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Hearing loss is a partial or total inability to hear. Hearing loss may be present at birth or acquired at any time afterwards. Hearing loss may occur in one or both ears. In children, hearing problems can affect the ability to acquire spoken language, and in adults it can create difficulties with social interaction and at work. Hearing loss can be temporary or permanent. Hearing loss related to age usually affects both ears and is due to cochlear hair cell loss. In some people, particularly older people, hearing loss can result in loneliness. Deaf people usually have little to no hearing.
A cochlear implant (CI) is a surgically implanted neuroprosthesis that provides a person who has moderate-to-profound sensorineural hearing loss with sound perception. With the help of therapy, cochlear implants may allow for improved speech understanding in both quiet and noisy environments. A CI bypasses acoustic hearing by direct electrical stimulation of the auditory nerve. Through everyday listening and auditory training, cochlear implants allow both children and adults to learn to interpret those signals as speech and sound.
Auditory neuropathy (AN) is a hearing disorder in which the outer hair cells of the cochlea are present and functional, but sound information is not transmitted sufficiently by the auditory nerve to the brain. Hearing loss with AN can range from normal hearing sensitivity to profound hearing loss.
Oralism is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech. Oralism came into popular use in the United States around the late 1860s. In 1867, the Clarke School for the Deaf in Northampton, Massachusetts, was the first school to start teaching in this manner. Oralism and its contrast, manualism, manifest differently in deaf education and are a source of controversy for involved communities. Oralism should not be confused with Listening and Spoken Language, a technique for teaching deaf children that emphasizes the child's perception of auditory signals from hearing aids or cochlear implants.
Unilateral hearing loss (UHL) is a type of hearing impairment where there is normal hearing in one ear and impaired hearing in the other ear.
The Alexander Graham Bell Association for the Deaf and Hard of Hearing, also known as AG Bell, is an organization that aims to promote listening and spoken language among people who are deaf and hard of hearing. It is headquartered in Washington, D.C., with chapters located throughout the United States and a network of international affiliates.
The Atlanta Speech School is a language and literacy school located in Atlanta, Georgia, established in 1938. The school provides educational and clinical programs. The Atlanta Speech School's Rollins Center provides professional development for teachers and educators in partner schools and preschools. The Rollins Center focuses on the eradication of illiteracy. The Rollins Center has an online presence called Cox Campus, which is an online learning environment with coursework targeted for the education of children age 0–8.
Congenital hearing loss is a hearing loss present at birth. It can include hereditary hearing loss or hearing loss due to other factors present either in-utero (prenatal) or at the time of birth.
Cortical deafness is a rare form of sensorineural hearing loss caused by damage to the primary auditory cortex. Cortical deafness is an auditory disorder where the patient is unable to hear sounds but has no apparent damage to the structures of the ear. It has been argued to be as the combination of auditory verbal agnosia and auditory agnosia. Patients with cortical deafness cannot hear any sounds, that is, they are not aware of sounds including non-speech, voices, and speech sounds. Although patients appear and feel completely deaf, they can still exhibit some reflex responses such as turning their head towards a loud sound.
An auditory brainstem implant (ABI) is a surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf, due to retrocochlear hearing impairment. In Europe, ABIs have been used in children and adults, and in patients with neurofibromatosis type II.
Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.
Prelingual deafness refers to deafness that occurs before learning speech or language. Speech and language typically begin to develop very early with infants saying their first words by age one. Therefore, prelingual deafness is considered to occur before the age of one, where a baby is either born deaf or loses hearing before the age of one. This hearing loss may occur for a variety of reasons and impacts cognitive, social, and language development.
Hands & Voices is a non-profit organization based in Colorado, with chapters worldwide, which offers support and advocacy for the families of children who are deaf or hard of hearing. Services include peer support, resource guides, and advocacy for Early Hearing Detection and Intervention (EHDI).
Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline. However, at least 90% of deaf children are born to hearing parents who use a spoken language at home. Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition. For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes. However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability. Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.
Auditory Verbal UK (AVUK) is a charity that delivers auditory-verbal therapy (AVT) to deaf babies and children aged 0–5 years to enable them to listen and talk. Auditory Verbal therapists at AVUK work with families who want their child to develop oral communication. They equip parents and carers with the skills and strategies on a one-to-one basis to help their child develop their listening, talking, thinking and social skills.
Mohan Kameswaran is an Indian otorhinolaryngologist, medical academic and the founder of MERF Institute of Speech and Hearing, a Chennai-based institution providing advanced training in audiology and speech-language pathology. He is one of the pioneers of cochlear implant surgery in India and a visiting professor at Rajah Muthiah Medical College of the Annamalai University and Sri Ramachandra Medical College and Research Institute, Chennai. He has many firsts to his credit such as the performance of the first auditory brain stem implantation surgery in South and South East Asia, the first pediatric brain stem implantation surgery in Asia, the first totally implantable hearing device surgery in Asia Pacific region, and the first to introduce KTP/532 laser-assisted ENT surgery in India. The Government of India awarded him the fourth highest civilian honour of the Padma Shri, in 2006, for his contributions to Indian medicine.
Language deprivation in deaf and hard-of-hearing children is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf or hard of hearing child's life, often called the critical or sensitive period. Early intervention, parental involvement, and other resources all work to prevent language deprivation. Children who experience limited access to language—spoken or signed—may not develop the necessary skills to successfully assimilate into the academic learning environment. There are various educational approaches for teaching deaf and hard of hearing individuals. Decisions about language instruction is dependent upon a number of factors including extent of hearing loss, availability of programs, and family dynamics.
The Language Equality and Acquisition for Deaf Kids (LEAD-K) campaign is a grassroots organization. Its mission is to work towards kindergarten readiness for deaf and hard-of-hearing children by promoting access to both American Sign Language (ASL) and English. LEAD-K defines kindergarten readiness as perceptive and expressive proficiency in language by the age of five. Deaf and hard-of-hearing children are at high risk of being cut off from language, language deprivation, which can have far-reaching consequences in many areas of development. There are a variety of methods to expose Deaf and hard-of-hearing children to language, including hearing aids, cochlear implants, sign language, and speech and language interventions such as auditory/verbal therapy and Listening and Spoken Language therapy. The LEAD-K initiative was established in response to perceived high rates of delayed language acquisition or language deprivation displayed among that demographic, leading to low proficiency in English skills later in life.
Richard Charles Dowell is an Australian audiologist, academic and researcher. He holds the Graeme Clark Chair in Audiology and Speech Science at University of Melbourne. He is a former director of Audiological Services at Royal Victorian Eye and Ear Hospital.
Deaf and hard of hearing individuals with additional disabilities are referred to as "Deaf Plus" or "Deaf+". Deaf children with one or more co-occurring disabilities could also be referred to as hearing loss plus additional disabilities or Deafness and Diversity (D.A.D.). About 40–50% of deaf children experience one or more additional disabilities, with learning disabilities, intellectual disabilities, autism spectrum disorder (ASD), and visual impairments being the four most concomitant disabilities. Approximately 7–8% of deaf children have a learning disability. Deaf plus individuals utilize various language modalities to best fit their communication needs.
References
- ↑ "First Voice" . Retrieved 13 October 2022.
- ↑ First Voice (February 2015). Sound Outcomes: First Voice speech and language data.
- ↑ First Voice 2020, 2018 Sound Outcomes: First Voice speech and language data.
- ↑ Kaipa, R. & Danser, M. L. (2016). "Efficacy of auditory-verbal therapy in children with hearing impairment: a systematic review from 1993 to 2015". International Journal of Pediatric Otorhinolaryngology . 86: 124–134. doi : 10.1016/j.ijporl.2016.04.033
- ↑ Hogan, S.; Stokes, J.; White, C.; Tyszkiewicz, E. & Woolgar, A. (2008). "An evaluation of Auditory Verbal Therapy using rate of early language development as an outcome measure". Deafness & Education International. 10: 143–167.
- ↑ Hogan, S.; Stokes, J. & Weller, I. (2010). "Language Outcomes for Children of Low-Income Families Enrolled in Auditory Verbal Therapy". Deafness & Education International. 12 (4) 204-216.
- ↑ Hitchins, A. R. C. & Hogan, S. C. (2018). "Outcomes of early intervention for deaf children with additional needs following an Auditory Verbal approach to communication". International Journal of Pediatric Otorhinolaryngology. 115 125-132.
- ↑ "Auditory Verbal UK" . Retrieved 14 October 2022.