Intro to Educational Audiology Flashcards
Describe challenges of developing oral and written language for D/HH children.
- D/HH children present with a variety of linguistic abilities
- D children: more likely to exhibit obvious deficits and clear educational challenges that require significant accommodations (i.e. interpreters)
- HH children:more likely to use spoken English as primary language and be in regular classroom (educational needs and struggles more likely to be overlooked)
- Preschool skills in math, reading, and attention are some of the predictors of determining how successfully students will manage school
Describe phonological awareness in D/HH children.
- Children with HL are at-risk for difficulties with decoding
- D/HH children have been shown to exhibit poor PA skills at ages 5 and 10 years (therefore, literacy journey should begin early)
What are some early elementary classroom demands?
- Grades 1-3
- Primary focus of the classroom is developing literacy and math skills
-As children move to upper elementary grades, they must use their literacy skills to learn from subject texts and written math problems
- In addition to continued expectation of:
1) Reading non/fiction stories
2) Writing book reports/summaries/research papers
3) Answering questions on tests
4) Using accurate grammar, spelling, punctuation, penmanship
What are some upper elementary classroom demands?
-Demands increase and students are expected to spend 50% of the instructional day in independent seat work that requires the ability to:
1) Set priorities
2) Organize time
3) make choices about how to approach assignments
-
Those with difficulty managing the linguistic demands of the classroom are at risk for deficits in: self-regulation, self-determination
- These skills are needed for the development of higher reasoning skills (setting priorities, making choices, organizing work, initiating conversations, asking for clarification)
- Demands increase with each grade
What is self-regulation?
-Managing the internal states and external behaviors to achieve specific tasks
What is self-determination?
-Having confidence in one’s abilities to achieve important goals
Describe syntax and morphology development in NH children.
- Typically developing children exhibit amazing sentence skills by the time they begin school at 5 years of age (i.e. complex sentences include embedded phrases and conjoined clauses)
- May take until age 9 for typically developing children to understand passive voice
Describe syntax and morphology development in D/HH children.
- Delayed morphological development
- Early grammatical morphemes are the most vulnerable
- D/HH children often show comprehension and production weaknesses for complex utterances with embedded clauses
- Some children who have received intense oral language training can achieve age-level skills for complex syntactic understanding
- May continue to demonstrate comprehension weaknesses for passive voice well into adolescence (14-17 years)
- Infrequent constructions are indicative of higher level language comprehension and expected of students as writing matures
Describe how word learning occurs in D/HH school-age children.
- D/HH children can develop vocab skills commensurate with peers; however, auditory processing association with PA delays may:
1) limit vocab development
2) delay strategy use for word learning
3) result in below grade-level reading skills - Therefore, context-based vocab acquisition may ont be available for D/HH children unless they receive explicit instruction on its use
- D/HH children are at-risk for starting school with limited semantic ability
Describe figurative language development.
- Students must comprehend the immediate context of the message being spoken and move beyond the literal interpretation to: implied comparisons, deliberate incongruity of what is being said to what is intended
- Needed for social interactions/witty conversational exchanges
- Central to academic success
What are some challenges of figurative language for D/HH children?
-D/HH children are at-risk for having difficulty understanding and using figurative language
What are the functions of figurative language?
- Clarify unknown concepts
- Idioms
- Humor
- Irony
What is the role of the Ed AuD on the educational team?
- Expert on HL and its consequences
- Serves as a resource for comprehensive assessment, in/direct services
- Provide in-service activities regarding HL and HA/CI/FM/etc. technology
- Spearhead public information efforts
How can the Ed AuD serves as a resource for comprehensive assessment, in/direct services?
- Evaluation of a child’s speech perception capabilities
- Selection, fitting, and monitoring of amplification and AT
- Make referrals to appropriate healthcare and related service providers
- Counseling of students, parents, teachers, etc.
Why is it important for the Ed AuD to educate the educational team about HL and its consequences?
- Efforts of the IEP team must be guided by a complete understanding of the child’s HL and overall needs
- Knowledge must be coordinated with and integrated with ongoing classroom instruction and extracurricular activities
- Vital that all service providers work collaboratively to support the student and address his/her individual needs
