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Intervention with Deaf children should follow a strength-based approach.
Intervention with Deaf children should follow a strength-based approach.
Definition: A strength-based approach is one that focuses on what is working for the child and what they can do. It is based on the concept that the way we interact with children is rooted in how we view them.4 This approach is opportunity-focused and asks the question, What is present that we can build upon?1
This principle looks like:
This principle looks like:
Building language skills in the most accessible language
Allowing a Deaf child as many visuals as they need (i.e. pictures, handouts, videos, GIFs, and other visual media to support learning)
Using activities that build on the skills the Deaf child already has
Allowing for multisensory integration during learning2
Using a language that is 100% accessible to the Deaf child
Working on skills in multimodal fashion2
This principle doesn't look like:
This principle doesn't look like:
Activities that focus solely on what the Deaf child can’t do
Not utilizing visuals (i.e. pictures, handouts) during learning
Denying a Deaf child the ability to watch your mouth while you speak2
Solely using a language that is not 100% accessible to the Deaf child
Using terms like “impaired” or “defect” to describe a Deaf child
Teaching skills that are meant to “fix” a Deaf child
Key concepts:
Focus is shifted from What is wrong with them? to What is right with them?4
The problem is not the focus of attention
References
1. Comparison between asset and deficit based approaches. (2019). Retrieved from https://www.memphis.edu/ess/module4/page3.php
2. Gibbons, S.M. & Szarkowski, A. (2019) One tool in the toolkit is not enough: Making the case for using multisensory approaches in aural habilitation of children with reduced hearing. Perspectives of the ASHA Special Interest Groups 4, 345-355.
3. Kushalnagar, P., Mathur, G., Moreland, D.J., Napoli, D.J., Osterling, W., Padden, C., & Rathmann, C. (2010). Infants and children with hearing loss need early language access. Journal of Clinical Ethics 21(2), 143-154.
4. Soma, C. (2016). Strength-based versus deficit-based thinking. Retrieved from https://starr.org/strength-based-versus-deficit-based-thinking/
5. Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children’s play with a series of policy recommendations. University of Cambridge.
6. Center on the Developing Child, Harvard University. (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu
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