Transcript Georgia State University Series

Georgia State University
Series
The Impact of a Hearing Loss on
Development
Affected Areas
Language Learning
Social-Emotional
Development
Education
Cognition
Communication
Language Learning
Comprehension and production are
separate issues
The communication needs of the
child provide the semantic and
pragmatic base for instruction in
grammar.
Normal language development forms the scope
and sequence of instruction in the
grammatical aspects of language.
Language Learning (Continued)
Teachers need to help students generalize
language skills to novel situations.
To impart language in its richness and usefulness,
there must be two-way communication.
The child must experience the meaning of language
in many ways.
Input must be comprehensible.
Comparing Receptive and Expressive
Language of Children Both With and
Without Hearing Loss.
 Children whose hearing loss was identified by 6 months of
age had significantly better scores than those
identified after 6 months of age.
 In those with normal cognitive abilities, this statistical
difference was independent of age, gender, ethnicity,
communication mode, degree of hearing loss, socioeconomic
group, or the presence or absence of other disabilities.
Univ. of Colorado Study by Yoshinaga-Itano
Education
THE DEAF
CHILD’S FIRST
CLASSROOM IS
THE HOME
What Deaf Children Learn:
Attention
Responsiveness
Consistency
Predictability
Attachment
Infant Development in All
Areas:
1 monthSocial/Emotional
Development
2 months- Motor
Development
5 months- Cognitive
Development
10-12 mo.- Play
Development
10-12 mo.- Pre-literacy
Development
“Language and intelligence are seen as
intimately intertwined, such that
language development drives
intellectual development as much
intellectual development drives
language development”.
Akamatsu, C. Tane and Musselman,
Carol. (1990).
Long Term Effect of Education
on Hearing Loss
With Early Intervention

at age 2 child has ageappropriate levels in language,
motor, and cognitive skills…
Without Early Intervention
Most deaf children begin school with
a limited language and knowledge
base.
Age 2 is year of “Language
Explosion”-same time typical deaf
child is identified
Social-emotional Development
Deaf children could
be considered to
be impulsive,
egocentric, or
socially immature.
This is due to
experiencing
limited
communication in
their family
environment
Deafness in itself
does not lead to
poor social
competence; poor
and limited
communication
results in poor
social competence.
For deaf children or others who
have experienced delays in
language, the inability to
spontaneously mediate
experience and label aspects of
emotional states leads to
increasingly serious gaps in
social-emotional development.
As a group, deaf children show
significant deficits when
compared with hearing children in
such areas as impulse control,
self-esteem, the ability to
interpret facial expressions, and
moral development.
Imagine how difficult it would
be to have a strong, positive selfconcept if:
(1) one often did not understand
what was happening and why,
(2) one had a limited vocabulary to
express internal feelings, and
(3) one always felt dependent upon
others to solve one’s own problems!
Cognition
Research suggests
that deaf children
are more likely to
have greater
difficulties when
language is
required but not
necessarily when
tasks are
nonverbal.
In general, deaf
children show
delays in the
development of
emotional
understanding.
Communication
For communication to
be effective, it must
be directed
specifically to deaf
children, who must pay
close visual attention.
Deafness itself limits
some avenues of
incidental learning.