vulnerable family – RRTTLC.RO

Considerații asupra programelor de intervenție și educație timpurie în dizabilitățile auditive

Theoretical considerations regarding early intervention and educational programs in hearing-impairment

Ioana-Letiția ȘERBAN
Abstract

Early intervention (EI) services for hearing-impaired (HI)/ Deaf children are provided through a process of collaboration, understanding and respect between the professionals and the families. They work together to build an intervention plan which will allow the hearing-impaired/ Deaf child to access functional communication and optimal auditory, verbal, cognitive, social and emotional development. The paper presents in the first part specific aspects concerning early intervention for hearing-impaired/ Deaf children, illustrating the variety of situations regarding hearing loss, health, associated disabilities, types of families, and communication options and needs. The second part focuses on specific objectives in EI programs highlighting good practices in promoting their quality: access to specialists working in interdisciplinary teams, access to specialists who have knowledge and competencies to work with HI/ Deaf children, optimizing child development and the well-being of the family, supporting and promoting best results in all developmental areas, supporting families in their choice of communication for their HI/Deaf child, monitoring and assessment activities, active family involvement and support systems options for the families

Keywords: early intervention, hearing-impaired, Deaf, family
pdf
DOI:10.26744/rrttlc.2025.11.1.10
Published on line: 03/30/2025

Modalități de dezvoltare a abilităților de comunicare la elevii din familii vulnerabile

Developing communicative abilities in children from vulnerable families

Oana PREDA
Abstract

Within families affected by socio-economic and cultural disadvantage, proper communication situations are infrequent or likely to trigger negative emotional effects. Children growing up in such families are less involved in communicative activities with their parents and may be emotionally inhibited, thus causing mothers to complain about the youngsters’ passivity (Piff, Moskowitz, 2018). Researchers have put forward several methods for preparing parents in disadvantaged families to optimize verbal communication with their children as well as to improve parent-teacher communication. In order to manage the quality of communication in the case of families vulnerable due to socio-economic and cultural disadvantage, pre-school staff, teachers, speech therapists and school counselors should establish personalized programmes meant to develop the communicative abilities of both parents and children

Keywords: vulnerable family, communicative ability, verbal communication skills, learning techniques, formative assessment
pdf

DOI:10.26744/rrttlc.2023.9.2.07
Published on line: 10/30/2023
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