Checklist for Early Learning Program Adaptations
To Accommodate YoungChildren who have a Hearing Loss
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The parents have given the educator information about the degreeof the child’s hearing loss and have explained the implications.
The child wears personal amplification (hearing aids or cochlear implant processors) consistently in the early learning environment and at home. The educator supports the parents in working toward full time amplification use if this has not been established by the time of entry to the program.
If personal amplification is removed (for rest time or swimming), the educator ensures they are stored in a safe manner and that battery power is not being used during this time
Technical aids, if appropriate, have been recommended by the child’s audiologist and have been provided (e.g. FM sound field system and/or personal FM system) and the educator consistently uses the transmitter and wears the microphone correctly.
A daily listening check of all of the child’s amplification equipment is done by a staff member who has the knowledge to maintain and troubleshoot all of the systems.
The child is provided with an environment that is as quiet as possible. The acoustic environment can be improved by incorporating soft, sound-absorbent materials such as bulletin boards, drapes, and acoustic ceiling tiles within the room design and by using carpet or foam mats for floor areas used for play and storytime centers as well as on table surfaces used for noisy play activities such as Lego-type blocks.
The educator understands that the child may have delayed language skills and therefore provides as much language input as possible to support the child’s language development and encourages the child to talk. To do this, gain the child’s attention, face the child to permit speechreading (lip reading) and speak in close proximity to the child’s hearing amplification microphone. Use visual aids such aspictures, posters, photos, and a visual schedule to support effective communication with the child. The educator ensures that sign language input is available to a child whose parents have chosen to use sign language.
The educator is aware that the child may not fully understand directions, instructions and discussions and therefore may need to have information clarified, “acted-out”, or demonstrated to ensure comprehension.
It may be necessary to prepare the child prior to activities such as field trips, special visitors, presentations and celebrations by introducing him to the language, concepts and expectations before the event occurs.
When possible, the child participates in small group language-based activities that are provided in a quieter setting.
The educator maintains close contact with the parents and promotes the child’s language growth by sending notes and photos home for the child to talk about and share with his parents.
If possible, the educator consults with professionals such as the child’s audiologist, the program’s speech-language pathologist and the child’s auditory-verbal therapist in order to provide optimal language learning opportunities within the early learning setting.