Individualized Educational Plan

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Individualized Educational Plan

Individualized Educational Plan


This unit is dedicated to the special educational needs of students with hearing and visual impairments. The author aimed to provide an overview of hearing loss and its impact on social, cognitive, motor and communication of deaf children. First and, after a description hearing process, the author provided a classification of hearing loss in terms of two types of variables, internal and external, thus justifying the heterogeneity of audio/visual individualized plan. Next, the author considered of interest to devote a section to the classification of the main communication systems deaf students, namely oral methods, methods gesture and sign language (Dell, et., al., 2008). The final section of the work devoted to the deaf child development, the process of early detection of hearing loss and early intervention, ending with a description of the special educational needs of deaf student's cognitive development, socio-emotional and communicative language.


The paper is basically based on a 12 years old girl and designed a plan for her visual impairment. According to the author, when people receive media information through the auditory pathway, it is develop a series of physiological and psychological phenomena that go unnoticed. According to the author, the Vision and hearing are two ways that bring us to knowledge of things, enabling development of the individual. The main difference between them is that'' hearing'' is a sense that cannot stop, accompanies people from birth to death and terminates performance even sleeping, unless the structure is damaged. A man hears when he is able to capture vibratory stimuli for subsequent file and interpretation, which requires anatomical and functional integrity of the auditory pathway from the ear to the cerebral cortex. Furthermore, for a subject to understand the message conveyed to the auditory stimulus, requires prior learning. Finally we hear when a subject turns his attention so voluntarily to the emitting source of the sound (Willis, 2009).

Classroom environment

The author proposed that the environment of the classroom hearing is not appropriate, performance academics for all students is negatively affected. Each student must learn to distinguish the sounds to be heard from which you should ignore to recognize instructions and relevant conversations, and focus on the learning of new concepts. Unfortunately, not all classrooms are specially equipped to support this function, so that students must perform all these tasks in the midst of hearing a large number of activities that often interfere with the function of hearing. In addition, under these circumstances also for the teacher is extremely fatiguing to interact with students throughout the day, as it should do so in the environment noisy and echoey. Therefore, the author proposed that classroom should be designed in a way that it help the 12 year old girl because she is a handicapped and she needs some extra care from the teachers.

Some studies show that students with hearing normally between 10 and 13 have more difficulty recognizing words in noisy environments than adults and those children with loss have hearing still more difficult. In other words, learn to listen in noisy environments is a skill that depends on the development and is a much more complicated for small children (even with normal hearing) than suspected (Anderman, et., al., 2009). 

The lack of appropriate acoustic conditions is a hindrance to performance school student, and while hearing children normally are more sensitive hearing than adults, they have developed ...
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