Children Who Are Deaf or Hard of Hearing With Additional Learning Needs

Abstract

Additional learning problems are common in children who are deaf or hard of hearing (HoH). This higher rate of additional disabilities beyond the general population may be related to the overlap of causes for hearing loss, such as prematurity, that also can impact child development. Delayed identification of atypical learning strategies impacts appropriate interventions for all of a child's needs and, furthermore, may impact communication strategies, thus negatively impacting language outcomes. In this article, I outline some red flags for additional disabilities in children who are deaf or HoH. I will present an algorithm for thinking systematically through causes of slow language progress in children who are deaf or HoH to guide professionals who work with children. I will stress strategies to identify expanded team members and collaborate towards improved outcomes for children with different learning needs.

Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands

“…The etiology of HL may impact the developmental progress of children and is of relevance for supporting caregivers in raising their child. Additional disabilities were reported in 20% of the children, in line with findings from the study of Ching et al [20], but in contrast to other studies reporting a higher number [18,28]. Since the children in the current study were only 30 months of age, presumably certain additional disabilities may not have appeared yet.…”

“…Besides the hearing loss, a substantial number of children have one or more additional disabilities. Around 20 to 40% of the children with HL cope with additional disabilities such as autism, blindness and developmental delays [18,28]. These additional disabilities could impact the development of children.…”

Interdisciplinary Assessment of Children With Hearing Loss and Multiple Disabilities

“…In the future, our focus will be even more intensively directed toward ensuring that recommendations are aimed at functional outcomes, and that our recommendations are useful to the educators and clinicians who work with the child and family. As Wiley (2012) observes, the goals and timelines for children with complex needs will differ significantly from those of their typically developing counterparts, but when achievements occur and progress can be measured, the rewards may be even more satisfying.…”

“…Common diagnoses associated with this classification are asthma, diabetes, and seizure disorders. Wiley (2012) notes that for some of these conditions the prevalence is similar to that of the general population, whereas others appear to occur more frequently in children who are deaf and hard of hearing. Table 1.…”

“…Meeting the complex needs of these children requires the expertise of professionals from multiple disciplines. Unfortunately, families whose children have complex needs often encounter difficulty obtaining an accurate diagnosis or an appropriate treatment plan (Roush, Holcomb, Roush, & Escolar, 2004;Wiley, 2012;Wilson & Roush, 2012). Indeed, the Joint Committee on Infant Hearing, in its most recent position statement (JCIH, 2007), cites lack of specialized services for children with multiple disabilities and hearing loss among the most important challenges for the future development of successful early hearing detection and intervention (EHDI) systems.…”