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Intervention should focus on the Deaf child as a whole, multifactorial being.
Intervention should focus on the Deaf child as a whole, multifactorial being.
Definition: Deaf children should not be defined by their hearing levels. They are whole, complex beings, and professionals must consider how all parts of the child interact. Intervention should not focus solely on the ear and mouth, but should instead include considerations of the child’s cognitive, linguistic, and emotional development.
This principle looks like:
This principle looks like:
Ensuring that a Deaf child is achieving language milestones regardless of their hearing levels
Ensuring that a Deaf child is developing socially and emotionally, regardless of their hearing levels
Ensuring that a Deaf child is developing cognitive and executive functioning skills, regardless of their hearing levels
This principle doesn't look like:
This principle doesn't look like:
Intervention that focuses solely on listening skills at the expense of other cognitive-linguistic skills
Intervention that places listening and speaking as a priority over language, cognition, or socioemotional development
Intervention that places a higher priority on the use of listening devices (i.e. hearing aids and cochlear implants) than on the overall happiness of the child
Employing intervention methods that are meant to “fix” a Deaf child
Key concepts:
Deaf children are not defined by their hearing levels
Intervention should not focus solely on listening at the expense of other developmental skills
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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