Chapter 4:
This chapter is on early intervention and identification. These two things are so important!! I don’t think that this topic can be stressed too much. With the use of UNHS children are being identified sooner and intervention starting sooner. I found it interesting that it was suggested that identifying hearing loss at such an early age could interfere with positive parent bonding. Yes, it is true that the bonding may be different because if I child does have a hearing loss the parents may be going through the stages of grief. However, it is also important for parents to know if there is a problem with their child so that they can seek help and their child receive the best services available. I can see how this would be a valid argument, but I certainly hope it would never stop someone from having their child’s hearing tested. Parents can still bond with their child even if they have a hearing loss. Overall I thought the information in this chapter was very good and easy to follow. This would be a great resource for parents to read and learn about early identification and intervention.
Chapter 5:
There are a variety of different approaches and programs when it comes to educating students who are d/hh. Language development that is referred to as oral focuses on understanding spoken language and promoting speech. Another program natural auralism stress speech reading. Cued speech is another oral program which allows students access to phonology of spoken language which is something that they usually miss because of a hearing loss. Totally communication was another program that was mentioned.
There are so many different methods of teaching students who are deaf or hard of hearing. It is important to remember that no one method is perfect. Each program and approach has its advantages and disadvantages. I think it is important to give the students everything we can (based on the parents’ wishes) and see what works best for them. Currently I am ina program that was set up to be total communication. However, currently there are no signers at the school. This is something that I am not use to and have had to adjust my thoughts on teaching and communicating. I have seen the students in my room be successful without the aid of sign, but I have also see them struggle and wished I could sign to them. There will always be a debate as to what program to use and I am sure I will change my mind from time to time depending on my current situation.
Yes, I could imagine how hard it would be to find out that your child has a disability, especially one that would impede communication. I thought it was interesting what you said about it being better for the parents to find out sooner than later so that child can get services earlier, even if it may negatively affect the bonding experience. But you are so right in that parents are grieving and it would be a hard time for them, but not an impossibility.
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