Teacher goals in an early intervention program for children with hearing loss

Abstract

This study aims to describe the content of a natural auditory-oral early intervention program and to investigate the goals of the teachers who work in the program. The study was designed as an action research. Two teachers of the deaf and six families and their children were the subjects of the study. The data were collected through video recordings, teachers' reflective journals, children's educational files, and by family interviews, and analyzed holistically after a period of five months. The results of the study indicated that the teachers had goals for both the children and for the families. They focused on the development of listening skills, production of speech sounds, and meaningful use of the words and sound imitations while working with the children. Moreover, they encouraged the parents to interact with their child and attempted to improve their interaction skills. To achieve the goals, they modeled certain language facilitating techniques with the children, they observed the parents while they interacted with their children, and provided suggestions, depending on their observations. They used different types of play as a learning context during the sessions. Parents reported that they learned "how" to interact with their children and stated that the intervention improved their child rearing practices positively. All children involved in the study produced some single words and two children started to use simple two word combinations at the end of the data collection period.

Behavioral Problems in Children with Hearing Loss: A Comparative Analysis with Children with Typical Development and Autism Spectrum Disorder

“…Language is the first developmental area that comes to mind regarding early intervention in children with HL. In simpler terms, although other developmental areas are not excluded, the main aim of early intervention is to support the child's language development (Clark, 2007;Cole & Flexer, 2007;Turan, 2014). However, it seems that early identification of children with HL, early hearing technology implementation, and the accompanying family-centered early education services play a crucial role in supporting emotional-behavioral development as well as language development.…”

“…According to this result, which partially explains the lack of difference in the comparison of children with HL-TD, early intervention not only supports language and cognitive development in children with HL, but also has a positive impact on social-emotional development. Early intervention of HL, which includes early screening and diagnosis followed by appropriate hearing technology implementation, early implantation and family-centered early intervention, directly and positively affects all developmental areas of the child, especially language development (Turan, 2014). Therefore, early intervention improves communication skills by providing quality parent-child interaction and plays a role in reducing problem behaviors by leading to the development of social competencies in children (Barker, 2009;Most, 2004;Theunissen et al, 2014b).…”

Yeni̇doğan İşi̇tme Tarama Programlarinin İşi̇tme Kaybinin Tani, Ci̇hazlanma Ve Eği̇ti̇me Başlama Yaşina Etki̇si̇

“…Araştırma bulguları aile eğitimi seans amaçlarının anneçocuk etkileşimi, etkileşim sırasında ortaya çıkan dil fırsatlarını değerlendirme, oyun çeşitleri, annenin oyun becerilerini geliştirme, çocuğun dinleme becerilerini geliştirme ve çocuğun disiplini temaları üzerinde odaklaştığını göstermektedir. Bu çalışmaya ek olarak aile eğitimi programına devam eden 12-24 ay arası 6 çocuk ve ailelerine yönelik olarak öğretmen amaçlarının incelendiği diğer bir çalışmada da (Turan, 2014) öğretmenlerin çocukların dinleme becerileri, ses üretimi, anlamlı dil kullanımı ve kelime üretimi üzerine yoğunlaşırken ailelerin de çocuklarıyla anlamlı etkileşimde bulunmaları ve dil zenginleştirici teknikleri kullanabilir hale gelmesi yönünde destekledikleri bulunmuştur.…”

“…0-3 yaş arası çocuklar ve ailelerle çalışan eğitimcilerin daha büyük yaş grubu çocuklarla çalışan eğitimcilerden farklı becerilere sahip olması gerektiği belirtilmektedir (Moeller vd. 2013, Turan, 2014. Bununla birlikte alanda çalışan eğitimcilerin bu becerilere ne ölçüde sahip olduklarını belirleyen çalışmalar bulunmamaktadır.…”