Abstract
The main purpose of the present study was to assess special needs for students with hearing impairment. The sample of the study consisted of 231 students enrolled at schools for deaf children in Jordan, 113 males and 118 females. A special needs scale was developed and used in assessing special needs for students. The reliability and validity of the scale were established. The investigator used the t-test and ANOVA to answer the research questions. The results indicated that the differences between all pairs of means for both male and female respondents were statistically non-significant. Also, findings showed that the hearing-impaired students who have 55-69 dB hearing loss were more affected by communication needs, audiological rehabilitation needs, and learning style needs than hearing-impaired students who have 90 dB hearing loss and beyond hearing loss. In addition to, findings revealed that the grade groups of 2-5 and 6-8 were more affected than grade group of 9-11 for the following dependent variables: communication needs, social and emotional needs, personal needs, behavioral needs, and academic needs. Also, the grade group of 6-8 was more affected than the grade groups of 2-5 and 9-11 with respect to the dependent variable of learning style needs. Differences between mean scores of students who used sign language and total communication were in favor of students who used total communication on the dimensions of communication needs, audiological rehabilitation needs, behavioral needs, and learning style needs. The study recommended on meeting the needs of students with hearing impairment throughout planned programs.
Highlights
The various definition of hearing impairment indicates that it's a generic term covering all degrees and types of hearing loss, and refers to the reduced function in hearing and understanding speech and language that result from auditory disorder (Dahl, 1994; Stach, 2010)
Findings showed that the hearing-impaired students who have 55-69 dB hearing loss were more affected by communication needs, audiological rehabilitation needs, and learning style needs than hearing-impaired students who have 90 dB hearing loss and beyond hearing loss
The data in the table indicates that hearing-impaired students are affected by the dependent variables according to the means
Summary
The various definition of hearing impairment indicates that it's a generic term covering all degrees and types of hearing loss, and refers to the reduced function in hearing and understanding speech and language that result from auditory disorder (Dahl, 1994; Stach, 2010). A deaf student is unable to understand speech and process linguistic information through audition, with or without hearing aids. A hard-of-hearing is the one who has residual hearing and with the use of hearing aids can understand speech and process linguistic information (Hallahan, Kauffman, & Pullen, 2012). Speech and language abilities of students with hearing impairment negatively influenced according to the degree and type of hearing loss (Gillam & Gillam, 2011; English, 1995). Hearing impairment challenges the abilities to learn and participate at schools and in society, as well as students who are deaf and hard-of-hearing can be handicapped by the educational system and attitudes of the society (Paul, 2009; Paul & Whitelaw, 2011)
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