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Exploring the functional outcomes of children with hearing loss in Singapore
Citation
Bull, R. (2020). Exploring the functional outcomes of children with hearing loss in Singapore (Report No. OER 04/14 RB). National Institute of Education (Singapore), Office of Education Research.
Author
Bull, Rebecca
Abstract
Findings from cognitive science (e.g., Marschark & Wauters, 2011), literacy (e.g., Trezek, Wang, & Paul, 2011), and socio-emotional development (e.g., Calderon & Greenberg, 2011) show that reduced auditory perception influences a great many processes that are significant for effective and interactive experiences. Hearing loss (HL) is therefore viewed as a disability with multifaceted consequences on whole child development (Rajendran & Roy, 2011), including academic and intellectual development (Marschark & Knoors, 2012), speech and language development (Mayer, 2007; Mayer, 2009; Wake, Poulakis, Hughes, Carey-Sargeant, & Rickards, 2005), social and emotional development and physical and motor development (Low, 2005; Marschark, 1997). Prior literature has stressed the importance of early identification and intervention as this leads to better child outcomes, particularly for language and literacy. Early identification and intervention may also lead to more favourable family outcomes. Families who participated in early identification and received early intervention services report a general sense of satisfaction with family life and their child’s communication skills. This is important as parental involvement and support is instrumental in language and academic growth of children with HL. In fact, family involvement, support, and encouragement have been cited as the most important predictors of success for children with HL (Powers, 2011).
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE Staff.
Project
OER 04/14 RB
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore