| Title: |
'Beyond Early Intervention: Supporting Deaf Children through Elementary School' |
| Track: |
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| Keyword(s): |
deaf children; language acquisition; school age |
| Learning Objectives: |
- Explain the language development that typically occurs during the second half of the first decade of life
- Describe how hearing loss interferes with that later development, even if all appropriate early intervention was provided
- List the essentials of an intervention program for school-aged deaf children
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Abstract: |
Twenty years ago coordinated efforts were undertaken to find ways of identifying hearing loss at birth and initiating appropriate intervention. The bases of those efforts were the related theoretical positions that a sensitive period exists for language learning very early in life (i.e., the first couple years), and, if missed, language acquisition will be irrevocably hampered. These efforts led to newborn hearing screening procedures that are almost universally applied across the country and enhanced provision of early intervention. Without question, these programs have improved language outcomes for deaf children. But as beneficial as the efforts have been, deaf children continue to lag behind their peers with normal hearing. In this session it will be argued that the reason is the fact that there is much language learning that happens during middle childhood, and deaf children need the same kinds of support they received as infants and toddlers to navigate that later developmental process. Specific suggestions will be offered for how that later intervention should be designed. |
| Presentation: |
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| Handouts: |
Handout is not Available
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| CART: |
CART Transcription is not Available
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