Special Education 625

EDSP 625 - Audiologic Assessment and Intervention

Credit Hours: 93)

An in-depth study of audiologic assessment, sensory devices, assistive listening devices, communication approaches, and audiologic intervention approaches for children with hearing loss.


Detailed Description of Content of Course

The major topics addressed in this course are as follows:

  • Characteristics of children with hearing loss and need for early intervention;
  • Family needs and counseling support;
  • Communication approaches and modalities (including oral, manual, augmentative              and alternative communication techniques and assistive technologies);
  • Newborn hearing screening and audiologic assessment;
  • Hearing aid technology, use, care, and troubleshooting;
  • Cochlear Implant technology, use, care, and troubleshooting;
  • Assistive listening devices for children;
  • Educational support for children with hearing loss;
  • Family needs and supports and the need for cultural awareness and sensitivity in a diverse client population.


Detailed Description of Conduct of Course:

The course will consist of lecture, demonstration, discussion, and student presentations


Goals and Objectives of the Course:

Goals, objectives, and assignments in this class address NCATE Standard 1b/ Pedagogical Content Knowledge and 1c / Skills Professional and Pedagogical Knowledge and Skills, the Council for Exceptional Children (CEC) Knowledge and Skill Standards, the Council on Education of the Deaf, and the Virginia Department of Education teacher licensure competencies. Code for CEC/CED Standards: CC = Common Core and DH = Deaf and Hard of Hearing; Code for VADOE Standards: VHI = Virginia’s Hearing Impairments PreK-12

Upon successful completion of this course, students will be able to:

  • Explain the etiologies of hearing loss that can result in additional sensory, motor, and/or learning differences, including ototoxic medications (DH1K3).
  • Indentify the characteristics of children with hearing loss, incidence and prevalence figures of individuals who are deaf or hard of hearing (DH1K1).
  • Explain basic terminology used in hearing assessment and screening, pre-referral, referral, and classification procedures, (DH8K1, CC8K1, CC8K3, VHI3).
  • Describe diagnosis in hearing evaluation, testing procedures, and characteristics of amplification devices and their application to instructional processes and explain use and limitations of hearing assessment instruments (CC8K4, VHI7a).
  • Interpret information from formal and informal (unaided and aided) hearing assessments and report results to all stakeholders using effective communication skills (CC8S7, CC8S5, VHI3).
  • Describe strategies for simulating and using residual hearing (DH6K8).
  • Describe the impact of the onset of hearing loss, age of identification, and provision of services on the development of the individual who is deaf and hard of hearing (DH2K2).
  • Gather relevant background information and discuss the impact of hearing loss on learning and experience (DH3K4, CC5K1, CC8S1).
  • Utilize the required procedures and technologies consistent with program philosophy required to educate individuals who are deaf or hard of hearing and be able to develop or modify individualized hearing assessment strategies (DH4K2, CC5S16, CC8S4).
  • Identify and describe hearing aids, cochlear implants, and assistive listening devices and be able to manage assistive/augmentative technology for individuals who are deaf or hard of hearing (DH5S3, CC6K4). 
  • Identify and describe communication options, spoken and visual language modes, including cued speech, speechreading, verbal communication, and sign language (American Sign Language (ASL), Conceptually Accurate Signed English (CASE), Seeing Essential English (SEE 1), Signing Exact English (SEE2) (DH6K4, VHI8).
  • Identify and describe educational supports for children with hearing loss and be able to design a classroom environment that maximizes opportunities for visual and/or auditory learning for individuals who are deaf or hard of hearing (DH5S5). 
  • Explain the effects of sensory input on the development of language and cognition and utilize strategies for stimulating and using residual hearing (DH6K3, DH6K8).
  •  Incorporate and implement instructional and assistive technology into the educational program (CC7S9, CC8S3).
  • Select, design, and use technology, materials, and resources required to educate individuals who are deaf or hard of hearing (DH7S1).
  • Collaborate with families, service providers and networks for and organizations of individuals who are deaf or hard of hearing in assessment and provision of services for individuals who are deaf or hard of hearing (DH10K2, DH10K2, CC10S2).
  • Identify and describe family needs for supports and providing families with support to make informed choices regarding communication modes, philosophies, and educational options (DH10S1, CC2K4, CC5S3).


Assessment Measures:

  • Class attendance and participation (attendance is mandatory) 
  • Comparison paper or case study on technological supports used with deaf and hard of hearing students based on types and degree of hearing loss
  • Exams
  • Research paper on current issues or practice in audiologic rehabilitation


Other Course Information:



Review and Approval    

Approved:  April, 2010