NYSTCE Deaf and Hard of Hearing 063 flashcards
NYSTCE Deaf and Hard of Hearing 063 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Conductive hearing loss
- Loss caused by obstruction or damage in the outer or middle ear that reduces sound reaching the cochlea; bone-conduction thresholds stay normal while air-conduction thresholds are elevated.
- Sensorineural hearing loss
- Loss from damage to cochlear hair cells or the auditory nerve; air- and bone-conduction thresholds are both elevated and within about 10-15 dB of each other, with no air-bone gap.
- Profound hearing loss
- Thresholds greater than 90 dB HL in the better ear. Speech is not audible without amplification, and cochlear implants or sign language are frequently considered.
- Speech banana
- The region of an audiogram, roughly 250-8000 Hz at 20-60 dB HL, where conversational speech sounds fall; thresholds above it mean those phonemes are inaudible.
- Air-bone gap
- The difference between air-conduction and bone-conduction thresholds. A gap larger than about 10 dB suggests a conductive component; no gap suggests sensorineural loss.
- Prelingual deafness
- Hearing loss occurring before spoken language is firmly established, typically before age three. It affects natural acquisition of spoken language and often drives early intervention decisions.
- Postlingual deafness
- Hearing loss acquired after spoken language has developed. The student retains a spoken language foundation, which supports speech reading, auditory training, and rehabilitation.
- Cochlear implant candidacy
- Typically considered for severe-to-profound sensorineural loss with limited benefit from hearing aids; a surgically implanted electrode array stimulates the auditory nerve directly.
- FM/DM system
- A remote-microphone assistive listening device that transmits the teacher's voice directly to the student's receiver, improving the speech-to-noise ratio and reducing the effect of distance and reverberation.
- IDEA definition of deaf
- A hearing loss so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects educational performance.
- Hard of hearing
- A hearing loss that adversely affects educational performance but is not severe enough to meet the IDEA definition of deaf; residual hearing is typically functional with amplification.
- American Sign Language
- A complete natural visual language with its own phonology, morphology, and syntax, distinct from English; it is not a manual code for English and has no written form.
- Total communication
- An educational philosophy combining sign, speech, speech reading, amplification, and fingerspelling simultaneously to give the student multiple channels for accessing language.
- Auditory-verbal approach
- An oral method emphasizing amplified listening and spoken language development, avoiding visual cues such as sign or speech reading during instruction.
- Speech reading
- Using visual information from the speaker's face, lips, and gestures plus context to understand speech; many phonemes are visually identical, so it supplements rather than replaces auditory input.
- Deaf culture
- A community with shared values, norms, history, and ASL, where deafness is often framed as a linguistic and cultural identity rather than a disability to be corrected.
- Unilateral hearing loss
- Hearing loss in one ear only. It can affect localization, hearing in background noise, and academic performance, and warrants classroom accommodations such as preferential seating.
- Auditory neuropathy spectrum disorder
- A condition in which the cochlea detects sound but neural transmission is disordered; otoacoustic emissions may be present while the auditory brainstem response is abnormal.
- Otoacoustic emissions
- Sounds produced by healthy outer hair cells of the cochlea in response to stimulation; their absence suggests cochlear hair-cell damage, and the test needs no behavioral response.
- Auditory brainstem response
- An electrophysiologic test recording neural activity from the auditory nerve and brainstem in response to sound; it estimates hearing thresholds in infants and other hard-to-test populations.
- Pure-tone average
- The average of air-conduction thresholds at 500, 1000, and 2000 Hz, commonly used to summarize degree of hearing loss for the speech frequencies.
- Speech-to-noise ratio
- The difference in decibels between the level of the target speech and background noise; students with hearing loss typically need a more favorable ratio than hearing peers.
- Reverberation
- Prolonged reflection of sound in a room that smears speech signals; it degrades intelligibility, especially for students with hearing loss, and is reduced by acoustic treatment.
- Preferential seating
- Placing the student near the teacher and sound source, away from noise, to improve access to speech, visual cues, and amplification; a common IEP accommodation.
- Educational interpreter
- A professional who conveys classroom spoken language into sign and signs back to speech, providing access; the role differs from that of a teacher of the deaf.
- Itinerant teacher of the deaf
- A specialist who travels among schools to provide direct instruction, consultation, and IEP support for students who are deaf or hard of hearing.
- Communication access real-time translation
- CART: a service in which a trained provider uses a stenotype or voice-recognition system to display live captions of spoken instruction for students who read print.
- Language deprivation
- Insufficient accessible language input during early childhood, which can impair cognitive and linguistic development; a key rationale for early identification and accessible language.
- Early hearing detection and intervention
- The 1-3-6 benchmark: screening by one month, diagnostic audiologic evaluation by three months, and enrollment in early intervention by six months of age.
- Informed choice for families
- Providing unbiased information about communication and amplification options so families can make decisions that fit their values, language, and goals for the child.
- Deaf-blindness
- Combined vision and hearing loss requiring specialized supports such as tactile sign, intervener services, and adapted materials; addressed under IDEA as its own category.
- Section 504 accommodations
- Supports under Section 504 of the Rehabilitation Act for students with hearing loss who do not need specialized instruction, such as amplification access, captioning, and preferential seating.