educ20069_deafness and communication_ng hann clive_assignment 1

THERE IS NOTHING WRONG WITH BEING DEAF

EDUC20069_DEAFNESS & COMMUNICATION ASSIGNMENT 1 NG HANN CLIVE_594870 TUTOR_MARILYN DANN

(PARENT’S EDITION)

5948701211

2 CONCEPTUALISATION

CONCEPTUALISATION 3

I would like to take this opportunity to thank Marilyn Dann for her guidance and tutelage for which without it, the publication of this magazine would not have been possible.

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CONTENTS

Types of Hearing Loss

Types of Hearing Devices

Hearing Test

Early Deaf Child Development

Introduction of Baby Sign

References

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6 CONCEPTUALISATION

INTRODUCTION

“In early infancy, affected families will be unaware of any hearing impairment and are unlikely to use appropriate communication strategies. They will lack the information needed to make important decisions about lifestyle and about intervention to improve hearing and/or language development. Also, families may experience anxiety and frustration because failure to attain language development milestones may be attributed wrongly to ‘natural’ developmental variation, even by health professionals. “ Martyn L. Hyde

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Less than 10% of children who are prelingually deaf come from families in which there is an older deaf relative. Through such relatives, many of these children can gain access to the acquisition of a natural language and thereby to the information that is critical for those aspects of normal socio-emotional development that are founded in family interaction. For the other 90+% of deaf children, however, the situation is quite different. Typically, a deaf child is the first deaf child is generally unexpected and traumatic.

Furthermore, their first advice usually comes from pediatrician or an audiologist, many whom do not understand the importance of early sign language acquisition. Thus, the parents and siblings of the deaf children seldom have the communication skills or the knowledge and experience required to provide these children with an accessible context for the acquisition of either a sign language or the cultural understandings and experiences available to hearing children.

8 CONCEPTUALISATION

TYPE OF HEARING LOSS

“Undetected hearing impairment will compromise the child’s speech and language development by an amount that increases with the severity of the loss and the delay in diagnosis; important processes underlying normal language development begin under 6 months of age.” Martyn L. Hyde

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5 EDUC20069_TYPES OF HEARING LOSS

Types of hearing loss

CONDUCTIVE HEARING LOSS

(1) Sound cannot pass through the outer or middle ear. (2) Can be cure through surgery and medical prescription such as antibiotics.

SENSORINEURAL HEARING LOSS

(1) The cause is located in the auditory nerve which results in permanent deafness.(2) Cannot be cure. Implantation of hearing aids will be necessary.

The causes of hearing loss:

PRE-NATAL CAUSES

Many children are born deaf because of a genetic reason. Deafness can be passed down in families even though there appears to be no family history of deafness. Sometimes the gene involved may cause additional disabilities or health problems.

POST-NATAL CAUSES

As with pre-natal causes there are a number of reasons why a child may become deaf after they are born. Being born prematurely can increase the risk of being deaf or becoming deaf. Premature babies are often more prone to infections that can cause deafness. They may also be born with severe jaundice or experience a lack of oxygen at some point. Both of these can cause deafness.

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12 CONCEPTUALISATION

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TYPES OF HEARING DEVICES

“Parents reported that implantation had influenced their educational decisions, sup- porting a move towards spoken language and mainstream provision. “ Archbold & Mayer

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9 EDUC20069_TYPES OF HEARING DEVICES

Hearing Aid


WHAT IS HEARING AID? (1) A hearing aid or deaf aid is an electroacoustic

device which is designed to amplify sound for the wearer, usually with the aim of making speech more intelligible, and to correct impaired hearing as measured by audiometry. (2)Hearing Aids are digitally programmed by computer. (3)Every person needs the device to be fitted individually.Measurements are taken with the hearing aid in the person’s ear to see what the aid is doing.

WHAT ARE THE FUNCTIONS OF HEARING AIDS?

(1) Amplifying sounds (speech, music and environmental sounds). (2) Bring back awareness of sounds that are softer than the hearing level. (3) Increase volume of sounds that are too soft with a hearing loss. (4)Compression method is incorporated to make more sounds comfortably loud for a hearing impaired listener.


HOW WELL AN INDIVIDUAL CAN HEAR WITH A HEARING AID DEPENDS UPON?

(1) The degree and type of hearing loss. (2) Their frequency sensitivity. (3) Their tolerance of loud sounds. (4) The listening conditions (distance, background noise, voice levels, visual clues).

WHAT ARE THE LIMITATIONS OF HEARING AIDS?

(1) Most digital hearing aids are non-linear in the way they amplify sound. (2)Not all sounds are amplified by the same amount.

11 EDUC20069_TYPES OF HEARING DEVICES


Cochlear Implant

A brief history about cochlear implant :

1970’s - House implants first adults with single channel CI

1980’s - Prof. Clark research into the development of multi-channel CI - Commercially manufactured multi-channel CI on sales - First child receiving CI implant

1994 - Children of age 2 are eligible for implantation

Today - Children as young as 8.8 months are eligible for implantation


A cochlear implant has two parts. The internal receiver/stimulator is surgically implanted directly into your ear while the microphone and magnetic transmitting coil fit externally behind the ear and on the side of the head. The microphone picks up sound, translates it into coded signals and sends it through the transmitting coil to the implant located under the skin. Electrical energy is then sent to the electrodes in the cochlea, which stimulates the auditory nerve and travels to the brain for interpretation.

The disadvantages of cochlear implants include the costs and risks associated with surgery. Users also have less control over the instrument, since half of it is permanently implanted in the ear.

“Cochlear implantation, in providing useful hearing across the speech frequencies for profoundly deaf children for the first time, is having an educational impact in ways that no changes in pedagogy or communication approach have previously achieved.” Archbold & Mayer


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HEARING TEST

“Research suggests the best outcomes when hearing loss is diagnosed and early intervention commences before six months of age.” Yoshinago Itano

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HEARING TEST

Population screening and early intervention programs for hearing impairment in the newborn and infant are justifiable because there is now clear evidence that

(1) In their absence, substantial harm to children and families will occur;

(2) They yield significant benefit in terms of earlier, improved hearing;

(3) They yield significant benefit for long-term language development;

(4) There are several ancillary benefits; and

(5) There is negligible collateral harm from programs that are well designed and well executed.

Under the traditional system, diagnosis of hearing impairment was often not achieved less than 2 years, even for severe and profound impairment in the presence of a risk indicator. Many children experienced 2 to 7 years of undiagnosed impairment. This sensory deprivation in a period of rapid neurologic and cognitive development is largely avoidable and might be considered unacceptable per se in a developed, affluent society.

Undetected hearing impairment will compromise the child’s speech and language development by an amount that increases with the severity of the loss and the delay in diagnosis; important processes underlying normal language development begin under 6 months of age.

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Types of Hearing Test

As infants and young children cannot participate in an adult hearing test, creative methods such as Visual Reinforcement Audiometry (VRA) are adapted to aid hearing investigation. The earlier screening programs are conducted, the lower the risk of deaf children suffering from language delays which will directly result in poorer long-term outcomes in language and learning.

As the first few years are crucial period for language development, the effects of hearing loss not being diagnosed will affect children’s in terms of:

1) Limited Vocabulary (As child could only hear a certain level of frequencies)

2) Unclear pronunciation

3) Difficulty understanding language

HEARING TEST FOR INFANTS

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As research suggests the best outcomes when hearing loss is diagnosed and early intervention commences before six months of age. It is amazing knowing that nowadays some hospital even introduced universal newborn hearing screen that are capable to screen new born babies in the first 48 hours of life. As young infants cannot participate in an adult hearing test, a number of hearing test are designed for them :

(1) Electrophysiological test (0- 6 months)

(2) Otoacoustic emissions (OAEs) (0- 6 months)

(3) Auditory Evoked Potentials (ABR) (0- 6 months)

(4) Older babies and toddlers (6 months-2.5 years) can be tested using Visual Reinforcement Audiometry (VRA) Head turns to calibrated sounds are reinforced with a visual rewards such as puppet.


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EARLY DEAF CHILDREN DEVELOPMENT

“Although parents wants the best for their children, they should not degrade their language down and exclude their mental state feeling and viewpoints for the sake of making a simpler environment for children to adapt in language. The act of doing this would affect the progress of language learning of children. Instead of speaking with words or self-invent vocab, a proper use of a sentence should be encouraged while communicating with children.” Marilyn Dann

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EARLY DEAF CHILDREN DEVELOPMENT

The earlier a child learns a first language, the more opportunity he or she will have to learn and prepared both linguistically and culturally for learning the curricular content of an educational program. The greater the delays of acquisition of a first language, the greater deficit in access to information and the later the acquisition of proficiency to other language. A child’s family should be provided with intensive sign language training and education about deafness in order to promote a home environment which promotes cognitive, linguistic, social and emotional growth.

Normal Hearing Children

Theory of Mind –Developed within 4 to 5 years

Deaf Children Theory of Mind –Developed within 9 years (due to deprived in linguistic environment)

Deaf Autism Children Theory of Mind –Developed within 12 years or more

Signing Deaf Children Theory of Mind –Developed within 4 to 5 years (some research even shown might be earlier)

Deaf Children who received Cochlear implants at young age

Theory of Mind –Developed within 4 to 5 years

Deaf children with signing deaf parents or siblings can be described as native signers because of having grown up in families with fluently signing conversational partners. During early and middle childhood, these children have been found to do much better on standard ToM tests than their late-signing or oral deaf age peers.

There have also been reports of delayed ToM among the 90% of deaf children who have hearing parents. Thus, delayed ToM development in late signers and oral deaf children is evidently not a function of deafness per se but rather of having grown up deaf in a linguistically deprived environment.

How Linguistic Environment Can Affect Deaf Children ?

THEORY OF MIND

19 EDUC20069_EARLY DEAF CHILDREN DEVELOPMENT

(1) Deaf Children will learn if given access to the things we want them to learn.

(2) The acquisition of a natural sign language should begin as early as possible in order to take advantage of critical period effects.

(3) The best model of sign language acquisition, the development of a social identity, and the enhancement of self-esteem for deaf children are deaf signers who use the language proficiently.

(4) The sign language acquired by a deaf child provides the best access to educational content.

(5) Sign language and spoken language are not the same and must be kept separate both in use and in the curriculum.

(6) The learning of the spoken language (English) for a deaf person is a process of learning a second language through literacy (reading and writing).

(7) Speech should not be employed as the primary vehicle for the learning of a spoken language for deaf children.

(8) The development of speech- related skills must be accomplishes through a program that has available a variety of approaches, each designed for a specific combination of etiology and severity of hearing loss.

(9) Deaf children are not seen as “defective model” of normally hearing children.

TIPS FOR EARLY COMMUNICATION

Deaf Children Early Development

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INTRODUCTION OFBABY SIGN

“When children are born, they are predisposed to learn sign language. Sign languages are learned easily through normal language acquisition processes by deaf children who are exposed to them at an early age.” Johnson & Lidell

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The evidence is perfectly clear that mother tongue development facilitates the learning of the second language, and there are serious implications that without such development neither language may be learned well, resulting in semilingualism. Knowing sign language is a guarantee that deaf children will have mastered at least one language in their youth. As stated earlier, despite considerable effort on the part of deaf children and of the professionals that surround them, and despite the use of various technological aids, it is a fact that many deaf children have great difficulties producing and perceiving a spoken language in its auditory modality. Having to wait several years to reach a satisfactory level that might never be attained, and in the meantime denying the deaf child access to a language that meets his/her immediate needs (sign language), is basically taking the risk that the child will fall behind in his/her development, be it linguistic, cognitive, social, or personal.

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REFERENCES

Archbold, S., & Mayer, C. (2012). Deaf Education: The Impact of Cochclear Implantation, Deafness & Education International, 14(1): 2-15

Grosjean, F. (2009). Bilingualism, Bicuturalism, and Deafness. International Journal of Bilingual Education and Biligualism, 13(2): 133-145

Johnson, E., Lidell, K. &Erting, J. (1989). Unlocking the Curriculum: Principles for Achieving Access in Deaf Education. 1-29

Leigh,I.W. (1999). Inclusive education and personal development.

Journal of Deaf Studies and Deaf Education. 4(3):236-245

Musselman,C.,Mootilal, A & Mackay,S. (1996). The social development of deaf adolescents.Journal of Deaf Studies and Deaf Education.1 (1): 52-63.

Peterson, C. (2005). Steps in Theory-of Mind Development for Children With Deafness or Autism, 76(2): 502-517

Punch, R., & Hyde, M. (2005). Newborn Hearing Screening Programs: Overview. The Journal of Otolaryngology. 34(2): 70-77.

Remmel, E & Peters, K. (2009).Theory of mind and language in children with cochlear implants.Journal of Deaf Studies and Deaf Education. 14(2): 218-236

Weisel, A & Kamara. (2005) Attachment and individuation of Deaf/Hard-of-Hearing and hearing young adults. Journal of Deaf Studies and Deaf Education. 10(1):51-62

Yoshinaga Itano, C., Sedey, L., Coulter, A. & Mehl, L. (1998). Language of Early and Later Identified Children with Hearing Loss. Pediatrics, 102: 1168-1171.

EDUC20069_ REFERENCES 34

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Image Credit

Front Page <http://memorablemomentsphotography.wordpress.com/2011/08/>

Content Page <http://www.flickr.com/photos/32135502@N00/10475631675>

Ear Anatomy <http://www.kids-ent.com/pediatricent/ear_infections/index.html> <http://www.texasent.com/patient-education/ears-hearing/cochlear-implant/>

Hearing Devices Images <http://floridamedicalhearing.com/main/hearing-aids/> <http://audiologistny.com/hearing-aids/>

Hearing Test Images <http://www.flickr.com/photos/88168717@N00/13520206835> <http://www.flickr.com/photos/49840571@N02/5511221130>

Baby Sign Images <http://www.signplanet.net/BabySign/BabySignPrint.asp> <http://www.flickr.com/photos/98739549@N00/5207775535>

Other Resources

Leigh, K. (2014). Lecture 4 : Deafness and Communication [Online Lecture Slides]. Retrieved from the University of Melbourne LMS: <https://app.lms.unimelb.edu.au/bbcswebdav/pid-4118750-dt-content-rid-14115508_2/courses/EDUC20069_2014_SM2/EDUC20069_Lecture%204_The%20psychology%20of%20deafness.pdf>

Grant, L. (2014). Lecture 5 : Deafness and Communication [Online Lecture Slides]. Retrieved from the University of Melbourne LMS: <https://app.lms.unimelb.edu.au/bbcswebdav/pid-4118745-dt-content-rid-14287171_2/courses/EDUC20069_2014_SM2/The%20Medical%20model_lecture%205.pdf>

Grant, L. & Li, S. (2014). Lecture 6 : Deafness and Communication [Online Lecture Slides]. Retrieved from the University of Melbourne LMS: <https://app.lms.unimelb.edu.au/bbcswebdav/pid-4118745-dt-content-rid-14287171_2/courses/EDUC20069_2014_SM2/The%20Medical%20model_lecture%205.pdf>

Dann, M. (2014). Tutorial 4 : Theory of Mind [Tutorial Notes].


THERE IS NOTHING WRONG BEING WITH DEAF.

educ20069_deafness and communication_ng hann clive_assignment 1

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