Deaf Children Research Articles

Effect of congenital inner ear malformations (IEMs) on electrically evoked compound action potential (ECAP) responses in cochlear implant children.

The study was designed to assess the electrically evoked compound action potential (ECAP) responses in children with inner ear malformations compared to children with normal inner ear anatomy. The study included 235 prelingual deaf children who were implanted in cochlear implant unit in King Fahad University hospital-Imam Abdulrahman Bin Faisel University. Subjects were using either Cochlear Nucleus or Medel cochlear implant devices. We had 171 (64.5%) subjects with normal inner ear anatomy and 94 (35.5%) subjects with inner ear malformations (IEMs) and they were classified into 6 groups according to inner ear anatomy. Fourteen subjects (14.9%) subjects had enlarged vestibular aqueduct (EVA), 30 (32%) subjects had Mondini deformity, 25 (26.6%) subjects had incomplete partition type two (IPII), 9 (9.6%) subjects had incomplete partition type one (IPI) and 16 (17%) subjects had hypoplastic cochlea type III or IV. Intraoperative electrically evoked compound action potential (ECAP) responses were analyzed and compared in all subjects. Measurable ECAP responses can be elicited in patients with IEMs in most of the channels. Severe malformations can affect the prevalence of measuring ECAP and getting identifiable waveform morphology. Additionally, increased thresholds and lower slope of AGF was observed in IEMs specially in more severe malformations (e.g. IPI). IPI patients with better word recognition scores tended to show more identifiable ECAP measurements. This could suggest the presence of some correlation between ECAP responses and patients' performance after cochlear implantation.

RAGAM ANAK BERKEBUTUHAN KHUSUS (ABK) DAN PROBLEMATIKA ANAK TUNARUNGU SERTA CARA MENGATASINYA DI SEKOLAH ALAM MAHIRA BENGKULU


 The research objective with this study is to explore the Variety of Children with Special Needs (ABK) and the Problems of Deaf Children and How to Overcome Them in the Alam Mahira School Bengkulu. This study uses descriptive qualitative research where direct research is spaciousness. The informants in this study were 2 teacher and 1 student from the Alam Mahira Bengkulu School. This research addresses children with special needs by showing photos, videos, letter cards, sentence cards, ear anatomy, miniature objects, finger alphabet, ear models, half body torsos, fruit puzzles, animal puzzles, construction puzzles, cylinders, models. geometry, triangular tower, ring tower, rectangular tower, atlas, globe, wall map, custom house miniature. The results of the study show that there are several types of children with special needs (ABK) found in the field, including learning dyslexia (learning difficulties), ADHD (difficulty focusing), Autism (nervous disorder), Speech Delay (speech delay), Down Syndrome (physical and mental retardation). ), Mental Impairment (abnormalities below average – IQ), Deaf (hearing impairment). In this study it was more focused on children with special needs of the deaf. The results of the research show that deaf children need learning media in the form of visual aids to enrich their language vocabulary. The visual aids include miniature animals, miniature humans, relevant pictures, illustrated library books, and children's play equipment.

SOSIALISASI DAN PENYULUHAN ANAK TUNARUNGU DI DESA AIR LATAK

This study aims to see an overview of the socialization of deaf children at home, school, and in the surrounding environment. This study uses a case study approach. A qualitative approach is used to obtain more complete and accurate data about the socialization of deaf children, which is very limited, and because of the limitations of the research subjects.The results of the study concluded that there were several assumptions about the deaf background of the respondents that could be identified, namely due to genetic factors, consuming too many drugs since childhood, or because of step. The impact of deafness is that the respondent is unable to use spoken language, the respondent is only able to use language cues in communicating with other people, the respondent's parents can accept the respondent's condition as it is, the respondent's parents remain optimistic so that. The respondent's friends regard the respondent as other normal friends, the difference is only the way of communicating with them, but there is no treatment of the respondent. The educators experienced difficulties in interacting with the respondents. The educators experienced difficulties in providing an assessment of the respondents' achievements.

Implementation of the SIWI Learning Strategy to Encourage Deaf Students' Writing Skills At Extraordinary School (SLB) Lamongan

This article focuses on answering questions regarding the SIWI implementation strategy for deaf children in Lamongan. This is because there are deaf children in the Lamongan SLB school who have difficulty receiving teacher instructions so that it is more difficult to learn to write. Given the importance of writing for deaf students, of course the teacher must find a solution, one of which can be using the SIWI strategy to spur deaf students' writing skills. So in this article we will look at the implementation of the SIWI strategy by classroom teachers to improve the writing skills of deaf students. This research is a type of qualitative research using a phenomenological approach. This aims to photograph the SIWI implementation strategy in Lamongan SLB. Data collection in this study used two techniques, namely interviews and field observations. The results of this study indicate the effectiveness of applying the SIWI strategy in class during the learning process at SL Lamongan and indications that SIWI can be applied properly so as to encourage the improvement of deaf students' ability to write.

Signed Rhyme and Rhythm With Deaf Children: Early Childhood Teacher Interviews.

Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in their pedagogical practices. The results reveal that despite recognizing numerous advantages and deeming signed rhyme and rhythm as essential for deaf children's development, these teachers perceive themselves as lacking adequate knowledge and preparation to effectively incorporate this approach in their classrooms. To address this gap, professional development opportunities should be provided to develop knowledge and confidence in teachers, empowering them to effectively implement signed rhyme and rhythm with deaf children.

HOW TO BE A FRIEND

In Croatia, every twelfth child (0-19 years old) grows up with a developmental disability (CDD), one of seven adults is a person with a disability (PWD). Although the majority of citizens know, and a quarter of them often meet CDD and PWD, ignorance and discomfort are noticeable, as well as mistakes in everyday encounters despite good intentions. Every seventh 4th grade elementary school student thinks he/she can or is not sure if he/she can become deaf if he/she plays with a deaf child. More than a quarter of them would do what they assume is helping a blind person, without asking them if and what kind of help they need, and more than half of their parents would not communicate with a blind person in a situation that directly concerns them. The readiness of parents for their children to socialize with children with developmental disabilities decreases as the closeness and intensity of socializing increases. This was shown by the Creative Backbone Center research conducted on 582 respondents - 4th grade elementary school students and their parents, from 11/2022. until 04/2023. Less than a third of parents say that they know how to communicate with PWDs, but more than 90% of them claim that they have explained to their child how to do it. Only half of the children remembered that conversation. Numerous studies confirm that the chances of creating an inclusive society are greatest if the building of attitudes begins at an early stage of education when positive exposure changes negative attitudes in a short time and builds desirable attitudes. Students in the lower grades of elementary schools in Croatia are somewhat informed about PWDs through classes, but the problem is the application of the information obtained, which should be given much more attention.

Hard of Hearing Children Mental Development Brought Up in Families of Hearing Parents

The article is devoted to the study of the hard of hearing children mental development brought up in families of hearing parents. The article substantiates the relevance and need for special attention to children with impairment of hearing. The general characteristic of the concept ‘hard of hearing child’ is given. The factors influencing hearing loss are identified, three groups of children with impairment of hearing are characterized: deaf, hard of hearing and late deaf children. An analysis is made of the development of mental processes in hard of hearing children: sensations and perception, attention, memory, thinking and speech. The features of the hard of hearing children mental development in families of hearing parents are revealed. A description is given of the study, the purpose of which was to compare the intellectual abilities of hard of hearing children with and without mental retardation. The characteristics of the sample and diagnostic tools of the study are given. A dependence was found on the success of children in completing tasks: success in two subgroups decreases as the tasks become more difficult. At the same time, the success of hard of hearing children with mental retardation is lower than that of children without developmental delay, with the exception of tasks to detect an analogy between pairs of figures in the matrix. The results made it possible to state that in many respects the family and other social institutions perform an educational, corrective and emotionally supportive function, which has a positive effect on the mental development of hard of hearing children. The need to provide high-quality professional psychological assistance to hearing parents is noted.

DEAF CHILDREN'S CREATIVITY DEVELOPMENT USING A CULTURAL HABITUATION APPROACH

The present study seeks to foster the development of deaf children's creativity in special kindergartens by employing a cultural habituation approach. The study adopted a qualitative descriptive method that includes observation, interview, and documentation as the data collection method. The reliability of the data used both source and method triangulation. The data analysis techniques involved data reduction, presentation, and conclusion drawing. This study reveals that deaf children's creativity is fostered through lesson preparation, learning implementation, and learning evaluation. The cultural habituation approach to developing the creativity of deaf students involves several integrated components, such as various initiatives to create a culture of inclusion in the school environment to achieve the main objectives of developing creativity, namely instilling self-confidence in children and providing skills to children with disabilities. Keywords: Creativity Development, Deaf Children. Habituation, Culture

The Effectiveness of Gargling Binahong Decoction Solution and Betel Leaf Decoction Solution Againts Plaque Index (Study on Deaf Children at SDLB Karya Mulia Surabaya)

Deaf children are children who have hearing loss. They have limitations in terms of communication and lack of knowledge, which causes bad behavior. Behavior in maintaining poor dental and oral hygiene causes poor plaque index values in deaf children. The problem in this study is that the plaque index value of deaf students at SDLB Karya Mulia Surabaya is poor. Plaque control can be done by mechanical and chemical means. Chemical control of dental plaque can be done by gargling. Gargling using natural ingredients such as binahong leaves and betel leaves can help reduce plaque because they contain good antibacterial and antiseptic properties. The aim of this study was to determine the difference in the effectiveness of gargling a solution of decoction of binahong and betel leaves on the plaque index in deaf children at SDLB Karya Mulia Surabaya. The type of research used was a pre-experimental design with a pretest-posttest design, with 51 students as research subjects. Methods of data collection by way of observation. The data analysis technique uses the Independent Sample T-test. The results showed that the betel leaf decoction solution was more effective in reducing plaque index in deaf children at SDLB Karya Mulia Surabaya than the binahong leaf decoction solution.

Should genes for non-syndromic hearing loss be included in reproductive genetic carrier screening: Views of people with a personal or family experience of deafness.

Many commercial reproductive genetic carrier screening (RGCS) panels include genes associated with non-syndromic hearing loss (NSHL), however little is known about the general acceptability of their inclusion. Although some couples wish to avoid having a deaf child, there are effective interventions and supports available for deafness, and no consensus on whether it is appropriate to reproductively screen NSHL genes. This study explored views of people with personal experience of deafness regarding carrier screening for genes associated with NSHL. We interviewed 27 participants; 14 who identified as deaf and 13 hearing parents of a deaf child. Thematic analysis was undertaken on transcripts of interviews. The findings reveal the complexity of attitudes within these groups. Some vacillated between the wish to support prospective parents' reproductive autonomy and concerns about potential harms, especially the expression of negative messages about deafness and the potential loss of acceptance in society. While some participants felt carrier screening could help prospective parents to prepare for a deaf child, there was little support for reproductive screening and termination of pregnancy. Participants emphasized the need for accurate information about the lived experience of deafness. The majority felt deafness is not as severe as other conditions included in RGCS, and most do not consider deafness as a disability. People with personal experience of deafness have diverse attitudes towards RGCS for deafness informed by their own identify and experience, and many have concerns about how it should be discussed and implemented in a population wide RGCS program.

Implementasi Layanan Inklusif Anak Berkebutuhan Khusus Tunarungu di SLB Widi Asih

This study aims to describe the implementation of inclusion services for children with special needs for the deaf at the Widi Asih Special School. The research method used is descriptive analysis method with a qualitative approach. The results of the study show that the implementation of inclusion services for children with special needs at SLBN Widi Asih is carried out through a special program, namely by developing praga media communication such as letter cards, posters, media pictures and using sign language for deaf children so they can participate in learning at school. Our findings also found that this special program can minimize deaf children experiencing learning delays. Because basically the obstacles that occur in deaf children make it difficult to speak, so that their visual and intellectual senses are used as a complement to hearing loss.

Pengembangan Penguasaan Kemampuan Berbahasa dan Berbicara pada Anak Tunarungu di SLB Negeri Widi Asih Padaherang

This study aims to find out how to develop masteo•' of language and speaking skills in deaf children at SLB Negeri Widi Asih Padaherang. This study uses a qualitative method. Data collection techniques were carried out through observation, interviews and documentation studies. The results of the study found that in fact language skills in understanding language (receptive language) must first be developed before developing speech skills. This repressive language is a medium for conveying messages in the form of spoken language (expressive language), namely the development of language and speaking skills which are a useful unit in communication.

Learning Strategies Through Babbling Techniques to Improve Language Comprehension Ability in Deaf Children at YPLAB SLB Lembang West Java

Language is a symbol of the referee sound used by members of social groups to work together, communicate, and identify themselves. The main function of language is as a means of communication between humans. With language will facilitate communication between individuals. This is not owned by deaf children. They have difficulty in language skills, especially in abstract understanding. So that deaf children must be given optimal educational services. Based on the language development of deaf children it stops in the groping or babbling phase so that their language experience is very limited. As a result, they have difficulty understanding language and communicating less than optimally. The language in question is the ability of deaf children to understand receptive and expressive language. For this reason, learning strategies are needed to improve language comprehension skills with palpation techniques. The babbling technique is an alternative in this learning because the syllable repetition technique makes deaf children able to think, combine letters into word structures. So that children can understand the word well. This research is based on the barriers of deaf children in understanding language, so a learning strategy is made with the results of field needs analysis. The method used uses research and development (R&D). The results of the field data show that learning strategies using babbling techniques can improve the ability of deaf children to understand language. This can be seen from the increase in the ability of deaf children to recognize syllables, words and being able to understand stories before and after being given learning through the babbling technique. Therefore, through appropriate learning strategies, they can develop their potential comprehensively.

Deaf and Hearing American Sign Language-English Bilinguals: Typical Bilingual Language Development.

Some studies have concluded that sign language hinders spoken language development for deaf and hard-of-hearing (DHH) children even though sign language exposure could protect DHH children from experiencing language deprivation. Furthermore, this research has rarely considered the bilingualism of children learning a signed and a spoken language. Here we compare spoken English development in 2-6-year-old deaf and hearing American Sign Language-English bilingual children to each other and to monolingual English speakers in a comparison database. Age predicted bilinguals' language scores on all measures, whereas hearing status was only significant for one measure. Both bilingual groups tended to score below monolinguals. Deaf bilinguals' scores differed more from monolinguals, potentially because of later age of and less total exposure to English, and/or to hearing through a cochlear implant. Overall, these results are consistent with typical early bilingual language development. Research and practice must treat signing-speaking children as bilinguals and consider the bilingual language development literature.

The relevance of words and the language/communication divide.

First, the wide applicability of the relevance-theoretic pragmatic account of how new (ad hoc) senses of words and new (ad hoc) words arise spontaneously in communication/comprehension is demonstrated. The lexical pragmatic processes of meaning modulation and metonymy are shown to apply equally to simple words, noun to verb 'conversions', and morphologically complex cases with non-compositional (atomic) meanings. Second, this pragmatic account is situated within a specific view of the cognitive architecture of language and communication, with the formal side of language, its recursive combinatorial system, argued to have different developmental, evolutionary and cognitive characteristics from the meaning side of language, which is essentially pragmatic/communicative. Words straddle the form/meaning (syntax/pragmatics) divide: on the one hand, they are phrasal structures, consisting of a root and variable numbers of functors, with no privileged status in the syntax; on the other hand, they are salient to language users as basic units of communication and are stored as such, in a communication lexicon, together with their families of related senses, which originated as cases of pragmatically derived (ad hoc) senses but have become established, due to their communicative efficacy and frequency of use. Third, in an attempt to find empirical evidence for the proposed linguistic form-meaning divide, two very different cases of atypical linguistic and communicative development are considered: autistic children and deaf children who develop Homesign. The morpho-syntax (the formal side of language) appears to unfold in much the same way in both cases and is often not much different from that of typically developing children, but they diverge markedly from each other in their communication/pragmatics and their development of a system (a lexicon) of meaningful words/signs.

Fenomena Pembelajaran Bahasa Indonesia untuk ABK Tunarungu di SLB Aisyiyah Krian dan SLB Harmoni Gedangan, Surabaya

Deaf children are children with hearing loss which are classified into deaf and hard of hearing. The impact of deafness is the disruption of verbal/oral communication, both expressively (speaking) and receptively (understanding other people's speech), making it difficult to communicate with people in the environment. Learning Indonesian is one of the lessons that must be implemented in education in Indonesia. Indonesian is a science that has an important role in human life and for mastering science and technology. SLB Aisyiyah Krian uses an oral method where the teacher requires students to be trained in speaking orally assisted by sign language slowly from word to word to sentence. Harmoni Gedangan SLB uses role-play learning methods, one of which is language learning by prioritizing social interaction which aims to improve language skills for deaf children. This study uses qualitative research, namely about the characteristics of SLB Aisyiyah Krian and SLB in Sidoarjo District, namely Harmoni Gedangan SLB. For Aisyiyah Krian SLB, the authors made direct observations, while for Harmoni Gedangan SLB, the authors collected data from internet sources. The data collection technique at Aisyiyah Krian SLB is through direct observation by interviewing the principal and homeroom teacher for class VIII. The author asks several questions to the homeroom teacher of class VIII at Aisyiyah Krian SLB.

Speed of Information Processing and Verbal Working Memory in Children and Adolescents With Cochlear Implants.

Verbal working memory delays are found in many deaf children with cochlear implants compared with normal-hearing peers, but the factors contributing to these delays are not well understood. This study investigated differences between cochlear implant users and normal-hearing peers in memory scanning speed during a challenging verbal working memory task. To better understand variability in verbal working memory capacity within each sample, associations between memory scanning speed, speech recognition, and language were also investigated. Twenty-five prelingually deaf, early implanted children (age, 8-17 yr) with cochlear implants and 25 normal-hearing peers completed the Wechsler Intelligence Scale for Children, Fifth Edition, Letter-Number Sequencing (LNS) working memory task. Timing measures were made for response latency and average pause duration between letters/numbers recalled during the task. Participants also completed measures of speech recognition, vocabulary, and language comprehension. Children with cochlear implants had longer pause durations than normal-hearing peers during three-span LNS sequences, but the groups did not differ in response latencies or in pause durations during two-span LNS sequences. In the sample of cochlear implant users, poorer speech recognition was correlated with longer pause durations during two-span sequences, whereas poorer vocabulary and weaker language comprehension were correlated with longer response latencies during two-span sequences. Response latencies and pause durations were unrelated to language in the normal-hearing sample. Children with cochlear implants have slower verbal working memory scanning speed than children with normal hearing. More robust phonological-lexical representations of language in memory may facilitate faster memory scanning speed and better working memory in cochlear implant users.

Incidental MRI brain findings in children with sensorineural hearing loss

BackgroundSensorineural hearing loss is one of the leading causes for cognitive dysfunction. Incidental brain abnormalities are frequently seen in patient`s MRI. Our aim was to highlight the incidence of brain abnormalities in children with sensorineural hearing loss and to consider brain screening as a part of the standard cochlear implant MRI protocol.MethodsThis retrospective study included 385 prelingually deaf mute children who were referred for pre-cochlear implant imaging evaluation in the period from January 2020 to June 2022. We evaluated brain images for any structural or white matter abnormality.ResultsWe detected brain abnormalities in 62 patients (16.11%), 27 (7.01%) with white matter lesions and 35 patients (9.1%) with other structural brain abnormalities. The commonest white matter lesions were bilateral focal lesions (5.71%). The commonest structural brain abnormality was arachnoid cyst (2.86%). Four patients had two coincidental brain abnormalities. No significant correlation was found between ear abnormalities and white matter lesions or structural brain abnormalities (P > 0.05).ConclusionsThe incidence of brain abnormalities in children with sensorineural hearing loss is not uncommon. Pre-implant MRI screening of the brain helps to obtain best outcomes.

Quality Standard for Rehabilitation of Young Deaf Children Receiving Cochlear Implants.

Background and objectives: More and more children with severe-to-profound hearing loss are receiving cochlear implants (CIs) at an early age to improve their hearing and listening abilities, speech recognition, speech intelligibility, and other aspects of spoken language development. Despite this, the rehabilitation outcomes can be very heterogeneous in this population, not only because of issues related to surgery and fitting or the specific characteristics of the child with his/her additional disabilities but also because of huge differences in the quality of the support and rehabilitation offered by the therapist and the family. These quality standards for the rehabilitation of young deaf children receiving CIs are developed within the European KA202 Erasmus+ project "VOICE"-vocational education and training for speech and language therapists and parents for the rehabilitation of children with CIs, Ref. No.: 2020-1-RO01-KA202-080059. Material and methods: To develop these quality standards, we used the input from the face-to-face interviews of 11 local rehabilitation experts in CIs from the four partner countries of the project and the outcomes of the bibliographic analysis of 848 publications retrieved from six databases: Pub Med, Psych Info, CINAHL, Scopus, Eric, and Cochrane. Based on all this information, we created a first set of 32 quality standards over four domains: general, fitting, rehabilitation, and for professionals. Further on, the Delphi method was used by 18 international rehabilitation experts to discuss and agree on these standards. Results: The results from the literature analysis and the interviews show us that more than 90% of the consulted international experts agreed on 29 quality standards. They focus on different aspects of rehabilitation: the multidisciplinary team, their expertise and knowledge, important rehabilitation topics to focus on, and programming issues related to rehabilitation. Conclusions: These quality standards aim to optimize the activity of speech rehabilitation specialists so that they reach the optimal level of expertise. Also presented is the necessary equipment for the IC team to carry out the rehabilitation sessions in good conditions. This set of quality standards can be useful to ensure the appropriate postoperative care of these children. As a result, the rehabilitation process will be more relaxed, and therapists will have the opportunity to focus more on the specific needs of each child, with the provision of quality services, which will result in better results. This theme is particularly complex and dependent on multifactorial aspects of medicine, education, speech therapy, social work, and psychology that are very intricate and interdependent.

Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking

The proposal of inclusive education in the education of deaf children does not limit the issues of access to communication. Bilingual education is necessary for their learning and cognitive development, also considering their way of interacting and organising life. Objectives: To investigate how mediation is done through signs and instruments in appropriating algebraic knowledge by deaf students attending non-special schools. Design: The design experiment based on educational design research (EDeR) has been chosen as the methodological path. Setting and participants: The teaching episodes were developed with two deaf students from two state public schools in a municipality in Paraná, Brazil. Data collection and analysis: Field diaries and video recordings of teaching episodes were used for data collection. The collected data were analysed through the use of content analysis. Results: Mediation through signs and instruments is the key point for high-quality teaching, as it establishes connections between the student’s previous experiences and the mathematical concepts in consolidation. Conclusions: Visuality is reaffirmed as essential for the development of mathematical contents, especially in the development of algebraic thinking in the education of deaf students. It also points out the need to expand investments in universal education of quality to guarantee human and material resources for public schools.