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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 January 2022

Psychosocial Development of Hard-of-Hearing Preschool Children

Psychosocial Development of Hard-of-Hearing Preschool Children

Implications for Early Intervention

(p.437) 19 Psychosocial Development of Hard-of-Hearing Preschool Children
Evidence-Based Practices in Deaf Education

Nina Jakhelln Laugen

Oxford University Press

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Keywords:   hard of hearing, psychosocial development, children, mild hearing loss, unilateral hearing loss, early intervention

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