Custom essays on Aspects of children with hearing impairment

A defect of deafness and hearing impairment in society is a social problem. Wakefield named this problem – by “social dislocation”. (Wakefield, 1998) It is principal reason of child’s defectiveness: a physical defect causes social dislocation as though, quite like corporal dislocation, when the damaged part is hand or leg – go out from a joint, when ordinary connections and articulations of functioning organ are rudely torn accompanied pain and inflammatory processes. If psychologically the corporal failing is meant by social dislocation, pedagogically it has another meaning – to educate such child is means to set him or her in life, as set the dislocated and sick organ. In our hands to make possible so that deaf and blind children will never feel their defects and feel themselves defective. Humanity will be able to win over blindness, both deafness and dementia in a social and pedagogical plan before in a plan medical and biological. It will remain blind a blind, deaf – deaf, but they will leave off to be defective, because defectiveness is social concept.
Defectiveness will win over social education. Then about a blind child will not say that he/she is defective, but will say that he/she is blind and about deaf – deaf and nothing anymore. In relate to this question we can quote Burkey who said that “one of the most common concerns people have about hearing aids is that they may not work. There are three main reasons why people believe this. The first reason is related to the actual limitations of hearing aids. Second, if you are basing your attitudes on older hearing aids, much that once was true may no longer apply. Finally, the opinion that hearing aids do not work can come from personal experience.” (Burkey, 2006:54).
Hearing impairment is always serious problem both for a child and for the parents. It is heavy to reconcile with the fact that little child for the whole life is deprived possibility to perceive such rich and countless various worlds of sound. It is hard to realize that an ailment erects an invisible barrier between a kid and surrounding people, insulates the child from the world. However, it doesn’t mean that vital destiny of such child is loneliness and isolation. I think that it is possible and necessary to fight for valuable existence of unhearing kid in mainstream school. The main question of this paper has different aspects and we will describe them. Moreover, I think we have lot of aspects to talk about. These aspects of hearing impairment have only recently been raised, and it is not possible to answer all of them in a quick way and with any certainty. But, without any doubt, we should start from the beginning and its mean that we should determine basic terms. According to web source we can determine this term as “a hearing impairment or hearing loss is a full or partial decrease in the ability to detect or understand sounds. Caused by a wide range of biological and environmental factors, loss of hearing can happen to any organism that perceives sound.” (http://deafness.askdefine.com/) In continuation of terminology analyzing we can note the next: “The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act Public Law 94-142, defines “hearing impairment” and “deafness” separately. According to the regulations of IDEA, hearing impairment is defined as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.” Deafness is defined as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” 
Socialization is a term that refers to the social perspective of deafness and it presents question of hearing impairment from another side. Socialization is development and self-realization of a person during the whole life in the process of mastering and reproduction of culture in society. By the term socialization we understand the process of mastering of social person’s experience, attaching person to the public relations.
In the process of socialization personality acquires qualities, necessary for life in society, masters certain values and forms of behavior. Thus, a man actively participates in mastering of codes of social behavior and interpersonally relations, in acquisition of abilities and skills, necessary for successful realization of appropriate social roles and functions. In the processes of socialization a determining value is had experience of the early stages of ontogenesis, related to forming of psychical functions and primary forms of social behavior; transmission of social experience through the departmental and education teaching; and, finally, cross-coupling of people in the process of intercourse and joint activity.
In the process of socialization in the sphere of hearing impairment a man is formed as a member of society to which he belongs to. Successful socialization is not only effective adaptation of child in society, but it is also ability in a certain measure to resist society, part of vital collisions, mixing to development and self-realization. Modern society products two types of victims of socialization in one or another measure: a child is fully adapted in society, but not capable to resist in it and a child is not adapted in society, but opposing to it. According to Burkey we see that “hearing loss is a quality-of-life issue. In a hearing world, good hearing is often required for a person to participate fully. Hearing loss can limit a person’s options. It can prevent a person from satisfying his or her wants and needs. From early morning until late at night, a person uses hearing. It is one of only five senses available through which a person can experience the world. Hearing is used more than any other sense in communicating with others.” (Burkey, 2003:4)
Inclusive education is the type of the derivative social model of disability. It acknowledges that all children are different, and schools and educational system must be tuned under the individual necessities of all students – with violations of development and without them. However, inclusion means assimilation or aspiration to do all identical. Its key component is flexibility, confession that children are taught with different speed, and teachers need the special skills, to support flexibility of teaching process.
In most cases children simply need the good, clear, accessible teaching. Hallett and Prout stated that “From a disability studies perspective medical model discourses that surround disabled children are based on a number of assumptions: that being a disabled child involves a life of suffering; that disabled children are inevitably dependent on others; and that the state will ultimately have to bear the cost of supporting disabled children.” (Hallett and Prout, (2003:194) And it supposes the use of different methods, proper individual necessities, capabilities and features of development of child in the same queue. I want to add that the process of inclusion of children with hearing impairment into educational process has own pluses and minuses that greatly influence on this process. Among the pluses we can find the following: creation in mainstream schools the special condition of teaching for children with the special educational necessities; creation of flexible adaptive educational environment that will correspond to the educational necessities of all children of this educational establishment; teaching in the conditions of mainstream school classes, with granting to student necessary psychological and pedagogical support; preparation of students’, pedagogical and parents’ collectives to acceptance of children with hearing impairment and creation of such condition of teaching, which would be a comfort for all children and children with hearing impairment in particular and would be an instrument in achievement of maximal level of development, and also social rehabilitation of child and his/her integration in society; forming in the association (class, group, school) skills of tolerance, i.e. indulgence, mercy, mutual respect.