Objectives: Achieving optimal outcomes in deaf children’s communication skills depends on the availability of early specialized high-quality intervention services. Early intervention services through teletechnology could respond to this need. The development of teletechnology has led to the creation of new formats for family-centered services. Such measures could address the hearing, speech, an...

BACKGROUND The development of cochlear implants (CIs) and the broader availability of early intervention, made possible by newborn hearing screening, have raised prospects that deaf children can be mainstreamed at the start of elementary school and fare well with minimal support. This report examines the veracity of that perspective. METHODS This report specifically: (1) reviews progress made...

The goal of this paper is to present the first evidence-based guidelines for the design of electronic games for deaf children. According to the most recent deaf literature, playing with such games shows positive effects on deaf children’s visual abilities and working memory abilities. Our review of deaf literature, briefly sketched in the paper, considers such abilities as well as other relevan...

The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with ...

Objectives: Profound hearing loss encounters children with delay in speech and language. As it is known language acquisition in young deaf children is a lengthy process, but cochlear implanted children have better spoken language skills than if they had not received the device. According to the importance of cochlear implant in deaf childchr('39')s language development, this study evaluates the...

purpose: the association between deafness and ocular abnormalities is well established however the nature and prevalence of these problems are diverse across the globe. methods: a team of optometrists and social worker visited one hundred fifty eight deaf boy students at their schools and those who needed more detailed evaluation were referred to the farabi eye hospital's strabismus clinic...

The development of reading ability in a group of deaf children was followed over a three year period. 29 deaf children, aged 7-8 years old at the first assessment, participated in the study and every 12 months they were given a battery of literacy, cognitive and language based tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations ...

The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vo...

Disorders of attention deficit and overactivity, ADHD (DSM-IV), and hyperkinetic syndrome (ICD-10) are common and disabling. However, a number of factors in deaf children's development make the assessment of these disorders in deaf children problematic. The prevalence of ADHD and hyperkinetic disorder does not appear to be higher than expected in children with inherited deafness alone but does ...