Using Available Resources in Programs for Hearing-Impaired Children Overseas

Abstract

There is a worldwide outcry about lack of resources in almost every area of life. Wi thout doub t we could all do more if we had more resources and this is particularly t rue in our special field of providing adequate services for hearing-impaired children. Nevertheless, one of the biggest lessons the author has learned since becoming involved in in ternat ional work, especially in developing countries, is jus t how m u c h can be achieved with amazingly limited resources. Our concepts of needs and of resources are relative to our s tandards of living. If an area has no electricity with which to recharge batteries for FM systems and no funds with which to provide the necessary battery back u p for such a system, then the lack of an FM system is no t something on which one dwells. If there is no regular supply of water, steps have to be taken to ensure that there is a sufficient storage facility to supply water for the making of ear molds at any time. Does it surprise you to know that in the middle of the Anatolian Plain in central Turkey no child has to wait for longer than 24 hours to receive a well-fitting ear mold, but that in more affluent countries, 2 or even 3 weeks may elapse between the taking of the impression for the mold and the delivery of the mold to the child. The constant outcry about lack of resources and poor facilities of one kind or another can often mask more basic problems. What really counts in the end is the quality of the human resources who manage all the other. Do they have their priorities right? As we are well aware, no t all hearingimpaired chi ldren in "developed countries" have the opportuni ty to reach a level of spoken language that is functional for life in society at large. All too few of them come th rough to a level of academic success that is compatible with their innate ability. Yet, in some "developing countries," due to discontent with their existing provision or lack of any provision, to their having a vision of a bet ter system and the courage, determination, and tenacity to implement that system, professionals are using their resources in such a way that they are bui lding u p programs that surpass in quality, many of the programs in "developed countries." This is a far cry from the attitudes of some professionals from more affluent countries who feel that anything is bet ter than no th ing for poore r countries and who dabble there , offering only second best. The au thor has always held a contrary view. H e r exper ience is proving that, in difficult situations where resources are really scarce, it is possible to p roduce high-quality programs provided that a long-term plan is made . This must be