SPHR 2108 Lecture Notes - Lecture 18: Individualized Education Program, Deaf Education, Assistive Technology
Literacy in Children with Hearing Loss
• Literacy has both social and academic implications
• Advances in hearing assistive technology have allowed for many born with HL to receive
appropriate accommodations, resulting in improved language learning and literacy
outcomes
• Gap between normal hearing and those with HL is closing, gaps still exist between NH
and HL peers
• SLPs and audiologist try to improve access to oral language in those with HL to create
success with the four modalities of language
o Multi modal language framework: listening (receptive), speaking (expressive),
reading (receptive), writing (expressive)
• Shared skills: associated with brain level processes needed for language
comprehension and expression used across all modalities
• Unique skills: solely for individual modalities
• Five domains of language
o Phonology
o Morphology
o Syntax
o Semantics
o pragmatics/discourse
• Literacy: ability to read and write in the language of one’s country, region or native
tongue
• ASHA position on roles of responsibilities of SLP for language and literacy
o Oral language provides the foundation for the development of reading and writing
o Oral and written language have reciprocal relationship: introduction of print to
develop children augments and support growth of oral language
o Children with spoken language difficulties have difficulties learning to read and
write: children with reading and writing difficulties with oral language
o Instruction in oral language can support growth in written language, instruction in
written language can result in growth in oral language
• IEP( individualized education plan)
o Ensure individual’s hearing status is accounted for so they may receive equal
access to curriculum as their NH peers
o AIDS: conduct audiological evaluations, interpret audiograms and provide and
maintain HAT
o SLP: use that information to provide treatment for auditory processes and speech
production purposes
• Deafness: children who present with severe or profound hearing loss that impairs
processing of linguistic information with or without HAT
o Do not rely on acoustic input
o Likely use ASL
o No connection between ASL and language of print
o Bilingual-bicultural approach to deaf education: must learn standard american
english
• Rely on acoustic input
o Linguistic experience happen from young age, oral language is experienced
through the ear
o This child will likely surpass a child who does not rely on acoustic input in literacy
acquisition
o Receive depleted acoustic signals and a great amount of phonological
information may be lost
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