Family-Centered Intervention for Deaf and Hard of Hearing Multilingual Learners

2022 ◽  
pp. 225-245
Author(s):  
Elizabeth A. Rosenzweig ◽  
Jenna M. Voss ◽  
Maria Emilia de Melo ◽  
María Fernanda Hinojosa Valencia
Keyword(s):  
Hearing Loss ◽  
Best Practices ◽  
Language Development ◽  
Hard Of Hearing ◽  
First Language ◽  
Spoken Language ◽  
Intervention Research ◽  
Community Settings ◽  
Multiple Languages ◽  
Family Centered

This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will understand bi/multilingual spoken language development for children who are DHH.

Auditory Verbal Therapy: A Family-Centered Listening and Spoken Language Intervention for Children With Hearing Loss and Their Families

2017 ◽  
Vol 2 (9) ◽  
pp. 54-65
Author(s):  
Elizabeth A. Rosenzweig
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Intervention ◽  
Universal Newborn Hearing Screening ◽  
Language Outcome ◽  
Newborn Hearing ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy ◽  
Family Centered

There are many ways for children with hearing loss to learn to communicate. Advances in universal newborn hearing screening and hearing technology have enabled many families to elect a listening and spoken language outcome for their children, regardless of degree of hearing loss. Auditory Verbal Therapy is a family-centered approach to developing listening and spoken language for children who are deaf or hard of hearing. Professionals certified in Auditory Verbal Therapy (AVT) provide services under a guiding set of 10 principles, enumerated in this article with their attendant research bases and practical/clinical implications.

Missing the Mark in Early Intervention for Babies Who Are Hard of Hearing or Deaf Learning Spoken Language

2010 ◽  
Vol 20 (2) ◽  
pp. 41-47 ◽  
Author(s):  
Amy McConkey Robbins ◽  
Teresa Caraway
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Best Practices ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Hearing Screening ◽  
Newborn Hearing Screening ◽  
The Core ◽  
Newborn Hearing ◽  
Therapy Strategies

In this article, the authors examine factors contributing to a growing early intervention (EI) crisis for babies who are hard of hearing or deaf (HH/D) whose families have chosen spoken language through listening as their desired outcome. At the core of this crisis is the difficulty of, and sometimes resistance to, incorporating nationally accepted best practices for the treatment of childhood hearing loss (Joint Committee on Infant Hearing, 2007) into the EI policies and systems that were created years before newborn hearing screening, advanced hearing technologies, and specialized therapy strategies existed. Today's infants born HH/D and their families represent a new and changing population requiring transformation in how we conceptualize, develop, and implement EI services. There is evidence that, in many cases, we are missing the mark in the ways in which this population is being served. It is our conviction that an EI model most appropriate for HH/D babies whose families have chosen spoken language through listening has features distinct from EI models proposed for children with other disabilities.

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.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

scholarly journals Bariery i przykłady wsparcia w procesie edukacji w środowisku osób z wadami słuchu

1970 ◽  
pp. 247-261
Author(s):  
Beata Iwanicka
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
First Language ◽  
Hearing Impaired ◽  
Teaching Staff ◽  
Academic Texts ◽  
Education Levels ◽  
Limited Opportunity

The article presents the problems of deaf and hard of hearing people in education. This topic is widely analyzed. The text describes the difficulties experienced by students at school, at various stages of learning, and the barriers experienced by deaf and hard of hearing students at higher education levels. In general, the hearing deficit entails various communication complications. The person with hearing impairment has a limited opportunity to have different experiences and what is most important in the text – hearing loss or deafness often makes it impossible to gain an optimal education. There are different methods of educating people from the non-hearing environment, depending on the degree of hearing impairment. Hearing impaired student often has difficulty understanding Polish, as it is not always their first language (their first language may be the Polish sign language). Hearing impaired students sometimes don’t understand academic texts because they have weaker poorer vocabulary due to their communication dysfunction. Another issue is the social isolation of many people with hearing impairments which often have a dilemma which environment to integrate with – with hearing or hearing impaired? Teaching staff approaches such people in different ways. Stereotypes do not help in educational progress (for example, the assumption that such students communicate only in sign language). It is important to be aware of the types of hearing loss and the different types of hearing (each hearing impaired hears differently and needs an individual approach). Finally, the article discusses the issue of education of people with hearing impairment from the category of “space”. Through “space” you can understand here the environment (school space, classes and associated architectural-acoustic barriers) as well as the language of the Deaf. The sign language is specifically designed for living space (some of the signatures must be shown in the specified movement and direction, depending on the intention of the sender).

Literacy Attainment Among Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 9-23
Author(s):  
Margaret Harris ◽  
Emmanouela Terlektsi
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Spoken Language ◽  
Learning To Read ◽  
Future Developments ◽  
Literacy Outcomes ◽  
Looking Back

The chapter begins by looking back at the review of literacy outcomes among children who are deaf or hard of hearing (DHH), published in 1996 by Marschark and Harris. In the light of developments in hearing aid technology and the age at which hearing loss is now identified, the chapter considers whether the picture described in the review has changed significantly in the two decades that have elapsed since its publication. It assesses evidence about levels of literacy attainment across the two decades and shows that, while spoken language has improved for many children, levels of literacy have not seen a commensurate improvement. The chapter also considers how views of the skills that predict success and failure in learning to read have evolved. It ends by considering how children who are DHH can be taught most effectively to read, and it speculates about future developments both in technology and in teaching.

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