Exam Details
| Subject | Fundamentals of Hearing, Hearing Impairment & Audiological Management | |
| Paper | ||
| Exam / Course | ||
| Department | National Centre for Disability Studies (NCDS) | |
| Organization | indira gandhi national open university | |
| Position | ||
| Exam Date | June, 2016 | |
| City, State | new delhi, |
Question Paper
1. Fill in the blanks. Frequency is measured in unit. Unit of Loudness/Intensity is refers to an involuntary closing of eyes, when a sudden loud sound is presented. Pure Tone average between 41 -55 dB HL signifies degree of hearing loss. Several studies report response to acoustic stimuli in the form of fetal heart rate after months of gestation. The length of external auditory meatus is mm.
2. Define the following terms (maximum 30 words):
(a) Sensory deprivation
Audiology
Gestation period Startle reflex Analog hearing aids
Cochlear implant
3. State whether the following statements are true or false and if false write the correct answer: Cochlear implants can work for any type of profound hearing loss. All children with deafness benefit with Auditory verbal therapy. Age of onset of hearing loss has no bearing on education of a child with hearing impairment. Sensory neural hearing loss can be cured by medicines and surgery. Hardwired group amplification systems are used at railway stations. Group therapy is the ideal form of therapy for children with hearing impairment.
4. Write short notes on any three of the following (maximum 75 words each) Auditory behaviour milestones Prevention of hearing loss Effects of HI on cognitive functioning Conditioning techniques Informal hearing tests Disadvantages of BERA
5. Answer in detail (maximum 150 words each) the following questions:
(a) Discuss the strategies for prevention of hearing loss.
Discuss Early Identification with reference to meaning, importance and its educational relevance. Discuss the theory of critical periods with reference to Profound Hearing Impairment. Some deaf children achieve more than others. Why? Discuss. Why is informal assessment of hearing done Compare it with formal hearing assessment. Discuss the various approaches of teaching speech and language.
2. Define the following terms (maximum 30 words):
(a) Sensory deprivation
Audiology
Gestation period Startle reflex Analog hearing aids
Cochlear implant
3. State whether the following statements are true or false and if false write the correct answer: Cochlear implants can work for any type of profound hearing loss. All children with deafness benefit with Auditory verbal therapy. Age of onset of hearing loss has no bearing on education of a child with hearing impairment. Sensory neural hearing loss can be cured by medicines and surgery. Hardwired group amplification systems are used at railway stations. Group therapy is the ideal form of therapy for children with hearing impairment.
4. Write short notes on any three of the following (maximum 75 words each) Auditory behaviour milestones Prevention of hearing loss Effects of HI on cognitive functioning Conditioning techniques Informal hearing tests Disadvantages of BERA
5. Answer in detail (maximum 150 words each) the following questions:
(a) Discuss the strategies for prevention of hearing loss.
Discuss Early Identification with reference to meaning, importance and its educational relevance. Discuss the theory of critical periods with reference to Profound Hearing Impairment. Some deaf children achieve more than others. Why? Discuss. Why is informal assessment of hearing done Compare it with formal hearing assessment. Discuss the various approaches of teaching speech and language.
Other Question Papers
Departments
- Centre for Corporate Education, Training & Consultancy (CCETC)
- Centre for Corporate Education, Training & Consultancy (CCETC)
- National Centre for Disability Studies (NCDS)
- School of Agriculture (SOA)
- School of Computer and Information Sciences (SOCIS)
- School of Continuing Education (SOCE)
- School of Education (SOE)
- School of Engineering & Technology (SOET)
- School of Extension and Development Studies (SOEDS)
- School of Foreign Languages (SOFL)
- School of Gender Development Studies(SOGDS)
- School of Health Science (SOHS)
- School of Humanities (SOH)
- School of Interdisciplinary and Trans-Disciplinary Studies (SOITDS)
- School of Journalism and New Media Studies (SOJNMS)
- School of Law (SOL)
- School of Management Studies (SOMS)
- School of Performing Arts and Visual Arts (SOPVA)
- School of Performing Arts and Visual Arts(SOPVA)
- School of Sciences (SOS)
- School of Social Sciences (SOSS)
- School of Social Work (SOSW)
- School of Tourism & Hospitality Service Sectoral SOMS (SOTHSM)
- School of Tourism &Hospitality Service Sectoral SOMS (SOTHSSM)
- School of Translation Studies and Training (SOTST)
- School of Vocational Education and Training (SOVET)
- Staff Training & Research in Distance Education (STRIDE)
Subjects
- Content and methodology of Teaching Science and Mathematics
- Content and Methodology of Teaching Social Science
- Curricular Strategies and Adaptations of lessons for children with Hearing Impairment
- Education of Children with Hearing Impairment and Management of Educational Settings
- Education of Children with Low Vision
- Education of Visually Impaired Children with Additional Disabilities
- Family, Community and the Hearing Impaired Child
- Fundamentals of Hearing, Hearing Impairment & Audiological Management
- Fundamentals of Speech and Speech Teaching
- G e n e r a l S c i e n c e , C o n t e n t c u m M e t h o d o l o g y
- Implications of Visual Impairment
- Integrated and Inclusive Education
- Language and Communication
- S t a t e L a n g u a g e a n d E n g l i s h C o n t e n t - c u m - M e t h o d o l
- T e a c h i n g o f M a t h e m a t i c s f o r V i s u a l l y I m p a i r e d C h i l
- Teaching of Plus Curricular Activities
- Teaching Social Studies - Content-cum- Methodology