A survey was conducted to determine the status of early identification of children with hearing loss in Illinois. Over a 3-year period, parents of 77 children with severe to profound hearing loss were interviewed while attending an educational program at a state residential school for the Deaf. Results indicated that these children had lower ages of identification than those reported in national studies (Arehart, Yoshinaga-Itano, Thomson, Gabbard, and Stredler Brown, 1998; Harrison & Roush, 1996) and in an earlier study in Illinois (Kittrell & Arjmand, 1997). Delays between suspicion and the initiation of diagnosis and amplification were reported, and were most often attributed to physicians' failure to investigate the possibility of hearing loss. Delays in the onset of early intervention services were noted for half of the children. Although the study reports progress across all areas, the ages of identification, amplification, and early intervention remain higher than recent research (Harrison & Roush, 1996; Kittrell & Arjmand, 1997; Marschark, 1998) indicates is justifiable.
Early identification and appropriate intervention services for children who are deaf or hard of hearing significantly increase the likelihood of better language, speech, and social-emotional development. However, current research suggests that there is a critical shortage of professionals trained to provide early intervention services to deaf and hard of hearing infants and toddlers. In an effort to address the shortage, Illinois State University designed an interdisciplinary program aimed at providing the coursework and training needed by professionals to effectively serve infants and toddlers with hearing loss. The current study sought to evaluate the competencies of graduate students employing evidence-based strategies in listening and spoken language development following the completion of the program. It was hypothesized that the training program would lead to an increase in the use of evidence-based early intervention strategies specific to infants and toddlers with hearing loss and an increase in the frequency of their use. The results of the current study did not suggest that there was a significant difference in the use of evidence-based strategies following the completion of coursework; however, they did indicate that the interventionists involved were utilizing the strategies in both the home and the clinic-based setting.
The purpose of the study was to examine behaviors utilized by deaf mothers when reading to their deaf or hard of hearing children aged three to five years. Six deaf mothers were video-taped while reading the same book. The video-tapes were transcribed and coded by two observers. Data analysis revealed six specific strategies that the mothers used while reading. These included sign placement, text paired with signed demonstration, real world connection between text and child's experience, attention maintenance, physical demonstrations of character changes, and non-manual signals as questions.
A descriptive study was conducted to determine which of six teaching roles teachers of students who are deaf or hard of hearing used most often in co-enrollment classrooms with students who were deafl hard of hearing. The roles were (a) teaching students who are deaf or hard of hearing only, (b) teaching whole class, (c) interpreting, (d) teaching mixed groups of deaf and hearing, (e) teaching only hearing students, and (e) other teaching duties. Four teachers of students who are deaf or hard of hearing in primary co-enrollment classrooms were participants. Pre-service teachers enrolled in deaf education practica experiences observed the teachers and tabulated the frequency of each role. The results indicated that teachers engaged in teaching deaf students only most often, followed by teaching whole class, and interpreting. When teachers were grouped by grade level, teachers in the older grade classrooms functioned primarily as teachers of students who are deaf/heard of hearing and teachers in the younger grades functioned as whole class instructors most often. The findings suggest that teachers of students who are deaf or hard of hearing primarily engage in roles that allow them to meet the unique communication and language needs of their students. he provision of educational services deliv-
This study examined the frequency and types of questions that a mother used during storybook reading sessions with her 3-year-old twin daughters. One had normal hearing and one was deaf. Results indicated that the mother asked almost twice as many questions of the hearing twin as she did of the deaf twin. The types of questions asked also varied. With the hearing twin, the mother primarily asked conventional test questions. While questions asked the deaf twin appeared to serve the same function as conventional test questions, they were asked in a form not examined in previous research. Differential changes in questions asked the twins across three reading sessions also were noted. Implications for the quality of language during book reading with young deaf children are discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.