Communication options for children with hearing loss.
This article examines the communication options that are available for use within families of infants and young children who are hard-of-hearing or deaf. The need for language development, regardless of the specific communication mode, is stressed. The demands of the current environment of early identification and intervention often put families in a position of needing to decide among communication methods before they are fully knowledgeable and/or emotionally ready. Specific communication options are delineated and considered within a continuum of spoken and visual language. Available research related to early acquisition of language by infants and young children who are hard-of-hearing and deaf is reviewed; outcomes, when available, are presented for specific methods from reports of older children. Factors that influence families' decisions regarding the selection of a communication option are highlighted in the context of the existing literature. An ongoing evaluative process that respects the choices of families is advocated; a context in which change(s) in communication mode through childhood is viewed as a positive circumstance. The ultimate goal in the selection of any communication approach is to ensure that infants and young children who are hard of hearing or deaf and their families are language proficient and fluent communicators.
Gravel
Judith S
JS
School of Health Sciences, Hunter College of the City University of New York, 425 East 25th Street, New York, NY 10010, USA. judith.gravel@hunter.cuny.edu
O'Gara
Jessica
J
D002648:Child; D002675:Child, Preschool; D003054:Cochlear Implants; D003145:Communication Methods, Total; D003638:Deafness / Q000534:rehabilitation*; D018479:Early Intervention, Educational; D006310:Hearing Aids; D034381:Hearing Loss / Q000534:rehabilitation*; D006801:Humans; D007223:Infant; D007805:Language Development Disorders / Q000534:rehabilitation; D008085:Lipreading; D010700:Phonetics; D012813:Sign Language