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

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 and receive consulting fees for my services. • Non-financials: o 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 1

9/27/19 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 2

9/27/19 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 3

9/27/19 Familiar Sounds Mild Audiogram Moderate Moderately-Severe Severe Profound 4

9/27/19 Language Modalities Offering options to families Listening and Spoken Cued speech or Auditory-oral Language (LSL) cued language English-based Bilingual Sign Language signing bimodal (i.e. American (i.e. Sign Exact Sign Language) English) 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) 5

9/27/19 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 o Helping a child learn to listen with hearing technology o Differentiate sounds o Learn speech sounds and spoken language o Explicitly teach language and vocabulary “ I have a loud voice ” Loud vs. It is not a loudness problem, it is a CLARITY problem 6

9/27/19 Visual Representation of hearing loss Auditory Hierarchy • Detection o Is there a sound? • Discrimination o Is the sound different from another sound? • Identification o What is the sound? • Comprehension o 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 7

9/27/19 Ling 6 sound check Research • Language of Early- and Later-identified Children with Hearing Loss o Compared 150 DHH children ID at 6 mos. (72) and after 6 mos. (78) o EI received by all within 2 mos. of ID o Expressive and receptive language measured with MCDI o Results: ID before 6 mos. demonstrated better language scores than children identified after 6 mos. Yoshinaga-Itano & Sedey, 1998 8

9/27/19 Research • Early Hearing Detection and Vocabulary of Children with Hearing Loss o EHDI guidelines: • 1 month: hearing screening • 3 months: diagnosis • 6 months: intervention o 448 children with bilateral hearing loss in 12 states at 8 – 39 mos. o RESULTS: • Only 1/2 to 2/3 of participants met EHDI 1-3-6 guidelines • Vocabulary below average o “ … 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) o Decrease the age at which children are identified Yoshinaga-Itano, Sedey, Wiggin, & Chung, 2017 Research • Early Sign Language and Cochlear Implantation Benefits o Use sign language with CI’s? o 97 children o 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 o “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) o “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 9

9/27/19 History of Deaf Education • Early 1800’s o Oral School by William Bolling and John Braidwood: • “Cobbs School of Virginia” o Manual sign school by Thomas Hopkins Gallaudet and Laurent Clerc: • “Connecticut Asylum for Deaf and Dumb” • Cobbs closed in 1816 o Sign language was common in deaf schools • 1817 Gallaudet opens School for the Deaf • 1860’s shift o “Survival of the fittest” o Deaf community viewed manual language as natural gift from God o Oralism argued that it was not a natural language o The Clarke School opens o 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 History of Deaf Education • 1900’s No sign language o Deaf teachers to oral teachers o More oral schools than manual schools • 1960’s Total Communication o Roy Kay Holcomb coined term o Often uses SEE or MCE • 1980’s o Deaf President Now movement o First Deaf President at Gallaudet • Technology and Policy o IFSP - IEP – IDEA – FAPE – LRE o Cochlear Implants o Hearing Aids o Bilingual-Bicultural Education o Auditory-oral and Auditory-verbal = LSL 10

9/27/19 Listening Project Hearing Aids (HA) and Cochlear Implants (CI) Cochlear Implant (CI) The cochlear implant The sound processer (behind the ear) 11

9/27/19 Listening Bubble • Three feet from hearing aid microphone • Outside of three feet sound clarity weakens o S, f, t, p hard to perceive sounds o 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 — Repeat and/or rephrase the directions following single step to ensure and multi-step understanding of the task directions — Give directions in a one 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? ’ 12