Constantinescu, A. G, Phillips, R. L, Dornan, D., Davies, A. & Hogan, A. (2015). Exploring the impact of spoken language on social inclusion for children with hearing loss in listening and spoken language early intervention. Volta Review,115(2), 153-181. United States of America: Alexander Graham Bell Association for the Deaf and Hard of Hearing.
The impact of spoken language skills on the social inclusion of children with hearing loss is of interest for listening and spoken language early intervention providers. This study used spoken language assessments and a parent-report social inclusion survey to investigate this impact for 95 children with hearing loss (M = 5.1 years of age). The survey focused on two facets of social inclusion: education and interacting with society and fulfilling social roles. The majority of participants demonstrated language, vocabulary and speech skills commensurate with peers with typical hearing. Vocabulary and speech skills had an impact on only a few aspects of social inclusion. Specifically, this was primary caregiver satisfaction with the level of teacher support; and children being invited to social activities or using computer or mobile technology devices. Spoken language skills were shown to have some impact on a few aspects of social inclusion. Areas were suggested where early intervention providers could offer additional support to children with hearing loss and their families.
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