scholarly journals Communication and school readiness abilities of children with hearing impairment in South Africa: A retrospective review of early intervention preschool records

2019 ◽  
Vol 66 (1) ◽  
Author(s):  
Ntsako P. Maluleke ◽  
Katijah Khoza-Shangase ◽  
Amisha Kanji
Keyword(s):  
South Africa ◽  
Early Intervention ◽  
School Readiness ◽  
Hearing Impairment ◽  
Retrospective Review

scholarly journals School readiness and academic achievement of children with hearing impairment: A South African exploratory study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ntsako P. Maluleke ◽  
Katijah Khoza-Shangase ◽  
Amisha Kanji
Keyword(s):  
South Africa ◽  
Academic Achievement ◽  
Academic Success ◽  
School Readiness ◽  
Hearing Impairment ◽  
South African ◽  
Success Factors ◽  
Age Appropriate ◽  
African Context ◽  
Grade 3

Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children.Aim: As part of a bigger study titled ‘Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng’, the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers’ survey.Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study.Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children’s preschool files. Data were analysed using descriptive statistics.Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN).Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.

scholarly journals The Evolving Management of Infected Pancreatic Necrosis

2012 ◽  
Vol 78 (10) ◽  
pp. 1151-1155 ◽  
Author(s):  
Graham Donald ◽  
Timothy Donahue ◽  
Howard A. Reber ◽  
O. Joe Hines
Keyword(s):  
Early Intervention ◽  
Retrospective Review ◽  
Percutaneous Drainage ◽  
Therapeutic Strategy ◽  
Pancreatic Necrosis ◽  
Mortality Rates ◽  
Infected Pancreatic Necrosis ◽  
Intravenous Antibiotics ◽  
Operative Debridement ◽  
Mean Time

Management of infected pancreatic necrosis (IPN) has for decades been based on early operative débridement. This approach is associated with mortality rates as high as 58 per cent. Recently, the care of these patients has evolved and emphasizes delayed operation and early intervention with percutaneous drainage. In 2002, we began to incorporate these new principles for the treatment of IPN and herein characterize the recent UCLA experience with management of IPN. A retrospective review of patients with IPN treated at UCLA between 2002 and 2011 was conducted. Mean patient age was 53.4 years. Mean Ranson's score was 3.3 ± 2.3 and average number of concurrent comorbidities 3.2 ± 2.5. All patients were treated with intravenous antibiotics. Thirteen of 18 patients (72.2%) had percutaneous drainage catheters placed (mean 1.1 drains per patient). Two patients were treated with percutaneous drainage alone. Sixteen of 18 (88.9%) eventually underwent surgical débridement. Of the operative patients, mean time from diagnosis to surgery was 28.4 days. The mortality in this group was 16.7 per cent. In conclusion, antibiotics and percutaneous drainage is an acceptable and possibly preferable initial therapeutic strategy for patients with IPN. Delayed operation and early intervention with percutaneous drainage appears to improve mortality for these patients.

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

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