Need for Early Identification of hering loss.pptx

Hearing loss presents as a silent, covert challenge in children. Particularly in infants and toddlers, who cannot articulate their hearing difficulties, it remains veiled. Left undetected and untreated, this condition can result in delayed speech and language development, as well as social, emotional, and academic challenges, thus qualifying as a handicap. Early detection of hearing loss, even in newborns, enables effective intervention, substantially mitigating its impact. However, since many parents are unaware that accurate hearing tests are feasible for all children, including newborns, identification of hearing loss in children often faces delays.

1. Early Identification of Hearing loss Need and Strategies… Need for identification of hearing loss Mr. Ambuj Kushawaha Research Scholar AIISH- Mysore

2. You must be clear on the basic topics-

3. Introduction Hearing loss  is when your ability to hear is reduced. A  hearing loss  makes it more difficult for you to hear speech and other sounds. The current hearing screening process begins with newborn screening. The government of India, every state and territory in India, has established early intervention programs.

4. Programs ensure that every child born with a permanent hearing loss is identified before three months of age and provided with timely and appropriate intervention services before six months of age.  Identifying hearing loss at a very early age is important because children with hearing loss often fall behind their peers in speech and language development , cognitive skills and social skills .  This early identification facilitates intervention strategies to provide the required positive early experiences for children at risk of academic difficulties.

5. What will happen if hearing loss isn't treated ??? Difficulty in Oral Language & Speech. Difficulty in Academics. Difficulty in Cognition. Difficulty in Socialization.

6. Difficulty In Oral Language Slow development in speaking words or sentences (also referred to as, late talkers) Pronunciation problems Difficulty learning new words; slow vocabulary growth Difficulty finding the right word to use when speaking Difficulty understanding and following simple (one-step) directions Difficulty understanding questions Difficulty recognizing or learning rhyming words Lack of interest in storytelling Difficulty In Academics Slow speed in naming objects and colors. Limited phonological awareness (rhyming and syllable blending). Difficulty understanding that written language is composed of phonemes (individual sounds) and letters that make up syllables and words. Minimal interest in print and limited print awareness Difficulty recognizing and learning the letters of the alphabet Difficulty learning the connection between letters and sounds

7. Difficulty In Cognition Trouble memorizing the alphabet, numbers, days of the week etc. Poor memory for what should be routine (everyday procedures) Difficulty with cause and effect, sequencing, and counting Difficulty with basic concepts, such as size, shape, and color. Difficulty In Social Behavior Trouble interacting with others or playing alone Easily frustrated Hard to manage, temper tantrums Has difficulty following directions Distracted easily and inattentive Impulsive, Hyperactive Difficulty in changing activities or handling disruptions to routines

8. Need of Early identification

9. Hearing loss is a silent, hidden disability in children. If undetected and untreated, this can lead to delayed development of the child. Intervention of hearing loss as early as possible and as young as the newborn period can be applied for effective treatment, which reduces the intensity of hearing loss. Research and studies have demonstrated that early intervention with CwHI results in improved language development, increased academic success and increased lifetime earnings.

10. In 1969, the National Committee was formed of representatives from the Academy of Pediatrics , the Academy of Ophthalmology and Otolaryngology , and the American Speech and Hearing Association charged with making Recommendations for newborn infants hearing screening.

11. Ramamurthi Commission (1990) , however, emphatically suggested that the general education system should take care of the education of all children; it also suggested the redefinition of the role of special schools to break their isolation. Communication is learned in early infancy. (Bloom and Lahey, 1978) This is essential for growth and language, but the child’s need for language and communication should not pressure parents into making hasty choices between the programme options.

12. Early identification of children with Disability and formulation of stimulation programme for them. Service as reserve agencies for implementing integrated educational programmes in general schools so that they feel as a part and parcel of the educational system. Bringing about mutual reinforcement of the pedagogies of special and general education. The commission recommendation

13. Curriculum flexibility is of special significance for these children. Special needs for these children will be met if child- centred education is practiced. Child-to-child help in education of the children with disabilities is an effective resource in view of large classes and multi-grade teaching.

14. Reference: Fitch, J. L., Williams, T. F., Etienne, J.E., (1982), A community based high risk register hearing loss, Journal of speech and hearing Disoder , vol.(47), pg. 373-375. Bloom L., Lahey M., (1978), Language development and language disorder, New York John Wiley & Sons. Jalvi , R., Nandurkar A., Bantwal , A., (2006). Introduction to hearing impairment. New Delhi: Kanishka Publication. Brigance, A.H., Hargis, C.H. (1983). Educational Assessment, Charles C. Thomas Publication, USA