Why adults choose CI's for their children

[shel90]

There are many CI kids who don't use any of those things. And while my personal experience is rather limited, I am only able to speak to what I know. I believe that all the research says the earlier a child receives proper intervention the better their results are.

Are these kids ranging from all ages or just a certain age range? Remember, in the preK and kindergarten levels, they tend not to use those resources yet because most of the lessons are hands-on...it is when the lessons become more complex is when they start needing these resources in the classroom.

 

[jillio]

My thoughts above.

There were a few parents that would, no doubt have offered the same response as you. The responses were not based on identical answers from all the parents, but on a majority percentage. The few outliers were not sufficient to change the findings, however.

This research in no way implies that this is the case for all hearing parents of all deaf children. However, it does support the conclusion that there are still a majority who subscribe to these views, and therefore, it does occur and is something that needs to be addressed.

Thanks for your honest response to the research questions.

 

[faire_jour]

the key word here is "believe"

I agree. But parents do the best they can with the knowledge they have. They aren't trying to torture their children, or make them become like them. They are trying to give them the most opportunities for the future. Sadly, I believe many are denying them the opportunities that come through ASL, but they are doing the best they can. They do not want the results that came through oral only education in the past. But they also do not want their child to be "limited" to communication solely through an interpreter.

 

[jillio]

But many believe that it is easier now than it has ever been. Many CI kids are functioning at the same level as hearing children their own age. They do not want their communication with their child to be limited to "No" and writing back and forth. They want to play language games and read poetry. Not just use the rudimentary signs that is all MOST hearing parents ever learn. Is it so terrible that they want to share their language with their child, and they believe that technology has now given them that opportunity?

Functioning on what level, and by what measurements? The research I see on a daily basis indicates that on all measures, they are still behind their hearing peers.

 

[faire_jour]

Are these kids ranging from all ages or just a certain age range? Remember, in the preK and kindergarten levels, they tend not to use those resources yet because most of the lessons are hands-on...it is when the lessons become more complex is when they start needing these resources in the classroom.

I would say most of my experience is with children ages 1 through 2nd grade, but I do know some that are all ages, all the way up to college age, implanted as a child.

 

[jillio]

There are many CI kids who don't use any of those things. And while my personal experience is rather limited, I am only able to speak to what I know. I believe that all the research says the earlier a child receives proper intervention the better their results are.

The earlier a child received intervention for anything, the better the results are. That in no way implies that early intervention for a deaf child means that they will function the same as a hearing child. Early intervention encompasses a wide range of services.

 

[faire_jour]

Functioning on what level, and by what measurements? The research I see on a daily basis indicates that on all measures, they are still behind their hearing peers.

You are saying that all implanted children are delayed? The majority? In my experience deaf children are assessed ad nauseam.

 

[faire_jour]

The earlier a child received intervention for anything, the better the results are. That in no way implies that early intervention for a deaf child means that they will function the same as a hearing child. Early intervention encompasses a wide range of services.

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing -- Moeller 106 (3): e43 -- Pediatrics

"Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers"

 

[jillio]

You are saying that all implanted children are delayed? The majority? In my experience deaf children are assessed ad nauseam.

I am saying that according to the assessments and to the longitudinal evidence, deaf children with CI are still functioning at lower levels academically and socially than the levels achieved by their hearing peers.

Hearing children are assessed, children with other disabilities are assessed, all students are assessed. It is not just deaf children that are assessed. The only way to determine progress or improvement is through assessment. The only way to determine which areas are in need of remediation is through assessment.

 

[jillio]

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing -- Moeller 106 (3): e43 -- Pediatrics

"Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers"

Did you see the word "approximated"? And what measures were used, and what population was used?

Likewise, I just went to the article, and quite frankly, it supports what Ihave already said. Any time a problem is intervened upon early, it is easier to remediate.

If you will continue to research and read all of the information available from various resources, you will also find that the rapid gains reported for the earlier ages level off and tend to stabilize with pre-teen and adolescent ages, and the gaps between the deaf student and the hearing student widen at that point in time, and continue to widen during the latter years in school.

 

[faire_jour]

I am saying that according to the assessments and to the longitudinal evidence, deaf children with CI are still functioning at lower levels academically and socially than the levels achieved by their hearing peers.

Hearing children are assessed, children with other disabilities are assessed, all students are assessed. It is not just deaf children that are assessed. The only way to determine progress or improvement is through assessment. The only way to determine which areas are in need of remediation is through assessment.

But the only way for these children to have been followed very "longitudinally", means that they are older and have not (generally) had the opportunity for early identification or intervention.
What was the average age of diagnosis of a hearing loss 10 years ago? Almost age 3, correct? What is it now? Many are found at birth.

 

[jillio]

But the only way for these children to have been followed very "longitudinally", means that they are older and have not (generally) had the opportunity for early identification or intervention.
What was the average age of diagnosis of a hearing loss 10 years ago? Almost age 3, correct? What is it now? Many are found at birth.

You are mistaken on that assumption. I have research that has followed children longitudinally from early intervention through high school. We are beginning to see the start of longitudinal research on children with CI from an early age.

Early intervention has been in existence for many, many years. It did not begin with CI. There were early intervention programs in place before CI ever saw the light of day. It is not a new concept.

 

[faire_jour]

Did you see the word "approximated"? And what measures were used, and what population was used?

Likewise, I just went to the article, and quite frankly, it supports what Ihave already said. Any time a problem is intervened upon early, it is easier to remediate.

If you will continue to research and read all of the information available from various resources, you will also find that the rapid gains reported for the earlier ages level off and tend to stabilize with pre-teen and adolescent ages, and the gaps between the deaf student and the hearing student widen at that point in time, and continue to widen during the latter years in school.

But again, this assumes that the results of those who did not receive intervention and technology will be repeated by those who have. In order to be able to assess the current methodology and technology, we need to wait to see how those using it perform. We can not say that a child who is identified at birth, implanted bilaterally at 6 months and receiving EI services since weeks old will have the same outcome as a child who has no language until identified at age 3 and uses hearing aids with a profound loss. The latter is the past generation, the former is what we are facing today. It is like compairing apples and oranges.

 

[faire_jour]

You are mistaken on that assumption. I have research that has followed children longitudinally from early intervention through high school. We are beginning to see the start of longitudinal research on children with CI from an early age.

Early intervention has been in existence for many, many years. It did not begin with CI. There were early intervention programs in place before CI ever saw the light of day. It is not a new concept.

And what does the beginngs of that research show? How do they early id'd and implanted fair?

 

[jillio]

But again, this assumes that the results of those who did not receive intervention and technology will be repeated by those who have. In order to be able to assess the current methodology and technology, we need to wait to see how those using it perform. We can not say that a child who is identified at birth, implanted bilaterally at 6 months and receiving EI services since weeks old will have the same outcome as a child who has no language until identified at age 3 and uses hearing aids with a profound loss. The latter is the past generation, the former is what we are facing today. It is like compairing apples and oranges.

It doesn't assume anything of the kind. And the current methodolgy has been around long enough that we are able to get some longitudinal data.

And you are right. Your example is comparing apples and oranges, but I have yet to see any research that makes such a comparison.

 

[jillio]

And what does the beginngs of that research show? How do they early id'd and implanted fair?

I've already answered that question a few posts back.

 

[faire_jour]

Early intervention has been in existence for many, many years. It did not begin with CI. There were early intervention programs in place before CI ever saw the light of day. It is not a new concept.

BUT the CI is a technology that makes sound and speech accessable in ways that were never possible in the past. Through improved hearing comes improved speech/listening outcomes.

 

[faire_jour]

It doesn't assume anything of the kind. And the current methodolgy has been around long enough that we are able to get some longitudinal data.

And you are right. Your example is comparing apples and oranges, but I have yet to see any research that makes such a comparison.

I am not only talking about research, I am also talking about peoples opinions on education and the whole "oral, speech, ci" issue.

My first ASL teacher told me that speech therapy was cruel and that no deaf child should ever have to be put through it. While it was true in his experience, it is surely not the same today.

 

[Oceanbreeze]

I am not only talking about research, I am also talking about peoples opinions on education and the whole "oral, speech, ci" issue.

My first ASL teacher told me that speech therapy was cruel and that no deaf child should ever have to be put through it. While it was true in his experience, it is surely not the same today.

Are you sure about that?

 

[faire_jour]

Are you sure about that?

It sure isn't for my child.

My teacher stopped speech at 5, which is the same age as my daughter is now. She loves speech, she comes running when I pick her up to take her to speech signing, "hurry let's go to speech". I watch her through the glass as she plays the games and laughs, and has a merry time.