The Pediatric Management of the Congenitally Deaf Child

Children with hearing impairment are children with hearing loss who are classified into deaf and hard of hearing. The direct impact of disability is the obstruction of verbal / verbal communication, both speaking (expressive) and understanding the conversations of others (receptive). Obtaining the first language of a deaf child can be done with total communication. Total communication is the most effective communication system because in addition to using a form of communication orally or called oral, the activity of reading, writing, reading utterances, is also equipped with a form of cues. The purpose of this study was to determine the acquisition of language of children with special needs (deaf) in understanding language. Subjects in this study are children with special needs who experience speech impairment (hearing impairment) while the object of this study is focused on only one child, Mila Erdita, a 15-year-old child. This research refers to case studies with descriptive research type. Data collection techniques in this study will be done in three ways, namely; observation techniques, interview techniques, and documentation techniques. In this research, data processing that will be done is to describe the speech data of deaf children to see the acquisition of children's vocabulary. The results of this study indicate that deaf children can obtain a language of total communication using a form of communication orally or called oral, with the activities of reading, writing, reading utterances, also equipped with signs

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Psychosocial Development of Hard-of-Hearing Preschool Children

10.1093/oso/9780190880545.003.0019 ◽

2018 ◽

Author(s):

Nina Jakhelln Laugen

Keyword(s):

Early Intervention ◽

Psychosocial Development ◽

Hard Of Hearing ◽

Current Knowledge ◽

Deaf Child ◽

Deaf Children ◽

Child Research ◽

Universal Newborn Hearing Screening ◽

Newborn Hearing ◽

Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

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Your Deaf Child: A Guide for Parents

Journal of the American Medical Association ◽

10.1001/jama.1951.02920320080034 ◽

1951 ◽

Vol 145 (14) ◽

pp. 1106

Keyword(s):

Deaf Child

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The Physician and the Functioning of the Deaf Child

PEDIATRICS ◽

10.1542/peds.52.5.752b ◽

1973 ◽

Vol 52 (5) ◽

pp. 752-753

Author(s):

Charles R. Mock

Keyword(s):

American Academy ◽

Deaf Child ◽

Hearing Impaired ◽

Functional Description ◽

American Academy Of Pediatrics ◽

American Schools ◽

Schools For The Deaf ◽

Impaired Person ◽

Definition Of ◽

School For The Deaf

I am very pleased that the American Academy of Pediatrics has presented a statement on "The Physician and the Deaf Child."1 However, the statement's definition of deafness needs further explanation, since many local regulations for educating hearing-impaired students use the nomenclature of the Conference of Executives of American Schools for the Deaf.2 A functional description is used, not based on the need to be educated in a school for the deaf, but based on how the hearing impaired person uses his hearing.

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How handshape type can distinguish between nouns and verbs in homesign

Gesture ◽

10.1075/gest.13.3.05hun ◽

2013 ◽

Vol 13 (3) ◽

pp. 354-376 ◽

Cited By ~ 9

Author(s):

Dea Hunsicker ◽

Susan Goldin-Meadow

Keyword(s):

Sign Language ◽

Deaf Child ◽

Stages Of Development ◽

Linguistic Structure ◽

Early Stages ◽

Hearing Parents ◽

Signed Language ◽

Combinatorial System ◽

The Moment ◽

Do So

All established languages, spoken or signed, make a distinction between nouns and verbs. Even a young sign language emerging within a family of deaf individuals has been found to mark the noun-verb distinction, and to use handshape type to do so. Here we ask whether handshape type is used to mark the noun-verb distinction in a gesture system invented by a deaf child who does not have access to a usable model of either spoken or signed language. The child produces homesigns that have linguistic structure, but receives from his hearing parents co-speech gestures that are structured differently from his own gestures. Thus, unlike users of established and emerging languages, the homesigner is a producer of his system but does not receive it from others. Nevertheless, we found that the child used handshape type to mark the distinction between nouns and verbs at the early stages of development. The noun-verb distinction is thus so fundamental to language that it can arise in a homesign system not shared with others. We also found that the child abandoned handshape type as a device for distinguishing nouns from verbs at just the moment when he developed a combinatorial system of handshape and motion components that marked the distinction. The way the noun-verb distinction is marked thus depends on the full array of linguistic devices available within the system.

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THE PARENT AND THE DEAF CHILD

The Lancet ◽

10.1016/s0140-6736(47)92052-7 ◽

1947 ◽

Vol 250 (6469) ◽

pp. 287-288

Keyword(s):

Deaf Child

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Jervell and Lange-Nielsen Syndrome due to a Novel Compound Heterozygous KCNQ1 Mutation in a Chinese Family

Neural Plasticity ◽

10.1155/2020/3569359 ◽

2020 ◽

Vol 2020 ◽

pp. 1-8

Author(s):

Yue Qiu ◽

Sen Chen ◽

Xia Wu ◽

Wen-Juan Zhang ◽

Wen Xie ◽

...

Keyword(s):

Deaf Child ◽

Gene Mutations ◽

Deaf Children ◽

Chinese Family ◽

Compound Heterozygous ◽

Qtc Interval ◽

Cardiac Events ◽

Life Threatening ◽

Next Generation Sequencing Ngs ◽

Generation Sequencing

Jervell and Lange-Nielsen syndrome (JLNS) is a rare but severe autosomal recessive disease characterized by profound congenital deafness and a prolonged QTc interval (greater than 500 milliseconds) in the ECG waveforms. The prevalence of JLNS is about 1/1000000 to 1/200000 around the world. However, exceed 25% of JLNS patients suffered sudden cardiac death with kinds of triggers containing anesthesia. Approximately 90% of JLNS cases are caused by KCNQ1 gene mutations. Here, using next-generation sequencing (NGS), we identified a compound heterozygosity for two mutations c.1741A>T (novel) and c.477+5G>A (known) in KCNQ1 gene as the possible pathogenic cause of JLNS, which suggested a high risk of cardiac events in a deaf child. The hearing of this patient improved significantly with the help of cochlear implantation (CI). But life-threatening arrhythmias occurred with a trigger of anesthesia after the end of the CI surgery. Our findings extend the KCNQ1 gene mutation spectrum and contribute to the management of deaf children diagnosed with JLNS for otolaryngologists (especially cochlear implant teams).

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