Deadly Ears Webinar 2.10.09.2013.pdf - Childcare Alliance
Transcript of Deadly Ears Webinar 2.10.09.2013.pdf - Childcare Alliance
Creating supportive environments for children with hearing loss
Childcare Queensland Webinar10th September 2013
Claire Salter & Jessica Edwards
Questions from Webinar One?
Review of ear diseaseand hearing loss
• Eustachian tube gets blocked
• Pus/fluid builds up behind ear drum
• Fluid prevents the bones moving effectively
• Hearing loss can occur
Fluctuating hearing loss
• The nature of ear disease means that conductive hearing loss can vary
• Children’s hearing can fluctuate throughout the week (can be different each day)
• Children with fluctuating hearing loss can have more difficulties coping than children with a permanent level of hearing loss
Whole of group approach
• Strategies that benefit the whole group may be more effective at capturing kids with fluctuating hearing loss
• These can be changes to the environment, routines of the centre & individual staff strategies
Linking to the EYLF
Listening & language tasks
are supported forSonny
Sonny’s homelanguage is
respected while he learns English
Sonny doesbreath, blow,
cough, wash routine during
transitions
Sonny learnsin supportive
listening environments
Sonny’s ear troubles are
identified & supported
At enrolment family & educator yarn about cultural
background& hearing health
Linking to the EYLF
Listening & language tasks
are supported forSonny
Sonny’s homelanguage is
respected while he learns English
Sonny doesbreath, blow,
cough, wash routine during
transitions
Sonny learnsin supportive
listening environments
Sonny’s ear troubles are
identified & supported
At enrolment family & educator yarn about cultural
background& hearing health
Supportive listening environments
Practice
• Learning through play: creating fun learning environments for children to learn about having healthy ears
• Learning environments: create supportive listening environments
Outcome: Children are confident & involved learners
Sound in a cinema
Sound in a school hall
Reducing distracting noise
Description Y NAre there curtains/blinds on the windows?
Is the floor surface soft and sound absorbing?
Are there rubber stoppers on chair and table legs?
Are there wall hangings or cork display boards on walls?
Do the lights work without humming?
Do the fans work without an electrical buzz sound?
Does your air conditioning work without thumping or humming?
Does the ceiling have sound absorbing material?
Are most surfaces soft, bumpy and absorbent e.g. floors, walls,
dividers?
Increasing good noise
• Reduce background noise
• Have a routine
• Use visual supports
• Divide your room into different
spaces
Early educator strategies
• Instructions
- Short and clear
- Demonstrate/gesture
- Repeat, repeat, repeat!
• Whole group activities
- Kids are close to you
- Kids can see your face
Linking to the EYLF
Listening & language tasks
are supported forSonny
Sonny’s homelanguage is
respected while he learns English
Sonny doesbreath, blow,
cough, wash routine during
transitions
Sonny learnsin supportive
listening environments
Sonny’s ear troubles are
identified & supported
At enrolment family & educator yarn about cultural
background& hearing health
Language & listening
Principle 4: Respect for diversity
• Consider that Aboriginal and Torres Strait Islander children have very high rates of ear disease & hearing loss in the early years of life (80% in some communities)
� Make sure you know about children’s ear health and hearing to make appropriate adjustments for them
• Respond to linguistic and cultural diversity
� Honour & uphold children’s home language & culture within the early years setting
Language & listening
Practices: Intentional teaching
- Teach children about ears and hearing utilising
appropriate methods & resources
- Teach children in a way that acknowledges their
home language & explicitly teaches Standard
Australian English
Linking to the EYLF
Listening & language tasks
are supported forSonny
Sonny’s homelanguage is
respected while he learns English
Sonny doesbreath, blow,
cough, wash routine during
transitions
Sonny learnsin supportive
listening environments
Sonny’s ear troubles are
identified & supported
At enrolment family & educator yarn about cultural
background& hearing health
Supporting listening & language
Practices: Intentional teaching
• Promote children’s learning through meaningful contexts (eg learning Standard Australian English in meaningful settings, engaging children in learning about ear disease).
Outcome: Children are effective communicators
• Links between hearing and communication
• Managing the impacts of ear disease on development
Outcome: Children are connected with and contribute to their world
• Children become socially responsible in managing ear disease as an active agent
• Respect & celebrate diversity of language & culture
Supporting listening & language
• Build up children’s language
– Tune in to what kids say,
what they understand &
what they’re interested in
– Embed language in all
activities and interactions
– Add new words and concepts
– Expand on their sentences
Supporting listening & language
• Support them with their speech sounds
– Model speech sounds that might be tricky
– Talk about how you make sounds
• Do activities that promote emergent literacy
– Talk about language- sounds, words and letters
– Read stories (and you don’t need to read all the
words!)
Supporting listening & language
Support team
• Indigenous Professional Support Unit
• Inclusion Support Agency
• Allied Health services
• Deadly Ears
National Ear Health Campaign
http://www.careforkidsears.health.gov.au/
References & resources
• Aithal, S, Yonovitz, A & Aithal, V. (2008), Perceptual consequences of conductive hearing loss: speech perception in Indigenous students learning English as a “school” language. Aust NZJ Audiol, 30: 1-18.
• Couzos,S., Metcalf, S, & Murray, R. (2001). Systematic review of existing evidence and primary care guidelines on the management of OM in Aboriginal & Torres Strait Islander populations. Canberra: office for Aboriginal & Torres Strait Islander health services, Commonwealth dept of health and family services.
• DOHA (2010) Indigenous ear health: developmental research to inform Indigenous social marketing campaigns Final report; Circa, Sydney.
Websites:
• http://www.eartroubles.com
• http://careforkidsears.health.gov.au/
• http://www.health.qld.gov.au/deadly_ears/
• http://www.faft.net.au/
• https://www.batchelor.edu.au/ikr/family-success-stories.php
Thank you
Please share any questions or comments.