Being able to hear and turn sounds into meaning is an assumption of life for most of us. Hearing, like vision, is a distance sense that provides us with information from outside our bodies. When hearing is limited, it affects the individual in significant ways, limiting communication, access to orally presented information and independent living. Advances in technology, including cochlear implants, have changed the lives of people with hearing problems. There are different strategies in the classroom that can help a student perform well along with many assessments to help classified the student accurately to give them the appropriate education needed.
Being able to hear and turn sounds into meaning is an assumption of life for most of us. We are able to hear our family's voices, be able to hear the crackling of thunder, and the sound of the wind rushing through the trees (Smith, 2007). Through these exchanges we are able to share ideas, expand our knowledge and express our emotions when it comes to communicating in a social setting or workplace environment. People who are deaf are those with profound hearing loss who cannot understand sounds without or without hearing aids and people who are hard of hearing are those with hearing losses that impair their understanding of sounds, including communication, profit from listening devices and other hearing technologies that enable them to comprehend oral speech and communication (Smith, 2007).
The deafness and hard of hearing all dated back to the ancient Greek and roman cultures. In the 1700s, Schools for the Deaf were established in England, Scotland, France, and Germany. William Holder and John Wallis were credited with instituting education programs in England for deaf individuals (Smith, 2007). Thomas Hopkins Gallaudet and Laurent Clerc began first American School for the deaf in 1817 in Hartford, Connecticut. Laurent Clerc is often credited for being father of education for the deaf in the United States (Caroll, 2002).