Pub Date : 2020-10-01DOI: 10.1080/14643154.2020.1830241
T. Ching, Michelle Saetre-Turner, Samantha Harkus, Louise Martin, Meagan Ward, V. Marnane, Caroline Jones, Eugenie Collyer, Chantelle Khamchuang, K. Kong
ABSTRACT Many Aboriginal and Torres Strait Islander children are affected by chronic middle ear infection or otitis media from infancy that has a negative impact on development of listening and communication skills. Deficits in these skills are often not detected until school-age when the opportunity for early intervention is lost. Primary health and early childhood workers need screening tools to assist them with detecting the problem early, but there is a scarcity of tools. This study reports the development and validation of a screening tool for detecting communication problems in young Aboriginal and Torres Strait Islander children. The tool, called the Hearing and Talking Scale (HATS), relies on a systematic use of parent observations of communication behaviours of their children in everyday situations. Developed by using a co-design approach, the HATS is culturally and linguistically appropriate for use with parents/carers of young children by front-line workers not trained in speech-language pathology. We validated the HATS by comparing the HATS score of 68 children (46 Indigenous and 22 non-Indigenous children) with their performance in standardised assessments. The accuracy of the HATS was 80% and 81% when compared to the ASQ-TRAK and the Expressive Vocabulary Test respectively. The HATS takes 5 minutes to administer, and is easy to score and interpret. It can be used as part of a standard ear and hearing health check for young children to support early detection so that those with problems can be referred for specialist diagnosis and treatment at a young age.
{"title":"The Hearing and Talking Scale (HATS): Development and validation with young Aboriginal and Torres Strait Islander children in urban and remote settings in Australia","authors":"T. Ching, Michelle Saetre-Turner, Samantha Harkus, Louise Martin, Meagan Ward, V. Marnane, Caroline Jones, Eugenie Collyer, Chantelle Khamchuang, K. Kong","doi":"10.1080/14643154.2020.1830241","DOIUrl":"https://doi.org/10.1080/14643154.2020.1830241","url":null,"abstract":"ABSTRACT Many Aboriginal and Torres Strait Islander children are affected by chronic middle ear infection or otitis media from infancy that has a negative impact on development of listening and communication skills. Deficits in these skills are often not detected until school-age when the opportunity for early intervention is lost. Primary health and early childhood workers need screening tools to assist them with detecting the problem early, but there is a scarcity of tools. This study reports the development and validation of a screening tool for detecting communication problems in young Aboriginal and Torres Strait Islander children. The tool, called the Hearing and Talking Scale (HATS), relies on a systematic use of parent observations of communication behaviours of their children in everyday situations. Developed by using a co-design approach, the HATS is culturally and linguistically appropriate for use with parents/carers of young children by front-line workers not trained in speech-language pathology. We validated the HATS by comparing the HATS score of 68 children (46 Indigenous and 22 non-Indigenous children) with their performance in standardised assessments. The accuracy of the HATS was 80% and 81% when compared to the ASQ-TRAK and the Expressive Vocabulary Test respectively. The HATS takes 5 minutes to administer, and is easy to score and interpret. It can be used as part of a standard ear and hearing health check for young children to support early detection so that those with problems can be referred for specialist diagnosis and treatment at a young age.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75079443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/14643154.2020.1826101
Valerie M Swift, June Doyle, Holly J Richmond, Natasha R Morrison, S. Weeks, P. Richmond, C. Brennan-Jones, D. Lehmann, Djaalinj Waakinj Team
ABSTRACT The majority of Australian Aboriginal and Torres Strait Islander (hereafter referred to as “Aboriginal”) people live in urban centres. Otitis media (OM) occurs at a younger age, prevalence is higher and hearing loss and other serious complications are more common in Aboriginal than non-Aboriginal children. Despite this, data on the burden of OM and hearing loss in urban Aboriginal children are limited. This project was initiated following a request from urban Aboriginal people who felt the focus on more remote communities often meant urban communities were forgotten. This paper describes the development of an urban Aboriginal birth cohort study of OM that is culturally secure, outlines the process of community consultation and establishment of an Aboriginal Community Advisory Group to provide cultural governance, and presents preliminary results. Djaalinj Waakinj is an ongoing study being conducted in Perth, Western Australia, on Noongar Boodja (country). Aboriginal researchers visit people’s homes to collect sociodemographic and environmental data at enrolment of babies aged <3 months; otoscopy and tympanometry are conducted by an Aboriginal research assistant or a nurse at ages 2–4, 6–8 and 12–18 months, and full audiological assessment conducted at 9–12 months. To date, 125 participants have been enrolled; 39% of 71 children aged 2–4 months and 52% of 44 children aged 6–8 months had evidence of OM. To our knowledge, this is the first prospective cohort study aiming to determine the prevalence and risk factors associated with OM in Aboriginal infants residing in an urban area.
{"title":"Djaalinj Waakinj (listening talking): Rationale, cultural governance, methods, population characteristics – an urban Aboriginal birth cohort study of otitis media","authors":"Valerie M Swift, June Doyle, Holly J Richmond, Natasha R Morrison, S. Weeks, P. Richmond, C. Brennan-Jones, D. Lehmann, Djaalinj Waakinj Team","doi":"10.1080/14643154.2020.1826101","DOIUrl":"https://doi.org/10.1080/14643154.2020.1826101","url":null,"abstract":"ABSTRACT The majority of Australian Aboriginal and Torres Strait Islander (hereafter referred to as “Aboriginal”) people live in urban centres. Otitis media (OM) occurs at a younger age, prevalence is higher and hearing loss and other serious complications are more common in Aboriginal than non-Aboriginal children. Despite this, data on the burden of OM and hearing loss in urban Aboriginal children are limited. This project was initiated following a request from urban Aboriginal people who felt the focus on more remote communities often meant urban communities were forgotten. This paper describes the development of an urban Aboriginal birth cohort study of OM that is culturally secure, outlines the process of community consultation and establishment of an Aboriginal Community Advisory Group to provide cultural governance, and presents preliminary results. Djaalinj Waakinj is an ongoing study being conducted in Perth, Western Australia, on Noongar Boodja (country). Aboriginal researchers visit people’s homes to collect sociodemographic and environmental data at enrolment of babies aged <3 months; otoscopy and tympanometry are conducted by an Aboriginal research assistant or a nurse at ages 2–4, 6–8 and 12–18 months, and full audiological assessment conducted at 9–12 months. To date, 125 participants have been enrolled; 39% of 71 children aged 2–4 months and 52% of 44 children aged 6–8 months had evidence of OM. To our knowledge, this is the first prospective cohort study aiming to determine the prevalence and risk factors associated with OM in Aboriginal infants residing in an urban area.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74197982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/14643154.2020.1827764
D. Rees, Rachel Mills, L. Paatsch
ABSTRACT Otitis Media (OM) is an important global issue that can have a long-lasting impact on a child’s life. There is no easy fix! For a family who has a child with OM, the ramifications can be short term and have minimal consequences, or they can be very complex and involve medical, educational, behavioural and wellbeing issues, and may even be life-threatening. Navigating diagnosis and then the combinations of interventions in all areas is just the start of a very daunting journey. As a preventable disease, we have the opportunity to make a difference. This paper presents the development and implementation of the Hear our Heart Ear Bus Project (HoHEBP) within a regional city in western New South Wales (NSW), Australia. The HoHEBP supports families of Australian Indigenous and non-Indigenous children with OM through a transdisciplinary approach incorporating health and education, in partnership with families and communities to ensure the best possible outcomes for children and young people. We present how the HoHEBP provides a unique vehicle for change in the way we approach OM as a transdisciplinary team. Longitudinal data from 2014 to 2019 shows that numbers of children and young people being tested and diagnosed with OM, and referred to medical and educational specialists through the HoHEBP have increased, with over one third identifying as Indigenous (in this paper Indigenous is used respectfully to refer to Australian Aboriginal and Torres Strait Islander peoples).
{"title":"Hear our Heart Ear Bus Project: Supporting families of Australian Indigenous and non-Indigenous children with Otitis Media","authors":"D. Rees, Rachel Mills, L. Paatsch","doi":"10.1080/14643154.2020.1827764","DOIUrl":"https://doi.org/10.1080/14643154.2020.1827764","url":null,"abstract":"ABSTRACT Otitis Media (OM) is an important global issue that can have a long-lasting impact on a child’s life. There is no easy fix! For a family who has a child with OM, the ramifications can be short term and have minimal consequences, or they can be very complex and involve medical, educational, behavioural and wellbeing issues, and may even be life-threatening. Navigating diagnosis and then the combinations of interventions in all areas is just the start of a very daunting journey. As a preventable disease, we have the opportunity to make a difference. This paper presents the development and implementation of the Hear our Heart Ear Bus Project (HoHEBP) within a regional city in western New South Wales (NSW), Australia. The HoHEBP supports families of Australian Indigenous and non-Indigenous children with OM through a transdisciplinary approach incorporating health and education, in partnership with families and communities to ensure the best possible outcomes for children and young people. We present how the HoHEBP provides a unique vehicle for change in the way we approach OM as a transdisciplinary team. Longitudinal data from 2014 to 2019 shows that numbers of children and young people being tested and diagnosed with OM, and referred to medical and educational specialists through the HoHEBP have increased, with over one third identifying as Indigenous (in this paper Indigenous is used respectfully to refer to Australian Aboriginal and Torres Strait Islander peoples).","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83930405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/14643154.2020.1827536
K. Kong
I’m an ear-nose-throat (ENT) surgeon or an otorhinolaryngologist. I practise in both paediatric and adult ENT issues. Most importantly, I am a very proud Worimi man; Worimi country is about two hou...
{"title":"Indigenous people and ear disease","authors":"K. Kong","doi":"10.1080/14643154.2020.1827536","DOIUrl":"https://doi.org/10.1080/14643154.2020.1827536","url":null,"abstract":"I’m an ear-nose-throat (ENT) surgeon or an otorhinolaryngologist. I practise in both paediatric and adult ENT issues. Most importantly, I am a very proud Worimi man; Worimi country is about two hou...","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83690948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.1080/14643154.2020.1823609
Teresa Y. C. Ching, Sanna Hou, Mark Seeto, Samantha Harkus, Meagan Ward, Vivienne Marnane, Kelvin Kong
ABSTRACT Ear infection or otitis media (OM) occurs in many Aboriginal and Torres Strait Islander children at a young age and tends to persist over a long period of time. Chronic OM is associated with conductive hearing loss that reduces a child’s access to sounds. This can have a negative impact on development of listening and communication skills. Primary health and early childhood workers are best positioned to detect children with hearing and listening problems. However, they lack appropriate tools to screen and triage young children for early referral. By using a co-design approach with Aboriginal primary health workers and early childhood teachers, we have developed the Parents’ Evaluation of Listening and Understanding Measure (PLUM) listening skills questionnaire. The PLUM provides a systematic framework for front-line workers to explore a parent’s observations of their child’s listening behaviour in everyday situations to detect hearing and listening problems in young Aboriginal children. This paper reports the development of the scale. PLUM scores for 438 children from urban, regional and remote communities in Australia were collected. The internal consistency reliability was 0.87. Normative data from 235 children with normal hearing (hearing thresholds averaged between 0.5 and 4 kHz in the better ear to be no greater than 20 dB HL) were used to define the relationship between PLUM scores and age. The functions allow performance of individual children to be related to their normal-hearing peers.
耳部感染或中耳炎(OM)发生在许多土著和托雷斯海峡岛民儿童中，并且往往持续很长一段时间。慢性OM与传导性听力损失有关，会减少儿童接触声音的机会。这可能会对倾听和沟通技巧的发展产生负面影响。初级卫生和幼儿工作人员最有能力发现有听力和听力问题的儿童。然而，他们缺乏适当的工具来筛查和分类幼儿，以便及早转诊。通过与土著初级卫生工作者和幼儿教师共同设计方法，我们开发了家长听力和理解评估量表(PLUM)听力技能问卷。土著儿童听力研究为一线工作者提供了一个系统的框架，以探索父母在日常情况下对孩子听力行为的观察，以发现土著儿童的听力和听力问题。本文报道了该量表的研制过程。收集了来自澳大利亚城市、地区和偏远社区的438名儿童的PLUM分数。内部一致性信度为0.87。使用235名听力正常儿童的标准数据(较好耳的听力阈值平均在0.5 - 4 kHz之间，不大于20 dB HL)来定义PLUM评分与年龄之间的关系。这些功能使个别儿童的表现与他们听力正常的同龄人相联系。
{"title":"The Parents’ evaluation of Listening and Understanding Measure (PLUM): Development and normative data on Aboriginal and Torres Strait Islander children below 6 years of age","authors":"Teresa Y. C. Ching, Sanna Hou, Mark Seeto, Samantha Harkus, Meagan Ward, Vivienne Marnane, Kelvin Kong","doi":"10.1080/14643154.2020.1823609","DOIUrl":"https://doi.org/10.1080/14643154.2020.1823609","url":null,"abstract":"ABSTRACT Ear infection or otitis media (OM) occurs in many Aboriginal and Torres Strait Islander children at a young age and tends to persist over a long period of time. Chronic OM is associated with conductive hearing loss that reduces a child’s access to sounds. This can have a negative impact on development of listening and communication skills. Primary health and early childhood workers are best positioned to detect children with hearing and listening problems. However, they lack appropriate tools to screen and triage young children for early referral. By using a co-design approach with Aboriginal primary health workers and early childhood teachers, we have developed the Parents’ Evaluation of Listening and Understanding Measure (PLUM) listening skills questionnaire. The PLUM provides a systematic framework for front-line workers to explore a parent’s observations of their child’s listening behaviour in everyday situations to detect hearing and listening problems in young Aboriginal children. This paper reports the development of the scale. PLUM scores for 438 children from urban, regional and remote communities in Australia were collected. The internal consistency reliability was 0.87. Normative data from 235 children with normal hearing (hearing thresholds averaged between 0.5 and 4 kHz in the better ear to be no greater than 20 dB HL) were used to define the relationship between PLUM scores and age. The functions allow performance of individual children to be related to their normal-hearing peers.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.1080/14643154.2020.1818044
G. Hendry, A. Hendry, Henri Ige, N. McGrath
ABSTRACT Deaf students are no less likely than their hearing counterparts to obtain good grades and pass courses in higher education. Despite this, under half the number of deaf pupils, compared to hearing pupils, go straight from school to university, and when there, face an array of challenges that hinder their HE experience [Sachs, D. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student’s experiences. Disability Studies Quarterly, 31(2). https://doi.org/10.18061/dsq.v31i2]. The project reported on explored deaf students’ experiences of Further and Higher (FE/HE) education, with the aim of identifying the communication barriers to inclusivity being faced by deaf students. Sixteen interviews (face to face using British Sign Language or written responses over email) with current and former Scottish deaf students were conducted then analysed using thematic analysis, revealing themes of (1) A lack of deaf awareness, (2) The English language, and (3) Access to interpreters, as barriers to inclusive FE/HE for deaf students. The findings demonstrate specific ways in which deaf students are being excluded in and outside the classroom in FE/HE. It is crucial that FE/HE institutions are aware of these, and are prepared to support their deaf students more effectively.
{"title":"“I was isolated and this was difficult”: Investigating the communication barriers to inclusive further/higher education for deaf Scottish students","authors":"G. Hendry, A. Hendry, Henri Ige, N. McGrath","doi":"10.1080/14643154.2020.1818044","DOIUrl":"https://doi.org/10.1080/14643154.2020.1818044","url":null,"abstract":"ABSTRACT Deaf students are no less likely than their hearing counterparts to obtain good grades and pass courses in higher education. Despite this, under half the number of deaf pupils, compared to hearing pupils, go straight from school to university, and when there, face an array of challenges that hinder their HE experience [Sachs, D. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student’s experiences. Disability Studies Quarterly, 31(2). https://doi.org/10.18061/dsq.v31i2]. The project reported on explored deaf students’ experiences of Further and Higher (FE/HE) education, with the aim of identifying the communication barriers to inclusivity being faced by deaf students. Sixteen interviews (face to face using British Sign Language or written responses over email) with current and former Scottish deaf students were conducted then analysed using thematic analysis, revealing themes of (1) A lack of deaf awareness, (2) The English language, and (3) Access to interpreters, as barriers to inclusive FE/HE for deaf students. The findings demonstrate specific ways in which deaf students are being excluded in and outside the classroom in FE/HE. It is crucial that FE/HE institutions are aware of these, and are prepared to support their deaf students more effectively.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74745904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-07DOI: 10.1080/14643154.2020.1816595
Renée Punch, Jill Duncan
ABSTRACT Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population’s postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students experience while at secondary school are important to their achievement of optimal postschool outcomes. This paper reviews recent literature relating to the postschool transition of young people who are DHH, including studies that have investigated specific transition practices and student characteristics and their associations with positive postschool outcomes. Taking into consideration evidence-based best practices for students with disability in general and students who are DHH in particular, the authors propose a model of targeted transition planning and practice for adolescents who are DHH.
{"title":"A Model of Targeted Transition Planning for Adolescents who are Deaf or Hard of Hearing","authors":"Renée Punch, Jill Duncan","doi":"10.1080/14643154.2020.1816595","DOIUrl":"https://doi.org/10.1080/14643154.2020.1816595","url":null,"abstract":"ABSTRACT Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population’s postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students experience while at secondary school are important to their achievement of optimal postschool outcomes. This paper reviews recent literature relating to the postschool transition of young people who are DHH, including studies that have investigated specific transition practices and student characteristics and their associations with positive postschool outcomes. Taking into consideration evidence-based best practices for students with disability in general and students who are DHH in particular, the authors propose a model of targeted transition planning and practice for adolescents who are DHH.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75376604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1080/14643154.2020.1816596
William Choi
This book is a valuable teaching tool for beginning researchers. Through the lenses of 28 distinguished researchers in the US, the book starts with a general overview of deaf educational research, followed by speci fi c research designs, and concludes with some general advice for researchers.
{"title":"Research in deaf education: Contexts, challenges, and considerations","authors":"William Choi","doi":"10.1080/14643154.2020.1816596","DOIUrl":"https://doi.org/10.1080/14643154.2020.1816596","url":null,"abstract":"This book is a valuable teaching tool for beginning researchers. Through the lenses of 28 distinguished researchers in the US, the book starts with a general overview of deaf educational research, followed by speci fi c research designs, and concludes with some general advice for researchers.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77319727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-21DOI: 10.1080/14643154.2020.1808275
S. Hettiarachchi, M. Ranaweera, H. M. Lalani N. Disanayake
ABSTRACT Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multi-sensory stimuli and traditional children’s stories have been used in speech and language therapy to promote vocabulary development in children experiencing language-learning difficulties. Fifteen deaf or hard-of-hearing children from three different educational contexts were offered a three week “Katha malu” multi-sensory children’s story programme through the class teacher. The programme focused on developing receptive and expressive vocabulary of a set of 30 target words. The programme was offered using a combination of Sri Lankan Sign Language and Spoken Sinhala. The participants' receptive and expressive vocabulary knowledge on the target words was assessed using a specially devised picture-based vocabulary assessment pre- and post-intervention. The results show positive gains at both group and individual levels on receptive and expressive vocabulary skills. There was a positive effect of familiarity with the story with the overall vocabulary gains more prominent for the older, more traditional story. The findings of this study highlight the possibility of offering access to language stimulation programmes at classroom-level facilitated by the class teacher, under the guidance of a speech and language therapist.
{"title":"The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children","authors":"S. Hettiarachchi, M. Ranaweera, H. M. Lalani N. Disanayake","doi":"10.1080/14643154.2020.1808275","DOIUrl":"https://doi.org/10.1080/14643154.2020.1808275","url":null,"abstract":"ABSTRACT Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multi-sensory stimuli and traditional children’s stories have been used in speech and language therapy to promote vocabulary development in children experiencing language-learning difficulties. Fifteen deaf or hard-of-hearing children from three different educational contexts were offered a three week “Katha malu” multi-sensory children’s story programme through the class teacher. The programme focused on developing receptive and expressive vocabulary of a set of 30 target words. The programme was offered using a combination of Sri Lankan Sign Language and Spoken Sinhala. The participants' receptive and expressive vocabulary knowledge on the target words was assessed using a specially devised picture-based vocabulary assessment pre- and post-intervention. The results show positive gains at both group and individual levels on receptive and expressive vocabulary skills. There was a positive effect of familiarity with the story with the overall vocabulary gains more prominent for the older, more traditional story. The findings of this study highlight the possibility of offering access to language stimulation programmes at classroom-level facilitated by the class teacher, under the guidance of a speech and language therapist.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76190868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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