Would it be helpful for a teacher to know whether a student has a conductive or a sensorineural hearing loss? - conductive hearing loss more condition_symptoms
Would in a general education classroom, why it be useful to a teacher if a student in a driver or sensorineural hearing loss have?
Sunday, December 6, 2009
Conductive Hearing Loss More Condition_symptoms Would It Be Helpful For A Teacher To Know Whether A Student Has A Conductive Or A Sensorineural Hearing Loss?
8 comments:
This would certainly be helpful for the teacher! With hearing loss, brain, sometimes send contradictory messages, as they say, what is difficult for the child understand what to do. Sometimes when hearing loss is greater, the student is placed in another class so that they can better learn to acquire basic skills and learn to cope with their hearing loss.
This would certainly be helpful for the teacher! With hearing loss, brain, sometimes send contradictory messages, as they say, what is difficult for the child understand what to do. Sometimes when hearing loss is greater, the student is placed in another class so that they can better learn to acquire basic skills and learn to cope with their hearing loss.
The more information I have on my students and their learning difficulties and their my best to serve them. I have a student with hearing loss, and I call every day to ensure you have their help in the way that I know he hears me in class and get all the information you need.
I explore just one of my students has Asperger's, if I had known earlier this year had carried out policies throughout the year to teach him, I am now, but I hope that I knew for 7 months. I could go with him.
If he can not hear a student of the teacher, not to hear of the teachings ...
If he can not hear a student of the teacher, not to hear of the teachings ...
If he can not hear a student of the teacher, not to hear of the teachings ...
If he can not hear a student of the teacher, not to hear of the teachings ...
YES! So that they know best to help the student.
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