Paper Example on Behavioral Issues for Deaf and Hard of Hearing Students

Introduction

Some learners are faced with learning disability challenges in education. Therefore, as the teacher tries to identify such students, it is important to consider the probability of the child having loss of hearing ability, which is more common than most teachers think. Whether the severity of hearing impairment is mild or severe, generally, it is associated with poor academic performance. According to a survey conducted by Centers for Disease Control, it was observed that for every 1000 children of 8 years, 1.3 suffer from lack of hearing in both ears measuring at least 40 decibels. In addition, the research showed 14.9% of children with age between 6 and 19 years have either unilateral or bilateral hearing loss of 16 decibels. Academic performance can even be affected by unilateral hearing impairment; research shows that between 25 and 35% of children with unilateral hearing impairment are more likely to fail in at least one grade level (Moriarty, Zack & Kobau, 2003).

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There exists a strong relationship between hearing and learning because, for one, the ability to hear is crucial to the development of speech and language whereby speech helps children communicate while language assists children to learn. Clearly, loss of hearing ability leads to delayed language and speech development, and such delays result in learning difficulties, that lead to poor academic performance (Scheetz, 2012). Since poor performance in class is often associated with lack of attention and bad behavior, children with either mild or total deafness are mostly not treated as students with learning disabilities.

Children with hearing impairment experience problems while attending their daily classes unless they are accorded proper care and support. Due to the lack of attention from the teacher, the deaf children may not be integrated properly, and this results to them remaining on the background. This is the case because they try to avoid outstanding from the rest of the children. The deaf children face this risk due to improper preparation before starting school. They may not be taught how to communicate in their condition; communication assists the child to tell the teacher they are unable to hear what the teacher says or even what the other children are saying. This failure to communicate makes these children never to ask the teacher or children to repeat what they said. These deaf children may not even tell the tutor that special amplification equipment is needed even if it is a perfect aid to proper hearing (Stewart & Clarke, 2003).

In most cases, the deaf children want to be like their friends and strive to be like those with normal hearing, and hence they have a feeling that they are inadequate when telling their friends of the hearing problem. Before starting school, these children, therefore, are faced with the challenge of socializing with their friends. Many times, they keep a low profile and prefer not to participate in classroom activities. Therefore, these children require proper education to understand their condition and see themselves similar to the other children. The result of the lack of attention is headaches and fatigue after school. Another major risk factor may be a failure to identify the hearing issue in time in the part of the parents or teachers. This may negatively affect the child's learning process and while in school, this child may have trouble while learning (Scheetz, 2012). For instance, the child might spend much time trying to listen, take notes, and synthesize the subject.

In the United States, Deaf Studies was established, but the focus, the concerns that brought about this establishment have not changed up to date, leading to a reactive criticism because of the change in historical deaf conditions, and the type of lives lived by the deaf people today. The criticism arises where there has been a tendency to ignore the established studies done in the area of linguistics and deaf studies. In addition, the application of old illustrations of discrimination and the Derrida's phonocentrism acceptance without a careful thought has received significant criticism. The misuse of Saussure's theory of linguistics and the reliance on the metaphor of colonialism both have been questioned on their application (Myers & Fernandes, 2009). All of these criticized acts point at what best suits the deaf, when and where, in relation to deaf mental health dimensions.

Conclusion

There are several reasons why there is a need to study deaf mental issues because each day, the deaf people are stigmatized, face prejudice and require aid in communication. According to mental health studies, the deaf suffer mental health issues about two times the normal people, and again they have challenges accessing the required mental health care facilities. Mental illness among the deaf people comes with difficulties in talking to care providers because according to studies, lip-reading is not adequate, scarcity of people with sign language knowledge and many tools used in diagnosis require knowledge that the deaf lack. There is a dire need to compound the study of deafness with the mental health of the deaf people because these people need mental support and skills to live comfortably (Scheetz, 2012).

References

Moriarty, D. G., Zack, M. M., & Kobau, R. (2003). The Centers for Disease Control and Prevention's Healthy Days Measures-Population tracking of perceived physical and mental health over time. Health and quality of life outcomes, 1(1), 37.

Myers, S. S., & Fernandes, J. K. (2009). Deaf studies: A critique of the predominant US theoretical direction. Journal of Deaf Studies and Deaf Education, 15(1), 30-49.

Scheetz, N. A. (2012). Deaf education in the 21st century: Topics and trends.

Stewart, D. A., & Clarke, B. R. (2003). Literacy and Your Deaf Child: What Every Parent of Deaf Children Should Know. Washington: Gallaudet University Press.