**8. Conclusion**

The children who are born with a hearing loss or acquired it early in life have never before had such a potential to hear, listen and talk. Advances in technology such as digital hearing aids and cochlear implants make language development through audition possible. This particular group of children can hear the sounds around them with greater ease than in the past. By early detection of the hearing loss and early intervention, these children have a chance to develop spoken language comparable to those of their hearing counterparts since they catch up the critical periods for language learning.

Intervention programmes aim to establish normal interaction patterns which facilitate language development in infants and children with a hearing loss. These programs assume that children with a hearing loss have the same innate capacity with normal hearing children for language acquisition. By providing the same opportunities they can develop spoken language which is comparable to normal development.

Parents are seen as partners in this approach and have the responsibility to ensure use of hearing aids/cochlear implants within all waking hours of the child. Professionals work with parents to elaborate their communicative strategies with the young child in their daily lives. They were encouraged to independently handle their child with a hearing loss.

Professionals who work in the field are expected to give information that is timely, accurate and at the appropriate level of the individual parent. They need to possess active listening skills to define and address identified problems or needs. They should be foster confidence, competence and independence in parents. They must have strength in providing strategic guidance to parents by adopting the role of a mentor or coach.

### **9. References**


guidelines on creating appropriate boundaries between families and professionals that

The children who are born with a hearing loss or acquired it early in life have never before had such a potential to hear, listen and talk. Advances in technology such as digital hearing aids and cochlear implants make language development through audition possible. This particular group of children can hear the sounds around them with greater ease than in the past. By early detection of the hearing loss and early intervention, these children have a chance to develop spoken language comparable to those of their hearing counterparts since

Intervention programmes aim to establish normal interaction patterns which facilitate language development in infants and children with a hearing loss. These programs assume that children with a hearing loss have the same innate capacity with normal hearing children for language acquisition. By providing the same opportunities they can develop

Parents are seen as partners in this approach and have the responsibility to ensure use of hearing aids/cochlear implants within all waking hours of the child. Professionals work with parents to elaborate their communicative strategies with the young child in their daily

Professionals who work in the field are expected to give information that is timely, accurate and at the appropriate level of the individual parent. They need to possess active listening skills to define and address identified problems or needs. They should be foster confidence, competence and independence in parents. They must have strength in providing strategic

Bailey, B. D. Jr., Palsha, S. A. & Simeonsson, R. J. (1991). Professional Skills, Concerns and

Baguley, D.; Davis, A. & Bamford, J. (2000) The Principles of Family-Friendly Hearing

Bloom, L. (1993). *The Transition from Infancy to Language*, Cambridge University Press,

from http://www.deafnessatbirth.org.uk/content2/support/services Baldwin, J.A. (2005). Jean Piaget. In: *Key Thinkers in Linguistics and The Philosophy of Language*,

Available from http://www. questia.trustedonlineresearch/

Perceived Importance of Work With Families in Early Intervention. *Exceptional Children,* Vol. 58, Available from http://www. questia.trustedonlineresearch/ Bailey, B. D. Jr., McWilliam, R.A., Darkes, L. A., Hebbeler, K., Simeonsson, R. J., piker, D., &

Wagner, M. (1998). Family Outcomes in Early Intervention: A F ramework for Programme Evaluation and Efficacy Research. *Exceptional Children,* Vol. 64,

Services for Children. *British Society of Audiology News,* Vol. 29, pp. 35-39, Available

205-207, S. Chapman & C. Routledge (Eds.), Oxford University Press, ISBN 0-19-

lives. They were encouraged to independently handle their child with a hearing loss.

preserve warm and committed relationships without disempowering families.

they catch up the critical periods for language learning.

spoken language which is comparable to normal development.

guidance to parents by adopting the role of a mentor or coach.

518768-8, Oxford, New York

ISBN0-521-48379-4, Cambridge, Melbourne

**8. Conclusion** 

**9. References** 


Early Intervention with Children

*TECSE,* Vol. 23, No. 2, pp. 77-89

support/ communication

*Education,* Vol. 37, No. 3, pp. 161-173

ISBN 0-521-43725-3, Cambridge, Melbourne

ISBN 0-13-191032-9, New Jersey, Ohio

*Health.* UCLA Press, Berkeley (ISBN not available)

*American Academy of Audiology,* Vol. 16., pp. 564-573

0-13-118771-6, New Jersey, Ohio

518768-8, Oxford, New York

7817-17-82-5, Philadelphia

43, pp. 549-65.

Who Have a Hearing Loss: Role of the Professional and Parent Participation 131

Mahoney, G. & Perales, F. (2003). Using Relationship-Focused Intervention to Enhance The

Mahoney, G. & Wiggers, B. (2007). The Role of Parents in Early Intervention: Implication for

Mahoney, G. (2009) Relationship Focused Intervention (RFI): Enhancing the Role of Parents

Meadow, K. P., Greenberg, M. T., Erting, C., & Charmichael, H. (1981). Interactions of Deaf

Odom, S.L., & Wolery, M. (2003). A Unified Theory of Practice in Early Intervention/Early

Otto, B. (2006). *Language Development in Early Childhood*, Pearson-Merril Prentice Hall, ISBN

Pine, J.M. (1994). The Language of Primary Caregivers, In: *Input and Interaction in Language* 

Pool, G. (2005). Noam Chomsky, In: *Key Thinkers in Linguistics and The Philosophy of Language,*

Rice, M. (1996). Children's Language Acquisition. In: *Language Development: A Reader for* 

Rice, G.B. & Lenihan, S. (2005) Early Intervention in Auditory/Oral Deaf Education: Parent and Professional Perspectives. *The Volta Review*, Vol. 105, No. 1, pp. 73-96. Robinshaw, H.M. (1995) Early intervention for hearing impairment: differences in timing of

Ryugo, D. K., Limb, C.J. & Redd, E.E. (2000). Brain Plasticity: The Impact of the Environment

Schlesinger, H. S., & Meadow, K. P. (1972). *Sound and Sign: Childhood Deafness and Mental* 

Sharma, A., Martin, K., Roland, P., Bauer, P., et. al., (2005). P1 Latency as a Biomarker for

Snow, C. E. (1972). Mothers' Speech to Children Learning Language. *Child Development*, Vol.

Sokolov, J.F. & Snow, C. E. (1994). The Changing Role of Negative Evidence in Theories of

and Hearing Dyads. *American Annals of the Deaf,*Vol. 126, pp. 454-68 Moller, M.P. (2000) Early Intervention and Language Development in Children Who are Deaf or Hard of Hearing. *Paediatrics,* Vol. 106, No. 3, e43 (electronic version). NDCS, (2004) Communicating With Your Deaf Child. In: *Communicating With Your Deaf* 

Social Work. *Children and Schools,* Vol. 29 , No. 1, pp. 7-15

*Special Education (INT-JECSE)*, Vol. 1, No. 1, pp. 79-94

Social-Emotional Functioning of Young Children with Autism Spectrum Disorders.

in Children's Developmental Intervention. *International Journal of Early Childhood* 

Mothers and Deaf Preschool Children: Comparisons with 3 Other Groups of Deaf

*Child, NDCS,*19.03.2007, Available from http: // www. ndcs. org.uk /family \_

Childhood Special Education: Evidence Based Practices. *The Journal of Special* 

*Acquisition,* 15-37*,* C. Gallaway & B.J. Richards (Eds.), Cambridge University Press,

53-60, S. Chapman & C. Routledge (Eds.), Oxford University Press, ISBN 0-19-

*Teachers,* 3-12, B.M. Power & R.S. Hubbard (Eds.), Pearson-Merril Prentice Hall,

communicative and linguistic development. British Journal of Audiology. 29, 315-334.

on the Brain as It Relates to Hearing and Deafness. In: *Cochlear Implants: Principles and Practices,* pp*.* 33-57, J.K. Niparko (Ed.), Lippincott Williams & Wilkins, ISBN 0-

Central Auditory Development in Children with Hearing Impairment. *Journal of the* 

Language Development, In: *Input and Interaction in Language Acquisition*, 38-55, C.


Gregory, S., Mogford, K., & Bishop, J. (1979). Mothers' Speech to Young Hearing Impaired Children. *Journal of the British Association of the Teachers of the Deaf,* Vol. 3, pp. 42-5 Halliday, M. A. K. (1996). Relevant Models of Language. In: *Language Development: A Reader* 

Hoberg-Arehart, K., & Yoshinago-Itano, C. (1999). The Role of Educators of the Deaf in The

Hogan, S., Stokes,J., White, C., Tyszkiewicz, E., & Woolgar, A. (2008). An Evaluation of

Houston, D. M., Ying, E.A., Pisoni, D. B. & Kirk, I.K. (2003) Development of Pre-Word

Hughes, M. L., Brown, C., Abbas, P., et.al. (2000) Comparison of EAP Threshold Measures

Hughes, M. E., & Huntington, J. N. (1983). Subjective Listener Judgements of Mothers'

Kaiser, A.P. & Hester, P.P. (1995). Preparing Parent Trainers: An Experimental Analysis of

Kaiser, A. P., & Hancock, T. B. (2003). Teaching Parents New Skills to Support Their Young Children's Development. *Infants & Young Children,* Vol. 16, No. 1, pp. 9-21 Knight, D. & Wadsworth, D. (1999) Is the Development of Family/School Partnership

Knopf, H. E., & Swick K. J. (2008). Using Our Understanding of Families to Strengthen Family Involvement. *Early Childhood Educ J,* Vol. 35, pp. 419–427, ISSN 10643-007-0198 Koşaner, J., Anderson, I., Turan, Z., Diebl, M. (2009). The Use of eSRT in Fitting Children With Cochlear Implants. *Journal of International Advanced Otology*, Vol.5, No. 1, pp. 70-79 Kratochwill, T. R., Volpianski, P., Clements, M. & Ball, C. (2007). Professional Development

Lieven, E.V.M. (1994). Crosslinguistic and Crosscultural Aspects of Language Addressed to

Luterman, D. (2004) Counselling Families of Children with Hearing Loss and Special Needs.

Macy, M., Squires, J.K., & Barton, E. E. (2009) Providing Optimal Opportunities Structuring

Language, 1969, *Educational Rewiev*, Vol. 22, pp. 26-37)

Outcome Measure. *Deafness Educ. Int.* Vol. 10, pp. 143–167

*Association of the Teachers of the Deaf,* Vol. 7, pp. 18-23

*Contemporary Education*, Vol. 70, No. 3, pp. 22-29

*Volta review,* Vol. 104, No. 4 (monograph), pp.215-220

No. 4, pp. 209-218, Available at http://tecse.sagepub.com

19-23

pp. 303-326

0279-6015

Melbourne

*Hearing,* Vol. 21, No: 2, pp. 164-174

Vol. 15, No. 4, ISSN 0271-1214

*for Teachers,* 36-41, B.M. Power & R.S. Hubbard (Eds.), Pearson-Merril Prentice Hall, ISBN 0-13-191032-9 New Jersey, Ohio. (Original Source: Relevant Models of

Early Identification of Hearing Loss. *American Annals of the Deaf,* Vol. 144, no. 1, pp.

Auditory Verbal Therapy Using the Rate of Early Language Development as an

Learning Skills in Infants with Cochlear Implants. *The Volta Review,* Vol. 103, No. 4,

with MAP Levels in the Nucleus 24 Cochlear Implants: Data from Children. *Ear &* 

Speech to Normally Hearing and Hearing Impaired Children. *Journal of the British* 

Effects on Trainers, Parents and Children. *Topics in Early Childhood Special Education,*

Promoted in the Nation's Special Education Teacher Preparation Programmes?

in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention. *School Psychology Review*, Vol.36, No.4, pp. 618-631, ISSN

Children. In: *Input and Interaction in Language Acquisition*, 56-73, C. Gallaway & B.J. Richards (Eds.), Cambridge University Press, ISBN 0-521-43725-3, Cambridge,

Practicum Experiences in Early Intervention and Early Childhood Special Education Preservice Programs. *Topics in Early Childhood Special Education,* Vol. 28,


**Part 3** 

**Injuries & Traumas**

Gallaway & B.J. Richards (Eds), Cambridge University Press, ISBN 0-521-43725-3, Cambridge, Melbourne

