Course 2: Individual Learning Differences

Case Example: Ahmed

Twelve-year-old Ahmed has cerebral palsy and a severe sensorineural hearing loss. Ahmed does not speak and primarily uses gestures, facial expressions, and vocalizations to communicate their wants and needs. Ahmed has hearing aids but doesn’t like how they feel and struggles to wear them consistently. Ahmed knows several signs such as “more”, “please”, and “help”, but due to spasticity in Ahmed’s hands, they make approximations of the signs that are only understood by people who know them well. Ahmed is learning to use a communication book to help interact with others. When stressed, it is more difficult to control movements to use sign language. Ahmed uses a wheelchair for mobility.

Today, Ahmed is sitting at the back of the classroom with an educational assistant, and the teacher is giving a math lesson at the front of the room. Students in the class are calling out answers. The classroom itself is noisy, and other noise from outside makes it very difficult for Ahmed to understand what is going on and what they should do.

Ahmed’s first attempt is to sign “help” but is stressed. The EA is not sure what Ahmed is saying. The communication book is still in the backpack, and their EA is searching for it.

As the lesson continues, Ahmed becomes more overwhelmed and agitated and begins vocalizing to communicate distress. The teacher asks the EA to take Ahmed out of the class for a walk to allow them to calm down.

Being deaf or hard of hearing often leads to communication delays, and students might revert to ways of communicating that can prove disruptive to the classroom environment. Combining hearing, lip-reading, and making “educated” guesses takes effort, and students will become fatigued when they have been listening all day.