Beliefs and Practices of Itinerant Teachers of Deaf and Hard of Hearing Children Concerning Literacy Development

2003 ◽  
Vol 148 (4) ◽  
pp. 333-343 ◽  
Author(s):  
Susanne Reed
Keyword(s):  
Hard Of Hearing ◽  
Literacy Development ◽  
Beliefs And Practices ◽  
Itinerant Teachers ◽  
Hearing Children

What Is Malleable in Literacy Teaching and Learning Among Deaf and Hard-of-Hearing Readers?

2020 ◽  
pp. 65-80
Author(s):  
Jennifer K. Lubke ◽  
Anne McGill-Franzen ◽  
Natalia Ward
Keyword(s):  
Individual Differences ◽  
Hard Of Hearing ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Service Providers ◽  
Research Review ◽  
Learning To Read ◽  
Literacy Teaching ◽  
Instructional Procedures ◽  
Hearing Children

Many attempts have been made to determine what factors are most important in one’s potential for learning to read. These have been investigated for the purpose of determining effective instructional procedures. This chapter on literacy development aims to problematize instructional approaches that emphasize children’s deficits and, instead, make more visible approaches that build on children’s strengths, regardless of their individual differences. A fundamental belief must be that literacy is teachable and, for all children, learnable. This chapter will delineate those aspects of literacy that are malleable, evidenced by case studies and research review, and will suggest pathways (i.e., skills, strategies, and procedures) that are most effective for teachers and researchers to pursue. It describes connections to the broad field of deafness and literacy development and implications for teachers, administrators, service providers, and others concerned with the literacy success of deaf and hard-of-hearing children.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

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