deadly ears webinar 2.10.09.2013.pdf - childcare alliance

Creating supportive environments for children with hearing loss

Childcare Queensland Webinar10th September 2013

Claire Salter & Jessica Edwards

Questions from Webinar One?

Review of ear diseaseand hearing loss

• Eustachian tube gets blocked

• Pus/fluid builds up behind ear drum

• Fluid prevents the bones moving effectively

• Hearing loss can occur

Fluctuating hearing loss

• The nature of ear disease means that conductive hearing loss can vary

• Children’s hearing can fluctuate throughout the week (can be different each day)

• Children with fluctuating hearing loss can have more difficulties coping than children with a permanent level of hearing loss

Whole of group approach

• Strategies that benefit the whole group may be more effective at capturing kids with fluctuating hearing loss

• These can be changes to the environment, routines of the centre & individual staff strategies

Linking to the EYLF

Listening & language tasks

are supported forSonny

Sonny’s homelanguage is

respected while he learns English

Sonny doesbreath, blow,

cough, wash routine during

transitions

Sonny learnsin supportive

listening environments

Sonny’s ear troubles are

identified & supported

At enrolment family & educator yarn about cultural

background& hearing health

Supportive listening environments

Practice

• Learning through play: creating fun learning environments for children to learn about having healthy ears

• Learning environments: create supportive listening environments

Outcome: Children are confident & involved learners

Sound in a cinema

Sound in a school hall

Reducing distracting noise

Description Y NAre there curtains/blinds on the windows?

Is the floor surface soft and sound absorbing?

Are there rubber stoppers on chair and table legs?

Are there wall hangings or cork display boards on walls?

Do the lights work without humming?

Do the fans work without an electrical buzz sound?

Does your air conditioning work without thumping or humming?

Does the ceiling have sound absorbing material?

Are most surfaces soft, bumpy and absorbent e.g. floors, walls,

dividers?

Increasing good noise

• Reduce background noise

• Have a routine

• Use visual supports

• Divide your room into different

spaces

Early educator strategies

• Instructions

- Short and clear

- Demonstrate/gesture

- Repeat, repeat, repeat!

• Whole group activities

- Kids are close to you

- Kids can see your face

Linking to the EYLF







transitions







Language & listening

Principle 4: Respect for diversity

• Consider that Aboriginal and Torres Strait Islander children have very high rates of ear disease & hearing loss in the early years of life (80% in some communities)

� Make sure you know about children’s ear health and hearing to make appropriate adjustments for them

• Respond to linguistic and cultural diversity

� Honour & uphold children’s home language & culture within the early years setting

Language & listening

Practices: Intentional teaching

- Teach children about ears and hearing utilising

appropriate methods & resources

- Teach children in a way that acknowledges their

home language & explicitly teaches Standard

Australian English

Linking to the EYLF







transitions







Supporting listening & language

Practices: Intentional teaching

• Promote children’s learning through meaningful contexts (eg learning Standard Australian English in meaningful settings, engaging children in learning about ear disease).

Outcome: Children are effective communicators

• Links between hearing and communication

• Managing the impacts of ear disease on development

Outcome: Children are connected with and contribute to their world

• Children become socially responsible in managing ear disease as an active agent

• Respect & celebrate diversity of language & culture


• Build up children’s language

– Tune in to what kids say,

what they understand &

what they’re interested in

– Embed language in all

activities and interactions

– Add new words and concepts

– Expand on their sentences


• Support them with their speech sounds

– Model speech sounds that might be tricky

– Talk about how you make sounds

• Do activities that promote emergent literacy

– Talk about language- sounds, words and letters

– Read stories (and you don’t need to read all the

words!)


Support team

• Indigenous Professional Support Unit

• Inclusion Support Agency

• Allied Health services

• Deadly Ears

National Ear Health Campaign

http://www.careforkidsears.health.gov.au/

References & resources

• Aithal, S, Yonovitz, A & Aithal, V. (2008), Perceptual consequences of conductive hearing loss: speech perception in Indigenous students learning English as a “school” language. Aust NZJ Audiol, 30: 1-18.

• Couzos,S., Metcalf, S, & Murray, R. (2001). Systematic review of existing evidence and primary care guidelines on the management of OM in Aboriginal & Torres Strait Islander populations. Canberra: office for Aboriginal & Torres Strait Islander health services, Commonwealth dept of health and family services.

• DOHA (2010) Indigenous ear health: developmental research to inform Indigenous social marketing campaigns Final report; Circa, Sydney.

Websites:

• http://www.eartroubles.com

• http://careforkidsears.health.gov.au/

• http://www.health.qld.gov.au/deadly_ears/

• http://www.faft.net.au/

• https://www.batchelor.edu.au/ikr/family-success-stories.php

Thank you

Please share any questions or comments.

deadly ears webinar 2.10.09.2013.pdf - childcare alliance

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