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2.3 Computer Based Training Aids/Equipment for Management of Speech (Dr B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- ODL Programme AREA - C C - 15 (H.I.) : TECHNOLOGY AND DISABILITY (H.I.) A COLLABORATIVE PROGRAMME OF NETAJI SUBHAS OPEN UNIVERSITY AND REHABILITATION COUNCIL OF INDIA 1 AREA - C DISABILITY SPECIALIZATION COURSE CODE - C-15 (H.I.) TECHNOLOGY AND DISABILITY (H.I.) Chairman Prof. Subha Sankar Sarkar, Vice Chancellor, Netaji Subhas Open University, Kolkata-64 Convenor Prof. Atindranath Dey, Director, School of Education, Netaji Subhas Open University, Kolkata-64 Course Writers Unit - 1 Mrs. Minakshi Kushari Unit - 2 Mrs. Arpita Chatterjee Unit - 3 Mrs. Pamela Samaddar Unit - 4 Mr. Kishore Kumar Saha Unit - 5 Mr. Kishore Kumar Saha Editor Mr. Indranil Chatterjee Processing General and Format Editing Ms. Swapna Deb In-house Processing In-charg Ms. Swapna Deb The Self Instructional Material (SIM) is prepared keeping conformity with the B.Ed.Spl. Edn.(MR/HI/VI) Programme as prepared and circulated by the Rehabilitation Council of India, New Delhi and adopted by NSOU on and from the 2015-2017 academic session. All rights reserved. No part of this work can be reproduced in any form without the written permission from the NSOU authorities. Mohan Kumar Chattopadhyay Registrar Netaji Subhas Open University From the Vice-Chancellor's Desk Dear Students, from this Academic Session (2015-17) the Curriculum and Course Structure of B. Ed.- Special Education have been thoroughly revised as per the stipulations which featured in the Memorandum of Understanding (MoU) between the Rehabilitation Council of India (RCI) and the National Council for Teacher Education (NCTE). The newly designed course structure and syllabus is comprehensive and futuristic has, therefore, been contextualized and adopted by NSOU from the present academic session, following the directives of the aforesaid national statutory authorities. Consequent upon the introduction of new syllabus the revision of Self Instructional Material (SIM) becomes imperative. The new syllabus was circulated by RCI for introduction in the month of June, 2015 while the new session begins in the month of July. So the difficulties of preparing the SIMs within such a short time can easily be understood. However, the School of Education of NSOU took up the challenge and put the best minds together in preparing SIM without compromising the standard and quality of such an academic package. It required many rigorous steps before printing and circulation of the entire academic package to our dear learners. Every intervening step was meticulously and methodically followed for ensuring quality in such a time bound manner. The SIMs are prepared by eminent subject experts and edited by the senior members of the faculty specializing in the discipline concerned. Printing of the SIMs has been done with utmost care and attention. Students are the primary beneficiaries of these materials so developed. Therefore, you must go through the contents seriously and take your queries, if any, to the Counselors during Personal Contact Programs (PCPs) for clarifications. In comparison to F2F mode, the onus is on the learners in the ODL mode. So please change your mind accordingly and shrug off your old mindset of teacher dependence and spoon feeding habits immediately. 3 I would further urge you to go for other Open Educational Resources (OERs) - available on websites, for better understanding and gaining comprehensive mastery over the subject. From this year NSOU is also providing ICT enabled support services to the students enrolled under this University. So, in addition to the printed SIMs, the e-contents are also provided to the students to facilitate the usage and ensure more flexibility at the user end. The other ICT based support systems will be there for the benefit of the learners. So please make the most of it and do your best in the examinations. However, any suggestion or constructive criticism regarding the SIMs and its improvement is welcome. 1 must acknowledge the contribution of all the content writers, editors and background minds at the SoE, NSOU for their respective efforts, expertise and hard work in producing the SIMs within a very short time. Professor (Dr.) Subha Sankar Sarkar Vice-Chancellor, NSOU B. Ed. Spl. Ed (M. R. / H. I. / V. I)- ODL Programme AREA - C C-15 (H.I) : TECHNOLOGY AND DISABILITY 5 First Edition : December, 2017 Printed in accordance with the regulations of the DEB-UGC, Government of India AREA - C Netaji Subhas Open C-15 (H.I.) : TECHNOLOGY University AND DISABILITY C - 15 (H. I.) ❐ TECHNOLOGY AND DISABILITY UNIT - 1 : LISTENING DEVICES AND CLASSROOM ACOUSTICS 9-40 UNIT - 2 : TECHNOLOGY FOR MANAGEMENT FOR SPEECH 41-66 UNIT - 3 : TECHNOLOGY FACILITATING LANGUAGE AND COMMUNICATION 67-83 UNIT - 4 : TECHNOLOGY FACILITATING EDUCATION 84-129 UNIT - 5 : RESOURCE MOBILIZATION FOR TECHNOLOGY 130-163 7 Unit 1 ❐❐❐ Listening Devices and Classroom Acoustics Structure : 1.1 Introduction 1.2 Objectives 1.3 Listening devices 1.3.1 Types 1.3.2 Functioning of Hearing Aids 1.3.3 Classification of Hearing Aids 1.3.3.1 Based on Style 1.3.3.2 Based on Technology 1.3.4 Outcome Measures 1.4 Earmoulds 1.4.1 Types of Earmould 1.4.2 Care and Maintenance 1.5 Classroom amplification devices 1.5.1 Individual Devices 1.5.2 Group Classroom Amplification Devices 1.6 Cochlear Implants 1.7 Comparison between Individual Hearing Aids, Group Hearing Aids and Coochbear Implants 1.8 Let Us Sum Up 1.9 Check Your Progress 1.10 References 9 1.1 Introduction Hearing impairment has a large impact on overall development and well being of the individual. Most importantly it impairs communication and makes the individual socially isolated. It is mandatory to reduce hearing problems in order to improve communication in individuals with hearing loss. Listening devices are instruments which provide the desired amplification for these individuals. The use of appropriate amplification device improves quality of life as the communication skills, academic performance, social life and mental well being of the hearing impaired individuals are positively enhanced. They become better integrated to the normal hearing world. 1.2 Objective After completion of this unit, the student will be able to : 1. In this unit we will learn about various Listening Devices, their functioning, and utility. 2. In this unit we will learn about basic components and functioning of hearing aid, different types of hearing aid and different technologies used in hearing aid. 3. In this unit we will learn about the various outcome measures used in hearing impaired individuals 4. In this unit we will learn about various classroom amplification devices available. Individual and group systems will be discussed. 5. In this unit we will learn about the various implantable devices, their components, functioning and importance. 6. In this unit we will learn about recent updates in ADIP scheme (2014) and how it is important for hearing impaired individuals. 7. In this unit we will learn about care and maintenance of individual hearing aids, group hearing aids and cochlear implants. 1.3 Listening Devices: What are Listening Devices? Listening devices are used for hearing impaired individuals to compensate for their hearing loss. These devices aim at making all sounds available in the environment as well as speech of others, audible and clear for hearing impaired individuals. These 10 devices are available in a variety of types depending on style, size, capacity (power) and technology. There are many makes/brands available commercially which vary in price range again depending on the above mentioned types. In some situations amplification device (such as hearing aids, Cochlear implants etc) is not sufficient alone. In such cases these devices are paired with Assistive Listening Devices. Assistive Listening Devices (ALD) can be worn separately or paired with the amplification device. e.g FM system, Loop induction system etc Another very important classification is based on the place of stimulation done by the respective devices. The device can deliver amplified sounds directly to the external ear, or directly to the hearing nerve, or directly to the mastoid bone (bone behind external ear). Listening devices again can be broadly classified as 1) Hearing Aids 2) Cochlear Implants 3) Middle Ear Implants 4) Bone Anchored Hearing Aids 5) Auditory Brainstem Implants. 1.3.1 Types INDIVIDUAL VS GROUP LISTENING DEVICE INDIVIDUAL LISTENING DEVICE - This type is useful for one individual at a time. It is called personalized device. The speech and other sounds are picked up by the device and delivered to the individual wearing it. The amplification device (hearing aid or cochlear implant) has a microphone on its surface to pick up sounds/speech, which is amplified inside the device and then delivered directly to the individual's hearing system. The individual can carry it with him/her. It is totally wearable and portable. Assistive listening device also can be individual in nature e.g FM system which can be paired with individual hearing aid. GROUP LISTENING DEVICE - As the name suggests this system aims to help a group of hearing impaired individuals at the same time with a common device. This arrangement is usually used in a special classroom. The teacher has a microphone which picks up the teacher's voice, which is then amplified and sent to headphones/ 11 receivers worn by multiple students. So the teacher's voice is heard clearly by a group of students. Assistive Listening Devices such as loop induction system can also be installed in large areas like classrooms where a loop is installed across the room. The sounds picked up by the microphone are transformed and run through the loop. The telecoil of the hearing aids worn by individuals picks up the signal and it is heard by the individual. 1.3.2 Functioning of Hearing Aids Before understanding the basic working of a hearing aid, it is essential to know the parts of a hearing aid.
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