[Published in 2011] Proposed cuts to special-needs assistant (SNA) and resource teaching hours got extensive coverage in the recent national press, after the government announced a reduction in education support services from September 2011. Some deaf children (on a needs basis) have access to SNAs at mainstream schools, maybe with weekly resource-teaching hours approved by
For Sale: an Olympic-size swimming pool, six brick buildings, playing fields, a garage and a steam heating system as the Clarke School for Hearing and Speech in Massachusetts downsizes its campus after 144 years in existence. Historic Northampton School Campus Is For Sale Originally known as The Clarke School for the Deaf in Northampton (MA),
Following legislation in 1998 and 2004, parents of deaf and hard-of-hearing (D/HH) children are facilitated in sending their child to the local school. As a result, there has been a dramatic increase in numbers of D/HH children in those settings and a subsequent drop in enrolment in schools for deaf pupils. This thesis explores the
Following a major review of audiology services in Ireland that revealed a history of neglect towards essential pediatric hearing services, a national newborn hearing testing programme (UNHS) began in Cork in April 2011. The test, to screen for deafness in newborn babies, enables earlier intervention for family-centered child-language development and a national roll-out of the UNHS
The earlier children learn to lipread, the better chance they will have it as second nature. Some tips to remember when teaching your child to lipread: Reading books together develops language, and teaches lip-reading Hearing devices will support your child’s “processing” as they lipread Learning to differentiate between vowel sounds is vital to lipreaders If
“Whether parents choose sign language, speech facilitated by implants or some combination, deaf children are exposed to language earlier than ever” Implants help deaf children learn language from listening A key message in this 4-page piece is, language is the vital focus for deaf children and can be acquired in different ways. One view is
The parents of children who’re deaf need to be involved with their child’s education, at home and at school. Parent input to child education is cited by educators as one of the best ways to improve outcomes for all children and notably if other family members are involved. Statistically, educational attainment rises when parents participate in
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