OSAT Deaf/Hard of Hearing (030) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

IDEA deafness definition

Under IDEA, deafness is a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, and it adversely affects educational performance.

Conductive hearing loss

Hearing loss caused by obstruction or damage in the outer or middle ear, reducing sound transmission to the cochlea; it often responds to medical or surgical treatment and typically affects all frequencies fairly evenly.

Sensorineural hearing loss

Hearing loss from damage to the cochlea or auditory nerve; it is usually permanent, may affect high frequencies more, and can reduce speech clarity even when sounds are amplified.

Mild hearing loss range

A pure-tone average of 26 to 40 dB HL in the better ear; children may miss soft speech and need favorable acoustics, preferential seating, and consistent amplification.

EHDI 1-3-6 benchmarks

Early Hearing Detection and Intervention goals: screen all infants by 1 month, diagnose hearing loss by 3 months, and begin early intervention by 6 months of age.

Deaf President Now 1988

A student-led protest at Gallaudet University that led to the appointment of I. King Jordan as the first deaf president and became a landmark event for deaf civil rights and self-determination.

ASL phonological parameters

American Sign Language signs are distinguished by handshape, location, movement, palm orientation, and nonmanual markers; changing one parameter can change a sign's meaning.

Critical period for language

A developmental window, especially in early childhood, when the brain readily acquires a first language; delayed access can cause lasting language deprivation, whether the language is spoken or signed.

Bilingual-bimodal approach

An educational approach that develops American Sign Language and written or spoken English, treating ASL as a full first language and using visual access to English rather than relying on simultaneous communication.

Cued Speech

A visual communication system using handshapes and placements near the face to make spoken phonemes visible; it represents spoken English and is not a signed language with its own grammar.

Auditory-verbal approach

A spoken-language approach that teaches children with hearing loss to use amplified hearing and listening skills, with parents as primary language models and little or no emphasis on sign language.

Joint attention

Shared focus between a child and caregiver on the same object or event; it supports vocabulary and language learning and may require explicit visual or tactile strategies for deaf children.

Visual reinforcement audiometry

A behavioral hearing test for infants and young children in which a head turn toward a sound is reinforced by a lighted animated toy, estimating hearing thresholds by frequency.

Otoacoustic emissions

Sounds produced by healthy cochlear outer hair cells and measured in the ear canal; OAEs screen cochlear function but do not measure hearing thresholds or auditory nerve response.

Auditory brainstem response

An electrophysiologic test recording neural responses to sound from the auditory nerve and brainstem; it estimates hearing sensitivity in infants and can identify retrocochlear problems.

Speech recognition threshold

The lowest hearing level at which a listener correctly repeats about 50 percent of familiar spondee words; it cross-checks pure-tone thresholds and speech audiometry.

Dynamic assessment

An interactive assessment that measures how much a student improves with prompts, modeling, or mediation, revealing learning potential rather than only current independent performance.

IEP required team members

Parents, at least one regular education teacher if the child may participate in general education, a special education teacher, an LEA representative, and someone who can interpret evaluation results; the student attends when appropriate.

Communication plan

An IEP component describing the student's language and communication needs, preferred modes, opportunities to interact with peers and staff, and needed accommodations such as interpreting or captioning.

Universal Design for Learning

An instructional framework providing multiple means of representation, action and expression, and engagement so diverse learners, including deaf students, can access content and show learning.

FM system daily check

A listening check verifies the teacher microphone, receiver, battery, and settings before class; the teacher speaks at a normal level while the student reports clarity and comfort.

Interpreter positioning

The interpreter should stand near the teacher and key visual aids, in good light, with the student able to see both interpreter and instructional content without frequent head turning.

Educational interpreter role

An educational interpreter conveys classroom communication faithfully, manages turn-taking, and clarifies cultural or linguistic meaning, but does not discipline, teach new content, or act as a classroom aide.

Captioning in instruction

Synchronized text of spoken audio and relevant sounds displayed on screen; it supports access to videos and live speech but does not replace a qualified sign language interpreter for students who require ASL.

Preteaching vocabulary

Introducing key terms and concepts before a lesson with visual examples, definitions, and context; it reduces the language demand during instruction and supports comprehension for deaf and hard of hearing students.

Classroom acoustics

Optimal conditions include low background noise, short reverberation, and favorable signal-to-noise ratio; carpet, curtains, and sound-field systems can improve speech access for hard of hearing students.

Least restrictive environment

IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids and services cannot provide satisfactory education.

Educational interpreter ethics

Interpreters follow confidentiality, impartiality, and role-boundary standards; they avoid sharing student information, advising, or performing duties outside interpreting unless emergency safety requires action.

Section 504

A federal civil rights law prohibiting disability discrimination in programs receiving federal funds; eligible students receive a 504 plan with accommodations but not necessarily special education services.

Audism

Bias or discrimination favoring hearing people and spoken language, often assuming deaf people are less capable; recognizing it helps educators avoid deficit-based views of deaf students and families.

Paraprofessional role

A support staff member who assists with materials, supervision, and practice under certified teacher direction; the aide should not replace instruction, interpretation, or the teacher's primary language role.

Collaborative consultation

A problem-solving partnership in which general and special educators share expertise, plan instruction, and monitor student progress; it works best with scheduled time, clear roles, and data-based decisions.