Oral Language Performance of Deaf and Hard-of-Hearing Students in Mainstream Schools

2019 ◽  
Vol 24 (4) ◽  
pp. 448-458
Author(s):  
Tammy H M Lau ◽  
Kathy Y S Lee ◽  
Emily Y C Lam ◽  
Joffee H S Lam ◽  
Chris K M Yiu ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Hong Kong ◽  
Hard Of Hearing ◽  
Oral Language ◽  
Primary Schools ◽  
Speech Therapy ◽  
Language Outcomes ◽  
Language Performance ◽  
Profound Hearing Loss ◽  
Hearing Children

Abstract In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.

Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults

2020 ◽  
pp. 149-166
Author(s):  
Kathryn Crowe ◽  
Linda Cupples
Keyword(s):  
Hearing Loss ◽  
Language Processing ◽  
Hard Of Hearing ◽  
Oral Language ◽  
Spoken Language ◽  
Evidence Base ◽  
Cognitive Differences ◽  
Attention Task ◽  
Bilingual Advantage ◽  
Hearing Children

A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Auditory perception of Mexican children with profound bilateral hearing loss receiving auditory verbal therapy

2020 ◽  
pp. 026565902096996
Author(s):  
Damaris F Estrella-Castillo ◽  
Héctor Rubio-Zapata ◽  
Lizzette Gómez-de-Regil
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Oral Language ◽  
Auditory Perception ◽  
Extended Family ◽  
Developed Countries ◽  
Profound Hearing Loss ◽  
Bilateral Hearing Loss ◽  
Auditory Recognition ◽  
Auditory Verbal Therapy

Profound hearing loss can have serious and irreversible consequences for oral language development in children, affecting spoken and written language acquisition. Auditory-verbal therapy has been widely applied to children with hearing loss with promising results, mainly in developed countries where cochlear implants are available. An evaluation was done of auditory perception in 25 children 5 to 8 years of age, with profound hearing loss, users of 4- or 5-channel hearing aids, and enrolled in a personalized auditory-verbal therapy program. Regarding initial auditory perception skills, children performed better on the Noises and Sounds block than on the Language block. By subscales, top performance was observed for auditory analysis (Noises and Sounds) and auditory recognition (Language). A series of t-tests showed that significant improvement after Auditory-verbal therapy occurred in global scores for Noises and Sounds and for Language blocks, regardless of sex, urban or rural community origin, nuclear or extended family. The study provides evidence of deficiencies in auditory in children with profound bilateral hearing loss and how this might improve after receiving Auditory-verbal therapy. Nevertheless, the descriptive study design prevents conclusions regarding the effectiveness of the therapy. Subsequent research must take into account intrinsic and environmental factors that might play a mediating role in the benefits of Auditory-verbal therapy for auditory perception.

Description of Phonological Patterns for Nineteen Elementary-Age Children with Hearing Losses

1997 ◽  
Vol 85 (2) ◽  
pp. 643-653 ◽  
Author(s):  
Timothy Meline
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Significant Relationship ◽  
Normal Development ◽  
Consonant Clusters ◽  
Phonological Process ◽  
Phonological Processes ◽  
Hearing Children ◽  
Phonological Errors ◽  
Cluster Reduction

The speech productions of 19 hard of hearing children between 5 and 12 years of age were examined for errors related to phonological process categories. For comparison, the subjects were divided into groups of 9 with Profound and 10 with Moderate to Severe hearing losses. There was a significant relationship between hearing loss and phonological errors. Seven phonological processes were evident in at least 33% of obligatory contexts. Prevalent processes included final consonant deletion and cluster reduction. The most prevalent deficiencies included / r/ and /1/ phonemes. Subjects with Profound hearing losses produced more errors over-all as well as more errors in each phonological process category. Subjects with Profound hearing losses frequently deleted entire consonant clusters, whereas subjects with Moderate to Severe hearing losses did not. Results are also discussed in relation to normal development.

The Tucker Maxon Story: Mainstreaming in Place

2019 ◽  
pp. 301-324
Author(s):  
Jennifer M. Hoofard ◽  
Glen C. Gilbert ◽  
Linda Goodwin ◽  
Tamala Selke Bradham
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Speech Therapy ◽  
Deaf Education ◽  
Full Potential ◽  
Social Changes ◽  
Teachers Of The Deaf ◽  
History Of

This chapter chronicles the 70-year history of the Tucker Maxon School in Portland, Oregon, as a reflection of the evolution of the field of oral deaf education, including advances in hearing technology, as well as legal and social changes, with a focus on the school’s decision to co-enroll students with hearing loss with their typically hearing peers beginning in the early 1980s and more formally in 2002. As of 2018, more than 65% of the school’s students have typical hearing, creating a mainstream environment for their deaf and hard-of-hearing peers. While a minority of students at the school have hearing loss, Tucker Maxon provides many supports for these students to help them achieve their full potential, including on-site audiology, speech therapy, and teachers of the deaf.

scholarly journals Academic Outcomes for School-Aged Children With Severe–Profound Hearing Loss and Early Unilateral and Bilateral Cochlear Implants

2015 ◽  
Vol 58 (3) ◽  
pp. 1017-1032 ◽  
Author(s):  
Julia Z. Sarant ◽  
David C. Harris ◽  
Lisa A. Bennet
Keyword(s):  
Hearing Loss ◽  
Academic Success ◽  
Cochlear Implants ◽  
Family Environment ◽  
Oral Language ◽  
Academic Outcomes ◽  
Standardized Test ◽  
Normal Hearing ◽  
Written Language ◽  
Profound Hearing Loss

Purpose This study sought to (a) determine whether academic outcomes for children who received early cochlear implants (CIs) are age appropriate, (b) determine whether bilateral CI use significantly improves academic outcomes, and (c) identify other factors that are predictive of these outcomes. Method Forty-four 8-year-old children with severe–profound hearing loss participated in this study. Their academic development in mathematics, oral language, reading, and written language was assessed using a standardized test of academic achievement. Results (a) Across all academic areas, the proportion of children in the average or above-average ranges was lower than expected for children with normal hearing. The strongest area of performance was written language, and the weakest was mathematics. (b) Children using bilateral CIs achieved significantly higher scores for oral language, math, and written language, after controlling for predictive factors, than did children using unilateral CIs. Younger ages at second CI predicted the largest improvements. (c) High levels of parental involvement and greater time spent by children reading significantly predicted academic success, although other factors were identified. Conclusions Average academic outcomes for these children were below those of children with normal hearing. Having bilateral CIs at younger ages predicted the best outcomes. Family environment was also important to children's academic performance.

Vestibular Deficits in Deaf Children

1996 ◽  
Vol 115 (1) ◽  
pp. 70-77 ◽  
Author(s):  
Peter A. Selz ◽  
Marian Girardi ◽  
Horst R. Konrad ◽  
Larry F. Hughes
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
Spontaneous Nystagmus ◽  
Deaf Children ◽  
Profound Hearing Loss ◽  
Hereditary Deafness ◽  
Balance System ◽  
The Status ◽  
Hearing Children ◽  
Future Evaluation

Considerable knowledge has been accumulated regarding acquired and congenital deafness in children. However, despite the intimate relationship between the auditory and vestibular systems, data are limited regarding the status of the balance system in these children. Using a test population of 15 children, aged 8 to 17 years, we performed electronystagmography testing. The test battery consisted of the eye-tracking (gaze nystagmus, spontaneous nystagmus, saccade, horizontal pursuit and optokinetic) tests, positional/positioning (Dix-Hallpike and supine) tests, and rotational chair tests. With age-matched controls, five children were tested in each of the following three categories: normal hearing, hereditary deafness, and acquired deafness. The children in the hereditary deafness category were congenitally deaf and had a family history of deafness. Those subjects in the acquired deafness category had hearing loss before the age of 2 years, after meningitis. Analysis of variance demonstrated significant differences between the two deaf groups and the control subjects in the gaze nystagmus test, saccade latencies, horizontal pursuit phase, and Dix-Hallpike and supine positionally provoked nystagmus. Also, significant differences were found in rotational chair gain and phase between the deaf and normal-hearing children. The children with acquired deafness exhibited the most profound results. In addition, there were significant differences in rotational chair gain between the acquired and congenitally deaf children. No differences were noted in horizontal pursuit gains, saccade accuracies, or saccade asymmetries. These preliminary data demonstrate that the etiologic factors responsible for congenital and acquired deafness in children may indeed affect the balance system as well. These findings of possible balance disorders in conjunction with the profound hearing loss in this patient population will have prognostic implications in the future evaluation, treatment, and rehabilitation of these patients.

scholarly journals Hard of Hearing Adults’ Interpersonal Interactions and Relationships in Daily Life

Disabilities ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 71-88
Author(s):  
Sylvia Olsson ◽  
Munir Dag ◽  
Christian Kullberg
Keyword(s):  
Higher Education ◽  
Hearing Loss ◽  
Social Exclusion ◽  
Information And Communication Technologies ◽  
Hard Of Hearing ◽  
Social Inclusion ◽  
Leisure Time ◽  
Time Data ◽  
Cultural Backgrounds ◽  
Profound Hearing Loss

Globally, there is limited research on how deaf and hard of hearing adults experience higher education and work. The purpose of the present study is to examine hard of hearing (HH) adults’ experiences of social interactions and social relationships in higher education, the workplace and leisure time. Data were obtained from semistructured interviews with 16 individuals (aged 24–31 years) from diverse cultural backgrounds (10 males and 6 females) with severe-to-profound hearing loss. Participants were selected based on previous expressed interest in participating in further studies after having been involved in an earlier study. The interviews were subjected to a qualitative thematic data analysis. According to the results, people with a hearing loss experience communication barrier in higher education, at work and in leisure time. These communication barriers lead to difficulties achieving social inclusion, and in some circumstances to social exclusion. Assistive technology (AT) and information and communication technologies (ICT) were important facilitators of moving from social exclusion towards social inclusion.

Sign in / Sign up

Export Citation Format

Share Document