Families of Deaf Children With Co-Occurring Disabilities

2022 ◽  
pp. 246-257
Author(s):  
Mary Ann Gray ◽  
Frances F. Courson
Keyword(s):  
Education System ◽  
Deaf Child ◽  
Immigrant Families ◽  
Language Barriers ◽  
Deaf Children ◽  
American Education ◽  
Cultural Impact ◽  
Limited Access ◽  
The Family

The authors of this chapter focus on immigrant families who have deaf children with co-occurring disabilities. The journey is filled with understanding deafness, co-occurring disabilities, resources, cultural impact, communication and amplification options, and navigating the American education system. The chapter covers a range of information for professionals and families to understand what families with deaf children with co-occurring disabilities face and the continuous decisions that must be made and implemented while having limited access to support due mainly to language barriers and cultural understand. The chapter covers from the time the deaf child with co-occurring disabilities is identified and the multiple layers to understanding the path the family takes, knowing each one is as unique as the child.

scholarly journals “WOMEN EDUCATION IN THE COLONIAL CONTEXT: THE CASE OF THE PHILIPPINES”

2021 ◽  
Vol 58 (1) ◽  
pp. 5213-5221
Author(s):  
Tran Xuan Hiep Et al.
Keyword(s):  
Educational Policy ◽  
Education System ◽  
The Philippines ◽  
Educational Policies ◽  
American Education ◽  
Long Period ◽  
The Family ◽  
Career Skills

The Philippine Islands experienced a long period of colonialism, from 1565 to 1946. During nearly 400 years of colonization, Philippine education was deeply influenced by the Hispanic and American education system. The educational policies of colonial governments had affected most Philipinas, including women. While the Spaniards performed a minimal education for women and bundled them in the strict framework, the Americans paid attention to provide practical career skills for women in the family and in society. From the approach based on the connection between education and colonialism, the paper will focus on the issue of educating women in the colonial administration's educational policy and its impact on life of women, on their cognitive and the re-awareness process of their roles and positions in society.

The Pediatrician and the Parent of the Deaf Child

PEDIATRICS ◽  
1970 ◽  
Vol 45 (1) ◽  
pp. 115-116
Author(s):  
David M. Luterman ◽  
Judith Chasin
Keyword(s):  
Hearing Loss ◽  
Young Child ◽  
Deaf Child ◽  
Large Degree ◽  
Deaf Children ◽  
Parent Survey ◽  
Social Success ◽  
Recent Advances ◽  
The Family ◽  
Professional Person

In most instances, the pediatrician is the first professional person the parent of a young child consults when a hearing loss is suspected. The extent to which he is able to counsel the family about the child's handicap will, to a large degree, determine the eventual education and social success of the child. Since most pediatricians will encounter only a few congenitally deaf children during their years in practice, they may well be unfamiliar with the recent advances in diagnosis and education of the young deaf child and the sources of referral for these children. Therefore, the following parent survey was undertaken to see how well the pediatrician responded to the needs of the parents of confirmed deaf children, and in which areas he appeared to be lacking the kind of formation that the parent wished to have.

scholarly journals Evaluation of the benefit of amplification in children fitted with hearing aids

2012 ◽  
Vol 16 (02) ◽  
pp. 170-178
Author(s):  
Ida Lichtig ◽  
Maria Couto ◽  
Luciana Carvalho
Keyword(s):  
Experimental Study ◽  
Hearing Aids ◽  
Deaf Child ◽  
Deaf Children ◽  
The Family

Summary Introduction: In Brazil, it is rare studies with using deaf children of auditory device above of seven years. Objective: To investigate the benefit supplied for the amplification in deaf children to 7 years old to 11 years old using auditory device, under the perspective of the proper child and the adults with who it more coexists, and to verify if the time of conviviality of the adults with the child intervenes with their answers. Method: One is about a clinical and experimental study. They had participated of the study 48 citizens, divided in 4 distinct groups: G1- 12 deaf children; G2- 12 adults with average companionship of 40 weekly hours with the deaf child; G3- 12 adults with average companionship of 20 weekly hours with the deaf child; G4- 12 adults with average companionship of 10 weekly hours with the deaf child. All the children were using of device bilaterally and presented auditory loss of severe or deep degree. Results: The results indicate damage in the auditory abilities of the children evaluated had to the difficulties faced for them to listen to elements gifts in situations of its daily one. The time of companionship with the child did not have differences in the results between the different groups in agreement. Conclusion: The viability of the evaluation of the proportionate benefit for the auditory device in children was evidenced clinically on the basis of the information of the family. The device of individual sonorous amplification exerted influence in the auditory abilities of the evaluated children, although the proportionate benefit for its use to be lesser of what the waited one.

VALUE EDUCATION SYSTEM IN INDIA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Jyoti Narayan Patra ◽  
Jayanta Mete
Keyword(s):  
Education System ◽  
Personality Development ◽  
The Family ◽  
The Individual ◽  
The Right

Values are like seeds that sprout, become saplings, grow into trees and spread their branches all around. To be able to think right, to feel the right kind of emotions and to act in the desirable manner are the prime phases of personality development. Building up of values system starts with the individual, moves on to the family and community, reorienting systems, structures and institutions, spreading throughout the land and ultimately embracing the planet as a whole. The culture of inclusivity is particularly relevant and important in the context of our society, nation and making education a right for all children.

Pemerolehan bahasa anak berkebutuhan khusus (tunarungu) dalam memahami bahasa

2020 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Nur Haliza ◽  
Eko Kuntarto ◽  
Ade Kusmana
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Deaf Child ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Speech Impairment ◽  
Descriptive Research ◽  
Total Communication ◽  
Type Data ◽  
Children With Hearing Loss

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

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

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).

scholarly journals Etiological factors of deafness and results of aided audiogram among below 12 years deaf children in a deaf school

2012 ◽  
Vol 18 (2) ◽  
pp. 103-108
Author(s):  
Mohammad Nasimul Jamal ◽  
Ali Imam Ahsan ◽  
Mohammed Sattar ◽  
Md Abul Hasnat Joarder
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Positive Family History ◽  
Deaf Child ◽  
Cross Sectional Study ◽  
Speech Development ◽  
Deaf Children ◽  
Cross Sectional ◽  
Etiological Factors ◽  
History Of

Introduction: Deafness is the invisible disability and the commonest human sensory defects.  It leads to difficult speech development, poor educational and employment prospects of  chilhood. Comprehensive otologic and audiological evaluations are very much essential for  etiological assessment of hearing impaired children and management efficacy.Methods: A cross-sectional study was carried out with the aim to evaluate the etiological  factors, degree of hearing loss, type of hearing loss, and results of aided audiogram among  the below 12 years deaf children. The study included 100 deaf children below 12 years with  history of deafness and non-development of speech.Result: The etiology of deaf Children was diverse. Infection was the predominating etiological  factor (38%). The infections were: measles (31.5%), pneumonia (26.2%), typhoid (21.5%),  maternal rubella (5.2%), varicella (5.2%), mumps (5.2%) and meningitis (5.2%). 48% of deaf  child had a parental suspicion of deafness below the one year of age. 35% had a positive  family history and 32% had history of consanguinal marriage. The deaf children were managed  with hearing device, among them 89% with hearing aid and 11% with cochlear implant 42.7% of child used hearing aid in both ears. The results of aided audiogram reflected that, the gain  after using hearing aid within 31-60 dB were 80%. 10% in right ear, 71.10% in left year and  70.00% in both ears, so average gain after using hearing aid was 74% within 31- 60 dB. DOI:http://dx.doi.org/10.3329/bjo.v18i2.11981 Bangladesh J Otorhinolaryngol 2012; 18(2): 103-108

Making a Difference

2019 ◽  
pp. 209-232
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
Advanced Placement ◽  
Hard Work ◽  
Good Thing ◽  
School Systems ◽  
American Education ◽  
Policy Makers ◽  
Limited Access ◽  
The Future ◽  
Making A Difference ◽  
Playing Fields

This concluding chapter looks at the good that Advanced Placement (AP) is doing against the challenges that it faces now. When AP emerged in the 1950s, and for decades thereafter, poor and minority youngsters had limited access to the best that American education had to offer, and those limits were part of what kept them poor. Today, however, AP's rich curriculum, sophisticated pedagogy, and rigorous expectations are coming within reach of many girls and boys from disadvantaged circumstances, thanks in no small part to the College Board's wholehearted embrace of that additional mission as well as the hard work and support of policy makers, educators, and philanthropists. Yet desirable as it is to open AP-level academics to more kids in more schools and thereby help level the playing fields of life, the reason this is hard to make happen is that genuine success requires so many other things to move in sync, both in school systems and in the lives of kids. Nevertheless, opening the AP door to more kids is a good thing to do, not only for the benefit of those immediately affected but also because its implications should reverberate through what precedes and follows it. The chapter then considers the future of AP program.

Education Begins at Home

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Personal Growth ◽  
Bone Conduction ◽  
Deaf Child ◽  
Deaf Children ◽  
Medical Problems ◽  
Implicit Instruction ◽  
Early Access ◽  
Hearing Parents ◽  
Mother’S Voice

Parents, siblings, and others provide young children with a context in which development occurs and supports and promotes early learning. In this chapter, we consider the roles of various individuals and early interventions in social, language, and cognitive development before children enter school. Because most deaf children are born to nonsigning, hearing parents, communication in the home is given special consideration, particularly with regard to the kinds of information and experience that contribute to those domains. We also consider the importance of implicit instruction in relation to fostering educational readiness and the potential effects on long-term academic achievement and personal growth. Parents will encounter both opportunities and challenges in raising a deaf child, and research has demonstrated a variety of ways in which they can optimize their child’s development. Therefore, we devote some space to describing the field on which early development takes place. Most important, we will see the importance of deaf children having early access to language, social interaction, and experiential diversity. Because most cases of deafness are not hereditary, many deaf children will have congenital or early-onset hearing losses that are totally unexpected (and usually unrecognized for some time) by their parents. Some of those children will be considered at risk at birth because of the maternal, fetal, or neonatal medical problems that contributed to their hearing losses. Beyond the consequences of initial medical difficulties, factors related to prenatal or postnatal hearing loss may well influence the quantity or quality of interactions the infant has with others in the environment during the first few months. These earliest influences, and their effects, can have ever-widening consequences for development over the first months and years of life. Even before birth, sounds perceived from within the womb can influence the course of development. Early in the last trimester of pregnancy, a fetus will rotate and adopt a new position with the head against the mother’s pelvis. Most fetuses already have considerable responsiveness to sound at this point and can perceive the mother’s voice and heartbeat through bone conduction (Als et al., 1979).

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