Case study 702
Hearing impairment is a common disorder but it is a sensitive and a serious issue that affects children from all age brackets. Based on the recent research an approximation of two percent of children is subjected to a particular degree of hearing loss. In addition without quick and actual treatment hearing impairment can cause children to agonize from several significant speech postponements, social issues as well as educational challenges. Hearing impairment as well as deafness generally, manifests with particular characteristics and symptoms. Despite the fact, that the symptoms may differ from a child to another particular traits and conduct are indicated characteristically of hearing challenges (Fernandes, Hariprasad, & Kumar, 2015).
From observation of the six-year-old child with hearing impairment, he is characterized by speech delays, communication difficulties, selective hearing, behavioral characteristics and differential diagnosis (Fernandes, Hariprasad, & Kumar, 2015). The child, however, seems social and with hearing aids he is able to hear and this has affected his learning abilities. Speech and language development delays can be categorized as classic symptoms of hearing impairment in children. As noted by most health studies most children with hearing impairment are first diagnosed with the issue as toddlers. In short, those children who are not able to state even a single word by the time they are one or two are in most cases diagnosed with hearing issues. A toddler with adequate hearing is fully able to typically name familiar things , be able to follow the given simplified instructions and be able to recognize the names of those that are close by the time they attain fifteen up to twenty-four months of development. Those that are characterized by poor hearing abilities are normally unable to communicate based on the fact that they cannot understand the spoken words or even imitate speech. However when the issue is addressed early children are able to catch up with their age mates (Fernandes, Hariprasad, & Kumar, 2015).
The observation proved that speaking for a hearing impaired child is characterized by a struggling speech and communication. These children normally express challenges in self-articulation or in responding to questions (Bukatko, & Daehler, 2012). during my observation I noted that the child was characterized with a peculiar sound, speech pattern was a bit slow , intonation as well as challenges in the pronunciation of terms. Despite the fact that for children it is normal to tune out some commands that are made by those that are close most of the children who seems to be portraying a certain degree of ignorance are characterized with hearing issues. Based on the annual pediatric American report those that are characterized by hearing issues are characterized by the ability to hear certain pitches and words. The behavior of not hearing even the calling of their names can be labeled as a conduct that is intentional but it is an inability in general. Hearing aids and hearing tests help in developing the ability of the child to hear. The child is characterized with moderate hearing loss and that is the reason why the hearing aids seem to work best (Bukatko, & Daehler, 2012).
Despite the fact that hearing aids are of great assistance to individuals with hearing issues for some hearing may prove to be sufficient (Bukatko, & Daehler, 2012). In this cases cochlear for people with profound and severe hearing issues. The cochlear is made up of the interior and external element which aids in hearing. Children with impaired hearing can develop different behavioral symptoms. In most cases, they normally tune up devices in high volumes in compensating their hearing difficulties. In addition, these children are normally involved in very close observation of their peers in order to emulate body language and communication behaviors. Ear nerves are additionally responsible for controlling balance as well as sound and children with impaired hearing might seem disoriented due to the lack of adequate of balance control. I observed that due to the disability the child’s academic nature is not very great. For children with hearing loss irritability and academic issues are some of the common symptoms related to the disorder. In addition, there was a certain degree of unrelated disorders that were observed. The child seemed to be disturbed both emotionally and in terms of behaviors. Some speech of the child is characterized by abnormality as well as delays (McDevitt, Et al. 2012). Based on the incapability of hearing effectively hearing impaired students are often subjected to educational gaps. This is always the case for the students because their impairment can be regarded as an invisible disorder that is characterized by communication challenges.
An individual with hearing impairment holds partial of full loss of the general capability to discriminate and hear sounds. This is usually caused by the abnormality in the functionality and structure of the ears. A hearing impairment is usually described in regard to the degrees of the hearing loss and the kind of hearing loss that an individual is subjected to (McDevitt, Et al. 2012). Hearing loss is normally caused by either premature birth, childhood infections, genetic factors otitis infection and head trauma after the occurrence of birth. Hearing issues are normally characterized by poor school performance, poor coordination, delayed language, listening and attending challenges recurring ear infections , the sound of speech delay and the inability to pronounce words easily (McDevitt, Et al. 2012).
Via his observations of children’s cognitive development Piaget come up with an intellectual development stage theory which engages four different stages. This includes sensorimotor, preoperational, concrete operational and the formal operational level (McDevitt, Et al. 2012). Based on the theory children normally progress information based on the four stages where each is characterized by different shifts in regard to how children generally understand things in real life. The theory is based on the assumption that children are similar to scientists and the operate on trying to explore and develop a sense of things that surrounds them. The cognitive stage of the child that I observed is categorized in the preoperational stage which includes children of between two and seven years (McDevitt, Et al. 2012). At these particular stage children normally learn through the utilization of pretend plays but they are still subjected to the difficulty of logic and analysis the perceptions of others. In addition children in this particular stage normally struggle in gaining an understanding of constancy ideal. For instance, when children are given to pieces of a particular thing they are bound to choose the one that seems larger despite the fact that the two pieces may be equal. The cognitive skills domain can be divided into two that is generalized cognitive and specific concepts of learning. Specific learning normally involves Data, facts, rules as well as concepts in areas like language, sciences, and mathematics. Cognition is normally described as the general procedure of gaining as well as knowledge understanding which is more crucial as compared to specific concepts teaching. The second section is made up of skills such as interpreting, reasoning, deciding, creativity and solving issues. For the child he is not fully able to develop these skills as his interpretation and gaining of knowledge is affected by his hearing impairment.
Temperament is made up of the person’s difference in motor activation, emotions as well as intentional reaction in regard to stimuli. This helps in shaping the outcome of a child by influencing the manner in which individuals interact worth the environment and how children generally respond. Emotional intelligence normally involves different skills that include emotions recognitions for self and that for others (Bukatko, & Daehler, 2012). This is the capability of reflection before engaging in a particular activity which may involve self-calming, self-esteem, and empathy. This skill can best be developed through the encompassing value to the children. For a hearing impaired child those that surrounds them are supposed to listen to them as they try to speak which helps in developing a stronger emotional intelligence. Hearing impaired children are normally faced with the challenge of recognizing where to utilize certain emotions such as curiosity and surprise. In equal terms they are usually unable to describe the terms but when among those that holds hearing issues they are fully able to express. The issue of emotional development of hearing impaired individuals is normally rooted to the issue of language but this is not the main factor (Lokanadha, Ramar, & Kusuma, 2004). These children normally exhibit different emotional development in a more different way as compared to those with hearing abilities. These children as observed are not normally much attached because of the emotional development shortage. Children while they grow up they are usually characterized by the emotion of curiosity and this may not be expressed correctly by a child with a hearing impairment.
Being able to communicate effectively with those that surrounds is essential for a child’s development. For children, they do not normally interact with their peers in order to share or gain any knowledge but to develop their skills of communication (Lokanadha, Ramar, & Kusuma, 2004). for the hearing impaired they normally face challenges in interacting with others due to speaking and listening challenges. I observed that despite the fact that the child seemed very social their socializing capability is weak due to communicating difficulties. If a child is brought up by supportive parents who pays attentions to the child with the hearing issue the child is bound to learn to imitate emotions as well as language (Bukatko, & Daehler, 2012). The speech of a hearing impaired child is usually characterized by miscommunication and speech delays. Language development normally relies on the ability of a child to hear. This, therefore, implies that hearing affects communication, learning as well as the development of language. Children with listening difficulties are normally characterized by delayed receptive and expression skills. The deficit of language normally results in reduced academic achievement results, isolation as well as low self-esteem due to communicating challenges. This additionally impacts the general vocational choices of a child because of pronunciation issues. A child with hearing issues normally constructs sentences that are short and simplified as compared to those with the hearing ability (Lokanadha, Ramar, & Kusuma, 2004). This helps in effective communication as well as proper understanding. The child that I observed is very social due to the help of the hearing aids and very social too. However, his language is not well developed as he struggles with speaking challenges.
As children develop they normally experience different interactions. At the beginning, the interactions begin with friends as well as families but after a short, while this grows to incorporate the community in general (Lokanadha, Ramar, & Kusuma, 2004). Through participation and interaction in these interactions, children begin to understand norms and different behaviors in the society. For the hearing impaired social competence is something that does not come easily. They normally require the support of the parents so that they can learn the mode of working and playing with peers. In addition parental support helps to ensure that in social scenario these children feel comfortable, respect diversity as well as develop independence capabilities. Peers interactions help in the development of social skills through plays. However hearing impaired children normally isolate themselves from others because they feel different and they are not able to express and communicate effectively (Lokanadha, Ramar, & Kusuma, 2004). Supportive parenting style helps in the development of social skills more adequately.
This is a classroom observation case that I choose. A 6-year-old boy who is hearing impaired. He is currently in first grade. He receives special education services from the government. He has a shadow that is with him throughout the day in school. He has hearing aids to help him hear, his speech has not been affected due to his hearing loss. He is very social and very bright. His academic levels are pretty low due to his disability. He mastered reading and math and his writing skills still need improvement.
The child development domains which include cognitive, emotional, communication and language development and social development are directly connected. There is one domain that influences all others which are the cognitive development. This is the capability of a child to reason and develop fresh ideas. When the child has the challenges of reasoning this means that they may not be able to response positively in terms of emotional development. If the emotional development of a child is negative their social interaction is affected and thus they experienced low communication skills and delayed language development. For this child, his social development domain is stronger than all the others.
I choose the above case because it is an illustration of the general effects of hearing impairment on a child’s development. From the case, I learned that the child’s low academic performance is directly linked to communication and language issue. In additional, the cognitive ability of the child is very low and that is why his reading and mathematical analysis skills require more improvement. The child additional demonstrates low emotional attachment which is connected to the issue of language, interaction, and communication.
Stevenson, J., Kreppner, J., Pimperton, H., Worsfold, S., & Kennedy, C. (2015). Emotional and behavioral difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 24(5), 477-496. doi:10.1007/s00787-015-0697-1
I choose the article by Krepper Et al., (2015), because it justifies that a child that is characterized by hearing impairment is faced with emotional and behavioral difficulties. The article aims at estimating the degree in which adolescents and children with hearing issues are subjected to behavior and emotional challenges. This, therefore, answers my question on whether the hearing impairment is directly linked to emotional and behavioral responses of a child. This thus justifies my observation on the child who is characterized by emotional and conduct challenges because he is not able to express his emotions in the correct manner.
References
Bukatko, D., & Daehler, M. W. (2012). Child development: A thematic approach. Belmont, CA: Wadsworth.
Fernandes, R., Hariprasad, S., & Kumar, V. K. (2015). Physical therapy management for balance deficits in children with hearing impairments: A systematic review. Journal Of Paediatrics & Child Health, 51(8), 753-758. doi:10.1111/jpc.12867
Lokanadha, R. G., Ramar, R., & Kusuma, A. (2004). Hearing impairment: An educational consideration. New Delhi, India: Discovery Publishing House.
McDevitt, T., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2012). Child Development and Education VS. Sydney: Pearson Education Australia.
Stevenson, J., Kreppner, J., Pimperton, H., Worsfold, S., & Kennedy, C. (2015). Emotional and behavioural difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 24(5), 477-496. doi:10.1007/s00787-015-0697-1
