Common Conditions That Cause Hearing Loss and Deafness

There are several conditions that cause deafness or hearing loss. The table below depicts some common syndromes, infections, or conditions that affect hearing. Some conditions that affect hearing may cross over into those that are typically found in learners with deafblindness and may have been described in the Introduction to Learners Who are Deafblind module and in Section 4 the Introduction to Learners with Low Vision and/or Blindness.

Table 1 Conditions, Causes, and Effect on Hearing and/or Vision

Information for this table was obtained from the following resources:
Batshaw, M. L. (1997). Children with disabilities. Baltimore, MD: Paul H. Brookes.
Heller, K. W., & Kennedy, C. R. (1994). Etiologies and characteristics of deaf-blindness. Monmouth, OR: Teaching Research.
Newbey, H. A. (1972). Audiology. Englewood Cliffs, NJ: Prentice Hall.
School Health Corporation. (n.d.). A guide to the use of diagnostic instruments in eye and ear examinations. Hanover Park, IL: Publisher.
Schwartz, S. (Ed.).(1996). Choice in deafness: A parents' guide to communication options. Bethesda, MD: Woodwine House.
 

In addition to the various causes of hearing loss or deafness, there are certain factors which may contribute to the severity of the impact of the hearing loss. They are:

(1) age of onset,
(2) degree and condition of hearing loss, and
(3) additional disabilities.
 

Any of these factors will affect a learner's ability to use his residual hearing. The degree to which these factors affect each learner generally can be determined, but it is unique to each individual learner. The following are descriptions of how the above listed factors affect how learners' hear, and sometimes hear and see.

Age of onset. The age of onset for the hearing loss or deafness affects how the learner develops speech and language. The learner who acquires a hearing loss or deafness past the age that is critical for the development of language and speech increases his ability to read written words, understand lip reading, and capitalize on verbal expressions over a learner who has a congenital hearing loss.

Degrees and condition of hearing loss. The degrees of hearing loss that were described in section three of this module also affect the ability of learners who are hard of hearing or deaf to acquire information about their world, especially as it relates to expressive verbalizations. The degrees of hearing loss and their impact on acquiring information also can be applied to learners with deafblindness with even more severity, due to the combined vision loss. The possible combinations of residual hearing and vision loss are listed in the following table.

Table 2
Combinations of Hearing Loss and Visual Impairments

Heller, K. W., & Kennedy, C. R. (1994). Etiologies and characteristics of deaf-blindness. Monmouth, OR: Teaching Research.

The above information is important when planning instruction, creating communicative interactions, and developing social relationships for learners with deafblindness in order to build on their abilities to use their residual vision and hearing. It also provides a guide as to what type of assistive technology and/or communication modalities the learner will use in the present and future environments.

The condition of the hearing loss or deafness is whether the loss is stable, progressive, or temporary. It is important to know the condition of the loss since it will help to determine the impact on the learner's ability to gather information and interact with others in his environment.

Both the degree and condition of the hearing loss help to guide decisions in how to adapt instruction in order to enhance learning and interactions with others, regardless of whether the hearing loss is short term or long term. Additionally, these factors will help with decisions regarding the use of assistive listening devices (e.g., hearing aids, cochlear implants, auditory receiver levels, etc.).

Additional Disabilities. The combined effect of hearing loss and additional disabilities presents a unique and complex problem for both professionals and parents (APSEA, 2003). Additional disabilities may include cognitive impairments, learning disabilities, ADD/ADHD, visual impairment, cerebral palsy, orthopedic involvement, or other physical disabilities. Students who are deaf or hard of hearing with multiple disabilities also may be easily distracted, have short attention spans and/or memory problems, and need other support services such as physical or occupational therapy. As a result of these varied conditions they will function at different levels; acquire information in different ways; and, have different ways of learning (APSEA, 2003).

The fact that there are many differences among students who are deaf or hard of hearing with additional disabilities adds to the difficulties of providing appropriate programs. Many times, they are educated as students with a hearing loss for several years before the additional difficulties are recognized. In cases of severe disability, the opposite is frequently true -- additional difficulties are recognized early and the hearing loss may not be identified until later. In both cases, the students may not receive the support that they require in order to learn at their optimum level. In order to implement an effective educational program, it requires that all intervention focuses on all of the individual needs of each child, breaks skills down into small steps, and provides the child opportunities for success (APSEA, 2003).

Task for Completion and Discussion #4:

In Table 1 of Section 4, Usher Syndrome was listed as a cause for hearing loss in learners with deafblindness. There are distinctive audiograms and severity of hearing losses for each type listed in the table: (a) Usher Syndrome Type I, (b) Usher Syndrome Type II, and (c) Usher Syndrome Type III. There is a large amount of literature that describes the onset of the hearing loss, the type of audiogram associated with each type of Usher Syndrome, and other associated conditions with each type of Usher Syndrome. Research the different types of Usher Syndrome. For each type describe the severity and degree of hearing loss, the typical audiograms associated for each type of Usher Syndrome, and other conditions associated with each type of Usher Syndrome. Your paper should be one page double spaced.

For More Information:

If you would like further information about the different causes and conditions of hearing loss, some of the below listed resources may be useful to you.

American Speech Language Hearing Association:
Causes of Hearing Losses in Children
Type in the URL: http://www.asha.org/public/hearing/disorders/types.htm
Click on the link that is associated with your topic.

A-Z Deaf-Blindness
Type in the URL: http://www.deafblind.com/index.html
Click on the link that is associated with your topic.

Causes of Hearing Loss
Type in the URL: http://www.hearinglossweb.com
Click on the link that is associated with your topic.

DBLink
Type in the URL: http://www.tr.wou.edu/dblink/lib/topics/topics.cfm
Click on DB Library.
Click on the link that is associated with your topic.

Handbook for Teachers Serving Students who are Deafblind,
Deaf or Hard of Hearing with Additional Disabilities,
and Blind or Visually Impaired with Additional Disabilities. (2003).
Halifax, Nova Scotia: Atlantic Provinces Special Education Authority (APSEA).

Hear: Hear It
Type in URL: http://www.hear-it.org
Click on the link that is associated with your topic.