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Disclosure Financials: o Receiving an honorarium for this - - PDF document

Oct 07, 2023 184 likes •359 views

9/27/19 A Review and Overview of Deafness, Language Learning, and Deaf Education Christy Chadwick, M.S.D.E. Disclosure Financials: o Receiving an honorarium for this presentation from HSHA for this event. o Owner/founder of Hawaii Hears

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9/27/19 1

A Review and Overview

  • f Deafness,

Language Learning, and Deaf Education

Christy Chadwick, M.S.D.E.

Disclosure

  • Financials:
  • Receiving an honorarium for this presentation

from HSHA for this event.

  • Owner/founder of Hawaii Hears and receive

consulting fees for my services.

  • Non-financials:
  • President of Hawaii Chapter AG Bell

Introduction

  • Christy Chadwick, M.S.D.E., candidate

M.A.MFT 2020

  • Graduated from Washington University

in St. Louis (PACS)

  • Founder of Hawaii Hears
  • President of Hawaii Chapter AG Bell
  • Originally from Wyoming
  • Maui resident since June 2016
  • Teacher of the Deaf
  • Advocate and speaker
  • Writer (Communicating with your Keiki)
  • Yoga and mindfulness instructor
  • Dog named Ruby
  • Cat named Bella
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9/27/19 2

Focus for today

  • 1. How we hear and what is hearing loss
  • 2. Language modalities for DHH
  • 3. Listening strategies and auditory development
  • 4. Research and History of Deaf Education
  • 5. Listening Devices
  • 6. Hearing Loss in Schools
  • 7. Hawaii’s challenges and solutions
  • 8. Resources

Early Intervention for Children who are Deaf or Hard of Hearing

  • “Early Intervention is KEY in preventing hearing loss

from having a major impact on a child’s

  • development. Parents should know that early

intervention for children who are deaf or hard of hearing is not a one-size fits all.

  • The communication approaches parents decide to

use with their child helps guide their early intervention services.”

American Speech-Language-Hearing Association

The Ear

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How We Hear Types of Hearing Loss

  • 1. Conductive

§ Wax § Middle ear fluid or infection § USUALLY medically treatable § Malformed outer or middle ear

  • 2. Sensory-neural

§ Cochlea (inner ear) § Auditory nerve

  • 3. Mixed

Middle Ear Fluid

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Familiar Sounds Audiogram

Mild Moderate Moderately-Severe Severe Profound

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Offering options to families

Language Modalities

Listening and Spoken Language (LSL) Auditory-oral Cued speech or cued language Sign Language (i.e. American Sign Language) English-based signing (i.e. Sign Exact English) Bilingual bimodal

American Speech-Language-Hearing Association

Learning Environment for Children who are DHH

California School for the Deaf (ASL)

Pragmatic Language

Learning Environment for Children who are DHH

CEID (Berkley, CA) TC program

Pete the Cat reading (oral and sign)

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Learning Environment for Children who are DHH

CID (St. Louis, MO) LSL program

Dancing and Singing Technology and Language

Hearing Loss and LSL

  • What it sounds like to be deaf
  • Listening and Spoken

Language specifics

  • Helping a child learn to listen with hearing

technology

  • Differentiate sounds
  • Learn speech sounds and spoken

language

  • Explicitly teach language and vocabulary

“I have a loud voice”

Loud vs.

It is not a loudness problem, it is a CLARITY problem

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Visual Representation of hearing loss

Auditory Hierarchy

  • Detection
  • Is there a sound?
  • Discrimination
  • Is the sound different from another sound?
  • Identification
  • What is the sound?
  • Comprehension
  • What is the meaning of the sound?

Manely, Odendahl & Samson, 2019

Ling 6 sound check

If your student can hear and repeat these 6 sounds…they can hear all the sounds in the English language

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9/27/19 8 Ling 6 sound check

Research

  • Language of Early- and Later-identified Children

with Hearing Loss

  • Compared 150 DHH children ID at 6 mos. (72) and after 6 mos. (78)
  • EI received by all within 2 mos. of ID
  • Expressive and receptive language measured with MCDI
  • Results: ID before 6 mos. demonstrated better language scores than

children identified after 6 mos.

Yoshinaga-Itano & Sedey, 1998

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Research

  • Early Hearing Detection and Vocabulary of Children with

Hearing Loss

  • EHDI guidelines:
  • 1 month: hearing screening
  • 3 months: diagnosis
  • 6 months: intervention
  • 448 children with bilateral hearing loss in 12 states at 8 – 39 mos.
  • RESULTS:
  • Only 1/2 to 2/3 of participants met EHDI 1-3-6 guidelines
  • Vocabulary below average
  • “… many children with hearing loss fail to keep pace with the exponentially

increasing vocabulary growth demonstrated by hearing children as they move beyond 18 months of age (i.e., from producing an average of 9 words per month to 40 words per month)” (p.7)

  • Decrease the age at which children are identified

Yoshinaga-Itano, Sedey, Wiggin, & Chung, 2017

Research

  • Early Sign Language and Cochlear Implantation

Benefits

  • Use sign language with CI’s?
  • 97 children
  • Results: Children without early sign language exposure:
  • achieved better speech recognition skills over the first 3 years post

implant

  • exhibited a statistically significant advantage in spoken language

and reading near the end of elementary grades

  • produced more intelligible speech
  • “Over 70% of children without sign language exposure achieved age-

appropriate spoken language compared with only 39% of those exposed for 3 or more years. Early speech perception predicted speech intelligibility in middle elementary grades” (p. 1)

  • “English communication and literacy is the primary objective for a shild

with a CI, focus on early spoken input increases the probability of achieving those goals” (p.8)

Geers, Mitchell, Warner-Czyz, Want, Eisenberg, & CDaCI Investigtive Team, 2017

Research, cont.

Geers, Mitchell, Warner-Czyz, Want, Eisenberg, & CDaCI Investigtive Team, 2017, p.5

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History of Deaf Education

  • Early 1800’s
  • Oral School by William Bolling and John Braidwood:
  • “Cobbs School of Virginia”
  • Manual sign school by Thomas Hopkins Gallaudet and Laurent Clerc:
  • “Connecticut Asylum for Deaf and Dumb”
  • Cobbs closed in 1816
  • Sign language was common in deaf schools
  • 1817 Gallaudet opens School for the Deaf
  • 1860’s shift
  • “Survival of the fittest”
  • Deaf community viewed manual language as natural gift from God
  • Oralism argued that it was not a natural language
  • The Clarke School opens
  • Eventually: hearing technology

History of Deaf Education

Bell dedicated his life to the penetration of that ‘inhuman silence which separates and estranges.’

  • Helen Keller

Alexander Graham Bell

  • Inventor
  • Scientist
  • Educator
  • 1900’s No sign language
  • Deaf teachers to oral teachers
  • More oral schools than manual schools
  • 1960’s Total Communication
  • Roy Kay Holcomb coined term
  • Often uses SEE or MCE
  • 1980’s
  • Deaf President Now movement
  • First Deaf President at Gallaudet
  • Technology and Policy
  • IFSP - IEP – IDEA – FAPE – LRE
  • Cochlear Implants
  • Hearing Aids
  • Bilingual-Bicultural Education
  • Auditory-oral and Auditory-verbal = LSL

History of Deaf Education

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Listening Project

Hearing Aids (HA) and Cochlear Implants (CI)

Cochlear Implant (CI)

The sound processer (behind the ear) The cochlear implant

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Listening Bubble

  • Three feet from hearing

aid microphone

  • Outside of three feet

sound clarity weakens

  • S, f, t, p hard to perceive sounds
  • Example: cat, cap, cast, calf
  • Children under age of

15 have immature auditory cortex

  • DHH children impacted

the most

SuccessForKidsWithHearingLoss.com

SLP’s in the schools

Academic challenges

  • Following and

comprehending directions, lessons, and activities

  • Lack of language base

Challenges and Strategies:

following directions and comprehension

Challenge Strategy

  • Listening to and

following single step and multi-step directions

— Repeat and/or rephrase the directions to ensure understanding of the task — Give directions in a

  • ne to one setting

— Ask child to repeat what he/she is supposed to do in his/ her own words — Ask the child:

— ‘What did you hear?’ Instead of ‘Do you understand?’

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Challenges and Strategies:

lack of language base

Challenges Strategies

  • 1. Student is receiving new

information

  • 2. Student may have

receptive and expressive language delays

  • 3. Student may have

poorly developed language structures.

  • 4. Student may be an

English Language Learner

1. Repeat new information using different language structures 2. Rephrase and repeat information 3. Speak in complete sentences with expanded vocabulary and complex language structures 4. Have high expectations for language acquisition

IEP for Child who is Deaf

  • Kindergarten accommodations for Mild/Moderate hearing loss:
  • Minimize background noise
  • Use preferential seating in a large group with appropriate access to peers and teacher
  • In small groups and one-on-one situations seat the student in front of or next to the

speaker

  • Utilize auditory sandwich techniques (presenting information verbally, pausing to wait for

a response, giving a visual clue, then repeating verbal information)

  • Provide extra time for processing
  • Provide acoustic highlighting techniques to enhance the audibility of spoken language

(whispering or emphasizing a specific pitch)

  • Use rephrasing and repetition to supplement verbal instruction
  • Model appropriate language
  • Expand and extend spontaneous utterances
  • Speak at normal conversational levels at close range
  • Identify who is speaking and repeat/paraphrase information stated by her peers
  • Use a varied vocabulary to convey a variety of concepts
  • Give breaks from listening
  • Encourage the student to use clarification as needed and begin to self-advocate
  • Implement the proper use of hearing access technology (HAT)

Current Stats for Hawaii

  • 4/1000 children born deaf annually
  • 60 children born with hearing loss every year
  • 1/2 lost to follow up or decline services
  • Late identified due to follow up or progressive hearing

loss

  • DOE offers limited variety of language modalities
  • Fluctuating staffing of ToD’s and interpreters
  • HSDB not easily accessible for all families
  • Minimal pay for interpreters on 12 month contract
  • Limited access to audiology throughout islands
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Stats from ELWG

Early Language Working Group, 2018

Goals for Hawaii

  • Promote language learning from birth to 5 (and

beyond)

  • Increase awareness and advocate for children who

are DHH

  • Provide services for families with children who are

DHH from birth to 21

Resources

MED-EL

MEDEL blog and community pages

Central Institute for the Deaf

CID Professional Development – free online courses + tracking worksheets

Hearing Our Way Magazine HearingLikeMe.com HearingFirst.com Follow on Instagram: For AVT/LSL/SLP/AUD/TOD Soundspeech Littlestarsspeechtheraynj Hearingourway Allaboutaudiologypodcast Deaf_ed_toolkit Listeningfun For ASL/SEE Mrsburgenssignmeup Deaf_life_ Deafieblogger Deafinitely_teach Deafednyc Iteach_isign

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YouTube Info Series

  • Hawaii Hears offers YouTube series
  • Premier launch in October
  • Continued quarterly release
  • Sign up for the email list at HawaiiHears.com

Number One Challenge for New Listeners References

  • Early Language Working Group. (2018). 2017 Report of Findings and

Recommendations of the Early Language Working Group to Support Age-Appropriate Language Development for Children Birth to Age Five years Who are Deaf, Hard of Hearing, or Deaf-Blind. Report to the Twenty-Ninth Legislature State of Hawaii. Retrieved from: health.hawaii.gov/cshcn/files/2018/01 ELWGLegislativeReport2018.pdf

  • Geers, A.E., Mitchell, C.M., Warner-Czyz, A., Wang, N., & Eisenberg, L.S.

(2017). Early Sign Language and Cochlear Implantation Benefits. Pediatrics, 140(1).

  • Manley, J., Odendahl, J., & Samson, M. (2019). Early Listening at Home:

Curriculum for Infants and Toddlers with Hearing Loss. Central Institute for the Deaf, Missouri

  • Yoshinago-Itano, C. & Sedey, A.L. (1998). Language of Early- and Later-

identified Children with Hearing Loss. Pediatrics, 102(5). 1161-1171. DOI: 10.1542/peds.102.5.1161

  • Yoshinago-Itano, C., Sedey, A.L., Wiggin, M., & Chung, W. (2017). Early

Hearing Detection and Vocabulary of Children with Hearing Loss. Pediatrics, 140(2).

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CONTACT

Christy Chadwick info@hawaiihears.com 808.633.3759 FB group: @HawaiiHears FB page: Facebook.com/HawaiiHears IG: @hawaiihears www.hawaiihears.com