Intersectionality—Beyond the Individual: A Look Into Cultural Identity Development of Deaf and Hard-of-Hearing Children of Multicultural “Hearing” Families

2019 ◽  
pp. 226-253
Author(s):  
Cheryl L. Wu ◽  
Nancy C. Grant
Keyword(s):  
Identity Development ◽  
Hard Of Hearing ◽  
Social Identities ◽  
Children And Youth ◽  
Deaf Children ◽  
Multicultural Issues ◽  
Diverse Backgrounds ◽  
The Individual ◽  
Cultural Identity Development ◽  
Hearing Children

This chapter by a hard-of-hearing psychologist and a hearing social worker focuses on intersectionality as it manifests in multicultural issues arising from the multiple complex social identities of deaf children and youth whose families are hearing and from racially, ethnically, linguistically, and culturally diverse backgrounds. The authors affirm that intersectionality is not just about dealing with how separate parts of an individual develop. Rather, there is an interactive component in terms of how these separate parts engage each other and the sociopolitical environments that influence them. The child needs to identify and negotiate his or her “diversity within” and then express that complex multicultural identity with clarity and confidence appropriately in different environments. The authors expand on these perspectives and processes using examples to bring issues to life. Finally, they propose an institute to continue the research and create concrete strategies for many situations.

Psychosocial Development of Hard-of-Hearing Preschool Children

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.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Annual Survey of Deaf and Hard-of-Hearing Children and Youth, 1975-1994

1994 ◽  
Author(s):  
Arthur Schildroth ◽  
◽  
Thomas E. Allen ◽  
Sue A. Hotto ◽  
Kay H. Lam ◽  
...  
Keyword(s):  
Hard Of Hearing ◽  
Children And Youth ◽  
Annual Survey ◽  
Hearing Children

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.

scholarly journals Pathologies of the hearing aid under the influence of global climate change and ecology

2021 ◽  
Vol 937 (2) ◽  
pp. 022017
Author(s):  
N Ryzhkin ◽  
A Ivanova ◽  
Y Savchenko ◽  
R Polin ◽  
I Korobov
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Global Climate ◽  
Physical Development ◽  
Deaf Children ◽  
Impaired Hearing ◽  
The World ◽  
Hearing Children ◽  
Short Time

Abstract This article discusses the pathological changes of the hearing aid in connection with the deterioration of the environmental situation around the world, presents the psychophysical features that deal with the struggle of children with hearing impairment (hard of hearing and deaf). The method of physical education in the course of classes in the wrestling section for the adaptation and harmonious physical development of hard-of-hearing children is proposed and investigated. In our opinion, exercises in wrestling contribute to the development of a number of many valuable physical and psychological qualities that are necessary for a child with hearing impairment. The hypothesis of the study is based on the assumption that the inclusion of special developed methods for wrestling will allow to achieve significant results in a short time in children with hearing impairment. The use of wrestling exercises allows you to maximize the development of the functions of these analyzers for deaf children to more effectively participate in the compensation of lost qualities as a result of impaired hearing aid.

scholarly journals The Benefit of the “And” for Considerations of Language Modality for Deaf and Hard-of-Hearing Children

2021 ◽  
pp. 1-5
Author(s):  
Kristen Secora ◽  
David Smith
Keyword(s):  
Language Acquisition ◽  
Hard Of Hearing ◽  
Support Services ◽  
Deaf Children ◽  
Missed Opportunities ◽  
Adequate Amount ◽  
Signed Language ◽  
Language Modality ◽  
Hearing Children ◽  
Early Phases

Purpose Language modality choices for deaf children continue to be an area of debate, but we argue that the dichotomy of “either/or” for language modality is outdated in a world that increasingly values bilingualism. Evidence is provided that a bilingual approach to language for deaf children is not contraindicated and that deaf children can learn both spoken and signed language given an adequate amount of exposure to each language. Conclusions We note that exposure to signed language during the early phases of auditory evaluation and rehabilitation can reduce missed opportunities for language acquisition. We further suggest that professionals who work with these children and their families need to consider their own biases in how language modality choices are presented in order to provide the best possible support services.

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Birgitta Sahlén ◽  
Kristina Hansson ◽  
Viveka Lyberg-Åhlander ◽  
Jonas Brännström
Keyword(s):  
Language Learning ◽  
Hard Of Hearing ◽  
Language Impairment ◽  
Cognitive Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Nonword Repetition ◽  
Communicative Development ◽  
Language Problems ◽  
Hearing Children

Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.

Linguistics and Language Therapy: The Sentence Construction Board

1973 ◽  
Vol 38 (2) ◽  
pp. 205-214 ◽  
Author(s):  
G. Albyn Davis
Keyword(s):  
Key Words ◽  
Hard Of Hearing ◽  
Deaf Children ◽  
Sentence Structure ◽  
Language Therapy ◽  
Teaching Language ◽  
Sentence Construction ◽  
Structural Linguistics ◽  
Hearing Children ◽  
Selection Of

This paper describes the use of an apparatus called the sentence construction board (SCB) to facilitate therapy involving sentence structure. The SCB was developed from basic linguistic principles and from Fitzgerald’s method for teaching language to deaf children. Several authors have suggested use of structural linguistics and transformational grammar to guide the selection of syntactic patterns in language therapy. Therapy should progress from using simple structures such as kernel sentences to using minor and major transformations. Fitzgerald’s method employed key words and symbols to represent grammatical classes and to be arranged according to syntactic rules. The SCB contains lights that are employed as symbols for grammatical classes. The light symbols and key words may be arranged to depict kernel structures and different transformations. The SCB is intended to assist a patient in constructing standard or nonstandard English sentences in response to simple pictures. It may be applied in therapy for a variety of language pathologies, including training hard-of-hearing children and retraining aphasic adults. It may also be helpful in teaching English as a second language or dialect. The SCB also shows that linguistic theory can have practical consequences for the language clinician.

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