It is hard to believe that we are at the end of term 3!  The Hub is busy with learning, fitting in lessons around swimming, excursions, etc.  Next week we will host Dendra Cole to OLOL.  Dendra is an audiologist.  Dendra will be assessing children next week.  Good hearing health is important for children to reach their full potential in all life areas, especially when it comes to school performance. Most commonly, hearing loss in children is temporary and treatable, but if left undetected, it can have a significant negative impact on a child’s development. Please contact me in the Hub if you have any questions.  Have a lovely end to term 3 and enjoy the holidays!

Effects of Hearing Loss on Development

By: American Speech-Language-Hearing Association

Hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an under identified and underserved population.

Healthy Hearing

The earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.

• There are four major ways in which hearing loss affects children:
• It causes delay in the development of receptive and expressive communication skills (speech and language).
• The language deficit causes learning problems that result in reduced academic achievement.
• Communication difficulties often lead to social isolation and poor self-concept.
• It may have an impact on vocational choices.

Specific effects

Vocabulary

Vocabulary develops more slowly in children who have hearing loss.

Children with hearing loss learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a.

The gap between the vocabulary of children with normal hearing and those with hearing loss widens with age. Children with hearing loss do not catch up without intervention.

Children with hearing loss have difficulty understanding words with multiple meanings. For example, the word bank can mean the edge of a stream or a place where we put money.

Sentence structure

Children with hearing loss comprehend and produce shorter and simpler sentences than children with normal hearing.

Children with hearing loss often have difficulty understanding and writing complex sentences, such as those with relative clauses ("The teacher whom I have for math was sick today.") or passive voice ("The ball was thrown by Mary.")

Children with hearing loss often cannot hear word endings such as -s or -ed. This leads to misunderstandings and misuse of verb tense, pluralization, nonagreement of subject and verb, and possessives.

Speaking

Children with hearing loss often cannot hear quiet speech sounds such as "s," "sh," "f," "t," and "k" and therefore do not include them in their speech. Thus, speech may be difficult to understand.

Children with hearing loss may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking.

Academic achievement

Children with hearing loss can have difficulty with all areas of academic achievement, especially reading and mathematical concepts.

Children with mild to moderate hearing losses, on average, achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs.

Children with severe to profound hearing loss usually achieve skills no higher than the third- or fourth-grade level, unless appropriate educational intervention occurs early.

The gap in academic achievement between children with normal hearing and those with hearing loss usually widens as they progress through school.

The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive.

Social functioning

Children with severe to profound hearing losses often report feeling isolated, without friends, and unhappy in school, particularly when their socialization with other children with hearing loss is limited.

These social problems appear to be more frequent in children with a mild or moderate hearing losses than in those with a severe to profound loss.

What you can do

Recent research indicates that children identified with a hearing loss who begin services early may be able to develop language (spoken and/or signed) on a par with their hearing peers. If a hearing loss is detected in your child, early family-centered intervention is recommended to promote language (speech and/or signed depending on family choices) and cognitive development. An audiologist, as part of an interdisciplinary team of professionals, will evaluate your child and suggest the most appropriate audiologic intervention program.

Kate Tauge

Learning Support Teacher