DEAFNESS MONICA GOMEZ IDEA DEFINITIONS Deafness means a

DEAFNESS MONICA GOMEZ

IDEA DEFINITIONS • Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance. • Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.

DETERMINATION OF ELIGIBILITY • Inability to recognize most words spoken at a conversational level in a quiet room without the use of assistive devices • Significant receptive or expressive language delay • Impairment of speech articulation, voice, or fluency • Significant delay in development of reading skills because of language deficit • Inattention or serious behavior problems related to the hearing loss (Luckner & Friend, 2014, p. 369)

SOCIAL IMPLICATIONS Early Childhood/Adolescence/ Adulthood • In the preschool years, “they have fewer interactions as well as less exposure to social language (i. e. , pragmatics- such as appropriate turn taking) and emotional language (e. g. , vocabulary such as delightful or cruel)” (Luckner & Friend, 2014, p. 366). • Early intervention specialist help the baby interact socially. • Provide positive reinforcement/praise for positive specific behaviors Deaf children tend to have… • Fewer friends • Parents who have more restrictive rules for behavior • Parents who are unable to communicate expectations about social interactions Deaf Culture • Deafness is viewed as an identity, with its own history, traditions, and language. • Deafness is not seen as a disability needing to be fixed. • Against cochlear implants because it implies that deafness is needing to be cured. • Unlikely to form positive relationships with hearing peers unless intervention from professionals

EMOTIONAL IMPLICATIONS Early Childhood/Adolescence/ Adulthood • Social/Emotional development suffers due to lack of interaction with people using social skills. • The research that I found is the same as social Implications. • “Deaf children are less able to identify emotions on faces than are hearing children matched on chronological and mental age” (Ludlow, Heaton, Rosset, Hills, & Deruelle, 2010, p. 926). • May not understand why people act or react the way they do • Limited vocabulary of emotional language that helps them understand their feelings • “Barriers to communication and self-expression have likely resulted in the high levels of frustration and maladaptive coping behaviors that are characteristic of aggression” (Coll, 2009, p. 33). • Best adjusted adolescents are those who have deaf parents. • Promotion of Deaf culture

TURN & TALK If a student who is deaf was in your class, whether in special education or general education, how would you help him develop friendships with his hearing peers?

ACADEMIC IMPLICATIONS Early Childhood/Adolescence/ Adulthood • Parents may not read to them, negatively affecting literacy development. • Lack exposure to experiential backgrounds to build schema • Cochlear implants help develop spoken language and listening skills which helps close academic gaps. • Learning to read and learning to communicate at the same time. • Struggle with writing because it is dependent on speech or sign. • Achieve higher in math than reading and writing, but they still struggle. • Bilingual-bicultural approach • Many are not successful in postsecondary education because cognitive academic language proficiency (CALP) is lacking. • Not educated to the level of their capability • Educators need to realize their potential and provide them with resources.

MEDICAL IMPLICATIONS “Whenever deafness is identified, search for additional physical disabilities” (Schein & Miller, 2008, p. 408). Early Childhood/Adolescence/ Adulthood • q q • • • Cochlear implants at 12 months of age The sooner the better Best if no additional disabilities are present Attend program that promotes auditory oral/verbal development Has a family that promotes listening and communication skills Ophthalmic Disorders Kidney Dysfunctions Heart Conditions Usher syndrome- condition that affects both hearing and vision Syncope (fainting spells) is most common in teenage girls. Alport syndrome- kidney dysfunction

STOP & JOT Think about students who have a profound hearing loss. What might be the advantages or disadvantages of them receiving a cochlear implant?

References Coll, K. M. , Cutler, M. M. , Thobro, P. , Haas, R. , & Powell, S. (2009). An Exploratory Study of Psychosocial Risk Behaviors of Adolescents Who Are Deaf or Hard of Hearing: Comparisons and Recommendations. American Annals Of The Deaf, 154(1), 30 -35. doi: 10. 1353/aad. 0. 0074 Friend, M. , Luckner (2014). Students with deafness and hearing loss. In A. C. Davis (Ed. ), Special education contemporary perspectives for school professionals (pp. 350 -387). New Jersey: Pearson. Ludlow, A. C. , Heaton, P. , Rosset, D. , Hills, P, . & Deruelle, C. (2010). Emotion recognition in children with profound and severe deafness: Do they have a deficit in perceptual processing? . Journal Of Clinical & Experimental Neuropsychology, 32(9), 923 -928.