Chapter 4-5

Chapter 4: Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning

I feel that after nearly completing our program we are all well aware of how important early identification and intervention are.  This chapter basically outlines the importance of both.  While reading I was able to spot several concepts we have covered in our classes.  Some of those concepts are:

"As late as 1990, the average age for identification of congenital hearing loss in the United State was around 24 months" (page 39)

High risk screening only identified about half of the infants who had a congenital hearing loss. (page 39)

"Neonatal (or newborn) hearing screening is based on either the evoked otoacoustic emissions test (EOAE) or an auditory evoked (potential) response test (AEP)." (page 39)

"The goal in the Unites States is for the more detailed AEP testing to be conducted by the time the infant is 3 months old, with intervention services provided before 6 months of age." (page 39)

I think that this is information that is very important.  I understand why it has been stressed and stressed to us to learn it and know it.  As I was reading this chapter I asked my parents if I had a hearing screening while at the hospital.  Being that I was born in 1987 I did not think that I would.  My parents assured me that I had some kind of hearing test done.  Well come to find out it was an apgar test.  I then proceeded to ask about my brother.  He was born in 1993 so I was curious if he had a newborn hearing screening.  My parents said no that he too only had an apgar test.  Again, the 1-3-6 plan was restated.  I think that it is wonderful that this information has been presented to us in so many different forms. 

"Children who are identified early and receive early intervention have been found to demonstrate language development in the 'low average' level compared to hearing children." (page 42)

I don't know why this struck me the way that it, but I did not like reading it.  I know that children who are deaf or hard of hearing are often times below their hearing peers.  I guess that I just like to hope for the best and I want to believe that early intervention and identification can help the child be competitive with his/her hearing peers.  I know that early identification and intervention is so much better than not receiving any intervention.  I guess I feel that children who are deaf or hard of hearing can develop language that matches that of their peers with hard work.  Reading on into chapter four the book states "postivie effects of early identification have been found only when accompanied by early intervention." (page 44)  This shows that it doesn't do the child any good if they are indentified with a hearing loss and then no action is taken to help the child. 

Chapter 5: Language Development, Languages, and Language Systems

This chapter walks us through all the different language modalities, therapies, and systems that we can use with children who are deaf and hard of hearing.  I feel that I had a lot to say in my chapter 4 post so I am going to try to keep this one short and sweet.

I feel that it is very important to provide the student/child with whatever form of communication they need.  This may be sign, speech, or a combination of both.  I don't think that when a child is young the parent can say my child will be oral.  I don't think that this is something that can be chosen for a child.  I think that when a child is diagnosed young the parents should be willing to try to give their child every opportunity.  I know that I have not had to go through having a child who is deaf or hard hearing.  So, I don't know how I would react.  I would hope that I would say okay my child is deaf lets use sign language and continue to give the child auditory stimulus as well.  Once the child has reached school age this process can get even more difficult.  Do you send your child to a school for the deaf, mainstream, bi-bi classroom, or a fully contained classroom?  I cannot even imagine being a parent and being presented with all of these options.  Now, that I have rambled on what I am really trying to stress is that as parents, SLPs, audiologists, therapists, and deaf educators we should communicate and teach the child in whatever modality that suits them best.