It is so exciting to read about people with hearing loss in the news accomplishing great things. Academic award winners, artists, actors, athletes — their stories raise public awareness about hearing loss and dispel stereotypes about people who are deaf or hard of hearing. Conversely, there are those people with hearing loss who struggle mightily — never achieving age-appropriate language abilities, falling behind in school, or failing to find employment. With such a broad spectrum of outcomes for people with hearing loss, how do we make sense of it all?
Hearing loss technology and intervention are rapidly changing. Advances in cochlear implant programming, hearing aid design, and the brain science behind auditory verbal intervention continue to drive our field forward and propel children born deaf today to new heights. Children born deaf or hard of hearing in 2016 truly have a world of possibilities open to them. As leading audiologist and Cert. AVT Jane Madell says, “This is a wonderful time to be born deaf.”
When I help children learn language, I want them to fall into a really deep hole. It’s not as mean as it sounds! By thinking about learning new skills as “falling into a hole” vs. “climbing into a mountain,” we, parents and professionals, can structure our play with children to help them learn more while struggling less. Here’s how it works.
Are you a Listening and Spoken Language Specialist (LSLS) candidate planning to sit for the exam this summer (or just want to get a jump on your studying)? Join a virtual study session to sharpen your skills and prepare for success!
A child with hearing loss may visit the audiologist once every few months, or, for an older child, only for a yearly check up. In contrast, these same children often see their therapists much, much more frequently (an average Auditory Verbal Therapy family receives one hour of therapy each week). How can therapists (and teachers) partner with audiologists to make the child’s audiological information relevant each and every day, not just during periodic audiology appointments? We know hearing is the key to developing spoken language, so how do we make this information understandable and valuable to families each day?
Auditory Verbal Therapy takes place with both the child and parent (or parents, or grandparents, or caregivers, etc.) present. But is just being in the room enough? What is the true role of the family in AVT?
In my completely unbiased opinion, I work with some of the best children, families, and Listening and Spoken Language Specialist candidates in the world. But this year, I’ve decided to stop telling them that they’re doing a good job. Here’s why…