SPHR 2108 Lecture Notes - Lecture 18: Individualized Education Program, Deaf Education, Assistive Technology

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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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