A deaf child born to deaf parents adapt language normally, because the parents know how to relate to their child. However, a deaf child born to hearing parents, who have no prior exposure to the deaf culture, struggle to learn how to communicate with their child. The absence of communication will interfere with a child’s development (Easterbrooks & Baker 2002). Hearing parents do try their best, but there are things a deaf child needs. The knowledge of visual and spatial relationships is a skill most hearing parents do not understand, however their child will need that understanding (Easterbrooks & Baker 2002).
Because of the focus on speech and spoken language many other aspects of education are overlooked and not understood by a deaf student. So now we have an educational system that forces deaf students to try to learn using a language th... ... middle of paper ... ...al of Bilingual Education and Bilingualism 13.2 (2010): 133-45. Web. Knooks, Henry. "Measuring the Quality of Education: the Involvement of Bilingually Educated Deaf Children."
Children with DLI don’t say their first words until around 16-18 months of age (Bacon, 2011, p. 310). According to Bacon (2011), some of the observations made from children with DLI as compared to their peers are as follows. On top of their first word delay, they acquire language at an overall slower rate, have trouble developing an initial vocabulary, and also struggle with word combinations. Their “prelinguistic” vocalizations, such as crying or babbling, are limited in variation (wanting to be fed, wanting to be changed), and they don’t gesture to wanted items. Also, children with DLI contrast in the joint attention and joint reference function expressed in early communication.
Also, they have problems with understanding the language and this leads to doing the academics poorly. (Hotz, Me) This disorder doesn’t only occur in children it can occur in teens and adults as well. Dyslexia in adults is more sever, because they have had it as children, which means they could be reading at a third grade level book. (Me, Hotz) Children struggle with dyslexia to. They stumble or struggle with words.
Although American Sign Language (“ASL”) has been recognized as a true language since the 1960’s, the number of deaf children enrolled in schools with signing programs has been rapidly declining (Bollag, 2006). Instead, they have been increasingly educated through the oralism alongside their hearing peers in a ‘mainstream’ environment. The oral approach stresses that deaf children can – and should – learn to lip-read and speak, possibly with the assistance of technology like hearing aids or cochlear implants in order to maximize their hearing ability. At the same time, this method warns against (and in many cases, prohibits) the use of ASL, the native and natural language of the deaf. This is based on the theory that the ease of communication afforded through ASL will prevent children from trying hard enough to become successful oral adults (Lynas, 2005).
Deaf and hard of hearing children who lack phonological awareness struggle reading because reading requires children to be able to map sound to the letters that they read (Nielsen and Stahlman, 2002). Even though some deaf children can use their visual memory of words to read, they still need to improve their phonological awareness to develop their reading proficiency (Miller and Clark, 2011). In general, phonological awareness skills are important, but it cannot... ... middle of paper ... ...m Heights, MA: Allyn & Bacon. Paul, P. & Whitelaw, G. (2011). Hearing and deafness: An introduction for health and educational professionals.
Bilingual Language Acquisition Beginning in Infancy Abstract The purpose of this paper is to determine how infants and small children are able to acquire more than one language at the same time before they reach the age of three years old. In order to be bilingual does the infant's mother have to be bilingual or can it be taught from a caretaker not associated with the family? This paper will begin with how languages are organized in the brain of infants and what influences the brain. Bilingual Language Acquisition Beginning in Infancy Introduction How one acquires the skill to be bilingual has been a subject of interest to me especially during the infancy stage. During my early school age up to my middle adult age it amazes me how the young brain is able to attain language acquisition.
When the parents found out that those children become to losing hearing. This is an impact to the parent hard to decide, and which is those deaf children can go to school. Most of the parent did not know about how they can communicate with deaf children. The board school will give them to choose to institute for the deaf or mainstream in a hearing school. Which is deaf children should go to deaf school or mainstream.
(2013). Identification of specific language impairment in bilingual children: I. assessment in english. Journal of Speech, Language, and Hearing Research, 56, 1813-1823. Caesar, L. G., Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines.