Language Development Strategies for Children with Special Needs

This report discusses different language development strategies for children with special needs, focusing on a case study of a child with permanent hearing loss. It explores the importance of language development, the role of parents and medical professionals, intervention techniques, and theories of language acquisition.

Assessment 2: Report
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ABSTRACT
This assignment focuses upon concept of Language development importance. It is an important
concept that helps in establishment of effective communication with other people. The main aim
of this study is to identify different kinds of language development strategies for children with
special needs. In this report, case study of a child named Zachary has been discussed, who had
permanent hearing loss issue. Further in this report history, background information of Zachary
has been highlighted, other than this, primary role of parent’s and other medical professionals
has also been discussed. In this relevant data or information of language development and
different intervention technique to bring improvement within child has also been discussed.
Other than this, in this report different kinds of theories that can be used for resolving hearing
loss problem of child has also been discussed.
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Contents
ABSTRACT....................................................................................................................................2
INTRODUCTION...........................................................................................................................4
Participant....................................................................................................................................4
Summary......................................................................................................................................5
Mode and skill development........................................................................................................5
Language Acquisition Theory.....................................................................................................7
Language Acquisition theory: Nativist theory.............................................................................8
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11
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Title: A Primary Aged Child and Nativist Theory of Language Acquisition
INTRODUCTION
Language development can be defined as a process in which a child can understand
communication language in their early childhood. It helps for babies or small children to identify
spoken sound in order to engage with other people through communication language. Language
development is one of the most important aspect for children, considered as important key of
communication. It is not only use for establishing the interaction with other through
communication language. This will help for expressing one’s feelings, point of view. In this
report, it will be observation of main language development among individual’s, which take
place during early stage. Different ways in which a person can communicate, express their
feelings with others, also improving their own learning ability or capability.
When particular child with different kind of physical problem such hearing problem or
problem in speaking can impact language development of a child. Due to this it becomes much
more important for parents or family members of such children to focus upon their language
development so that they can overcome their physical barriers in a proper manner (Wang,
Williams & Houston, 2020). This paper will focus upon language acquisition by focusing upon a
case study of a child named Zachary who has permanent hearing loss. In this paper summary of
history of language development of child, mode and skill development, theories of language
acquisition will be focused upon in detail.
Participant
According to scenario, I have been focused on the participant such as “Zachary”, who has
suffered from the permanent hearing loss, so as require to provide the route of auditory-verbal
and oral intervention after he was fitted with cochlear implant at 6-months.
According to me, this type of intervention approach will help for reducing the amount of
amplified hearing, which develop spontaneous speech and other process language in natural
manner (Dutra, 2020). It has been summarised about the current health condition of, “Zachary” ,
when medical professionals can perform the intervention approach in order to identify their
hearing possibilities. Afterwards, specialist can give advice “Zachary” parents, in which
considered the auditory verbal approach. It ensuring that children with hearing impairment to
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listen, understand the spoken language of another person. This will help for improving the
language development of child or adolescent as per scenario.
Summary
As per given scenario, it can be identified the past history of “Zachary” and suffering
problem hearing issue. The specialist told the parents of Zachary regarding techniques of
auditory verbal or oral approach for purpose of language development (Kimbley, 2020). This
approach will help for building the confidence level. Afterwards, it can perform the test through
different approaches identifying the current health condition of Zachary. It will be examined the
progress within hearing ability and capability.
As examining the current health condition of participant but need to pre-planning for
giving the effective therapy. In this way, specialist may use intervention treatment therapy for
“Zachary” and starting the session.
During pregnancy, Zachary’s mother had performed to the C-section but they did not
expect anything to be wrong (Mancilla-Martinez, Hwang & Pokowitz, 2020). After delivery,
specialist can examine that child face problem of hearing. Specialist can perform test through
auditory brainstem response (ABR) test and Otoacoustic Emissions AE test. In order to perform
different test and identified that Zachary did not pass this test. It has been identified such
problem occurred in Zachary. In this way, identifying the background of Zachary mother’s
during pregnancy.
Furthermore, relevant background information will help for improving the language
development through different module, which always support for improving the language
improvement effectively and efficiently (Mancilla-Martinez, Hwang & Pokowitz, 2020). The
current scenario will be giving the brief idea about the health condition of Zachary in term of
spoken language. That’s why, it requires for improving through intervention technique.
Mode and skill development
Aspects of language development, and strengths and limitation of participant’s language
acquisition
There are various aspects of language that helps in establishment of communication
between two individuals. Language is one of the most important part of an individual’s life that
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not only helps a child to interact with others but also helps in social and emotional development
of a person (McCauley & Christiansen, 2019). There are many different kinds of aspects that
helps in language development of an individual. Zachary is a 5 years old boy with permanent
hearing loss (Juffs, 2020). There are many different kinds of language development aspects that
are related to Zachary, some of them are: Listening, age and needs. Each of these aspects has its
own strength and limitations.
Listening is one of the most important aspect of language development which helps an
individual to develop and learn a new thing, communicate with others (Puskás, & Björk-Willén,
2017). Listening plays a vital role in language improvement and especially for children it is
extremely important. Zachary is a 5 years old boy with permanent hearing loss. When he was
born, he did not pass any kind of hearing test both Auditory Brainstem Response (ABR) test and
Otoacoustic Emissions (AE) test.. After a month it was confirmed that he cannot hear at all. It
was one of the major barriers for Zachary in terms of language development and for his parents
as well. In order to overcome this barrier Auditory-Verbal / Oral-Aural’ intervention was chosen
so that his hearing loss problem can be resolved in a proper manner. Using this intervention
Zachary was taught lipreading so that he can understand what other person is saying and can
learn to communicate in a proper manner. His parents also focused upon providing cochlear
implants to him so that a sense of sound can be provided to him. He had permanent hearing loss
or had several injuries in both of his ears and this was one of the main limitation of Zachery
(Wang, Williams & Houston, 2020). But one of the main strengths of Zachary in terms of
listening was: He is a confident boy who does not think that anything can limit them in learning
new things or new languages. He learned lipreading and adopted new machinery really well
which helped him in communicating in a really easy manner.
Age is another important aspect of language development. It has been observed that
main language development of a child take place from 3 months to 8 years (Puskás, & Björk-
Willén, 2017). It has been observed that way of communicating, learning a language to
communicate is learnt by a child till 8 years. For a child like Zachary who is having a permanent
hearing loss age is an important aspect of language development. With growing age different
kinds of interventions for overcoming hearing barrier can be focused upon. With age taking
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appropriate interventions for deaf children can impact their responsiveness and expressiveness of
the child (Mancilla-Martinez, Hwang & Pokowitz, 2020). Like when child is of 1 or 2 years of
age then at that time hearing special equipment’s can be used for providing a hearing sensation to
the child. With growing age, they can be provided with special treatment and classes in order to
overcome this barrier. One of the main limitations of Zachary is that he needs to use special
equipment’s and attend different classes from time to time in order to overcome this barrier. But
one of his main strength is that with time he has excelled in lipreading and using his cochlear
implants. For two years he was provided with Auditory- verbal therapy before he started
attending school because of which he was able to catch hearing sounds from spoken languages.
When he started school he started to learn Auslan and used to practise it with other Children with
hearing impairments.
Need is another important aspect of language development. Children like Zachary who are
having hearing problem or permanent hearing loss. Such type of children need or require
different kinds of equipment’s, special practises so that they communicate in a proper manner.
His main limitation was his permanent hearing loss because of which he was required to use
special equipment’s though which he can hear. In order to overcome this problem. Zachary was
provided with cochlear implants hearing aid for hearing which helped him in provision of sense
of sound. One of the main strength of Zachery was that he was ready to learn different methods
of communicating and therapies though which he can overcome his permanent hearing loss
barrier. For this, he was required to attend special therapy like ‘Auditory Verbal / Oral-Aural’
approach, the ‘Total Communication’ approach and the ‘Bilingual / Bicultural’ approach so that
he can learn new techniques of learning and communicating. Out of all of these approaches he
was provided with Auditory-Verbal Therapy for picking up speech sound for learning spoken
language.
Language Acquisition Theory
Language acquisition theory states that children are able to learn new language and desire
to communicate with other people. Thus, it depend upon the emergence of social interaction
among individuals. By using LAT (Language Acquisition theory), Children are able to improve
their own learning capabilities in order to increase curiosity towards language development.
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The acquisition theory will support for children to gain more knowledge and learn new
language. This theory will include the different rules, representation and structure (Lillo-Martin,
Smith & Tsimpli, 2020). Afterwards, it can be performed the different activities, providing way
to use innovations within language development. In some situation, parents will use different
elements such as semantics, phonology, syntax and morphology. It is helping for develop
children ability in term of language development.
According to case study, It has found that “Zachary” parent’s believe to use the
acquisition theory, which help for developing innate ability of child.
In case, Specialist are performed the oral and verbal intervention technique but Zachary
has failed (Wang, Williams & Houston, 2020). She did not hearing or understanding the
language in proper manner. In this way, doctor give an advice to their parent’s where they can
use intervention technique and support for Zachary in their language development. At that time,
language acquisition theory will support for improving the Zachary language capacity and
improving their brain functionality towards language development.
Language Acquisition theory: Social interactionist theory,
As per scenario, it has been identified the current situation of Zachary so that consider the
in context of language improvement. The Social interactionist theory is subset of acquisition
theory which always support for distinguish speech sound from other sound in the environment.
Afterwards, it can be adopted the Nativist theory which help for acquiring new skills and
knowledge (Mancilla-Martinez, Hwang & Pokowitz, 2020). By using Social interactionist
theory, it can be used different assumption that help for Zachary in term of language
improvement. When families, specialist consider Social interactionist theory to give small idea
about native language through symbols, structure. In this way, they were established the
communication with Zachary.
Furthermore, other members will praise the children towards talking and develop
interaction with parents, friends. it will help for inspiring Zachary to improve their own body
language, speaking skills. in order to understand the instruction of other person.
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Strength and weakness of Social interactionist theory
Strength
Main strength of Social interactionist theory is focused on the relationship between
Zachary as learner, her environment and context under which learning happens. In this way,
Zachary has substantial amount of improve their own understanding towards language
development. The advantage of social interactionist theory seems to teach children about the
spoken disclosure (Wang, Williams & Houston, 2020). In this way, Zachary can understand or
learn politeness, verbally acceptable the behaviors of another person.
Social interactionist theory can help for improving the ability of children where they can
gain more knowledge and skill. Another way, the strength of Social interactionist theory is to
provide the brief idea to the patient so that they can implement their innovation in language
development. (Mancilla-Martinez, Hwang & Pokowitz, 2020) . This will support for developing
for language where they can easily improve understanding in proper manner.
Weakness
The weakness of Social interactionist theory is increasing the complexities or difficulties
towards understanding for language development process. Therefore, emphasis on how child’s
stop overgeneralizing and use language correctly.
The negative aspect of Social interactionist theory towards children in term of culture or
environment. it directly affecting on the learning behavior of children. (Wang, Williams &
Houston, 2020), do not promote the better interaction still, have children who become fluent or
articulate in language development.
Relevance of Social interactionist theory to the participant’s language acquisition
In this section, it has been evaluating the Social interactionist theory in relation of real
life situation with Zachary. Therefore, parents chose to follow the route of auditory verbal as
well as oral intervention (Peterson, 2020). This was performed within 6-month. This session will
be related to the Social interactionist theory because it is a type of approach to improve
children’s own language improvement because Zachary already faced certain issue of hearing.
Sometimes, it is very difficult for Zachary to adopt new thing.
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In this way, Social interactionist theory is suitable for child to focus on the intervention and
develop more hearing, spontaneous speech, process language in natural way. It is considered the
best fit for child in term of spoken language improvement and also established the
communication through speech by using residual hearing.
The Social interactionist theory is suitable for Zachary in order to provide the correct model
but does not overtly correct the child. Through this theory, parent can be performed as primary
role to provide a hint, cues so that they make sense. Sometimes, it may include adult’s
expression which become difficult to understand (Wang, Williams & Houston, 2020).
Sometimes, it has faced the difficulty with arguing that recasts help child acquire more
knowledge. It is the best way to coordinate and communicate with other person in proper
manner (Mancilla-Martinez, Hwang & Pokowitz, 2020). The Social interactionist theory is
becoming suitable for provide more idea about the both verbal as well as oral learning. That’s
why, it will be considered as flexible to use themselves.
Another suggestion is that Zachary parent’s to focus on the language development and
facilitated because of adults speak them in simplified language. It tends to speak with more
slowly and clearly, exaggerate our intonation.
On the other hand, Social interactionist theory can be used the made up of symbol,
structures, own grammars but exhibits itself as child mental abilities. In order to develop their
capability to understand the information within proper manner (Wang, Williams & Houston,
2020). Particularly, Nativist theory is also useful for education to perform simplest task to gain
more knowledge. Zachary has been faced the issue in regards of hearing. in this way Social
interactionist theory will support for Zachary to improve the own ability. Afterwards, she was
understanding the language through instruction, symbol and structure. This will provide the
meaning of real world entities.
CONCLUSION
As per discussion, it has discussed about the case scenario related the Zachary, she has faced
the issue of hearing. Therefore, it is mainly focused on the Language development for considered
the Social interactionist theory. Generally, it has been used in small children where identify their
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own spoken sound and establish coordination with people through communication. The whole
report is based on the case study, which is mainly describe the causes of hearing loss of
participant. Moreover, it also described about the history, background information of Zachary as
participant and highlighted the primary role with discussion.
As per analysis, it has identified that Language development consider as most important
aspect for a child, which not only helps in communicating with others but also helps in
expressing one’s feelings. In this report, it can be gathered the relevant information related the
language improvement so that use the nativist theory. It provide the facility to acquire more skill
or knowledge The report has described about the language acquisition and also focused on the
case study related the child named Zachary who has faced the issue of permanent hearing loss. In
this report, it has discussed about the full history of language development of child, mode and
skill development, theories of language acquisition. However, language acquisition theory
always support for improving the current situation of child where they can provide ability to
enhance the own capacity.
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REFERENCES
Book and Journals
Dutra, N. J. (2020). Including the deaf child at the dinner table: when and why hearing parents
learn sign language (Doctoral dissertation).
Juffs, A. (2020). Aspects of Language Development in an Intensive English Program. Routledge.
Kimbley, S. E. (2020). Parental Hearing Status and Sign Language Use as Predictors of English
Literacy Outcomes for Deaf Children in a Bilingual Educational Setting.
Lillo-Martin, D., Smith, N., & Tsimpli, I. (2020). Age of acquisition effects in language
development. Understanding Deafness, Language and Cognitive Development: Essays in
honour of Bencie Woll. 25. 93.
Mancilla-Martinez, J., Hwang, J. K. & Pokowitz, E. L. (2020). Patterns of Development in
Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual
Language Learners. Journal of Speech, Language, and Hearing Research. 1-16.
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-
linguistic model of child language development. Psychological review. 126(1). 1.
Peterson, C. C. (2020). Theory of mind and conversation in deaf and hearing children. The
Oxford Handbook of Deaf Studies in Learning and Cognition. 213.
Puskás, T., & Björk-Willén, P. (2017). Dilemmatic aspects of language policies in a trilingual
preschool group. Multilingua. 36(4). 425-449.
Wang, Y., Williams, R., Dilley, L., & Houston, D. M. (2020). A meta-analysis of the
predictability of LENA™ automated measures for child language
development. Developmental Review. 57. 100921.
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