As practitioners dedicated to improving the lives of children with hearing loss, it's crucial to stay informed about the latest research and best practices. A recent study titled Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study offers valuable insights that can help us enhance our interventions and outcomes. This blog post will explore the key findings and their implications for practice.
Understanding Social Inclusion
Social inclusion is a multi-faceted concept that goes beyond mere presence in social settings. It involves meaningful participation and a sense of belonging in various aspects of life, including education and social interactions. The study utilized a framework comprising five facets of social inclusion: economic participation, health and access to services, education, personal independence and determination, and interacting with society and fulfilling social roles.
Key Findings from the Study
The study compared the social inclusion outcomes of children with hearing loss, educated using a listening and spoken language (LSL) approach, with those of typical hearing children. The focus was on two facets: education and interacting with society and fulfilling social roles. Here are the main findings:
- Education: Children with hearing loss were found to have comparable education skills to their typical hearing peers, although they were less likely to read simple words like 'dog' or 'cat'. Interestingly, there was no significant difference in their ability to read complex words.
- Interacting with Society and Fulfilling Social Roles: Children with hearing loss participated in social activities and role functions at levels similar to those of typical hearing children. They were also more likely to be read to by their parents and play indoor games.
- Behavioral Aspects: On the Strength and Difficulties Questionnaire (SDQ), children with hearing loss were more likely to have appropriate conduct skills and showed comparable behaviors, emotions, and relationships to typical hearing children.
Implications for Practice
The findings suggest that children with hearing loss, when provided with appropriate LSL early intervention, can achieve levels of social inclusion comparable to their typical hearing peers. Here are some actionable steps practitioners can take:
- Focus on Literacy Development: While children with hearing loss showed comparable skills in reading complex words, their ability to read simple words lagged. Incorporating targeted literacy interventions can help bridge this gap.
- Parental Involvement: The study highlighted the importance of parental involvement in facilitating social inclusion. Encouraging parents to engage in activities like reading and playing games can significantly benefit the child's social development.
- Monitor Behavioral Health: Regular assessments using tools like the SDQ can help identify any behavioral issues early, allowing for timely interventions.
Encouraging Further Research
While the study provides promising insights, it also underscores the need for further research. Future studies should consider a larger participant pool and include children with unilateral hearing losses and those with more complex needs. Longitudinal studies can offer a more comprehensive understanding of the long-term impacts of LSL early intervention on social inclusion.
To read the original research paper, please follow this link: Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
