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11.12.2014
Sound Foundation for Babies and Toddlers  Cochlear Corporation has a suite of resources to assist with listening and language development from birth to 6 years of age.
Asymmetric and unilateral hearing losses in children have traditionally been underappreciated, but health care practitioners are now beginning to understand their effect on development and the underlying pathophysiologic mechanisms. This work was supported by a T32 Training Grant #T32DC000022 from the National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health (NIH) and the St.
ReferencesAgterberg MJ, Frenzel H, Wollenberg B, Somers T, Cremers CW, Snik AF (2014) Amplification options in unilateral aural atresia: an active middle ear implant or a bone conduction device?
Bamiou DE, Savy L, O’Mahoney C, Phelps P, Sirimanna T (1999) Unilateral sensorineural hearing loss and its aetiology in childhood: the contribution of computerised tomography in aetiological diagnosis and management. PubMedBuchman CA, Roush PA, Teagle HF, Brown CJ, Zdanski CJ, Grose JH (2006) Auditory neuropathy characteristics in children with cochlear nerve deficiency. PubMedJiang ZD, Liu XY, Wu YY, Zheng MS, Liu HC (1990) Long-term impairments of brain and auditory functions of children recovered from purulent meningitis.
Department of Otolaryngology - Head & Neck Surgery, Washington University School of Medicine, St.
JavaScript is currently disabled, this site works much better if you enable JavaScript in your browser. Children with hearing losses, or hard of hearing include those with hearing loss and children who are deaf (see full Glossary). While children with hearing loss or hard of hearing may respond to different sounds, or auditory stimuli (see full Glossary), including speech, children who are deaf cannot receive sound in all or most of its forms. In British Columbia, Canada, children with hearing loss or hard of hearing and children who are deaf are eligible for early intervention and special needs educational and vocational support from birth until age 19 years (BC Ministry of Child and Family Development). Children with hearing losses or hard of hearing can only hear sounds at a certain level of loudness or intensity, and at a certain level of frequency or pitch in one or both ears. Hearing losses can be bilateral (both ears) or unilateral (one ear). Children with a hearing loss greater than 90 decibels (dB) are considered deaf.
These children need specialized education support or assistance to support their optimal development and learning. Mixed or central hearing loss indicates that the hearing is limited because both the central or inner ear and the auditory nerve are damaged. Many of them may be slow to learn new words, or have difficulty with their speech (unclear or changing sounds, e.g.


Children with hearing loss or hard of hearing already in kindergarten and primary school grades find it hard to learn to read and write (see full Glossary) as they cannot blend sounds together. Intervention for hearing loss may start after birth, as soon as the loss has been detected. For infants and young children consultation with an early intervention consultant or deaf and hard of hearing consultant regarding ways to stimulate the child and possible medical check-ups and interventions is helpful.
Ensuring that  teacher and peers receive training in other communication methods, such as sign language (ASL) (Fig. People with hearing loss or hard of hearing use oral or manual communication, or a combination of the two. Mode of communication varies with normally developing unilateral hearing loss children using oral communication; bilateral HL children using oral communication only or assisted by some sign language in the more significant hearing loss range unless they have cochlear implants where oral communication is stressed.
Total Communication (see full Glossary) is a method of instruction for people with hearing loss or hard of hearing. To learn about hearing losses or hard of hearing in the middle childhood years, please visit the six to 12 part of this course. Children pick up words that they hear (or signs that they see) in their environment as adults are communicating with one another.
However, true words do not appear until the age of 12-15 months, following a rather predictable sequence.
The common wisdom among medical and educational professionals has been that at least one normal-hearing or near-normal-hearing ear was sufficient for typical speech and language development in children. American Academy Otolaryngology-Head Neck Surgery, Washington, DCAmerican Speech-Language-Hearing Association (2014) Hearing loss.
Hearing loss may be present at birth or it may occur at any stage throughout the individual’s life. The degree of hearing loss might vary, from slight, to mild, to moderate, to severe, and profound. Hearing loss can be the result of genetic or hereditary, pre-, peri- or post-natal factors.
The Early Hearing Screening Program in BC provides important information on the advantages of newborn screening, as well as testimonials for parents.


Children who are either hard of hearing or deaf generally need some form of special education services in order to receive an adequate education. Delay or failure of normal language development is not a rare situation in childhood and may be due to a variety of reasons.
The Sound Foundation resources, by Nancy Caleffe-Schenck, offer week by week activities that can be shared with families as a recommended website, or to augment activities discussed during early intervention.
The objective of this review is to illustrate, to the non-otolaryngologist, the consequences of asymmetric and unilateral hearing loss in children on developmental and educational outcomes. These ranges depend on a child’s ability to hear speech in others, or how loud and intensely their own speech is produced.
See the list of syndromes and conditions, and also refer to the sections on Children with Biological Risk, Children with Established Risk Conditions and Children with Genetic Disorders and Children with Nervous System Disorders.
To develop spoken language, a child must be able to hear speech clearly and also hear themselves (auditory feedback loop). In a 2001 study, 654 apparently healthy speech-language delayed children underwent a thorough audiological assessment for determination of their hearing thresholds. Children with very limited hearing or those who are hard of hearing but do not (consistently) wear amplification will not be able to develop language and speech at the same rate as age peers. The increased prevalence of hearing impairment found in this population mandates a thorough hearing evaluation for every case of speech-language delay, even for those children who show no evidence of other handicaps.
Establishment of a reference material for a “Language test for hearing-impaired children”, LATHIC.
This will help in the early diagnosis of hearing loss, allowing proper management to be instituted as early as possible.



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