Exploring the functional outcomes of children with hearing loss in Singapore

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).