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Selective mutism in adolescents
Selective mutism in adolescents
Selective mutism in adolescents
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Recommended: Selective mutism in adolescents
Strategies for teachers with students suffering from selective mutism include planning a home visit to meet the child in a comfortable setting before school starts, seating him or her next to a student who is outgoing, not seating the child in the center or the front, and gradually introducing eye contact in the classroom. The teacher should educate other students about selective mutism outside of the affected child's presence, says Bright Hub Education.
Teachers must remember to eliminate anxiety for the selectively mute child as much as possible. Explain changes in routine ahead of time and help the child prepare. Encourage other students to act as peer helpers to the child, but be careful that they don't make too much of a fuss when he
Have you ever felt like there was nothing that you can do for your child? In this book, Deaf Like Me, by Thomas S. Spradley and James P. Spradley, I can see the journey that Lynn’s parents took to get her help. (Spradley & Spradley, 1978). This book was an excellent read. I really liked the way that they described the ways they tried to help Lynn to understand the world around her. The book, is a great asset for any family that might be unexpectedly put into a situation that they know nothing about such as a deaf child.
This issue is important because if you try to force the Deaf to hear, they might not grow because they will have no form of communication to use with other people. Even though the doctors might say to not use ASL, this will greatly hinder your child's well-being in the long run. I learned a lot about Deaf people, ASL, and/or Deaf Culture after reading this book. Deaf people are normal, just like anybody else, and they should not be treated any differently. Some people treat deafness as a disease that needs to be cured, but it's not.
...lusion, I feel that it is heartbreaking that so much weight was placed on the shoulders of such a small child, unnecessarily. Even though he was born hearing, he was born into Deaf culture. His parents and a large part of his father’s family were deaf. He didn’t need to spend his whole childhood and early adulthood feeling like an outsider, never really feeling like he fit in. His grandparents as well as his parents, who went along with it, were only doing what they thought was best for him, what the doctors had told them was best. On Mark’s web site, in the section What is Deaf Culture? The Joy of Belonging, there is a quote that I think sums it up, “The cultural aspects of the Deaf world are vital in providing a healthy sense of well-being. It focuses on what Deaf people CAN do, as opposed to the pathological approach of focusing on what's wrong.” (Drolsbaugh Web)
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
His parents have different opinions on what’s best for him. His father thinks that he should learn to lipread to be as normal as possible as well as wearing a hearing aid. His mother wants him in a ASL cassroom where he can learn at his pace and understand more things then he is in the classroom he’s currently in. As maybe with other hard of hearing characters in film, the mother can sign but the father cannot as a result of this he is totally out of touch with his child and his needs.
In 1987, Nancy Mairs argued that physical disabilities are not represented correctly in the media and television. And recently, Rosie Anaya disagrees by explaining that mental disability is suffering worse representation than physical disability. People with mental disabilities are not realistically portrayed on television. Thus, this unrealistic portrayal results in a negative stigma on mental disability and can further isolate those with disabilities.
Especially for infants and children, loss of hearing at such a young age can be detrimental for a developing child (Williams & Jacobs, 2009). The first two years of life are the most important as they hold critical milestones of language acquisition (Zumach, Chenault, Anteunis, and Gerrits, 2011). If these milestones are not met, then the subsequent ones will be harder and take longer to learn. The loss of hearing in young individuals can alter the perception of words and sounds, and this can lead to a difficulty in learning language (Williams & Jacobs, 2009). For example, the child will not be able to determine the difference between similar sounds, which negatively affects speech perception, which then leads to the inability to interpret and acquire language later on (Williams & Jacobs,
Students with high-incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Personal Improvement Center, n.d.).... ...
When a hearing loss is detected in a child, an array of reactions may follow. If the parents or guardian decide the appropriate route for their child is a cochlear implant, they must be made aware of the commitment and motivation necessary for the aural rehabilitation process. It is vital for the family, and even the child (dependent on age), understand that undergoing a cochlear implant will not automatically fix or restore the hearing loss. Cochlear implants are just the beginning of a long, yet hopefully rewarding journey that involves the child, his/her caregivers, and the entire health care team, as well as any individual who comes into contact with this child. Everyone in the child’s surrounding must focus on aural rehabilitation immediately post implantation. A service described by ASHA to include “training in auditory perception, using visual cues, improving speech, developing language, managing communication, and managing hearing aids and assistive listening devices” (ASHA). This vague description gives way to many different strategies, and subsequently leads to countless studies intended to determine which are most successful.
Singleton, Jenny and Matthew Tittle. “Deaf Parents and Their Hearing Children.” Journal of Deaf Studies and Deaf Education. 5.3 (2000): 221-234. PsycINFO. EBSCO. Web. 9 Dec. 2013.
...ation skill they wish to use. Deaf children who have been abused will communicate nonverbal. Children who have been sexually abused will communicate verbal and nonverbal and children who have ADD-H will also communicate with nonverbal and verbal skills. The listening part of communication should come from those who they are speaking with. Remember to always listen to a child more than talking to them. Allow them to express themselves with their own communication skill.
From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap. While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it shouldn?t be considered a lack at all. As a h...
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
According to Nunes & et. Al (2001) Research demonstrates that deaf students will probably be disregarded by their classmates in an inclusive environment and more averse to have a companion in the class than their schoolmates with students that can hear.
...aling with it as a part of your life. Children usually born with deafness are attributed with this severe form of hearing loss. Other ways to deal with deafness can be treated orally by surgical procedures or medications to help treat the disability. More than likely the use of a hearing aid can be used to treat deafness if that person does not have a severe kind of this disability. A hearing aid can be used to hear people in that it is a kind of an assisted audio learning device.