GACE Deaf Ed 085 Flashcards
Percentile Assessment 53rd
If the child scored 53 rd percentile rank, it means how an individual test taker’s score compares to the scores of other test takers within a particular comparison group.
Example: if a student scores at the 75th percentile on a norm-referenced test, it can be said that she has scored at least as well, or better than 75 percent of students her age from the normative sample of the test.
Pre-lingual Profound Hearing Loss - Effects
*** impairment present at birth or prior to the development of speech and language.
*** the longer during the crucial language development years (up to 5 years) that a person has normal hearing, the less chance there is that language development will be profoundly affected.
*** articulation - nasal emission of sound, confusion over voiced and voiceless sound, substitution of consonant clusters, increasing duration of sound.
*** voice - hypernasality, mono pitch, and mono loudness
*** language - articles, prepositions, conjunctions (dropping them), changing of certain inflectional endings (dropping the possessive or plural “s”), dropping the past tense “t” or “d”, using less complex sentence construction. Reducing the overall amount of language behavior.
Most Common Virus to Cause Hearing Loss
Otitis Media - inflammation in the middle ear (the area behind the eardrum) that is usually associated with the buildup of fluid.
Rubella
Affects inner ear and cochlear.
Tympanic Membrane
*** Eardrum, thin, cone-shaped membrane that separates the external ear from the middle ear.
*** Transmit sound from the air to the ossicles inside the middle ear and then to cochlea.
*** Rupture the eardrum can lead to conductive hearing loss.
Eustachian Tube
*** At the end of nose to middle ear.
*** To ventilate the middle ear space, to make sure that its pressure remains at near normal environmental air pressure.
*** To drain any accumulated secretions, infections, or debris from the middle ear space.
IFSP (Individualized Family Service Plan)
Focuses on the child & family and the services that a family needs to help them enhance the development of their child.
Typical Human Development Growth
** Cognitive – The capacity to learn, remember, and symbolize information, and to solve problems, exists at a simple level in young infants, who can perform cognitive tasks such as discriminating animate and inanimate beings or recognizing small numbers of objects.
*** Linguistic – In addition to acquiring a large spoken vocabulary, there are four main areas in which the child must attain competence, regardless of the language or dialect spoken. These are referred to as phonology (sounds), semantics (the encoded meanings), syntax (the way in which words are combined), and pragmatics (knowledge of how language is used in different contexts). Receptive language, the understanding of others’ speech, has a gradual development beginning at about six months. However, expressive language, the production of words, moves rapidly after its beginning at about a year of age, with a “vocabulary explosion” of rapid word acquisition occurring in the middle of the second year. Grammatical rules and word combinations appear at about age two. Mastery of vocabulary and grammar continue gradually through the preschool and school years.
*** Physical – Physical growth in stature and weight occurs over the 15-20 years following birth. The speed of physical growth is rapid in the months after birth, then slows, so birth weight is doubled in the first four months. Genetic factors play a major role in determining the growth rate, and particularly the changes in proportion characteristic of early human development.
*** Social – In the first few months of life, infants only experience happiness, sadness, and anger. By 8-12 months, they go through a fairly rapid change and become fearful of perceived threats; they also begin to prefer familiar people and show anxiety and distress when separated from them or approached by strangers.
Typical Of Human Development Growth
*** Emotional – Emotional development is a broad term that describes how a child develops, displays, regulates and understands feelings and emotions. It also includes the way a child feels about him-or herself. The development of a child’s self-concept and self-esteem are part of emotional development.
*** Self-Concept: a multi-dimensional construct that refers to an individual’s perception of “self” in relation to any number of characteristics, such as academics (and nonacademics), gender roles and sexuality, racial identity, and many others. Each of these characteristics is a research domain within the larger spectrum of self-concept although no characteristics exist in isolation as one’s self-concept is a collection of beliefs about oneself. Early theorists postulated that children progress through stages or steps as they become aware of their self-identities, in relation to others. Later theorists recognized the value of stages; however, they also emphasized the importance of studying the self as both an “object” and as a “subject”. In this respect the object (me), refers to the part of the self that is involved in interpersonal relations, and the subject self (I) is viewed as the internal component of the self. As children grow and develop, they are engaged in self-reflection. Self-reflection becomes an integral part in development and leads to an understanding of both the self and an understanding of others. Cognitive development and social experiences are described as being the two major forces that drive self-development.An early awareness of self is based on the activities one becomes engaged in and the contingencies that arise from these activities. Children develop an early awareness of physical self (size and gender). Children progress through an age-related shift where they initially define themselves through external characteristics (physical, material, active) to a point in time when they identify themselves in terms of internal characteristics (psychological, spiritual). There is an age-related tendency when children integrate these diverse aspects of self into a coherent system.
*** Self-Esteem: It is essential that each student has the chance to feel important and that each feels that they are a valued member of the learning community. Deaf students are no different from hearing students with respect to their social and emotional needs. They experience the same problems, frustrations, and insecurities, and have the same basic desire to feel a sense of acceptance, belonging, and self-worth In order for students to become contributing members.
Atypical of Human Development Growth
*** Cognitive – Some of the most common causes of these delays are brain injury, abuse and neglect, and gene or chromosomal abnormalities. Between 1% and 2% of children will have a developmental disability. Down’s Syndrome is a major cause of cognitive developmental delay. It is having an extra copy of chromosome 21, or chromosome21 trisomy which causes Down’s syndrome. Down’s Syndrome is associated with cognitive impairment, as well as a set of physical characteristics that include microgenis, muscle hyptonia, a short neck, and macroglossia. Individuals affected will have speech developmental delay, and may sometimes have difficulty in understanding and expressing speech.
*** Linguistic – Slow Expressive Language Development (SELD) a delay in the use of words coupled with normal understanding, is characteristic of a small proportion of children who later display normal language use. Dyslexia is a significant topic in child development as it affects approximately 5% of the population (in the Western World). Essentially it is a disorder whereby children fail to attain the language skills of reading, writing and spelling commensurate with their intellectual abilities. Dyslexic children show a range of differences in their language development, from subtle speech impairments to mispronunciations to word-finding difficulties.
*** Physical – Poor nutrition and frequent injury and disease can reduce the individual’s adult stature, but the best environment cannot cause growth to a greater stature than it is determined by heredity. Atypical motor development may be an indication of developmental delays or problems such as autism or cerebral palsy.
*** Social – Socio-emotional development in deaf infants mirrors the developmental pattern exhibited by hearing children. Factors that impact language development include age of onset of deafness, degree of hearing loss, hearing status and communication mode utilized by the primary caregiver, language environment where the child resides (rich or deprived), the presence of any cognitive deficits, and opportunities for mediated learning experiences to occur. Opportunities for communication exchanges are limited when hearing mothers tend to dominate and control the conversation with deaf kids. Their deaf children appear to be unresponsive and react to nonverbal stimuli rather than verbal stimuli.
*** Emotional – Atypical development of social-emotional characteristics may be mildly unusual, or may be so extreme as to indicate mental illness. Temperamental traits are thought to be stable and enduring throughout the life span. Children who are active and angry as infants can be expected to be active and angry as older children, adolescents and adults.
