Irish Deaf Kids
« Previous EntriesParent Query: Apps To Record A Child’s Voice
Monday, June 17th, 2013More parents are asking IDK for the names of apps which families can use with children to listen to, and record their voices to check for understanding of the material, and for playback at a later date as a way to track a child’s learning progress. Here’s a suggestion, with animal sounds and lots of [...]
Learning European Languages With Live Captions
Wednesday, June 12th, 2013Fred Suter, a deafened student from Germany who’s studying modern languages in the UK, shares how he uses realtime captions in lectures for 100% access to course material with a laptop, microphone and wifi network.
Read: Experience of Communication Support At University
For the IDK team, this is exactly how students who’re deaf or hard-of-hearing should be accessing [...]
What Is The ‘Deaf Debate’ With Cochlear Implants?
Monday, June 10th, 2013What is the “deaf debate” with cochlear implants? Why can they be seen as controversial? This is one of the best pieces we’ve read on the topic, to date.
Read >> The Deaf Culture versus Oral-Only Debate
Many people are curious about this debate, as a result of the Happy New Ear campaign which is seeking bilateral [...]
‘Too Many Cheeky Dogs’: A Hearing-Deaf Book
Sunday, June 9th, 2013A new childrens’ book in Australia, “Too Many Cheeky Dogs“, was created by a hearing author and a deaf illustrator, like the IDK childrens’ book was. This hearing/deaf team, believing they might be the first to create a book like this, asked creators of similar projects to post to their Facebook page.
Read: Interview with ‘Cheeky Dogs’ [...]
Why Over-Parented Students Irritate Teachers
Wednesday, June 5th, 2013Over-parenting, or the “misguided attempt to improve [a] child’s current and future personal and academic success”, is a risk for all parents, and not just parents of children with extra needs. Here’s a teacher’s view on the issue:
Read >> Why Parents Need To Let Their Children Fail
We all know parents who won’t let go of [...]
School Acoustics – By An Educational Audiologist
Wednesday, May 29th, 2013With children under 13 years of age most challenged by ambient classroom noise, school acoustics are vital to childrens’ learning in their formative primary or elementary schooling years, says audiologist Jane Madell.
Read >> How Classroom Acoustics Impact Learning
Crucially, Madell notes a major change in deaf education:
Maybe only 15 years ago, many children with hearing loss were [...]
Hearing-Aids And Parents Boost Kids’ Vocabulary
Wednesday, May 22nd, 2013Children with hearing-aids and sufficient parental support and interaction will have a stronger vocabulary than others, according to a tertiary researcher, Karien Coppens, at the Netherlands Organisation for Scientific Research.
Parental encouragement and support are two key components for learning outcomes in children with hearing issues. Coppens found parent support is vital in a child’s potential [...]
Learned Helplessness: When Less Support Is More
Tuesday, May 21st, 2013School supports and resource-teaching allocations are in the news, raising the question of how much support a child actually needs in a classroom, or in a school. Has anyone paused to query if certain children need help, and if so – when exactly, just how much help, and at what stage of their schooling?
The IDK team [...]
Early Implants Best For Baby’s Language Progress
Thursday, May 16th, 2013In the US, two to three children in every 1000 births is born profoundly deaf, 90% to hearing families. The average age for a baby to receive a cochlear implant is falling, with research showing babies of 6 to 9 months to benefit more from the technology, than even at 12 months, and again at [...]
Childcare Managers’ Vital Role In Language Skills
Monday, May 13th, 2013Childcare facilities may overlook childrens’ cognitive language and social-emotional skills development with the other early-skills children must learn, according to a recent piece in Canada’s ‘The Castlegar Source’ newspaper.
When children learn and practice early social skills like turn-taking, sharing and interaction, with hand-eye coordination and early physical development, their exposure to rich language may ’stall’ as [...]