Summary: Preventing Deaf/Hard Of Hearing

Children’s language development usually begins in their first three months. They will begin by learning to use their voice and enjoying vocal play. Babies will watch faces and mouths to try and copy movements and sounds.

Figure 1 shows the prime window of opportunity to acquire a language. The peak age for language absorption is around five years old. So, the most important time for students to be enrolled in foreign language classes is kindergarten. “However, just 15 percent of U.S. public elementary schools offer any foreign language instruction” (Chandler 1). Students are missing out on the ability to more easily learn another language. If students have to wait until high school, learning a foreign language becomes a laborious task due to the stage the brain is in.

However, there is a critical period of learning a second language, “Many linguists believe there is a 'critical period ' (lasting roughly from birth until puberty) during which a child can easily acquire any language that he or she is regularly exposed to. Under this view, the structure of the brain changes at puberty, and after that it becomes

The condition Colin is likely to be suffering from is Presbycusis. Presbycusis is an age-related hearing loss, it is a hearing disorder that can be caused by a variety of different factors. It is usually a sensorineural hearing disorder but can be a conductive hearing loss. A conductive hearing loss is when it is caused by problems with the ear canal, ear drum, middle ear and the malleus, uncus and stapes this can result in reduced function of the tympanic membrane or reduced function of auditory ossicles. Most commonly it is as a result of changes within the inner ear, middle ear or the nerve pathways to the brain. The cochlea is lined with tiny hair cells; these hairs convert sound vibrations into electrical signals which are received at the brain by a nerve. These cells can become damaged over time this means electrical signals cannot be transmitted as effectively so hearing becomes affected. Long-term exposure to loud noises such as that from traffic and loud equipment which Colin would have been exposed to working as a mechanic can also be a cause of

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

The Deaf and Hard of Hearing (DHOH) are understudied population and disproportionately impacted by cardiovascular diseases (CVD) due communication barriers (Mckee, Mckee, Winters, Sutter, & Pearson, 2014; McKee & Paasche-Orlow, 2012; Strong & Prinz, 1997). In considering the link between communication barriers and CVD attribute to insufficient English proficiency, inability to comprehend physicians’ spoken and written instructions, and inability to access community-based health outreach education programs in which all these surface factors increases the chance of DHOH developing CVD (McKee et al., 2011; Margellos-Anast, Estarziau, & Kaufman, 2006). The barriers that restrict access to health information suggest that

The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.

To assess if cochlear implants (CI) provide more benefit than conventional hearing aids (HA) in prelingually deaf patients.

Students with speech and language impairment are often in general or regular classrooms. To help students with this type of disorders early intervention is way to address this communication problem. Children who are often classify, as high risk are those with chronic ear infection, genetic defects, alcohol syndrome, neurological defects or delayed language. Those who treat this disorders are called speech language pathologist and they could treat as young as 3. Around the age of two most children say around 50 or more words. At the age of there are very chatty and can begin to put sentences together. Also at three they begin to discover that different words having meaning. When the child is delay or one of the components of communication is disrupted the child is at risk for a language

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.

There are several theories regarding language development. Work by Chomsky, Piaget and Kuhl are critical. Studies by Chomsky, as examined by Albery, Chandler, Field, Jones, Messer, Moore and Sterling (2009); Deloache, Eisenberg & Siegler (2003) argued for the innateness of language acquisition due to its complexity. Development is assisted by a language acquisition device (LAD) and universal grammar both of which holding the propensity for commonalities throughout all languages. LAD is the key to the Syntax rule. The knowledge to master the rules is held unconsciously. Chomsky concludes exposure through auditory channels as being the only requirement for learning. Arguably Kuhl (2010) writes infantile exposure to language through auditory channels only, does not contribute effectively to learning indicating the importance of human interaction. Piaget, as discussed by Ault (1977) postulated language as not being part of the earliest stages of development. Signifying within sensorimotor stage, between birth and two years, the child’s development is too reflexive. Gleitman, Fridlund and Reisberg (2004) discuss the critical period hypothesis and suggest the young brain being more suited to acquisition than the adult brain. Lenneberg (1967) (as cited in Gleitman et al 2004) advocates, brain maturation closes language acquisition capacity window. Kuhl (2010) identified, within the critical period babies develop

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

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

The developmental stages of language are; pre-linguistic stage, one-word stage, two or three-word utterances, more complex sentences, further development between 3-4, and further development between 4 and 5. In the pre-linguistic stage from birth to 1 year, babies can tell the difference between voices and other sounds, they can start to use sounds such as ‘dadadadada’ or ‘mamamamama’. In the one-word stage from 12 to 18 months young children can have a variety of

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.