The, The Branch Of Science And Medicine Concerned With The Sense Of Hearing

The first recommendation on how to provide communication options for the families is done by a professional/family advocate who meets with the family and the child who is deaf or hard of hearing to learn about their needs, but ultimately provide information on the advantages and disadvantages of spoken and listening language, and sign language. Another recommendation on how to provide communication options for the families is through Family-to-Family assistance. Family-to-Family assistance is when a professional connects families who have newly identified infants with other families who have different experiences and perspectives. These meetings can also provide families with opportunities to hear from adults who are deaf and hard of hearing. These meetings can help the families determine the best course of action for their child.

The occupational therapy profession shares many objectives across the communities, clients, and families they serve. Some of these aims include: “Developing the field of occupational therapy and enhance the professions capabilities to meet the needs of the entire population, providing evidence on the efficacy of occupational therapy. This includes working with organizations and local communities, incorporating education, research, and practices as a complete whole. In addition, developing a team of professionals that innovates and adapts to the developing health needs of the population” (AOTA, 2013). This includes advocacy efforts with policymakers to ensure continued funding to provide care to individuals (AOTA, 2013). Occupational therapy is a distinctive profession that helps

In today’s society there is an ongoing debate of weather children who are deaf should receive cochlear implants. A cochlear implant is a device that takes sound wave and changes the waves into electrical activity for the brain to interpret. Wire called electrodes are surgically implanted into the cochlear nerve which receives a signal from the microphone attached to the transmitter and speech processor. The microphone captures the sound from the environment and the speech processor filters the noise versus speech. Then the transmitter sends an electrical signal through the electrodes to stimulate the cochlear nerve. Every person has a different thought depending on their experiences in their life whether deaf children should receive cochlear

When your child is born, you want to make sure they're healthy. The doctors tell you that your child cannot hear and that he/she is a perfect candidate for a cochlear implant (CI). You have to decide, as a parent, whether to give he/her an implant and to be oral, not to give the implant and to be Deaf, or both. My decision is to give my child a CI, teach he/her to be oral, sign language, and being Deaf.

A Cochlear Implant is an electronic device that partially restores hearing in people who have severe hearing loss due to damage of the inner ear and who receive limited benefit from hearing aids (http://www.cochlear.com/wps/wcm/connect/au/home/understand/hearing-and-hl/hl-treatments/cochlear-implant). In some cases there are patients whose hearing did not adjust correctly, having a risk of developing a virus, complications after the surgery, the benefits of sign language without a cochlear implant and lastly children or adults with cochlear implants may not even develop a good speech. There are many positive and negative articles I have read on cochlear implants. As a parent you are not only putting your child at risk, you are also withdrawing them from the deaf community, the one they were naturally born into. I do not support cochlear implants, children should not be implanted until they are grown to the point where they can make their own choice

Getting parents involved is essential to supporting the development of a child with hearing loss. Counselling parents on the type and degree of hearing loss their child has and the effects of hearing loss is important. It is important to not focus solely on what the child cannot hear but also what the child can hear. Parents will need a lot of support in the beginning and it is my job as an audiologist to provide information and my professional advice. The goal is to help parents make the choices that are right for them and create positive outcomes for the child. It is necessary for parents to understand the benefit of amplification or intervention services so that everyone involved is working towards a common goal. Parents should also be knowledgeable of the services available to them and be prepared to advocate for their child. The school system provides supports for children with hearing loss and parents need to know how to obtain the services for their child. The audiologist can act as a resource for parents at any point as the child develops there will be new challenges. There is a partnership between the parent and the audiologist based on trust and a mutual understanding to provide the best care for the

The goal is screening a 3-5 year old is to identify any factors that may impact the child’s communication, developmental health, or future academic performance (ASHA). At this age, screenings may be mandated by a school, recommended by a doctor, or simply requested from a family. For screenings, it is common to do an otoscope exam, pure tone test, and tympanogram reading. The otoscope is used to make sure there are no foreign bodies or cerumen blocking the ear canal (Oxford Medical). This would create an inaccurate screening. A pure tone test will identify the faintest tone a person can hear at select frequencies. A way to screen this age group is with a strategy called conditioned play audiometry during a pure tone test. With this, the child is asked to perform an activity every time a tone is heard. The

The speech therapist will have regular contact with the child, parent and GP to ensure the best possible outcome for the child. We too can contact health professionals at any required time or if an issue arises within the setting.

The parent can deny any goal setting plans if they do not agree and the therapists will re-evaluate the goals until both parties agree. The sessions the child receives may be given at home or in a group setting outside of the home. When the child reaches the age of three, group settings outside of the home is given to help with socialization and focuses on speech.

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,

The article “Parents of deaf children with cochlear implants: a study of technology and community” focus mostly on the clinical structures and how parents decide to use cochlear implant or not. The data shows that the clinic, the state and local school districts are working together to anticipate parental needs.

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the

Prior research has indicated that screening children for hearing loss as young as possible is imperative, so that children with a hearing loss can receive treatment or an amplification device. Failure to identify and manage hearing loss in adolescents can lead to impaired speech and language development, poor social skills, and educational delays. Children in developing countries typically do not receive newborn hearing screenings and they may not receive hearing screenings in school. Cost, accuracy, accessibility, and trained personal are four of the major issues concerning the absence of hearing screenings in developing countries. It was postulated that computer-based audiometer software was a low-cost, accessible option for developing countries that could be easily operated by less formally trained individuals.

Similarly, SLPs refer infants with a cleft lip and cleft palate to an otolaryngologist and an audiologist to ensure that there is not fluid in the middle ear space, which can cause otitis media with effusions and lead to hearing loss. Otolaryngologists place pressure equalization (PE) tubes to prevent infections from expanding from the middle ear to the inner ear (Robin et al., 2006). Likewise, since these infants are susceptible to otitis media

There are nearly 70-80 million people in India alone with some form of hearing loss with approximately 20 million of them being children. With this product, it will make screening and diagnosis of hearing loss a lot easier. Screening at an early age is crucial for treating people with hearing problems. Our customers would benefit from the accessibility and low learning curve that our product Osha would deliver.