Hearing Problem

1.
0 INTRODUCTION
Hearing is one of the important senses for language and speech development. The auditory
sense allows an individual to hear, detect, distinguish sounds, translate and understand sounds in
the environment and speech sounds. The Individuals with Disabilities Education Act (IDEA)
defines a hearing problem that is so severe that a child is unable to process linguistic information
through hearing either with amplification or not which in turn interferes with his or her educational
attainment. In the aspect of communication, an individual with hearing impairment is able to form
speech and understand a word based on the extent of his hearing ability (Hallahan & Kauffman,
2006; Kuder, 2003). If a baby is born with hearing problems, their language and speech
speech development is from birth to the first four years of age (Yoshinago-Itano, 2000). In addition,
early hearing screening is very important, this is because if the baby can be detected to have
hearing problems after birth, indirectly, management to determine the level of problems
experienced and habilitation program can be done as early as possible. In fact, the impact of
hearing problems on language and speech development can also be reduced .
Figure 1 : Anatomy of Human Ear.

1.1 Perspective of the deaf from the perspective of the Medical Model of
Deafness.
The Medical Model of Deafness derives from the scientific, social well -being and
cultural thinking of the majority on the inability to hear i.e. a disease or physical disability. It
stems from a more comprehensive and broad model of medical disability. This is a view about
deaf people held by most people in the biological sciences and health and social wellness
professions, and is a view held by most people around the world. People who develop hearing
problems after acquiring language proficiency are usually identified as this type of model.
People who describe themselves as disabled or hearing impaired tend to recognize it.
The medical model embraces the idea that a person with a hearing impairment should
be admired because even though they do not want the impairment to occur but always dare
to fight it. This model has the continuing effect of rejecting the premise that deafness can be
seen from the conceptual framework of Cultural Deafness, a view that is not universally shared,
but is unknown among people who understand the concept of the medical model.
-Pathological view
or the Medical Model. Essentially, this view accepts the behaviors and values of hearing
This is the perspective held by the majority of non -deaf professionals who interact with the
how deaf people differ from non -deaf people and a view that generally sees such differences
negatively. Pathologists define the Deaf Community as a group of people whose hearing loss
interferes with normal speech reception, a group of people with learning and psychological
problems due to hearing and communication problems encountered and also as a group of
people who are abnormal because they cannot hear.
Figure 2 : Sound Mechanism
2.0 POINT DEMOGRAPHICS AND POPULATION
The demographics of this journal was involved 12 preschool teachers from 12 Special
Education Primary Schools in 8 states in Peninsular Malaysia.
3.0 RESEARCH METHODOLOGY
This study used the qualitative research design of a case study. Data were collected
through interviews, observation and document analysis. NVivo8 software was used to
organize the data and the themes occurred based on the data.
NVivo is a qualitative data analysis (QDA) computer software package produced by QSR
International. NVivo helps qualitative researchers to organize, analyze and find insights in
unstructured or qualitative data like interviews, open-ended survey responses, journal articles,
social media and web content, where deep levels of analysis on small or large volumes of data
are required.
4.0 FINDING ALL RESULTS
The majority of preschool teachers think preschool students hearing impaired find it
difficult to learn literacy skills especially for reading skills. This condition is associated with the
characteristics of troubled students hearing that they describe as a result of a hearing problem
resulting in difficulty in reading.
Among the features mentioned is lack of existing knowledge, easy to forget, lack of focus,
not speaking, not able to hear and have short -term memory. There were even participants
study (PK) or a teacher who thinks the student is starting any tapa schooling knowledge and
skills. Examples of teacher grievances that are always expressed such as ;
He doesn't understand the instructions because he didn't listen. I teach today, he

forget tomorrow. He has focus, but short -term memory (PK3).
our students come without language and most of those who come do not know
anything (PK8).
From what I understand, deaf children are quick to forget. The teachers here also told
me. Well, we've taught for everyday but, go up next week, the answers isI don't know,
I forgot. (PK11).
When asked, remember, remember, remember. Next week we will teach another
theme, he doesn't remember the bus. We show him a picture of a bus, I don't
remember (while shaking his head) (PK12).
5.0 CONCLUSION
The development of children with hearing problems is highly dependent on the efforts
made by teachers, parents, therapists and themselves. Stimulation and motivation are not
only needed to children but it is necessary to teachers and parents. Therapists play a very
abilities. Public awareness of therapy therefore has a role to play in determining a wider scale
so that the development and recovery of the individual can be enhanced. By undergoing
therapy all parties indirectly comply with the rules and disciplines that have been determined
for the purpose of achieving the goal. Messbauer, Pagliano & Verheul, (2009) also argue that
therapy is aimed at increasing a perso
Therefore, all parties should take the initiative, especially parents because the containment of
hearing problems from birth can help an individual in managing daily life later.
6.0 BIBLIOGRAPHY
Amila K.A. Mohamed Kutty, Mohd Hanafi Bin Mohd Yasin, Rosadah Abd. Majid (2012)
(The Implementation Of Teaching Reading And Writing Skills In Malay
Language For The Preschoolers With Hearing Impairment)
https://www.scribd.com/doc/210213748/JURNAL-MASALAH-PENDENGARAN
A Rahman, N. A. (2020, September 10). Bagaimana Alat Bantu Dengar Berfungsi dan
Jenis- Jenisnya? The Diagnosa. Diperolehi daripada
https://thediagnosa.com/bagaimana-alat- bantu-dengar-berfungsi-dan-jenis-
jenisnya/
Che Lah, C. M. (2008, Januari) Kajian Masalah Pendengaran dan Saringan Mutasi A1555G
Gen DNA Mitokondria (mtDNA) di Kalangan Kanak-Kanak Bermasalah Pendengaran
Jenis Sensorineural Tidak Bersindromik Di Hospital Universiti Sains Malaysia.
Universiti Sains Malaysia. Diperolehi daripada
http://eprints.usm.my/9960/1/KAJIAN_MASALAH_PENDENGARAN.pdf

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1.

Figure 1 : Anatomy of Human Ear.

2.0 POINT DEMOGRAPHICS AND POPULATION

3.0 RESEARCH METHODOLOGY

He doesn't understand the instructions because he didn't listen. I teach today, he

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