What Is Non-Syndromic Hearing Loss?

This research paper focuses on the separations of common hearing loss issues within the hard of hearing community, elucidating three groups that are considered the major division that identify within the Hard of hearing community, appropriately. There are a few distinguishing common, yet complex challenges, and universal problems of living within their culture. Based on the qualities of psychosocial perspectives of hearing loss, there are distinctive views of socialism, activities and everyday life that affects his or her lifestyle. Partially, the sense of hearing could be considered a major predicament during a later age of hearing loss, and could create a miscommunication that can cause changes to jobs, relationships and life. Even though people can jump from one view to another contingently based on experiences they have encountered, usually there are three perceptions based on the implicit connotations of their situations.

Hearing is very important for learning. Hearing status is strongly correlated with academic performance so these children need to be identified to help ensure positive outcomes. A mild loss may go unnoticed but can have detrimental effects on learning. Classrooms can be noisy environments which are challenging for normal hearing listeners and even more so for children with hearing losses. Providing integrated audiological and speech services through the school system helps identify children who are at risk for difficulties and provide interventions to help ensure a smooth transition to school. The school is a good access point for these services because it is close to the child’s home, parents have a direct contact, wait times can be shorter

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

Cochlear implants are becoming more and more popular now. Even babies as young as 12 months are receiving a cochlear implant. For hearing parents it’s more convenient to have their child get a cochlear implant rather then to learn sign language. Hearing parents usually just look for the simple way out because they don’t want to have a child who is “different.�

Kleinman’s questions are more applicable to deaf people in general who are more in favor of and interested in improving their hearing through hearing aids, cochlear implant, and/or speech therapy. Therefore, they would be more likely to answer his questions even though they do contain the term sickness as these people are more to likely view deafness as a disability compared to people who strictly identify themselves as a part of Deaf culture. Also, Kleinman’s questions can be especially applicable for hearing parents with deaf children who want to raise them as hearing children. According to the ninety percent rule, ninety-percent of deaf children have hearing parents and ninety-percent of hearing children have deaf parents (Sparrow 141). Since hearing parents want to raise their children in the hearing culture, it is ideal for them to be able to utilize Kleinman’s eight questions as a means of providing a way for their deaf children to improve their hearing through hearing aids, cochlear implants, and/or speech

After making a conclusion on the hearing loss of the patient, the physician will choose possible avenues for treatment. In cases where the hearing loss is not severe, a hearing aid can be installed in order to help the individual hear properly. In cases where hearing loss is permanent and severe, cochlear implants are available for specific nonsymptomatic deafness where the inner ear is not at risk to reject the implantation. There is also hearing assistive technology (HATS) which can be equipped with both adults and children to help process sounds. Similar to headphones, hearing aids consist of three major parts: the microphone, the amplifier, and the speaker. The microphone picks up sound and transfers it via electrical impulse to the amplifier,

The United States traditional majority consists of white, middle class individuals who speak English. We chose to focus on the United States in general because deafness is not associated with one state alone, but all over the world. Based on a survey taken between 1988 and 1994, 14.9% of children age six through nineteen experienced hearing loss (Hearing Loss in Children, 2015). Compared with the traditional majority, the children affected

The study included children who received a diagnosis of a congenital or early-onset (before 6 months) permanent hearing loss that was not medically treatable (Durieux-Smith et al., 2008). Data was collected from the groups of children who were identified with permanent hearing loss through a targeted high-risk screening program, a universal newborn hearing-screening program, or through a medical referral either with risk factors or without factors. Data on the onset of permanent hearing loss, route to referral, etiology, age at diagnosis, and amplification fitting were all obtained from their medical charts to determine the primary outcomes of language abilities with early identification. Results from the study showed children screened at infancy were diagnosed earlier than those referred with risk factors (Durieux-Smith et al., 2008). Children with risk factors, in turn, were diagnosed earlier than referred without risk factors. Although, the age of diagnosis of referred children was seen to improve over time, it remained significantly higher than children receiving screenings. However, this trend of earlier diagnosis may reflect greater awareness of hearing loss. Results from this study indicate UNHS leads therefore earlier diagnosis and to earlier amplification, which then leads to earlier auditory stimulation (Durieux-Smith et al.,

Additionally, more than one third of children with minimal hearing loss fail at least one grade and exhibit social and/or emotional problems by the fourth grade. Such difficulties can often persist throughout the lifetime of an individual with a hearing impairment. The United States Department of Health states that the future of the child with hearing loss depends on early identification of hearing loss and its appropriate management. Landmark studies showed that with early identification and intervention prior to six months of age, children are able to achieve near age appropriate language skills (Baroch, 2003). Children with hearing loss born in hospitals that implemented UNHS were 2.6 times more likely than children with hearing loss born in non-screening hospitals of having language development within the normal range of development (Yoshinaga-Itano, 2003). Yoshinaga-Itano, Sedey, Coulter, & Mehl (1998) showed that children who were identified with hearing loss and received intervention services before the age of 6 months had significantly better receptive and expressive language scores than children identified after the age of 6 months. Early identified children with intervention have language development similar to their nonverbal cognitive development

The book Shouting Won 't Help by Katherine Boulton is a memoir and guide about being hearing impaired. Her journey about having a bilateral hearing loss: profound deaf in one ear and severely impaired in the other ear. It is a part memoir and a part scientific study about her experience. The book is organized using the author 's personal experience while also explore series of questions about the different types of causes of deafness - environmental and medical factors, the social stigma attached to it, the professional challenges faced with hearing loss and the technologies that help. At the end of every chapter, the author includes a titled chapter “Voices” about other people 's stories about their hardship and experience.

Hearing loss can impact a child. People learn how to talk by listening to speech, but what happens if you have hearing loss. The earlier hearing loss is detected and treated, the more of a change the child will gain the speech and language skills of a normal child without a speech disorder. We have to be able to hear to learn properly to learn how to talk or a new language. Speech pathologist at the Cleveland Hearing and Speech Center says that “Permanent hearing loss will also affect speech and language development, especially if it is not detected early,” (CHSC,

This paper covers many of the topics about Cochlear Implants, and when a child should get one and at what age .If hearing loss occurs early on in childhood or later on in life. Can Cochlear Implant drastically impact a person's ability to communicate? What are the many benefits of cochlear Implants for children? Although the exact ones will vary depending on the child? Introduction

Hearing loss in childhood and infancy can have a major effect on the development and continuation of language. It hinders the acoustic signal that enters the ear canal to not be fully received by the auditory cortex which then affects and distorts what we receive and how we comprehend the auditory stimuli. There are different types and degrees of severity of hearing loss that can impair one or both ears, or can be congenital. Children with a hearing loss that is either severe or profound, in both ears, sensory neural, or congenital are considered to be a candidate for a cochlear implant. Cochlear implants are the only way for these children to develop oral language and auditory skills when hearing aids are not beneficial (Jimenez-Romero, 2015).

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