2.1 Explain The Importance Of Communication For Children With Hearing Loss

In order for children and young people to learn they need to feel safe, secure and as

The key is to adapt your behaviour, speech, body language and communication according to your audience. A toddler or a younger child will need simpler words, shorter sentences and some physical contact such as cuddles and high fives for reassurance, younger children also have much shorter attention spans so learning through songs, pictures, games and play may be beneficial, this again will allow the child to see you play with them or cuddle them allowing a bond to form and trust to build.

In Alice-Ann Darrow’s article “Teaching Students with Hearing Losses” she states that it can be difficult to involve students with hearing losses in the music classroom and in the regular classroom as well. There are a numerous amount of students with hearing losses ranging from the ages of six to twenty-one. About 71,000 of special education students struggle with a hearing loss. A majority of students go without knowing that they have a hearing problem. Although most people believe that a person must be good at hearing in order to be musical, it is stated to be not true. The music classroom is actually a great place for students to practice good listening skills. Since listening is a mental process and hearing is a physical. Objectives for hard at hearing students should include listening to music, singing, playing instruments, moving to music, creating music and reading music. Music should be presented to the student’s strength and preferences. It is also helpful to have students feel stereo speakers or instruments as well as the use of kinesthetic movements. Alice-Ann Darrow believes that involving students with hearing losses into the music class room can be difficult but in the long run beneficial to the student.

If educators can take into account the social development needs of hearing impaired students, their success in the mainstream classroom could most likely rise significantly. The authors above pinpoint important problems with socioemotional growth and the acceptance of hearing impaired students in the classroom and if these issues are addressed, students would hopefully adjust properly to the mainstream

In the past, many deaf or even hard-of-hearing students were sent away to special schools for the Deaf, and were not able to associate with the hearing at all. Now, many schools, both public and private, have programs to help these students and make sure that they can stay in a regular school that is close to home.

Being able to build positive relationships with others helps children and young people to gain the most from being in school and is important to ensure the communication of information between children and the adults responsible for them. We are more likely to build a positive relationship with someone when we can communicate effectively with them.

I struggled to listen to the instructor and found myself having to work very hard to understand her then about an hour into class I began to lose focus and stopped paying attention. In this instance, I empathized with the children who have an unidentified hearing loss and struggle to pay attention in school. These children are often identified as having attention and behavior issues when in reality their hearing is the problem. This further emphasized the importance of services such as hearing aids, FM systems or other amplification methods to ensure that these children do not have to work so hard to understand

The majority of deaf students are born to hearing parents. Since 2002, new born hearing screening has been mandated in Ontario. This is usually done within the first four months of being born. If a child does have a hearing loss, immediate steps are taken to ensure the baby is given language. This reduces the chances of language delay and therefore, literacy delay when the child begins school. Before then, as in the time of Deafening, when Grania loses her hearing, there were no such mandates. Unfortunately, a child may have been be a toddler (or older) by the time their hearing loss was discovered.

This article "I Have a Child With a Cochlear Implant in My Preschool Classroom. Now, What?" by Carrie A. Davenport and Sheila R. Albert-Morgan dealt with the issue of exploring the fact that although cochlear implant technology is progressing rapidly through the years, there is however still a lack of capacity at the school level. This article also provides awareness of what individualized education program (IEP) teams can practice while raising the learning skills of a deaf child who uses cochlear implants. The main focus of this article is to help teachers provide the best education for children who are deaf and use cochlear implants while in classrooms, by implementing ways teachers can provide the appropriate accommodations to their students,

A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

In the same way that no two individuals are alike, nor are any two families with deaf or hard of hearing members. Due to the various ways that hearing loss can occur, the occurrence of hearing loss in any one family can vary. There are families with deaf parents and hearing children. There are families with deaf parents and deaf children. There are families who have never encountered a deaf or hearing impaired person that suddenly have a child who is deaf or hard of hearing. Hearing impairment affects different families in different ways. Many believe that families where both parents and the children are deaf or hard of hearing have an advantage, because the parents are already a part of the deaf culture and thus their children are born into the community. Meanwhile, hearing parents who birth a deaf or hearing impaired child have to adjust to a new way of relating to and communicating with not only their child, but also with those involved in the rearing of that child. Fortunately for these parents, organizations like the Center for the Deaf and Hard of Hearing exist to provide these families with resources, funds, and education to help them tread on unfamiliar territory. These kinds of organizations connect all families who have members with the disability, and no matter the family dynamic, there are resources for them to take advantage of, including legal aid. As seen in the short clip from the Center for the Deaf and Hard of Hearing, early childhood, around the time of

My essay topic is the language development of deaf infants and children. In my opinion, this is an important topic to discuss, due to the lack of public knowledge concerning the deaf population. Through this essay, I wish to present how a child is diagnosed as having a hearing loss (including early warning signs), options that parents have for their children once diagnosed (specifically in relation to education of language), common speech teaching methods used today, typical language development for these children, and some emotional, social, and mental difficulties faced by the deaf child and the child’s family that have an immense effect on the child’s education.

Recently in the United States, there has been a drive at both the state and national level to provide universal screening for newborns to detect hearing loss. Although the idea of a universal screening in newborns is a new phenomenon, research has examined the impact of early intervention and screening for children with hearing loss. “Most professionals in the field feel strongly that early identification of hearing loss and early implementation of intervention enhances the child’s social, communicative, and academic development” (Calderon, 1998, p. 54). With that, the two studies used participants in the same early intervention program and mainly focused on the importance of the age of enrollment. Furthermore, the age of enrollment

Do hearing problems run in your family? Maybe or maybe not, but even if hearing problems don’t necessarily run in your family, that doesn’t mean that there is a 100% certainty that your child won’t be born without hearing difficulties. When having a child you should always be aware of many potential health concerns that can arise in the unborn child, and not just hearing problems. With todays’ health care advances, having a child born that is deaf or that has severe hearing problems may bring some challenges, but it does not mean the end of the world. Your baby is still perfect. What this does mean is that you will need to know what different options are available to you to help your baby with their hearing problem so that he/she can live a full, productive and happy life. While teaching any child that they can accomplish all they want out of life if they work hard at it, coping with hearing problems is along those same lines. It is very important you show and teach them nothing can stop them in life from achieving their goals and dreams and that includes having to overcome being deaf. In many cases I believe it can make you a stronger person with a greater drive to succeed. There are a couple of main options. A great deal of the time these tend to all work together to achieve the greatest overall success. There is the cochlear implant, American Sign Language (ASL), reading lips, and lastly if it is an option intense speech therapy.