Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson, C. Michael; Bruce, Susan

doi:10.3390/educsci9020134

Cited by 32 publications

(35 citation statements)

References 107 publications

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“…In addition, these findings can or should be applied to d/Dhh students who are English learners and those who have disabilities such as cognitive disabilities and autism. Nevertheless, there are challenges in understanding the language and literacy development of these subgroups of d/Dhh children and adolescents [18,21]. Whether the development of these latter subgroups is "developmentally different" from that of typical literacy learners is in need of additional research.…”

Section: The Qualitative Similarity Hypothesismentioning

confidence: 99%

“…Regardless of the strength of the research support for the QSH, we acknowledge that it is still important to differentiate instruction, especially considering the wide range of variability in individual profiles in the population of d/Dhh children and adolescents (see [7,16,18,21]). This range includes factors such as age levels, family backgrounds, presence of disabilities, demands of the reading tasks and instruction, and the results of specific components of reading via the use of assessments.…”

Section: The Qualitative Similarity Hypothesismentioning

confidence: 99%

“…Controversial demographics include information on hearing acuity (e.g., unaided and aided, age at onset of hearing loss) and speech acuity (e.g., speech discrimination, speech recognition). There may be less controversy on the mode of communication, language use, and presence of additional disabilities-albeit, documenting the accuracy of such information is a challenge for investigators (e.g., [18,21]). In any case, to understand the effects of interventions or even the use of early amplification such as cochlear implants and digital hearing aids, there needs to be a better documentation of the extent, length, and use of these variables [14].…”

Section: Introductionmentioning

confidence: 99%

“…The complexity of understanding English language and literacy development has increased in light of the growing number of minorities, including immigrants, specifically the number of d/Dhh students whose home language is not English-that is, English language learners or English learners [15,16]. Traditionally, other elements of this complexity have often included d/Dhh students with disabilities (or additional disabilities) and those-for whatever reason-who come to school with limited proficiency in any language [17,18]. It is also critical to consider the advancement of sophisticated listening technologies and their contributions to the development of language and literacy; this advancement has spawned an evolving demography of d/Dhh children and adolescents [14,19,20].…”

mentioning

confidence: 99%

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Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.sections of a country. It should be acknowledged, however, that, in some countries, the relationship between the through-the-air and written forms is complex, due, in part, to the number of dialectical variations of speech or the encroachment of the influences of other languages on the mainstream society's language form [4,5]; also, see the review in [6], for Arabic as an example).Confining our emphasis to English, one of the major challenges for d/Dhh children and adolescents is to develop proficiency in literacy (reading and writing) skills in this majority language of society [7][8][9][10][11][12]. Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this lev...

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Section: The Qualitative Similarity Hypothesismentioning

confidence: 99%

Section: The Qualitative Similarity Hypothesismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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“…It facilitates the participants of EG to develop text to signs relationships while thinking for vocabulary to write. According to Nelson & Bruce (2019), the use of visual materials either motion pictures or still pictures facilitates the hearing impaired students to become skilled writers. The experimenter talks about every aspect of the concepts given for the writing before asking them to write a piece of narrative writing.…”

Section: Discussionmentioning

confidence: 99%

Improvement of Writing Skills Among Students With Hearing Impairment Using the Cognitive Model: An Experimental Study

Ashraf

Jahan

Aqib³

et al. 2021

RAMSS

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Being a vital aspect of literacy, writing skills have great importance in the academics of students with hearing impairment. Improvement in writing skills is one of the prominent purposes of school education. Limitations in hearing impact the writing skills of students with hearing impairment (SWHI) in addition to reading skills. The present study was designed to highlight the writing problems of SWHI and to improve their creative writing skills using a cognitive model of teaching writing skills proposed by Flower and Hayes. The true experimental research design was used to see the impact of cognitive-based teaching strategies on the writing skills of SWHI. Pretest, treatment, posttest design were used to conduct this study. The targeted population for this research was SWHI studying in the grade 7th in the schools of Lahore city. A total number of 10 SWHI of Grade 7th was selected from one school in Lahore city. An equal number of students were assigned to control (N=5) and experimental group(N=5). Four different types of instruments were used to conduct the study. The experiment was conducted in one school in Lahore city for two months. The treatment comprised of instructional strategies developed in the light of Flower and Hayes's model of cognitive development. The study explored a statistically significantdifference between the writing skills of the students of the experimental group (EG) than the writing skills of the control group's students. The writing skills of students who belong to EG have upgraded after receiving treatment. The study recommended the use of cognitive-based strategies for the improvement of writing skills of students with hearing impairment.

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Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

Edmier,

Kazee,

Yosick

2023

Behavioral Interventions

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There is scarce research on adapting evidence‐based practices, such as Applied Behavior Analysis (ABA)‐based therapy, for Deaf/Hard of Hearing (DHH) children diagnosed with autism spectrum disorder (ASD). The current case involved delivering intensive ABA‐based intervention for improving communication skills to a 5‐year‐old child, Lilly, with dual diagnoses of DHH and ASD. Teaching procedures were modified to include consideration of deaf cultural norms, incorporation of American Sign Language (ASL)‐specific instructional procedures, and consultation with an ASL interpreter within all intervention sessions. Outcome data measured by the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP) reflected rapid skill acquisition across multiple verbal operants within a 7‐month admission. Recommendations on how to deliver intensive ABA‐based intervention services to children with dual diagnoses of DHH and ASD are provided for further research and discussion. Utilizing modified behavior analytic procedures can provide increased access to needed services for this population.

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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Cited by 32 publications

References 107 publications

Conclusion: Perspectives on Language, Literacy, and Deafness

Conclusion: Perspectives on Language, Literacy, and Deafness

Improvement of Writing Skills Among Students With Hearing Impairment Using the Cognitive Model: An Experimental Study

Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

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