Hi. I’m 13 years old and I need some advice. I am not deaf my hearing reads 70-80 db. I’ve been advised to get a cochlear implant, but I prefer to stick with my hearing aids. I need you to tell me which is better in terms of sport,school,long term, and not letting your friends know. Thanks.
Hi. First of all, you are pretty amazing for thinking so hard about your options and for getting advice about a very big decision. I admire your courage and wisdom at such a young age!
People who have had hearing aids are advised to get a cochlear implant if their aided hearing abilities make it such that they are really struggling to hear words and sentences when they are using the best hearing aids in the best situations. Sometimes a hearing loss is progressive, meaning it gets worse and worse and in this case a doctor my recommend a cochlear implant. We think that by stimulating the hearing nerve using the cochlear implant soon after the hearing is lost, this can help the person maintain their memory of sounds so they can keep their hearing skills.
It is really hard to guess why you have been given this recommendation without knowing if it’s from your doctor, family, or friends. You are right to ask a lot of questions at this point. There is no clear answer of what is “better” in terms of sports. With a CI, we tell people to avoid sports that can give a high risk of banging your head into something (like American football or hockey) but I have known people who participate in these sports who use CIs and they are very successful. Some of the new CIs allow you to get the CI a bit wet, and some even let you swim with a CI.
As far as school goes, a CI may help you with listening and understanding teachers other pupils in class. You would need time to adjust to the new “sound sensation” of the CI, and this is something to consider. In the long term, this IS a big adjustment and as I said it is a big decision.
I am really curious about your very last words of “not letting your friends know.” Are you concerned that your friends will be upset if you choose a CI over a hearing aid…or the opposite? Or are you concerned that your friends don’t understand about your hearing loss in the first place? Might you feel comfortable explaining your choices to one good friend? It can be really helpful to have someone to talk with.
At any rate, I really wish you the best with this very big decision. I think you are doing the right thing to ask a lot of questions to a lot of professionals. In the end this is your PERSONAL decision, and as long as you feel comfortable with what you decide, that is the right thing.
Is there a Preschool Development Checklist for Deaf and Hard of Hearing that I can use and apply to my students? I am looking for a standard baseline for Deaf and Hard of Hearing students at preschool level. I want to know what are the expectations of skills and abilities for D/HH children should have at a certain age such as between 3 years to 5 or 6 years old.
I am not aware of a “standard baseline” specifically for children who are deaf or hard of hearing at the preschool level. Deaf and hard-of-hearing children are so very different that it would be nearly impossible, to develop standards that would be meaningful or appropriate for every child. There are many factors that influence the development and performance of these children, and therefore, it’s imperative to consider each child individually. In general, however, the benchmarks for children who are deaf or hard-of-hearing should be the same as those for their hearing peers provided they are similar in other developmental areas. For example, we should hold the same developmental expectations for children who have similar cognitive abilities regardless of whether they are deaf, hard of hearing or hearing.
Each state has developed Early Learning Standards to address expectations for children at the preschool level. These standards provide a road map for development and expectations for all preschoolers. Some preschool programs for children who are deaf and hard of hearing are also using the Creative Curriculum and their assessments as guidelines for development. See the following website for more information about this program: https://www.teachingstrategies.com/page/ccs_overview.cfm
Children who are deaf or hard of hearing need frequent comprehensive assessments and monitoring to assure that they are making age and individually appropriate progress. You might want to refer to the Laurent Clerc National Deaf Education website for a listing of assessment tools that can provide guidance in a variety of developmental areas http://www.gallaudet.edu/clerc_center/information_and_resources/cochlear_implant_education_center/resources/suggested_scales_of_development_and_assessment_tools.html
In addition to these assessments, the Visual Language and Visual Learning Center (VL2) at Gallaudet University has some excellent documents specifically related to language and literacy including a recently released (June 2013) Research Brief on ASL milestones and family involvement written by Charlotte Enns and Liana Price.
You may find these documents helpful as you consider expectations for the children in your program.
My grandaughter is aged four, has deaf parents, and high level BSL which is her first language. Her levels have been assessed as being approximately two years above her age in terms of her language acquisition.We are currently requesting that she is taught in a mainstream class with a high level interpreter in a bilingual setting but have been offered CSW’s with BSL level 2/3. Where can we find research/evidence to back up our request that she needs a highly skilled interpreter to go from one language to the other and therefore help her to acquire English as her second language, rather than a low level communication support worker which we have been told is all that a primary aged child needs?
I am not aware of research that evaluates the merits of a Communication Support Worker (CSW) compared with a Sign Language Interpreter. Although the titles and job descriptions of each of these speak for themselves, and in theory at least, a CSW is appropriate for some deaf children, in practice, there are very few CSWs with sufficiently high levels of sign language to meet the needs of children such as your granddaughter. Then again, there are few high-level interpreters who work in school settings.
The difference between the two roles is that a CSW is there to support communication, which is particularly necessary for deaf children with less well developed language. In these cases, the CSW may simplify the language used in class as needed in order to help the deaf child’s learning and language development. The CSW often goes beyond translation to provide additional explanations so that the child knows what to do or understands what s/he is meant to learn in class. In contrast, a sign language interpreter is there to translate directly from one language to another, normally without simplifying or modifying the language in any way. With an interpreter translating exactly what is said in class by the teacher and the other pupils, the deaf child has exactly the same access to information as any other child in the classroom. Importantly, the SLI will expose your granddaughter to all the complexities of classroom language that she needs to further develop her own language and this will also help her when she comes to learning to read English. A CSW with inadequate signing skills may oversimplify classroom language which can then limit language development. A final point of difference is that a CSW typically sits alongside the deaf child in class to support them whereas the interpreter stands next to the teacher. The advantage of the interpreter being positioned next to the teacher is that a deaf child has the possibility of watching both, thereby developing speechreading skills for improved understanding of spoken English.
There certainly is research to indicate that exposure to higher levels of language leads to better language development (e.g. Wood et al 1986) and also that higher language levels are associated with better literacy levels among deaf children – this is true for deaf children who communicate using spoken language (e.g. Daneman et al, 1995; Gravenstede & Roy, 2009) and those who use sign language (e.g. Strong & Prinz, 2000). Finally, there is also research that shows that better speechreading, particularly at a young age, is an important predictor of reading in deaf children (e.g. Harris & Moreno, 2006; Kyle & Harris 2010).
I am a mother of two profoundly Deaf children who have unilateral cochlear implants and have full access to NZSL as I am an interpreter and my husband is Deaf. My daughter, who is 3, has very strong spoken language skills and reasonably good sign language skills. I see her tendency is to use spoken language more dominantly. I want to know if there is any experience and research of educating children in both languages fluently and in what ways have been successful. I often use a form of sign-supported English when reading, but lately I notice she is not watching my signing. I have switched to separating the language and only using English or only using NZSL but when I just use NZSL she complains and wants me to use spoken English. I would love to have access to any literature in this area to help me navigate and teach 2 languages to my children.
Unfortunately, there does not appear to be any research literature about this issue. What we know from observations and teacher reports concerning students in our bilingual programs is that this situation is not at all unusual among deaf 5- and 6-year-olds with cochlear implants. At first, they seem to start using fewer signs productively themselves, and later they ask hearing and Deaf teachers to switch on their voices when communicating with them. Why? We don’t know. Our speculation is that this reflects some kind of an evolutionarily-determined drive for multimodal perception. However, we also don’t know whether this is a temporary situation or whether the children “grow out of it.” There clearly is a need to collect more observations by parents and teachers as well as to conduct systematic research on the issue which may have long-term implications for academic outcomes, social-emotional functioning, and cognitive development.
Knoors, H. & Marschark, M. (in press). Teaching deaf learners: Psychological and developmental foundations. New York: Oxford University Press.
Watson, L., Hardie, T., Archbold, S., & Wheeler, A. (2008). Parents’ views on changing communication after cochlear implantation. Journal of Deaf Studies and Deaf Education, 13, 104-116.
My niece is 27 years old. She graduated from her high school’s deaf and hard-of-hearing program at 21. She is profoundly deaf. She learned ASL when she came to live with us at 14. Prior to learning ASL she didn’t have a language base. She would like to attend RIT’s program for the deaf but we are a concerned with the requirements. It will be very difficult for her to take the SATs. As far as we understand the SAT is required. Any advice or suggestions that could be provided would be greatly appreciated.
There are several degree pathways at RIT (associate, associate + bachelor, bachelor at the undergraduate level), and admission criteria varies for each of RIT’s nine colleges. NTID Admissions looks at many variables in facilitating an admission decision (SAT/ACT test scores, high school GPA, courses taken in high school, letter of recommendation, etc.). In the test score sense, at minimum, the average accepted student into an associate degree program has a score of 15-16 on the ACT. We accept students with lower and higher ACT scores into some of the associate degree program choices. This link tells you what it will take to be admitted to a program of choice at all degree pathways: http://www.ntid.rit.edu/sites/default/files/colleges_admissions_requirements.pdf.
It is recommended, given your niece’s specific circumstances, to connect with Rick Postl, admissions counselor for New York, at Rick.Postl@rit.edu to begin a dialogue of options. Admissions counselors for other states can be found at http://www.ntid.rit.edu/admissions/counselors.
I have my son’s IEP meeting coming up soon and I’m not sure if I’m going the right track. My son will be 3 soon. He has moderate sensorineural hearing loss in both ears. When he was born, he had mild/moderate hearing losses. I would really like for him to learn ASL and I feel the earlier the better. I have been doing research and it seems like it would benefit him. However, the class I am looking into has no children who use spoken language, so that would be coming entirely from teachers. I am really excited, but whenever I’ve had the chance to speak to audiologist, speech therapist, or teachers about this, I receive a questioning look, and they tell me that he should go into an oral-only program. What should I do?
First of all, you are definitely on the right track! Children who are deaf or hard of hearing should have the opportunity to acquire American Sign Language and spoken language (to the maximum extent possible). You have both the right and responsibility to advocate for what is in your child’s best interest. The challenge is ensuring that your child’s educational program provides him with the resources to make this possible. On your side is the legislation (IDEA Part C) that supports parents as equal members of the IFSP team. There are also best practice principles such as those included in Supplement to the 2007 Joint Committee on Infant Hearing Position Statement. See: http://pediatrics.aappublications.org/content/early/2013/03/18/peds.2013-0008.full.pdf
Your expertise and knowledge of your child’s strengths, abilities and needs are invaluable. In addition, according to IDEA, your goals and priorities for your child must be recognized. Your child will be transitioning into preschool and educational programming will soon be covered under IDEA Part B. My suggestion is that you request that a Communication Plan be developed for your child and included in your child’s IFSP/IEP as he transitions to preschool. Some states have included a communication plan as part of the IDEA process. There are several examples of communication plans available online. You might want to look at http://pattan.net-website.s3.amazonaws.com/files/materials/forms/Comm-Plan120210.pdf as an example.
It’s important that you continue to work closely with your child’s IFSP/IEP team as you develop a communication plan that will ensure that your child has the opportunities to acquire language and communication through the modalities (hearing, seeing) that are most accessible to him. This would include opportunities to communicate with peers and adults who use ASL and also those who use spoken language.
We are in the process of establishing an integrated communty kindergarten for 4 year old children. Is there any research that indicates what is the ideal ration of deaf to hearing children in this setting. There will be a total of 21 children in the group.
Co-enrollment programs for mixed groups of deaf and hearing students have been created in several countries (Italy, United States, Australia, Hong Kong, and the Netherlands are the only ones we know of). Spencer and Marschark (2010) described co-enrollment this way: “The defining characteristic of this approach is that a “critical mass” of students with hearing loss, instead of an isolated child or two, attends class with hearing students…. Although a 1:1 ratio of deaf or hard of hearing to hearing students might be ideal, the demographics of hearing loss generally do not allow such a ratio being achieved.” Antia, Kreimeyer, Metz, and Spolsky (2011) suggested that such a program can be successful if students with hearing loss make up one-fourth to one-third of the class.” A forthcoming book (2014) will include descriptions of several of the above programs including language, academic achievement, and social-emotional outcomes. In in the meantime, here are some references::
Antia, S., Kreimeyer, K., Metz, K., & Spolsky, S. (2011). Peer interactions of deaf and hard-of-hearing children. In M. Marschark & P. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education, volume 1, second edition (pp. 173–187). New York: Oxford University Press.
Kreimeyer, K., Crooke, P., Drye, C., Egbert, V., & Klein, B. (2000). Academic benefits of a co-enrollment model of inclusive education for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf education 5, 174-185.
Stinson, M. S., & Liu, Y. (1999). Participation of deaf and hard-of-hearing students in classes with hearing students. Journal of Deaf Studies and Deaf Education, 4, 191–202.
Wauters, L.N., & Knoors, H.E.T. (2008). Social integration of deaf children in inclusive settings. Journal of Deaf Studies and Deaf Education, 13, 21-36.
My daughter is 15 and profoundly deaf. She is not oral and has fluent and excellent sign language skills. She has a cochlear implant but it doesn’t work for her – epileptic activity has damaged the area of her brain that processes sound. She began to sign at 11 months. Her mainstream high school has an integrated deaf facility and she is doing very well at school. It has become apparent that there is an issue with reading/writing/comprehending English – I want to find out what it is and how to help to overcome it. My daughter is very keen to improve as she has academic ambitions. I have made several enquiries but have not been able to find out who to consult. The usual avenues are not set up for testing through sign language.
Your email emphasizes that contrary to what parents might believe, cochlear implants are not appropriate or necessarily useful for all deaf children. Most do benefit, but outcomes are quite variable (and often unpredictable) due to the large individual differences among deaf kids. As much as we would like to think so, there are no “silver bullets” in raising and educating deaf children. However, there are a variety of alternatives that can be helpful in situations like yours. In Victoria, contact the Victorian Deaf Education Institute in Melbourne at firstname.lastname@example.org. The Student Well-Being Division has the resources and contacts to assist you. In New South Wales, contact the Royal Institute for Deaf and Blind Children email@example.com.
My 8-year-old son is profoundly deaf and uses ASL for communication. About 1 1/2 years ago he was removed from the deaf/HOH program offered by our city public school due to behavior problems and issues. The school told me his only option for placement was a local alternative school where he would use an interpreter. I expressed concern regarding this placement, as it does not seem like the LRE. There is only one other deaf student, there are no trained teachers of the deaf, and none of the school staff or administration knows ASL. I am concerned for my son’s social and cultural development as well as his education and ability to work on his emotional and behavioral challenges in this setting. I tried to have him enrolled at the deaf school in our state, but they will not take him because they are not able to deal with his behavioral and emotional needs. I am willing to have my son attend an appropriate program, such as PACES at ASD, but the local school insists he is in the LRE and that he is making progress. Since he has been in the alternative school he has made no significant progress, has had many critical incidents as well as sustained minor injuries, and has been hospitalized for his behavior twice. I do not feel my son is in the LRE, although I have expressed this to the school many times I feel my concerns about his placement are ignored. What is the best way for me to advocate for my son to be educated in the LRE?
Given what you have been through thus far, the best advice is for you to seek help from an Advocate, either in your community or through the State. Contact your State Department of Education; they will tell you how to obtain one. [You also might see if there is a local chapter of Hands & Voices; other parents of deaf children in your area might have had the same experience.] In addition, you might take a look at the website of the Conference of Educational Administrators Serving the Deaf (www.ceasd.org)and review the Child First information. There is a clear need to define “progress” as you and the LEA differ on this critical factor. Again, an Advocate with prior experience with deaf children and assessment likely would be a great place to start. You also might look into having an objective school psychologist (also with having experience with deaf children) involved in the IEP meeting.
The issue of LRE is always challenging, but you and the LEA need to remember the law requires a review of the “unique communication needs of deaf children.” The LRE is not the sole criterion for services, although it is one of the many criteria that IEP teams have to consider. The PACEs program* at the American School for the Deaf is considered the LRE for the 30 youngsters currently served in the program. That placement was determined by each child’s PPT (Planning and Placement Team) – IEP (Individualized Education Program) team.
*From the ASD website: The PACES Program is a special educational/residential unit for emotionally/behaviorally disordered students, who because of intensity of these disorders need educational, social, and psychological services beyond those offered in traditional school settings. The program’s goals are to maximize students’ potential and return them to the least restrictive educational environment. The PACES Program has two components: Upper PACES (ages 13 to 21) and Junior PACES (ages 6 to 13). [the program accepts out-of-state students]
My husband and I adopted our fourth child at age 3.5 from Eastern Europe. He had virtually NO language other than pointing, and indicating if he was happy or sad. The orphanage that we adopted him from reported that they did not realize he was profoundly deaf until he was 3 years old. He had never had any speech therapy, preschool, or early Intervention. Once he was part of our family, through much testing, we confirmed that he was profoundly deaf in both ears. He was fitted with hearing hearing aids, and at age 6, due to concerns for safety, he received a cochlear implant, and continues to wear one hearing aid. Our son is an absolute joy, and makes our family complete. He is now 7 years old, and has learned SO much. We use Total Communication both at home and at school. He is in a first grade class, with most academics taught in a self-contained HOH classroom, and spends part of the day in the “regular education class.” Socially, he is mostly like other 7 year old boys: fun-loving, action-packed, into sports and playing outside. Academically, he is still at a pre-school/kindergarten-ish level, and his receptive and expressive language is severely delayed. He talks and signs, but the majority of his words are not understandable. He mostly uses ASL/Signed English to communicate. Our major concern for our little guy, is, that his school is VERY focused on how behind he is language-wise, and academically (which he is). However, it is very difficult for them to see how far he HAS come in the four years we have had him. We don’t know any other families that have Deaf Children, that had NO Early Intervention, that were adopted internationally, and have the extreme language delay that our son has. We feel like we don’t know how to advocate for him at school, have high/yet acheivable expectations for him. All the literature that we find talks about how very important early Intervention is….but our child was not given that, and it was not in our control until he came to us. How do we provide him the most support possible, and help to increase his global language. His language delay is obviously impacting how much he is able to take in/learn at school. But we don’t know how to “hurry language along” for him. He gets “speech/language” 5 days a week at school…and we constantly talk and sign at home. It just doesn’t seem to be enough. Does he need some type of intensive therapy?
From what you have written, it really looks as if your son is thriving being in a loving home and has developed a way to communicate in a social way. You are correct about him getting a “late start” with regard to his exposure to consistent language, listening, and speech. When we, as professionals, begin working with children who are “budding roses,” I like to think that we all look at “potential” for blooming, and it is fairly common and appropriate to look at how much progress he makes over time, now that he is in a consistent educational environment. We hope to see one year of progress from where he is, for each year of experience.
He is currently in the mainstream classroom, and in a HOH classroom. What I cannot get a real feel for is how consistent his language input is within each modality. If he is getting a “total communication” philosophy, I worry that he may not be getting immersed in language consistently. It looks as if that is a concern from his educators. I typically am an enthusiastic advocate for total communication, but given his late start with language exposure, combined with the question of how much he was able to hear even after he had hearing aids, I feel more compelled to be sure he gets immersed in a consistent, accessible language system. Given this, I wonder whether you have considered a school for the deaf? Is there one close to you? Is there an intensive summer program that uses American Sign Language? I am asking this because I would be really curious to see how fast he picks up on a completely accessible language system when he is immersed in it.
While I am not abandoning speech and listening, I do think that we need to temper expectations a bit with regard to his potential to be an auditory learner given we can only verify that from age 6 on he is getting consistent access to sound via his CI.
As a first step, try contacting Hands & Voices (www.handsandvoices.org) or the American Society for Deaf Children (www.deafchildren.org) to find other families with deaf children in your area. Talking with other parents who have had similar experiences will be immensely helpful.