Article Critique Assignment

(n.d.). Part one: the deaf community and cochlear implants my child can have more choices: reflections of deaf mothers on cochlear implants for their children. Cochlear Implants: Evolving Perspectives. Retrieved February 09, 2018, from http://gupress.gallaudet.edu/excerpts/CIEP.html

Furthermore, a mandatory cochlear implant would place restrictions on the Deaf child’s free will. For starters, a forced cochlear implant would be seen disrespectful to the family’s ability to make their own decisions. As such, one of the major factors of the cochlear implant is the decision-making process that accompanies it; this concept is necessary in order for a family to conclude on whether or not they wish their child to have a cochlear implant. Studies show that many aspects of the decision-making process are influenced by outside sources such as extensive research from professionals and media portrayals of cochlear implants; they influence the parents, who are directly involved in the decision-making process, to be keenly aware of

questions 10-16 cover cochlear implants. This topic will be explored in depth in a future lesson.

Passages A & B have different views on what would work best for the Deaf people, but they both want want a positive outcome for the Deaf community. Passage A mainly talks about how the cochlear implants do not benefit deaf people and how the permanent effects from it can be a disadvantage for the implant patient in the deaf community. “Implanted children would "end up trapped between two worlds: they can't live the way hearing people can, and yet they won't have grown up in the deaf community, using ASL" (Zimmer 85)”. The author helps the reader understand the Deaf community rather then understand the medical view of cochlear implants.

Cochlear implants are no longer experimental, but are routinely offered to parents of deaf children. Early years of the cochlear implant technology, some deaf people spoke out, raising questions about the immediate and long term effects of the devices, even for young deaf children. The National

Cochlear implants have been proven to provide sound waves that are interpreted as speech. Why is it wrong for a hearing person to choose what they think is best for their Deaf child? After all, you never really know the underlying reason why a Cochlear Implant should be the best option, could be medical reasons or lack of deaf culture experiences. So, people of the deaf community shouldn’t

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,

Since advancements in technology and evolution of the cochlear implant since its first debut, our guest really opened my eyes to how much harder of a choice this has become for parents of Deaf

It very important to understand all that goes a long with that deaf community and the way they work together. In the 1980 's and 90 's individuals from the Deaf group held meetings against the utilization of cochlear inserts, particularly in youthful kids (Sparrow). In a society outfitted only towards listening to persons, individuals from the Deaf group are seen by

The World Federation for the Deaf states that Deaf adults play a significant role in providing exposure of complex syntactical structures and conceptual representations in Signed discourse and the opportunity for incidental learning through Sign Language . A Deaf adult, who is a native signer, can provided a fluent language model and enrich the families experience in learning the language necessary to communicate with and around their child. The first language acquisition for deaf children can be supported to develop naturally by having Deaf language role models , as children will innately become fluent in whatever accessible language they are surrounded by and exposed to on a regular basis .

Plus, 83% of students did not have the required reading and language skills to enter a baccalaureate program in their first year when admitted to the National Technical Institute for the Deaf (Gallaudet, n.d.). ASL is needed in order for a deaf child to have academic language development. By amassing sign language beforehand, the child can develop a theory of mind and achieve eye tracking for reading, which helps them to be prepared for schooling. Academic language development is what the school system expects of children to understand. Children have to access and exhibit knowledge in a language. By being able to communicate in ASL with a teacher and with educational peers, it grants the deaf child socially and intellectually engaged interactions. This social development is pivotal to a students’ capacity to learn (Mellon et al., 2015). Not being exposed to ASL early proves to have a trickle-down effect on the deaf child’s future, especially in higher education or college. If the school system requires a child to have knowledge of a language, not teaching a deaf child ASL obstructs their learning. If hearing parents allowed full access to ASL for their deaf child, that child could demonstrate their knowledge of language and in turn, could communicate with a teacher to have better success in their education. Since all of this is true, hearing parents have to teach their deaf child

My second claim is that the hearing family or-or hard of hearing have to make sure that their deaf child who is between 3 to five years should know minimum the basics of the sign language before doing the cochlear implants surgery. A first reason why it is important that the family should to do the cochlear implants to their deaf child after he/she learns to use the sign language is that sign language will give the family a chance to understand and accept the Deaf community. According to the American Speech-Language-Hearing Association(ASHA), a national professional, international scientific, and credentialing association, states that since one of the most important methods after the cochlear implant surgery is to follow it up with numbers of rehabilitation services and pronunciation practicing, the child at this point should know the foundation of the sign language (ASHA). Knowing some of the sign languages will allow the deaf child and the pronunciation coach to communicate easily. The deaf children who have difficulties in understanding speech, but using sign language before planting, it can significantly improve their communication skills. Teaching the deaf child the sign language before the surgery can help him/her to use it as another communication method that supports the spoken language as well, hence, they will be understood much easier.

The statistical analysis was appropriate for a non-parametric study including the Kruskal-Wallis test, Chi-square, and Fisher exact test (Bender et al., 2008, p.E3). The data was

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills

Evaluation is an important process required to determine the reliability and validity of information from various sources, such as journals, text books, and web pages (http://www.lib.berkeley.edu). The article in question looks at “the impact of early dementia an outdoor life”. Bennet (2001) is the framework that will be used to help structure the evaluation of this article, as it should then give an indication if the information is clearly justified or not. The study was carried out by four researchers: who have clearly stated their educational and professional back round in biographical notes Duggan et al (2008). The aim of the study was to determine if it is beneficial to sufferers of dementia to venture outdoors on a regular