable part of human culture, without which jurisprudence, commerce, science and other human endeavors could not exist in the forms we know them. It is an object of beauty in its own right. A combination of semantic and artistic force can make writings such as Second Isaiah, the Gettysburg Address, or Shakespeare's sonnets, the definitive statements of spirituality, jurisprudence, or personal love for a culture or an individual. 

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ROAR!! This is How You Sign 'Lion'

I have a very young student with a moderate hearing loss. We'll call him John. He can understand spoken language for the most part, but has problems expressing himself verbally (for different reasons, not because of hearing loss). He knows how to sign and he utilizes an interpreter in his general education class. His typically hearing classmates have the habit of coming to me or his interpreter and asking about John. I often remind them to talk to John directly and I encourage them to learn some signs.

Yesterday, on Halloween, I came by for a visit to assist with John in a "monster" activity. Some of his classmates sitting nearby were talking about their Halloween costumes and asking each other what they were going to wear.

Suddenly, John signed, "lion" and then let out a huge roar. He wanted to be part of the discussion.

One of the students looked at him and asked him directly, "What are you going to be for Halloween?" John signed "lion" and let out another roar. The student looked at me, and I told him to try to guess. He looked at John and asked him to repeat what he signed. John signed 'lion' again and attempted to say 'lion'. The student asked, "A lion?" and then he signed 'lion'. John smiled a big smile and yelled out, "Yah!" His other classmates started signing 'lion' and asking John if they signed it correctly. Then, they all played a game together where they pretended to be deaf lions who sign. John was having the best time.

These are the moments that make all the stress and insanity of my job worth it. : )

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