Objectives: Deaf and hard-of-hearing children are slow in language development, and language deficits are common in hearing-impaired children. Here, all areas of the language, including syntax, morphology, phonology, semantic and pragmatic, are involved, and this leads to a deficiency in reading and academic skills. Evidence shows that through early intervention, we can minimize or eliminate problems of children with hearing loss. Early intervention teaches parents how to communicate with their disabled child. Methods:Internet search in databases including ISI Web of Knowledge, Embase and Pubmed from 1990 to 2014 was conducted. Key words such as children with hearing loss, deaf children, hard-of-hearing, family education program(s), early intervention, early detection, family's approach, parent's approach, and parent's education program(s) were searched. Results:A total of 100 articles were initially found, and only 20 articles were finally selected for the study. The inclusion criteria for the study were as follows: the article should be interventional and written in English and should be published between 1990 and 2014. Discussion:Research showed the effectiveness of early intervention in the early development of language and vocabulary. In addition, early detection of hearing loss in the first 6 months of age has a positive impact on children and families interactions and consequently, on language and vocabulary development. The primary focus in the implementation of early intervention services is to reduce the negative effects of risk factors and facilitate optimum development over time. Finally, the combination of early diagnosis and early intervention for children with hearing impairment is necessary.

Background: The circumstances and needs of children with autism spectrum disorder (ASD) affect children and their families. Objectives: This study aimed to explore the challenges and needs of parents caring for children with ASD. Methods: An exploratory qualitative method and the conventional content analysis method were employed in the present study. Participants were 18 parents with children with ASD in Tehran who were recruited by the accessible sampling method. To collect data, semi-structured, face-to-face, and in-depth interviews were used. The interviews were audio-recorded and transcribed verbatim into Microsoft Word software. Qualitative analysis was performed using the content analysis approach. Results: Parents had three main needs in caring for their children: (1) first, issues and problems related to diagnosis, treatment, and rehabilitation, including three categories (issues and problems of diagnosis and treatment, issues and problems of rehabilitation, and inadequate therapeutic support); (2) second, issues and problems related to parents, including four categories (parents’ lack of knowledge and awareness about ASD, lack of life skills, daily problems of parenting, and familial & marital issues); and (3) third, financial, cultural, and social issues, including two categories (financial problems and social & cultural problems). Conclusions: The needs and challenges mentioned by the parents of children with ASD highlighted the need for medical, educational, and counseling services and emotional and material support from the community and the government. Planning and implementing support programs enable parents to face problems strategically, which ultimately improves their quality of life.