Wednesday, October 14, 2015

WHAT CAN YOU DO?



With Freedom Challenge race across South Africa - 2016 at the forefront of my planning, training and preparation over the months that lie ahead, so is my initiative and commitment to try raise funds towards the Carel du Toit Centre, Cape Town where Deaf children are taught and learn to speak.

Some people that are not affected by deafness would probably not even give it a second thought on the impact of what hearing loss can bring, especially with children.

In this post, I would like to touch on some of the key elements of the effects of deafness in children.


The effects of hearing loss on development:
Hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an under identified and under-served population. The earlier the hearing loss occurs in a child's life, the more serious the effects on the child's development. However, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.

There are four major ways in which hearing loss affects children:

·         It causes delay in the development of receptive and expressive communication skills (speech and language).
·         The language deficit causes learning problems that result in reduced academic achievement.
·         Communication difficulties often lead to social isolation and poor self-concept.
·         It may have an impact on vocational choices.

The specific effects:

Vocabulary:
Vocabulary develops more slowly in children who have hearing loss.
Children with hearing loss learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a.
The gap between the vocabulary of children with normal hearing and those with hearing loss widens with age. Children with hearing loss do not catch up without intervention.
Children with hearing loss have difficulty understanding words with multiple meanings. For example, the word bank can mean the edge of a stream or a place where we put money.

Sentence Structure:
Children with hearing loss comprehend and produce shorter and simpler sentences than children with normal hearing.
Children with hearing loss often have difficulty understanding and writing complex sentences, such as those with relative clauses ("The teacher whom I have for math was sick today.") or passive voice ("The ball was thrown by Mary.")
Children with hearing loss often cannot hear word endings such as -s or -ed. This leads to misunderstandings and misuse of verb tense, pluralization, non agreement of subject and verb, and possessives.

Speaking:
Children with hearing loss often cannot hear quiet speech sounds such as "s," "sh," "f," "t," and "k" and therefore do not include them in their speech. Thus, speech may be difficult to understand.
Children with hearing loss may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking.

Academic Achievement:
Children with hearing loss have difficulty with all areas of academic achievement, especially reading and mathematical concepts.
Children with mild to moderate hearing losses, on average, achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs.
Children with severe to profound hearing loss usually achieve skills no higher than the third- or fourth-grade level, unless appropriate educational intervention occurs early.
The gap in academic achievement between children with normal hearing and those with hearing loss usually widens as they progress through school.
The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive.

Social Functioning:
Children with severe to profound hearing losses often report feeling isolated, without friends, and unhappy in school, particularly when their socialization with other children with hearing loss is limited.
These social problems appear to be more frequent in children with mild or moderate hearing losses than in those with a severe to profound loss.

Ref: Article insert from: www.asha.org


What You Can Do
Recent research indicates that children identified with a hearing loss and there is early intervention may be able to develop language (spoken and/or signed) on a par with their hearing peers.

Why don't you consider giving me a helping hand towards raising funds to keep Carel du Toit Centre Cape Town doing what they do?

As mentioned before, from August 2015 to June 2016 and myself being a deaf individual along with my quest to complete the Freedom Challenge race across South Africa in June 2016, I am also attempting to raise funds for Carel du Toit Centre, Cape Town where deaf children learn to speak.



Authorization from Carel du Toit Centre Cape Town to raise funds:

THE PASSAGE OF TIME

January 2018 - July 2018 And nearly seven months have passed........ I know I have had some personal request from readers/followers on w...