- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
The universal screening of newborn children for permanent hearing loss has become a standard health and educational service in many, if not most, developed countries. Developed nations, however, represent the minority of the world’s population. Universal newborn hearing screening (UNHS) is far less frequently available in developing countries where hearing loss is often disproportionately prevalent. This chapter considers the issues associated with the development of newborn screening programs in developing countries, where the vast majority of the world’s deaf children live. These issues include whether to screen all newborns or to employ a targeted approach of seeking only those children with known risk factors for hearing loss, the articulation of UNHS programs with appropriate support services for children and families, and the availability and quality of subsequent intervention in developing-country contexts. The question of economic affordability and the sustainability of expensive programs of screening in very poor countries is also considered, as are the ethical issues associated with providing (or not providing) access to such programs. It is concluded that successfully implemented UNHS programs stand to provide enormous benefits to deaf and hard-of-hearing (DHH) children and their families in developing countries. It is argued that such benefits will only accrue, however, if programs are well implemented and combined with adequate and effective follow-up.
Greg Leigh, Royal Institute for Deaf and Blind Children and The University of Newcastle North Rocks, Australia
Anthony T. Newall, University of New South Wales, Randwick, Australia
John P. Newall Sydney Children’s Hospital Randwick Department of Linguistics, Macquarie University, Sydney, Australia
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