Deafness Refers To A Pathology

Deafness refers to a pathology

Introduction

Deafness refers to a pathology that does not allow a proper functioning of the auditory sensory system, thus reducing the auditory capacity of the individual and, therefore, making it difficult to communicate those who suffer from this dysfunction. We must remember that when we refer to a deaf person we do not mean that she cannot hear either speak, therefore communicate, because this thought would be a mistake. There are different types of deafness (differentiated by their etiologies and degrees). 

Developing

In principle, we will differentiate two concepts: deaf individual and hearing loss. The deaf person cannot auditively understand the words, while the hearing loss if it can do it slightly, since it has a minimum auditory residue. In addition, hearing loss may be due to genetic or environmental origin factors.

Types of deafness.

According to the period of appearance

• Prelocutive appears before language development (before 3 years).
• Postlocutive when there is already normal use of language (from 3 years).

Location in the auditory system

• S. Transmitting the problem is in the middle and external ear that makes it difficult to receive sound.
• S. Neuronal and sensory The problem is in the inner ear or nerve connection, so the acoustic and nervous signal cannot be transmitted to the brain.
• S. Combined combination of the two previous types.

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• Normal hearing deafness level The ear perceives frequencies not exceeding 20 dB (people’s tones).
• Mild hearing loss of audition between 20-40 dB.
• H. Moderate hearing loss between 40-70 dB.
• H. serious hearing loss between 70-90 dB.
• H. Very serious hearing loss of more than 90 dB.
• Total deafness audition loss exceeding 100-120 db. (Complete absence of hearing capacity).

ELABORATED TABLE PRESENT IN THE NOTES OF THE SIGNS LANGUAGE COURSE (UNIVERSITY OF NEBRIJA).

When we talk about education aimed at deaf people (and deafblind, since they are usually included in the same block), the different educational approaches are taken into account, as well as the different strategies, methodologies and resources used, to carry out a process of correct teaching-learning with these individuals. In addition, we cannot forget the role of the family in relation to students subject to this pathology, since it will be vital for the development and integration of the student in the center and its social context.

Following Agurto Calderón, we find numerous conceptions and points of view from which education for deaf can be focused. This author makes a tour of these different conceptions over time, since deaf people were considered as abnormal beings (characteristic to evict you) until their complete integration into the current education system.

At first, deaf people were considered as abnormal and sick beings whose intellect lacked importance, this is what we know as characteristic to evict you. After this, we find deafness as a limiting characteristic in education. In this case, people are considered disabled and it is believed that they can receive education, but only to communicate orally, about protecting this group and not integrating it, if not, segregating it, and focusing on that type of learning.

There is also another way to consider deafness in education, which is still carried out (in specialized centers), and is deafness as a sociocultural characteristic. In this conception, deaf people are already considered as a social group with their own characteristics, language and culture. They are admitted as a community in itself, where people with hearing problems have their own identity. Within this conception, education focuses on its native language but through the learning of signs and communication language between the members of the deaf community themselves.

Currently, there are other forms of education that are based on the integration of these students and these people within the general educational field. On the one hand, we find their partial integration, in specialized classrooms of schools and institutes that have a number of students with this type of diversity sufficient to form a group-aula in itself. These students will share common subjects with the rest of their classmates and will have other subjects in which this reduced group of students will be found in the classroom. 

conclusion

In other centers, we also work with this same system, but with open classrooms, where students with different types of functional diversities are grouped together. And finally, we find total integration, in centers where these students are not enough to form a separate group, and are in a usual classroom in all subjects. This is where students have the greatest contact and integration with the society around them.

This work is designed to carry it out in an institute where there is a specialized group of students with auditory functional diversity, which have common classes in the trunk subjects and reduced group classes in the schedules of the rest of the subjects.