scholarly journals Inaccessible media during the COVID-19 crisis intersects with the language deprivation crisis for young deaf children in the US

2020 ◽  
pp. 1-4
Author(s):  
Kaitlin Stack Whitney ◽  
Kristoffer Whitney
Keyword(s):  
Deaf Children ◽  
Language Deprivation ◽  
The Us

scholarly journals Deaf children need language, not (just) speech

2019 ◽  
Vol 39 (4) ◽  
pp. 367-395 ◽  
Author(s):  
Matthew L. Hall ◽  
Wyatte C. Hall ◽  
Naomi K. Caselli
Keyword(s):  
Sign Language ◽  
Cochlear Implants ◽  
Research Evidence ◽  
Spoken Language ◽  
Deaf Children ◽  
Full Potential ◽  
Sign Languages ◽  
Language Deprivation ◽  
Language Exposure ◽  
Harmful Effects

Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

Diagnosis of Deafness in Infancy

1987 ◽  
Vol 9 (5) ◽  
pp. 163-166
Author(s):  
Robert J. Ruben
Keyword(s):  
Hearing Loss ◽  
Language Acquisition ◽  
Auditory Evoked Potentials ◽  
Critical Time ◽  
Deaf Children ◽  
Medical Procedures ◽  
Social And Emotional ◽  
The Past ◽  
Language Deprivation ◽  
Sentence Construction

In the past 20 years, the prospects for hearing-impaired infants have improved significantly. It is now possible to diagnose deafness even in neonates and premature infants and to provide care that can prevent or ameliorate some of the most devastating effects of hearing loss. There have been steady advances in surgical and other medical procedures and in habilitation techniques. The value of many forms of therapy, however, depends greatly on how early intervention occurs. Approximately one in 1,000, or 0.1%, of all infants are severely to profoundly deaf; their problems are permanent and pervasive. An estimated four to ten times as many infants suffer from hearing loss that is either unilateral or less than profound. Hearing deficits affect language acquisition and consequently cognitive, social, and emotional growth. Behavioral and biologic evidence points to a critical time for linguistic development. Children normally master the language they hear around them by the age of 4 or 5 years, when they become competent to comprehend and produce all the variations of sentence construction found in adult speech. In this same period, deaf children can be taught sign language. The aptitude and flexibility for language acquisition diminishs with age. Early language deprivation results in permanent impairment. Infants suspected of having hearing loss can be evaluated by means of auditory-evoked potentials, recently developed technology available at audiologic facilities throughout the country.

scholarly journals Acquisition of Sign Languages

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Diane Lillo-Martin ◽  
Jonathan Henner
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Deaf Children ◽  
Annual Review ◽  
Publication Date ◽  
Negative Effects ◽  
Sign Languages ◽  
Language Deprivation ◽  
Linguistic Input ◽  
Spatial Locations

Natural sign languages of deaf communities are acquired on the same time scale as that of spoken languages if children have access to fluent signers providing input from birth. Infants are sensitive to linguistic information provided visually, and early milestones show many parallels. The modality may affect various areas of language acquisition; such effects include the form of signs (sign phonology), the potential advantage presented by visual iconicity, and the use of spatial locations to represent referents, locations, and movement events. Unfortunately, the vast majority of deaf children do not receive accessible linguistic input in infancy, and these children experience language deprivation. Negative effects on language are observed when first-language acquisition is delayed. For those who eventually begin to learn a sign language, earlier input is associated with better language and academic outcomes. Further research is especially needed with a broader diversity of participants. Expected final online publication date for the Annual Review of Linguistics, Volume 7 is January 14, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Family ASL: An Early Start to Equitable Education for Deaf Children

2021 ◽  
pp. 027112142110313
Author(s):  
Diane C. Lillo-Martin ◽  
Elaine Gale ◽  
Deborah Chen Pichler
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Early Exposure ◽  
Sign Languages ◽  
Early Adoption ◽  
Language Deprivation ◽  
Equitable Education

Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective that views signing as an inferior form of communication that also hinders the development of spoken language. On the contrary, research demonstrates that early adoption of a natural sign language confers critical protection from the risks of language deprivation without endangering spoken language development. In this position paper, we draw attention to deep societal biases about language in the information presented to parents of DHH children, against early exposure to a natural sign language. We outline actions that parents and professionals can adopt to maximize DHH children’s chances for on-time language development.

scholarly journals Mental health in children with severe hearing impairment

2011 ◽  
Vol 17 (1) ◽  
pp. 54-62 ◽  
Author(s):  
Nicoletta Gentili ◽  
Andrew Holwell
Keyword(s):  
Hearing Impairment ◽  
Neurodevelopmental Disorders ◽  
Emotional Dysregulation ◽  
Deaf Children ◽  
Early Language ◽  
Language Deprivation ◽  
Behavioural Difficulties ◽  
Recessive Genes ◽  
Prelingual Deafness ◽  
Cognitive Problems

SummaryDeafness does not in itself cause emotional/behavioural or cognitive problems or psychiatric disorders. However, children with hearing impairment are at greater risk of developing emotional/behavioural problems and neurodevelopmental disorders. The incidence of both seems to be higher in deaf children from hearing families. Most prelingual deafness is caused by recessive genes; hence, most deaf individuals come from hearing families, the majority of whom do not use sign language. Numerous studies, in both hearing and deaf populations, show how the lack of access to language has an impact on the emotional development of children. This article focuses on the mechanisms by which early language deprivation mediates emotional/behavioural difficulties and consequent emotional dysregulation, and may produce behaviours and symptoms that can be misdiagnosed as neurodevelopmental disorders in deaf children and adolescents (from infancy to 18 years of age).

scholarly journals Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

2019 ◽  
Vol 9 (2) ◽  
pp. 133 ◽  
Author(s):  
Amanda Howerton-Fox ◽  
Jodi L. Falk
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Language Proficiency ◽  
English Learners ◽  
Deaf Education ◽  
Literacy Skills ◽  
Deaf Children ◽  
Spoken English ◽  
Language Deprivation ◽  
Educational Implications

The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

The Eleventh Circuit Holds that Agreements in which Pharmaceutical Companies Pay Generic Companies Not to Compete May be Valid

2004 ◽  
Vol 32 (1) ◽  
pp. 181-184
Author(s):  
Amy Garrigues
Keyword(s):  
Pharmaceutical Companies ◽  
Court Decisions ◽  
Patent Holder ◽  
Trial Court ◽  
Court Of Appeals ◽  
The Us ◽  
Antitrust Laws ◽  
Per Se ◽  
Appeals Court ◽  
Two Sides

On September 15, 2003, the US. Court of Appeals for the Eleventh Circuit held that agreements between pharmaceutical and generic companies not to compete are not per se unlawful if these agreements do not expand the existing exclusionary right of a patent. The Valley DrugCo.v.Geneva Pharmaceuticals decision emphasizes that the nature of a patent gives the patent holder exclusive rights, and if an agreement merely confirms that exclusivity, then it is not per se unlawful. With this holding, the appeals court reversed the decision of the trial court, which held that agreements under which competitors are paid to stay out of the market are per se violations of the antitrust laws. An examination of the Valley Drugtrial and appeals court decisions sheds light on the two sides of an emerging legal debate concerning the validity of pay-not-to-compete agreements, and more broadly, on the appropriate balance between the seemingly competing interests of patent and antitrust laws.

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

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