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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.
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.
Lip reading, also known as speechreading, is a technique of understanding a limited range of speech by visually interpreting the movements of the lips, face and tongue without sound. Estimates of the range of lip reading vary, with some figures as low as 30% because lip reading relies on context, language knowledge, and any residual hearing. Although lip reading is used most extensively by deaf and hard-of-hearing people, most people with normal hearing process some speech information from sight of the moving mouth.
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. 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, is how oralism continues on in the current day.
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.
Neurofibromatosis type II is a genetic condition that may be inherited or may arise spontaneously, and causes benign tumors of the brain, spinal cord, and peripheral nerves. The types of tumors frequently associated with NF2 include vestibular schwannomas, meningiomas, and ependymomas. The main manifestation of the condition is the development of bilateral benign brain tumors in the nerve sheath of the cranial nerve VIII, which is the "auditory-vestibular nerve" that transmits sensory information from the inner ear to the brain. Besides, other benign brain and spinal tumors occur. Symptoms depend on the presence, localisation and growth of the tumor(s). Many people with this condition also experience vision problems. Neurofibromatosis type II is caused by mutations of the "Merlin" gene, which seems to influence the form and movement of cells. The principal treatments consist of neurosurgical removal of the tumors and surgical treatment of the eye lesions. Historically the underlying disorder has not had any therapy due to the cell function caused by the genetic mutation.
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.
Aural rehabilitation is the process of identifying and diagnosing a hearing loss, providing different types of therapies to clients who are hard of hearing, and implementing different amplification devices to aid the client's hearing abilities. Aural rehab includes specific procedures in which each therapy and amplification device has as its goal the habilitation or rehabilitation of persons to overcome the handicap (disability) caused by a hearing impairment or deafness.
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.
Deafness has varying definitions in cultural and medical contexts. In medical contexts, the meaning of deafness is hearing loss that precludes a person from understanding spoken language, an audiological condition. In this context it is written with a lower case d. It later came to be used in a cultural context to refer to those who primarily communicate through sign language regardless of hearing ability, often capitalized as Deaf and referred to as "big D Deaf" in speech and sign. The two definitions overlap but are not identical, as hearing loss includes cases that are not severe enough to impact spoken language comprehension, while cultural Deafness includes hearing people who use sign language, such as children of deaf adults.
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.
Treatment depends on the specific cause if known as well as the extent, type, and configuration of the hearing loss. Most hearing loss results from age and noise, is progressive, and irreversible. There are currently no approved or recommended treatments to restore hearing; it is commonly managed through using hearing aids. A few specific types of hearing loss are amenable to surgical treatment. In other cases, treatment involves addressing underlying pathologies, but any hearing loss incurred may be permanent.
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.
References
- ↑ "First Voice". Archived from the original on 13 October 2022. Retrieved 13 October 2022.
- ↑ First Voice (February 2015). Sound Outcomes: First Voice speech and language data Archived 2022-10-19 at the Wayback Machine .
- ↑ First Voice 2020, 2018 Sound Outcomes: First Voice speech and language data Archived 2022-10-13 at the Wayback Machine .
- ↑ 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". Archived from the original on 14 October 2022. Retrieved 14 October 2022.