Lecture 4 Flashcards
What are child characteristics that are most predictive for educational outcome (with hearing loss)?
Age at onset Age of diagnosis Degree of loss Parental hearing status Additional special needs
What is the goal for early hearing screening?
Screening by 1 month, diagnosis by 3 months, intervention by 6 months.
What are the characteristics of parents with children who have hearing loss?
Over 90% hearing, diagnosis usually a shock, emotional response, potential acceptance as necessary condition for successful child development.
What are the educational options for a child who has HL?
Promote development of speech and listening skills. Rely on visual support (eg. Sign language); combination
What is the oral/aural approach?
Begin in specialized early intervention. Typically transition to integration with educational support. Challenge: can child access early language?
What is the primarily visual approach?
Best access to language is judged to be visual. Challenges: can parents/family sign?
May transition to sign-based program or integration with support.
What are some examples of the continuum of support for children in school?
Residential placement in a separate school.
Self-contained classroom - separate classroom for child who is learning to develop spoken language.
Resource room - child in regular class, goes to resource once a day.
Partial or full integration.
What is some of the research behind brain and social development?
K-12: most of what is maturing in brain development involves emotional connections
Children need repeated experiences to learn how to interpret social cues and make good social decisions
Some children need more deliberate social skill instruction than others.
When we are emotionally upset, the brain shuts down the PFC.
What are the developmental patterns prior to kindergarten?
Share the repeated company with peers.
Primary attachment with adult.
Speech often accessible for the child.
What is included in Stage 1: Friendship as a Handy Playmate? (5-7, Kindergarten to 2)
Encode and interpret social cues.
Concrete and activity based. Terminated by squabbles. Function of constant social environments.
Most important relationship between child and teacher.
difficulty overhearing social cues.
What is included in Stage 2: Friendship as Mutual Trust and Assistance (8-10), 2-4th grade)?
Interpret social cues and generate possible strategies.
Partners response to each others’ needs and desires.
Initiated by offer or invitation. Terminated by violation of trust.
Increasing sense of mastery and competence, independence, self-reliance, ability to resolve disputes with peers.
What is included in Stage 2: in 2-4th grade for children who are hard of hearing?
Often difficulties with social skills when adults not present. May establish pattern as “loner”.
In classroom, often follow lead of other students.
What happens in Stage 3: Friendship as Intimacy and mutual understanding (11-15, grades 5-7)?
Refine problem-solving, evaluate and enact strategies.
Share innermost thoughts and feelings, initiated by endurance over time, terminated by serious breach.
5th grade slump.
Want to be like peers. Consolidation of some aspects of identity.
What happens in stage 3 (grades 5-7) for children who are hard of hearing?
Rejection of outward signs that set them apart from hearing peers.
5th grade slump longer and more intense
Peripheral relationships.
What is the impact for boys who are hard of hearing?
Team play, with parent involvement in early years. Rules for team play are constant
Importance of early entry- danger of solitary activities.
