Autism combined with hearing loss

One in fifty-nine children with hearing loss also receives services for Autism Spectrum Disorder
(ASD), according to the Annual Survey of Deaf and Hard of Hearing Children and Youth
(Szymanski, et al., 2012). Dual disorders are particularly challenging for teachers, and especially
for language teachers. Ewa Domagala-Zysk in her book Teaching English as a foreign language
to a student has stated that deaf and hard-of-hearing students have the potential to become
proficient users of L1 or L2 languages if they are provided with hearing aids and exposed to
early intervention programs. As autistic children demonstrate poor communication and social
interaction skills and sets of repetitive behavior, it is quite significant for the language teachers to
address such issues as establishing a positive learning environment, catering for individual
learners needs and their autonomy development. Teachers should also show understanding of
how children with special needs learn and develop both individually and while interacting with
others. Moreover, understandings of the subject matter, essential notions and concepts are crucial
for the learning process.
In order to get a broader perspective on the ways in which autistic children with hearing loss
learn a second language I would like to concentrate on each of the issues in detail:
1. Subject matter
Students with ASD combined with hearing loss have great problems with expressing themselves
and it takes a considerable effort for them to communicate with others. Every language teacher
should go to any lengths to make their students interested in the subject matter. It is crucial for
English language teachers to attract their students and encourage them to learn a foreign
language. It is twice as difficult to do so when it comes to children with special needs. Therefore,

all of the tasks and activities should be meaningful, clear and easy to follow. Ewa DomagalaZysk in her case study Teaching English to a deaf student with autistic disorders has underlined
the importance of using students expertise in different spheres of knowledge to increase their
interest and to build upon their prior knowledge. In my experience working as a language teacher
I have never had a chance to work with autistic children with hearing loss. However, having read
this case study I have realized that the best way to enhance the learning process is for a teacher to
investigate more about their students background, talk to parents to learn about childrens
preferences and hobbies. Since it is quite difficult to communicate with such learners teachers
should be well-prepared before the first meeting with their students.
2. Pupil learning
I think that working with autistic children who have hearing impairment requires additional
knowledge from educators. Apart from being pure professionals in a sphere of language
teaching, knowing effective teaching strategies and using various teaching methods and
techniques, language teachers should be prepared to teach students with special needs. One of the
ways to do so is to learn more about a disorder that students are experiencing. This helps
understand their cognitive, emotional and personal development. After reading some literature
about Autism Spectrum Disorder I got to know that this disorder mainly affects three areas:
social interaction, communication and presence of repetitive behavior. I would like to single out
the area of communication. When ASD is combined with hearing loss learning how to
communicate with students and understand them is essential when planning instructions and
activities. For instance, to make the communication gap smaller teachers could use simple signs
and follow a recognizable class structure (e.g. an extensive use of routines). This also brings
students a sense of achievement which is very important for students intrinsic motivation.

3. Individual needs and learner autonomy

One of the most common points of view is that language teachers should take into consideration
individual students needs and adapt teaching materials according to them. I do agree with it,
hence I think that its implications for English language teachers are the following:
-

acknowledgement of the differences in learning strategies and performance between

typical learners and learners with special needs facilitates the process of planning
instructions;

before a class learn which basic methods of communication children are used to: sign
language, pictures, writing;

each exercise and each activity has to be tailored for individual students needs;

differentiation of instruction is needed with a stress on multisensory activities (e.g.

designing activities appropriate for a particular student).

4. Learning environment
Learners with autism combined with hearing loss learn faster provided they are exposed to a
number of teaching methods:
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Discrete Trial Teaching when students acquire skills in a few simple steps, each of which
is repeated a number of times;

Direct Instruction Method is characterized by following features, i.e. tasks are broken
down into smaller parts; teachers provide constant feedback to their students; students
repeat each task several times; teachers behavior and a positive learning environment
create a favorable setting for effective learning;

Instructive Feedback method means that new information is incorporated into practice of
other skills.

I believe that students with autistic disorder with hearing loss can benefit most from certain
mechanical devices and special equipment. It may include sound amplifiers, different hearing
aids, low vision lighting and magnification. Also, I have read a number of articles (Lightbown, P.
M., & Spada, N. (1990). Focus-on-form and corrective feedback in Communicative Language
Teaching: Effects on second language acquisition. Studies in Second Language Acquisition, 12,
pp. 429-448. Ellis, R., Loewen, S., & Erlam, R. (2005). Implicit and explicit corrective feedback
and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339368.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment for learning:
Putting it into practice. Maidenhead: Open University Press) about an overall positive effect of
immediate feedback on a language acquisition processes. For my students I have come up with a
rewarding system of giving them marks after each successfully completed task and exchanging
10 marks for a stamp. Thus, in my opinion oral and written feedback and positive appraisal plays
an important role in motivating students and engaging them in in-class activities.

References
1. Szymanski, C.A., Brice, P.J., Lam, K.H., & Hotto, S.A. (2012). Deaf children with
autism spectrum disorders. Journal of Autism and Developmental Disabilities, 42, 20272037.

Sensory integration dysfunction

Children who experience dysfunctions in sensory systems are a matter of a greater care and
attention for the teachers. Dysfunctions may be as follows:
-

in the tactile system;

in the vestibular system;

in the proprioceptive system.

Based on the nature of a dysfunction ways of interaction with such students should be
individualized and students personal needs should be accounted for. I would like to pay close
attention to the following areas:
1. Instructional strategies
Having studied the articles provided by the instructor I have come to a conclusion that there is a
common feature of all learners with various sensory dysfunctions they need to be presented
with a with a study guide and an individual/class schedule for a class. They may get familiar with
the structure of the class, hence be properly prepared for it. Teachers may achieve better results
at the stage of giving instructions by providing students with an outline for a class. For instance,
learners can complete a worksheet I have completed/I am still working onto help them develop
self-monitoring and self-reflective skills.
Neat environment is also very important. The classroom has to be clean and simultaneously clear
and informative. No additional posters and pictures are needed. Also, teachers may get a good
use of appropriate realias and relevant manipulatives.

Activities and tasks presented during a class should be meaningful and well-organized. For
example, I have realized that scheduling moving activities before listening and working time
may increase learners efficiency and promote more effective learning as their sensory systems
will get more focused. It is a new fact for me and it opposes a typical class arrangement I use
where the settling activities alter with the so-called stirrers.
2. Planning instruction
The most significant part of teachers job is surprisingly not the teaching part itself but observing
students and drawing right conclusions. If a teacher has to put on a detectives hat and start an
investigation it means that they will get valid data for planning appropriate class stages and
better opportunities for time management. On a base of such everyday observations teachers
should be able to merge existing syllabus with students experiences and needs. Again, it brings
me to the point where I acknowledge the fact that all instructions should be individualized. I
should not expect all of my students to complete each tasks at the same time and at the same
pace. Another fact is setting clear aims for a lesson and objectives for each activity. This helps
learn why one activity suits best one type of learners and is not appropriate for others.
3. Collaboration
I believe that three main sources of collaboration are parents, other educators and occupational
therapy (OT) / physical therapy (PT) instructors. The relationship between these people should
be based on a notion of a partnership. Parents are a major source of information about their
children, their preferences and dislikes, and about their previous experiences. Working in tandem
with parents makes the process of planning instructions smoother and more precise and thus,
delivering a good quality education to their children.

When teachers work closely with other teachers they may get fresh ideas and share their own
ones concerning certain issues. A more experienced colleague is always of great help to a novice.
Teachers may compose lesson plans together, conduct lessons and then reflect upon them.
In the process of planning certain activities teachers can get help form occupational
therapy/physical therapy instructors. For instance, learners with proprioceptive dysfunction may
need additional intervention of specialists (e.g. joint compressions application).

References
1. Brownlee, F., Munro, L. (2010). Fuzzy Buzzy groups for children with developmental
and sensory processing difficulties: A step-by-step resource. Jessica Kingsley Publishers,
46-54.
2. Emmons, P. G., Anderson, L. (2005). Understanding Sensory Dysfunction : Learning,
Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning
Disabilities and Bipolar Disorder. Jessica Kingsley Publishers, 32-36, 80-86.