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Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study

BACKGROUND: Social inclusion is a common focus of listening and spoken language (LSL) early intervention for children with hearing loss. This exploratory study compared the social inclusion of young children with hearing loss educated using a listening and spoken language approach with population da...

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Autores principales: Constantinescu-Sharpe, Gabriella, Phillips, Rebecca L., Davis, Aleisha, Dornan, Dimity, Hogan, Anthony
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5351175/
https://www.ncbi.nlm.nih.gov/pubmed/28292268
http://dx.doi.org/10.1186/s12887-017-0823-y
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author Constantinescu-Sharpe, Gabriella
Phillips, Rebecca L.
Davis, Aleisha
Dornan, Dimity
Hogan, Anthony
author_facet Constantinescu-Sharpe, Gabriella
Phillips, Rebecca L.
Davis, Aleisha
Dornan, Dimity
Hogan, Anthony
author_sort Constantinescu-Sharpe, Gabriella
collection PubMed
description BACKGROUND: Social inclusion is a common focus of listening and spoken language (LSL) early intervention for children with hearing loss. This exploratory study compared the social inclusion of young children with hearing loss educated using a listening and spoken language approach with population data. METHODS: A framework for understanding the scope of social inclusion is presented in the Background. This framework guided the use of a shortened, modified version of the Longitudinal Study of Australian Children (LSAC) to measure two of the five facets of social inclusion (‘education’ and ‘interacting with society and fulfilling social goals’). The survey was completed by parents of children with hearing loss aged 4–5 years who were educated using a LSL approach (n = 78; 37% who responded). These responses were compared to those obtained for typical hearing children in the LSAC dataset (n = 3265). RESULTS: Analyses revealed that most children with hearing loss had comparable outcomes to those with typical hearing on the ‘education’ and ‘interacting with society and fulfilling social roles’ facets of social inclusion. CONCLUSIONS: These exploratory findings are positive and warrant further investigation across all five facets of the framework to identify which factors influence social inclusion.
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spelling pubmed-53511752017-03-17 Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study Constantinescu-Sharpe, Gabriella Phillips, Rebecca L. Davis, Aleisha Dornan, Dimity Hogan, Anthony BMC Pediatr Research Article BACKGROUND: Social inclusion is a common focus of listening and spoken language (LSL) early intervention for children with hearing loss. This exploratory study compared the social inclusion of young children with hearing loss educated using a listening and spoken language approach with population data. METHODS: A framework for understanding the scope of social inclusion is presented in the Background. This framework guided the use of a shortened, modified version of the Longitudinal Study of Australian Children (LSAC) to measure two of the five facets of social inclusion (‘education’ and ‘interacting with society and fulfilling social goals’). The survey was completed by parents of children with hearing loss aged 4–5 years who were educated using a LSL approach (n = 78; 37% who responded). These responses were compared to those obtained for typical hearing children in the LSAC dataset (n = 3265). RESULTS: Analyses revealed that most children with hearing loss had comparable outcomes to those with typical hearing on the ‘education’ and ‘interacting with society and fulfilling social roles’ facets of social inclusion. CONCLUSIONS: These exploratory findings are positive and warrant further investigation across all five facets of the framework to identify which factors influence social inclusion. BioMed Central 2017-03-14 /pmc/articles/PMC5351175/ /pubmed/28292268 http://dx.doi.org/10.1186/s12887-017-0823-y Text en © The Author(s). 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Constantinescu-Sharpe, Gabriella
Phillips, Rebecca L.
Davis, Aleisha
Dornan, Dimity
Hogan, Anthony
Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title_full Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title_fullStr Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title_full_unstemmed Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title_short Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study
title_sort social inclusion for children with hearing loss in listening and spoken language early intervention: an exploratory study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5351175/
https://www.ncbi.nlm.nih.gov/pubmed/28292268
http://dx.doi.org/10.1186/s12887-017-0823-y
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