How Barriers Of Communication Are Overcome | 12 Most Important Ones



Classroom Listening:

Barriers Do Exist, But Are Overcome When Teaching The Hearing Impaired .


There are two other factors that complicate how children perceive verbal instruction in the classroom. Those factors are their distance from the teacher and changes in the loudness of the teacher’s voice during the day. That, along with good eye contact, is always expected among teacher and student. No barrier of communications in this exchange.

Parents and teachers can easily notice that if a child with hearing loss is at some distance, he or she will be less likely to respond to speech, especially if noise is present from a busy fast-food restaurant or other noisy setting.

Teachers typically move throughout the classroom as they teach and provide instructions. This tactic helps young students stay focus to sound. Therefore, they may be close to the student sometimes and far away at others.

Also, teachers change the loudness of their voice throughout the day in response to background noise level, emotional intensity and fatigue. As a result, the loudness of the teacher’s speech relative to the noise (S/N), is constantly varying even if the child is always seated at the front of the classroom.

Documented Data


Twelve Barriers Of Communication|Listening And Learning

Distance of the child’s ear or the teacher’s microphone from the teacher’s lips.

Classroom acoustics can affect teacher voices and student listening.

The constantly varying S/N is the reason why merely seating the child close to the teacher will be inadequate to meet the child’s speech perception needs in a typical classroom setting. Preferential seating is not enough!

The relationship between the S/N and the distance from the teacher is illustrated in the chart. The level of background (ambient) noise in an occupied classroom can be 60 dB.

If you will remember, the typical vocal loudness of the teacher is also 60 dB sound pressure level (SPL). Both the loudness of the teacher’s voice and the background noise vary continuously resulting in periods in which the S/N may be relatively favorable (i.e., +10 S/N) to unfavorable (i.e., -6 S/N).

Most classrooms have background noise levels that result in a range of S/N occurring from -6 dB to +10 dB. Changes in S/N vary from moment to moment throughout the day.

Even children seated close to the front row may be 6 to 12 feet from the teacher as he or she moves about the front of the room. In order for the entire speech signal to be above the background noise, the S/N must be +15 dB (this assumes no benefit from early reflected sound).

Children with hearing loss, because they typically don’t perceive speech as loudly or as completely as people with normal hearing, require a S/N even greater than +15 dB if they’re to truly have equal access to verbal instruction.

The loudness of the teacher’s voice is also an important factor that needs to be taken into account when considering S/N.

Some teachers speak loudly, others have quieter voices. Classrooms with inappropriate levels of background noise require a teacher to raise the loudness of her voice for hours each day. Total communication, is a ‘key’ factor in all settings.

Reducing background noise in a classroom to an appropriate level is an obvious way to try to achieve a +15 S/N. For children with hearing loss, the S/N level present in a classroom will be both inconsistent and insufficient to meet the listening needs of the child with hearing loss.

Addressing 12 Challenges or Barriers When Listening to Learn


  1. Hearing loss causes a reduced “listening bubble” that is improved by hearing aids or cochlear implants, but normal hearing is not restored.
  2. Child misses some of the communication naturally occurring in their environment but beyond their “listening bubble.”
  3. The resulting gaps in language or world knowledge may be minimal to substantial.
  4. Speech may be perceived with some sounds  missing (i.e. high frequency consonants).
  5. Hearing aids or cochlear implants deliver speech at a quieter loudness than what is typically heard by persons with normal hearing.
  6. Ability to attend to verbal instruction varies over time with auditory and visual distractions, level of fatigue and interest.
  7. When the speech puzzle is incomplete and smeared, the high pitch rapid speech of classmates can be incompletely heard and peer relationships may be affected.
  8. Teacher vocal loudness, distance, and background noise change continuously.
  9. Acoustic energy of speech decreases the farther away the child is from the teacher.
  10. Background noise covers up quieter parts of speech.
  11. Reverberation affects clarity of the perception of speech by smearing sounds, adding noise due to prolonged sound reflections and shortening the critical distance for listening.
  12. When more effort is needed to perceive speech less energy is available to meaningfully comprehend what has been said and achievement is affected.

As previously described, there are many challenges or barriers to listening that often occur for the child with hearing loss who is listening to learn in a typical classroom.

Learning Can Really Be Fun


Twelve Barriers Of Communication|Listening And Learning

Children are amazingly resilient and adaptable.

Learning does occur for children with hearing loss, especially when the educational system accommodates the child’s difficulties perceiving verbal communication in the classroom. We can address barriers to learning.

Teachers can become aware of the effects of the day-to-day challenges to each child’s ability to learn in a typical educational environment. Encouragement and positive re-framing focus on your youngster’s strengths and positive intentions.

By demonstrating an unconditional belief in your youngster, you lay the foundation for an “I can do!” attitude (confidence), enthusiasm and motivation for personal growth.

You offer encouragement by words, actions, and feelings. Your kid might need a hug after falling off a swing and some prodding to get back on.

Or perhaps he or she might need you to be lovingly firm through all of the tears before his or her dance class (which, of course, they’d enjoy once there).

Positive re-framing requires that you, as a provider, point out the silver lining to every cloud regarding the hearing impaired.

When a negative or potentially negative situation occurs, you re-define (re-frame) it in such a way that makes the youngster hopeful and motivated towards healthy outcomes.

For example, “You tried so hard to help daddy by carrying a big, full shopping bag. Next time we’ll have you carry a smaller one and maybe we can avoid having the bag rip.”

Encouragement and positive re-framing are especially useful in promoting a youngster’s capacity for self-appraisal.

How Do Parents Use Encouragement And Positive Re-framing?


Those two closely related techniques are often used together. You use them whenever you accurately paint a positive picture of your kid’s efforts and abilities.

how barriers of communications are overcomeWith practice, you can identify and underscore positive elements for the young individual in any situation, no matter how bleak it appears.

Choose comments and questions that held your youngsters assess and praise himself, such as, “Aren’t you proud of yourself for studying for your test.”

Make encouraging comments, such as, “You sure did make the dishes sparkle!”

Re-frame discouraging situations; for example, “Yes, you got a D, but it is an honest D – you studied, you really tried and you didn’t cheat. I am proud of you.” 

Boosting your kid’s self-confidence helps him have faith in his ability to confront everyday challenges and to create positive outcomes.

Some find it hard to directly accept encouraging comments but can benefit from overhearing/over “seeing” your praise. For example, when Emily is present ask a third party, “Did you know that Emily swam the length of the pool today?”

Another helpful method for interrupting undesirable behaviors and extricating your kid from negative situations is to review positive moments, “I remember when you…”

In this way, you help your youngster remember past successes, renewing his or her faith in their own ability as well as the bright side of life.

Mutual Respect And Empathy


Mutual respect builds your kid’s self-esteem and sensitivity to others. Empathy, the ability to understand another’s point of view, is a necessary skills for building healthy barriers of communications are overcome

Parents can best teach their child about mutual respect and empathy by demonstrating respect and understanding for him or her, for their feelings, thoughts, and experience.

Though this sounds simple, accepting a hearing impaired individual fully means accepting the child’s deafness.

If parents are shocked, saddened, confused or angry about their kid’s condition, then the parents should seek help to cope with these feelings.

In addition, the hearing family must learn to accommodate the hearing impaired toddler’s communication needs, which does not happen overnight.

Therefore, a parent might have gaps in understanding how his youngster thinks and feels about things.

This doesn’t indicate the absence of mutual respect, it indicates a communication problem that will require more patience and time to resolve.

The results are worth the investment of time and patience.

Families that base their relationships on mutual respect and empathy have an easier time living together, cooperating, and learning from one another.

How Do Parents Build Respect With And Have Empathy For Their Child?


You convey respect (or lack of it) for your deaf kid by many of your daily actions. You fail to respect your youngster when you talk down to him or her; purposely embarrass them; laugh at their efforts; exclude them from family communication; or look through their private belongings without asking barriers of communication s are overcome

You convey respect by soliciting and listening to your youngster’s opinion, by allowing him or her the latitude to negotiate his communication needs, express clothing preferences, choose friends, and pursue hobbies.

You want to send the message that you value his or her taste and individuality. You demonstrate your respect for them through myriad of subtle actions.

But not rushing to your deaf youngster’s rescue when he or she is trying to solve a math problem, repair a broken toy, or construct a Lego skyscraper, you show respect for (and confidence in) his independent efforts and accomplishments.

Parents and caregivers should show empathy (understanding), not sympathy (pity), for challenges and obstacles that come their way due to his or her hearing loss.

Humor And Affection


Find ways to laugh, love, and in short, enjoy your hearing impaired child. All of the parental worrying, drudgeries, schedules, and heartaches should be balanced by laughter, affection, excitement, and barriers of communications are overcome

There are no rules that say parents must always be serious. Allow your child to rekindle your playfulness – tickle, giggle, joke, go sledding, hug, love, and be downright goofy whenever you get the chance.

Love, humor, and affection can go a long ways in regards to raising a child with hearing loss.

How parents can use humor and affection?

Love, cherish, and accept your child simply because he is himself or herself. Your child needs to know that even when he or she misbehave you still love them. This gives them the message that you may not love some of their behaviors, but you will always love them.

This enables your child to take risks, practice problem-solving skills, and examine his behavior, without worrying whether their efforts will affect your show of affection.

Physical and emotional affection are key components of parenting. Verbal and nonverbal expressions of your feelings show your child that your support and love are everlasting.

Such actions as saying “I love you,” hugging, kissing, or affectionately playing with your child’s hair (especially when he or she is not expecting it) tell them just how special and important he is to you.

Never overlook the value of humor. Like playful playing, laughter, joking, and daily silliness greatly restore perspective. When parents defuse tension by seeing the lighter side of a problem, children feel less threatened and take more risks in examining their difficulties.

NEVER make a joke out of your hearing impaired child – it is not funny to be ‘sacrificed’ for the sake of a good laugh.

Addressing Challenges in the Learning Environment


All professionals who have the responsibility to educate children with hearing loss should recognize that hearing impaired kids have challenges in the learning environment that are barriers to their equal access to instruction and academic success.

As has been mentioned, all children in the classroom have the challenge of listening in order to comprehend information presented verbally while in the presence of inappropriate levels of background noise or reverberation.

Listening is a primary gateway to learning and although we cannot expect the millions of classrooms across the country to provide ideal acoustic conditions, we can acknowledge that inadequate classroom acoustics provide a clearly identifiable learning barrier.

Educational environments that have inadequate acoustic conditions can cause irreparable erosion of achievement for children with hearing loss by preventing them from optimally accessing verbal instruction.

The ability to achieve in the classroom is related directly to the ability to access verbal instruction. It’s so important that children communicating and interacting with their instructor is an ongoing task.

Therefore, Classroom acoustics  is a vital consideration when determining the need for accommodations and specialized instruction that a student with hearing loss will need for success.



Twelve Barriers Of Communication|Listening And Learning

A nonprofit organization committed to improved management in programs for deaf students and educational options for deaf people.

The organization was founded in 1869 as the Conference of Superintendents and Principals of American School for the Deaf. the dream of Edward Miner Gallaudet, then president of the Columbia Institute for the Deaf and Dumb ( now GALLAUDET UNIVERSITY), was to unite school principals behind his philosophy of communication in the classroom.

Today, the group tries to promote a continuation of educational opportunities for deaf people in North America and to encourage efficient management of schools and programs for deaf people.


Become a Certified Self-Esteem Coach for Children and Learn the Life-Impacting Secrets to Champion Kids to Elevate their Self-Esteem & Live their Best Lives…

how barriers of communication are overcome

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

* Did you enjoyed this article? Please share it on your social media.

How Hearing Loss Symptoms Affect Children | 12 Most Critical Signs, Myths & Facts.



Teach-babies-sign-languge Symptoms You Should Recognize



My next door neighbor in my old neighborhood in Chicago, was concerned about the health of her soon to be born baby. You see Helen, that’s her first name, had three children already and a fourth on the way.


Young Sister’s Posing

Many afternoons, Helen would talk about her life and how some family members suffer from certain disabilities.

One cousin had a bad limp in the right leg, another uncle suffered from a blood disorder and a nephew suffered symptoms regarding hearing loss.

She knew there were many health issues in her family, but never thought it would catch up and spill over into her family. From past uncles, cousins and aunties, it was only a matter of time.

Although she know it’s not funny, but Helen would sometime just sit back, shake her head and chuckle to herself, thinking about the family tree.

How everyone’s health issue down the line affected someone else’s health in the family.




Baby Resting Peacefully

Like with any first-time mom starting a new family, she prays that her baby will be normal. Of course, all new moms want this.

But unlike many of Helen’s other friends, they’ve experienced some ‘bad luck’ with the birth of their children. (Not necessarily with the first one, but it happened with one of the others.)  This wasn’t Helen’s first rodeo.

Helen wasn’t a first-time parent and could recognize anything ‘out of the ordinary’ when it comes down to monitoring the health of her children.

Considering past issues regarding her ‘family tree,’ she was prepared for anything. Then after a couple of months, she start noticing somethings not right. Helen consulted with her doctor. After further testing with an ENT specialist, just to be sure, it was confirmed.



Here is a list of general warning signs regarding children. As a parent suspecting a hearing issue, please be very noticeable and aware of these signs:

  • The child seems to respond inconsistently to sound, sometimes hearing and sometimes not.
  • The child intently watches the speakers face.
  • The child often says “What?” when spoken to.
  • The child exhibits behaviors that seem to favor one ear, such as tilting the head to the left or right when listening.
  • There is a history of hearing in the family.
  • The child’s mother had rubella (German measles) during pregnancy.
  • There is a history of blood incompatibility or difficulty in pregnancy.
  • There child has had frequent high fevers.
  • The child has a history of chronic ear infections.
  • The child frequently complains of hurting ears.
  • The child seems to respond better to low – or high – pitched sounds.
  • There is a change in how loudly or how much the child babbles or talks.



If you suspect a hearing loss, examine the child’s speech and language development. The speech of children who have a hearing loss may sound different or less clear because they will be imitating a distorted signal.


Young Child Suffering From Hearing Loss.

Many children have had a hearing impairment since birth and have therefore not heard speech and language of the same quality as that experienced by children with normal hearing.

As a result, their language acquisition is an ongoing, effort-filled sequence instead of a gradual, easy, natural process.

Consider the scores of times small children hear a word before they can learn to actually say it. Children with an impairment do not hear as many words in their surroundings as easily, and consequently they may build a vocabulary at a much slower pace.

Improving the vocabulary of children with hearing loss is so important. Also expanding children’s hearing opportunities is a big ‘Plus’.

Their words may also be  missing word endings (e.g., s, ing), and short words (e.g., the, is, it) may be missing from their speech. The children’s written work may also reflect their inability to hear.

These specific age-related behaviors can signal a hearing loss in infants and toddlers:



  • The child DOESN’T startle in some way, such as a blink of the eyes or a jerk of the body or a change of activity in response to sudden, loud sounds.
  • The child DOESN’T initiate sounds such as cooing or babbling.
  • The child shows NO RESPONSE to noise-making toys.
  • The child DOESN’T respond to or is not soothed by the sound of his or her’s mother’s voice.


  • The child DOESN’T search for sounds by shifting eyes or turning the head from side to side.


  • The child DOESN’T show some kind of response to his or her name.
  • He or she REDUCES their amount of vocal behaviors, such as babbling.


  • The child shows NO RESPONSE to common household sounds, such as pots banging, running water, or footsteps from behind.
  • The child yells when imitating sounds.
  • The child DOESN’T respond to someone’s voice by turning his or her head or body in all directions to search for the source.


  • The child ISN’T beginning to imitate many sounds or ISN’T attempting to say simple words.
  • In order to get the child’s attention, you consistently have to raise your voice.

What to do if your child or yourself seem to have some loss of hearing?


If you suspect that your child is hearing impaired or if you feel that sounds are not as loud as you need them to be, or that speech is muffled, it is a good idea to first have your family physician check for wax in the ear canalsinfection, or a treatable disease.


Child listening carefully for sound wave.

If the problem can be treated medically or surgically, pursue that treatment.

If this is not possible, or if after treatment you or your child still has some difficulty hearing, investigate hearing help with the role of an audiologist.

To begin, ask your physician for a signed statement or form called a “medical clearance” saying that the hearing loss has been medically evaluated and that you or your child may be considered a candidate for different types of hearing aids.

This form is required by law before a hearing aid dispenser can provide you with a hearing aid. (Adults over eighteen may sign a waiver of this regulation, but for your best hearing health you should obtain a medical check-up instead.)

Then arrange for a hearing test to determine how much hearing loss there is. Get a complete hearing evaluation from a licensed audiologist who is a Fellow in the American Academy of Audiology (FAAA) and/or one with a Certificate of Clinical Competence in Audiology (CCC-A) issued by the American Speech Language and Hearing Association (ASHA).

Seeking out an audiologist may be your best bet. Audiologists can measure hearing ability and identify the degree of loss. They can design and direct a rehabilitation program, recommend and fit the most appropriate hearing aids, and measure the hearing improvement from the use of hearing aids.

They will provide guidance and training on how to use the new hearing aids and recommend the use of other assistant technology, if it’s appropriate. They can also teach speech reading.

They can help you and your child to find solutions that reduce the effects of hearing loss by working with your spouse, family, employer, teacher, caregiver, or other medical specialist. In addition, audiologists evaluate balance, vertigo and dizziness disorders.

If a hearing aid is recommended, be certain to arrange for a trial of at least thirty days through a facility that assist you and your child in becoming oriented to the new experience of hearing with amplification. “Remember, it is a learning experience that does require time, practice, and patience.”

Workings Of The Human Ear

What You Should Know


As your child matures through life from a young child to adulthood, their hearing situation remains the same. Once you have acknowledge the hearing loss, you decide to do something about it.

But before you even research the subject, you start receiving advice – solicited and unsolicited – from family and friends, and even medical personnel.

Some of this advice and information, regarding children & adults is accurate, but a large amount of misinformation has been circulated over the years. )

Listed below are some incorrect statements and corrected information to help you and other family members become more educated on hearing loss.

MYTH: A Mild Hearing Loss Is Nothing To Be Concerned About.

FACT: Although you may think that you are not missing important information and seem to be managing, you may not realize that your family and friends are frustrated and that you have begun to feel left out.

Not only should you be concerned about your hearing loss, you should do something about it.

MYTH: You Will Be The First Person To Notice That You Have A Hearing Loss.

FACT: Because hearing loss often occurs gradually, you may not notice it at first. Family members and co-workers often are the first to notice that you need to have questions repeated or that the television is to loud.

MYTH: Your Hearing Loss Is Normal For Your Age.

FACT: Hearing loss is not normal at any age; however, hearing loss is more prevalent among older adults than in the general population. Currently, approximately one-third of the population older than sixty-five has some degree of hearing loss.

MYTH: You Have A Sensorineural Hearing Loss (nerve deafness) And There Is Nothing You Can Do About It.

FACT: Most hearing losses can be helped with amplification and assistive listening devices. A majority of people with nerve deafness hear better by wearing hearing aids. 

This form of hearing loss is not correctable with surgery. Conductive hearing loss, however, is often correctable medically or surgically.

MYTH: You Would Understand People If You Listened More Carefully.

FACT: Although paying attention, watching the speaker’s lips, and observing body language can help you understand the message, no amount of careful listening can make you understand what you can’t hear clearly.

If you have a hearing loss, you need to acknowledge it and see a trained hearing healthcare professional for an evaluation to determine if you would benefit from a hearing aid.

MYTH: Your Hearing Loss Is Not Bad Enough For A Hearing Aid.

FACT: Everyone’s  hearing loss is different. Some hard of hearing people hear well on the telephone; others have difficulty. Some have no problem in a quiet one-on-one situation, but have difficulty in a nosy or group setting.

You must determine the degree of difficulty you are having, and together with a trained hearing healthcare professional, determine your need for a hearing aid.

MYTH: A Hearing Aid Will Correct Your Hearing.

FACT: A  hearing aid may be helpful, but not a cure for hearing loss. Hearing aids are not like eyeglasses; they cannot correct or restore hearing to normal levels, but they will make sounds louder.

If your hearing loss can be helped with a hearing aid, then an appropriately prescribed and fitted hearing aid should make your hearing and understanding abilities better, and in turn, improve your quality of life.

MYTH: A Hearing Aid Will Damage Your Hearing.

FACT: A hearing aid will not damage your hearing.

MYTH: Your Hearing Loss Is Not Bad Enough For Two Hearing Aids.

FACT: We normally hear with two ears; therefore, most people with hearing loss in both ears can understand better with two aids than with one.

MYTH: Behind-The-Ear Hearing Aids Old Fashioned; You Will Do Much Better With The Newer In-The-Ear Hearing Aids.

FACT: Behind-the-ear hearing aids are as ‘State of the Art’ as-in-the-ear hearing aids. Some include features not found in the smaller hearing aids, and a particular feature may be important for you.

You should work closely with  your hearing health care provider to ensure that the aid you get is appropriate for your particular needs. Function, not appearance, is the crucial consideration.

MYTH: You Should Have Your Hearing Tested In Your Own Home Where You Spend Most Of Your Time.

FACT: The hearing test should be conducted in a soundproof room in order to provide the most accurate results. 

The information gleaned from the test is used to select the most appropriate hearing aid for your individual hearing loss.

Only individuals confined to a bed for health reasons should have hearing test in other sites such as their home.

MYTH: You Can Save A Lot Of Money Buying A Hearing Aid Through The Mail.

FACT: When you buy a hearing aid, you not only are buying a piece of equipment, you are buying the service of a hearing health care provider in your locality.

Unlike eyeglasses, hearing aids require a longer period of adjustment and often modifications that can only be made by trained personnel.  The wrong hearing aid, or one that is not fitted properly, can be worse than no hearing aid at all.

MYTH: Your Hearing Loss Will Not Change In The Future.

FACT: No one can predict the future. Your hearing  loss may remain stable for the rest of your life, or it may change slowly and progressively or suddenly and dramatically.

MYTH: Learn To Speech read (lipread) And You Will Understand Just Fine.

FACT: Many people benefit from taking speech reading lessons; however speechreading is not a substitute for hearing aids, but a complement to them.

Research studies have found that only about three out of ten words can be speech read clearly, only about 30 to 40 percent of speech is visible, and many words that are visible look the same on the lips (for example, ‘pat’ and ‘bat’, ‘see’ and ‘tea’.

Middle Ear Problems Accounts For Roughly One-Third Of All Pediatric Visits


For many children, earaches began in infancy. By the age of three, over two-thirds of all children have had one or more episodes of some type of ear infection including 33 percent who have had three or more episodes.

Nearly all children affected continue to have problems until the age of six or seven. Otitis media does not become rare until after age 10, and persists in some children beyond 15 years of how hearing loss symptoms affect children imageage. Boys appear to be affected more often than girls in the younger age groups, while the trend reverses in older children.

In spite of vast increases in the pediatric use of antibiotics, the incidence of otitis media has risen sharply! But before we continue and touch on remedies and preventive measures, let me first explain what Otitis media is.

Otitis media refers to inflammation of the middle ear. When infection occurs, the condition is called “acute otitis media.” respiratory infection, and the presence of bacteria or viruses lead to the accumulation of pus and mucus behind the eardrum, blocking the Eustachian tube. This causes earache and swelling.

In regards to children under two affected with this disease, the rate has increased 224 percent. This substantial increase in otitis media has been attributed to everything from increased doctor awareness to improved diagnostic abilities.

There are even those who contend that the incidence of otitis media has increased, in part, because of the widespread use of antibiotic drugs. Parents must also keep in mind that some antibiotics, not all, can cause permanent hearing loss.

To a degree, any of the above explanations may have merit. However, there are additional factors that have emerged during the past several decades that increase a child’s susceptibility to illness such as acute otitis media



Introduction Of Solid Foods:

When beginning to introduce solid foods into a baby’s diet, it is important that only one food at a time be added. This way, if your child is sensitive to that food, you can identify it and avoid feeding it.

Once your child’s digestive tract has matured somewhat, you may wish to introduce the food again. The first solids your baby eats should Not  be from among the most common offenders. These include:

  • Dairy products
  • Wheat
  • Eggs
  • Chocolate
  • Citrus
  • Corn
  • Soy
  • Peanuts and other nuts
  • Shellfish
  • Sugar
  • Yeast

Fruit Juice:

Most children consume far too much fruit juice. A glass of juice is almost purely simple carbohydrates – in other words, SUGAR. Excess sugar leads to deficiencies in immune function, such as described above.

If you must give fruit juice, dilute it with water, and don’t give it cold right out of the refrigerator. Most parents go to great lengths to make sure their baby’s formula is warm, but think nothing of feeding a bottle of cold juice from the refrigerator. Cold juice can slow digestion in a child of any age.


Often, parents feel they are doing their child a service by feeding honey instead of sugar. This is a mistake if large quantities of honey are given, since honey contains the same sugar found in table sugar.

There is an interesting phenomenon surrounding honey. When beekeeper’s want to claim the hive, they mix a solution of sugar water and spray the bees. A solution of water and raw honey also has a calming effect on the bees.

However, when pasteurized honey is used, all bees exposed will be found dead within 20 minutes.

It is unclear why this occurs, but it seems to suggest that raw honey may be a better dietary choice for humans than pasteurized honey. Almost all honey you find in the grocery stores is pasteurized.

You have to look specifically for raw honey. A good place to start is a local food co-op or health food store.


A recent study showed that consumption of refined sugar was associated with low intakes of vitamin E. Recall that vitamin E is important in immune function and for regulating inflammation.

It is also low in the diets of children living in industrialized nations.

Studies has shown that when sugar is ingested, the ability of white blood cells to destroy bacteria can fall by as much as 60 percent. Excessive sugar inhibits fatty acid metabolism because it is high in calories but lacks the nutrients needed to make the enzymes work properly.

I suggest you read the labels carefully. Any time sugar appears among the top five or six ingredients, don’t buy the product.

Variety Of Foods:

Avoid feeding the same foods every day. Food sensitivity can be induced by over consuming a given food every day for a long period.

The solution is to rotate foods. Instead of feeding oatmeal every morning for breakfast, feed oatmeal one day, wheat cereal the next, fruit the next, and so on. With infants, rice is preferable to wheat.

If your child has known food allergies, don’t feed those foods more than once or twice a week. When you do feed them, give only small amounts.

Cooked Food:

Avoid feeding raw food to your infant. Fruits need not be cooked, but vegetables and other foods should be. Raw foods are more difficult to digest. They’re also more apt to contribute to allergy.

Also, cold food should not be fed to a child. When food is eaten cold the body must first warm it to almost 100 degrees before it can be properly utilized.

For an infant or child whose digestive system is immature, this can spell trouble.

Infant Formula:

If you choose not to breastfeed, you should know a few things about infant formula. Powdered formula mix is higher in oxidized fats than is liquid formula.

As I once stated before, oxidized fats in the diet can set the stage for inflammation and immune function problems. Some infant formulas contain aluminum in concentrations 30 to 100 times greater than that found in human milk.

Aluminum is a toxic metalloid that has been implicated in brain and kidney damage.

For healthy infants this may not be a serious problem since the blood levels of aluminum following ingestion of formula are no higher than that of breastfed infants.

In regards to cow’s milk, if this is your choice, studies have shown it causes allergic reactions in a large percentage of children.

Cow’s milk and most milk-based formulas (except Enfamil) contain insufficient amounts of the amino acid taurine.

If you do choose to feed cow’s milk to your child under age two, use whole milk rather than skim or low-fat milk. Low fat milk has a high protein-to-fat ratio, which is not suitable for infants and toddlers.

Recognize that the American Academy of Pediatrics recommends that no child under the age one receive whole cow’s milk.

Also recognize that cow’s milk products are found to be the most common provoking foods in children with middle ear problems and have been associated with an increased prevalence of type 1 diabetes in children at risk.

*Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

 Did you enjoyed this article? Please share it on your social media.

Back to Top

Go back to Home Page



The Hearing Impaired Will Never Miss A Visitor When Doorbell Ring!

“HEY! Please get that! Someone’s at the door…”

It was a year ago in my hometown of Chicago, Illinois that I spoke with my neighbor Russell Sr. We became good friends overtime. You see, Russell had been married for two years to his wife Teresa. They have three boys, Russell Jr, Bobby and Mark. Russell Jr displayed signs of having problems with their hearing which earlier we mistakenly took for tinnitus. How to work with this disability was something getting use too. It’s strange that Russell Jr. was the only child born completely deaf. Russell had mentioned to me that his oldest Russell Jr. inherited his inability to hear from his mother Teresa, who was born deaf. His two other brothers have no symptoms of a hearing deficiency, but over the years were always checked. Audiologist testing so far, resulted in negative findings among brothers Bobby and Mark. Russell thought through testing, they’d find something as simple as tinnitus, which is temporary. But that wasn’t even discovered. So all is good! What also bothered Russell Sr was that despite his son being deaf, he knows he can’t hear the doorbell if home alone. (Thank God we have a ‘vibration mode’ on our cell phones or that would be a problem as well). Russell sr. mentioned that he had missed visitors at the front door (or folks waiting a long time.) Also, missed delivery packages because although he wasn’t there, Russell Jr. was unable to hear the doorbell.
how to work doorbell for the hearing impaired-an amazing device
Hearing loss a major problem for families
  • He told me how it sometimes get stressful dealing with their disabilities on a daily basis. It was stressful enough he had to learn sign, but how he also had to make other adjustments around the house. One thing he looked into was a doorbell for the hearing impaired.
A solution was soon discovered! Russell thought, “This is the greatest thing since sliced bread!” “What a remarkable product” he said! Now when his wife and son are in the house alone and the doorbell rings, they’ll know someone’s at the door because of the flashing light displayed. Here’s what Russell is so excited about: 【2020 New】Wireless Doorbell PHYSEN Waterproof Door bells Chimes with Mute Mode,58 Doorbell Chime, 5 Volume Levels,1000-ft Range,4 Receivers & 2 Doorbell Button for Home with LED Strobe – Model CW AFFILIATE DISCLOSURE When you buy something from this website, I may receive an affiliate commission. These are my opinions and are not representative of the companies that create these products. My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales. It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.




Ringing in the ears is an annoying problem

Any ear issue can be solved with proper treatment


I remember for the longest time, my stepdad had problems with his hearing and a weird feeling in his ears.  He complained often about this funny whooshing, ringing in his ear. He said it was a very annoying feeling. (At the beginning, we didn’t know what the hell was going on! Never thought about Tinnitus) We knew this ringing of the ears issue wasringing in the ears no laughing matter, but still due to ignorance on me and my brother’s behalf, we made light jokes on my dad’s inability to hear.

I think we should have known better because we had classmates who had difficulty hearing. Of course we never knew if our classmates really had a hearing problem or were they intentionally trying to ignore the teacher. Also, back in the day, there was no social media going on. No such thing as Facebook, Instant Messenger or Twitter to discuss problems you may have to others. Boy! Have we all got it made today.

Having Early Issues


Anyway, a while back when our dad’s ear issues begin, it first started with buzzing, ringing and howling in his ear. It was getting worse and worse and continue to linger for a longer period of time.

So after a long overdue ENT ( Ear, Nose & Throat) specialist appointment, the doctor was able to evaluate him and give him a complete examination.ringing in the ears

It was revealed dad was suffering from what’s commonly known as Tinnitus or Vertigo. The specialist told my family that 50-60 million Americans suffer from this ‘ringing in the ears.’

Today, some ENT specialist whose close with their patients, recommend handy things that could help families who’s dealing with hearing impaired family members or other relatives. They advise these families of individuals suffering from a serious case of complete hearing loss, should have a special doorbell installed at home. This ensures that no one is left hanging around on the doorsteps ringing the buzzard, and not getting an answer, if the non-hearing person is left at home alone. This seem to be a very clever idea!

In regards to dad, It was also explained to us that his hearing loss and dizziness may occur if the Tinnitus is due to Meniere’s disease. Here are some more interesting questions tinnitus sufferers should be asking themselves regarding their condition.

What’s currently done during private consultations, the family ENT specialist would recommend products he felt would help his patients. This is what’s recommended to all his patients with similar issues as my dad. (It would later show tremendous improvement).

He strongly recommends VertiGONE, saying it’s the best on the market with satisfactory results from many and is very affordable.  Proprietary plant based blend promotes inner ear vestibular balance for natural vertigo relief. DIZZINESS: Targeted formula for symptom relief from spinning or swaying sensations associated with Vertigo. MOTION SICKNESS: Fast acting motion sickness relief from cars, boats, trains, planes the natural way! USA: Bottled and tested in a USA GMP certified facility under the highest regulatory standards. 30 DAY SATISFACTION GUARANTEE: If you aren’t 100% satisfied, send it back for a FULL REFUND.

ringing of the ears

It’s safe for anyone suffering from tinnitus and should be taken as instructed. Our family doctor ensured us, this will give our dad and anyone suffering with Tinnitus the most satisfying results. Guaranteed!

Discovering this product through our physician was ‘Heaven sent’. Our dad was very happy experiencing such a remarkable improvement. Ringing eliminated down to zero! To check latest prices and more reviews, go to Amazon.

ringing in the ears

If you found this post educational, please share it with your friends and colleagues on Facebook and Twitter. 


“As an Amazon Associate I earn from qualifying purchases.” When you buy something from this website, I may receive an affiliate commission. These are my opinions and are not representative of the companies that create these products. My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales. It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back to Top

How Emotions Impact Hearing Loss | What Parents Feel The Most.



Teach-babies-sign-langugeHearing Loss Is Devastating To Any Parent

The Impact Of A Child’s Disability Is Emotional To All

Parents are often told, after recently completing a child testing diagnostic process, that “you have the same child that you went into the testing booth with – it’s just that you’re looking at him/her differently now. By this I mean that the ‘problem’ at this time is the parents problem, not the child. For the parents, it’s a grief reaction; the impact of hearing loss is devastating! They’ve lost the child they thought they were going to have and the life they expected to live.

How Emotions Impact Hearing Loss | Baby sleeping

Baby born with hearing loss

This will invoke for the parents many feelings of loss. For the child, there will be feelings associated with the hearing loss, but these will not be one of loss as almost all children with hearing loss have never heard normally or have no memory of hearing.

These children have little or no concept of what they’ve lost. In the past, I’ve compared the parental loss to a death, but I have begun to see that this is no longer accurate.

In a death, there’s finality to the grief, there’s a burial and life can go on, albeit with pain and loss. With hearing loss the grief is chronic, lived with 24/7. The child is a constant reminder to the parents of this loss.

No matter how well adjusted the parents seem to be to the reality that their child has a hearing loss, there will be trigger events that remind them of the loss and those initial feelings of pain and sorrow return.

Triggers can be as simple as a birthday party or the anniversary of the original diagnostic evaluation. What seems to happen after the initial pain of the diagnosis is that parents learn to live in a bubble of “normal” hearing loss and adjust to understanding that hearing loss is a disabilty of their child. So they go on each day trying not to think about it.
The trigger events remind them just how abnormal their life really is and what they’ve lost.

Newborn Screening


With the advent of newborn screening the diagnosis of hearing loss is, in most cases, going to be before the child is three months of age. The very early diagnosis seems to be a mixed blessing.

In a recent study at Emerson College, parents of children with hearing loss were asked if they would have liked to know at birth, if their child had a hearing loss. The majority answered “yes” (83%) and gave some of the following reasons:

  • We could have offered earlier amplification or sign language, how-emotions-impact-hearing-loss-what-parents-feel-the-most/instead of silently moving mouths;
  • Because I would have had more time to give the very important communication she missed for two years;
  • Only because of a better understanding

Those parents who said “no” (17%), they would not have liked to know their child was hard-of-hearing, gave the following reasons:

  • I guess I was glad that I knew at 2 days so we could get started on what we needed to do, but I missed having the bonding time;
  • Parents need to bond with the infant before getting swept up in the issues of hearing impairment.
  • Not knowing immediately gave us (Mom and child) a time to bond normally, but I’m also thankful to have found out before 6 months;
  • She was too sick. Knowing at birth would have been too depressing.

My experience with parents is that those who found out that their child had hearing loss at birth, are grateful that they found out so early; but regret that they didn’t have time to enjoy their baby.

They had to hit the ground running and couldn’t delight in their newborn. It seems to take a while for the early diagosed parents to recognized their loss.

At first, gratitude for the early start dominates their thinking. It’s only when they have time to reflect that they realize what they’ve lost.

Parents with a later diagnosis often felt guilty that they had taken so long to get started and did not always appreciate the time spent thinking of their child as normal hearing.

They think of this as wasted time. I often assure them that they got a great gift in that they had this time to enjoy their child. The consensus among parents is that the most desirable time to have found out their child had a hearing loss was after three months and before six months.

Unfortunately, most screening programs are not designed to detect hearing loss after three months of age because of the difficulty of locating parents of newborns after they leave the hospital and the expense of setting up equipment in every pediatrician’s office.

Much training and effort needs to be continuously expended to provide audiologists and hospital personnel with not only the technical skills to diagnose hearing loss in very young infants, but also to develop the skills to support the infants of the parents at an emotionally vulnerable time.

Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

* Did you enjoyed this article? Please share it on your social media.

How To Communicate With A Deaf Child | Why An Insensitive Hearing Public?



Challenges Presents Itself When You Teach A Deaf Child


Teach a Deaf child and receive great satisfaction

A hearing impaired youngster faces daily challenges. Depending on the hearing people he or she deals with, those challenges might be enriching, frightening, infantilizing or neutral. Understanding extended family members who give support when needed and follow the family’s communication decisions are like gold. They also realize that when they teach a deaf child, regardless if it’s a relative or not, there are great rewards.

However, this is NOT always the case for families of children with hearing problems. Sometimes the extended family neither participates nor supports the communication mode or the person-rearing style of your nuclear family.

Teachers And Administrators

Educators showing care and concern


Teachers and administrators will have a profound impact on your deaf child. Teachers have daily contact with the student and are intimately involved in the development of the student’s academic life, linguistic ability, and social self-esteem.


     Teacher dealing with deaf and non-deaf children

Administrators set the tone of a program with policy-making and financial backing.

A supportive teacher will attend to both your youngster’s specific academic and communication needs.

Many public school teachers have not had much contact with these type of children and need information about how to interact with your youngster.

Teachers of the deaf will have more specific training for working with deaf children, however, they may vary greatly in their communication skills, communication philosophy, and teaching approaches.

Meet with teachers and administrators before your student begins classes.

Neighborhood children might form friendships with your kid; however, over time, and as cliques develop, the hearing impaired is more likely to be ostracized. You start to question can deafness be cured?

Talented Youngsters

Talents measured with disabilities



Physical activity is good.

If your youngster has a particular talent, such as being a good athlete, his peers may seek him out as a friend because of that talent.

If he or she has other difficulties (hyperactivity or learning problems, for example) or is perceived as different by his or her peers, they may have trouble building friendships.

Neighborhood adults can play a vital role in setting the tone for interaction among children.

Let trusted adults know how to communicate with your child. In fact, include these people as an integral part of your family’s activities if possible.

Invite them to join you in planned activities. (especially those that highlight and teach about the positive aspects of deafness).

Local business can serve as your child’s practice ground for interacting with the public.

Educate local merchants about how to handle your student. Let the salespeople know how to communicate with your youngster, inform them that you will often let your kid handle interactions; and, above all, encourage them to treat your hearing impaired youngster as they would any other boy or girl.

Giving Not Always Best Solution

Don’t spoil the child


Some young students with hearing loss become accustomed to being given things for free. Store owners or other hearing people in the community, such as school bus drivers or neighbors, like to give small gifts to a deaf child.

We have heard stories about store owners giving those kids drastically reduced prices on certain fixed price items, such as notebooks, toys, and health suppliers.

These gifts are often given with good intentions and take the place of real communications. Unfortunately, some hearing adults do this out of pity for the kid with hearing loss or to seek their affection. In all cases, the youngster begins to expect and feel entitled to receive something for nothing. Discourage such gift-giving and explain your concerns to these well-meaning adults.

If they feel compelled to give gifts to your youngster, then suggest that they do so at appropriate times, such as holidays and birthdays.

Situations With School Bus Drivers

 Time to take notice


Most hearing impaired kids could tell you a multitude of stories about their school bus drivers. Some drivers go out of their way to make your kid feel safe and secure, while others actually yell and curse.


Hearing impaired girl heads out to school

Some drivers treat the hearing impaired youngster with kid glove, while others give special gifts and treats to the boys and girls.

The driver who frighten the student do so out of their own discomfort, lack of good boundaries, or inability to sense what is appropriate behavior.

Many drivers form healthy friendships with the child while many others overstep their bounds. The school, the teachers, and you should take a lead role in educating the bus drivers in handling hearing impaired youngsters.

The general public briefly glimpse your child. Depending on the circumstances and the individuals you come into contact with, you may cause questioning looks, looks of curiosity, confused responses, genuine interest, or cruel mocking.

In the past, hearing impaired youngsters have suffered many negative experiences at the hands of the ignorant hearing public.

Movies, TV commercials, special reports, news, and weekly series have all begun to show deafness and American Sign Language in a positive light.

This has fortunately altered the way the people view individuals suffering from hearing loss.

However, many people remain ignorant or insensitive about deafness. Your youngster must learn, over time, how to deal with the various reactions he receives in safe ways that maintain his or her self-integrity.

Responsibility And Communication

An up-most important move


Deaf people are often characterized as “immature.” This means, in part, that on the average they have less general information, that their goals tend to be short – rather than long – range, and that they may be less likely than hearing persons to think through the consequences of their actions.

Although these impressions may not be surprising, there seems to be a little reason to believe that immaturity is inevitable; the lack of early communication within the family is cause enough for restricted growth because it deprives deaf children of the learning opportunities that are taken for granted with hearing children.

This “immaturity” is largely, if not completely, preventable. It is also important for deaf children to be given responsibility.

A comparison study of 120 deal children and their families with the same number of hearing children and their families was made in the Greater Vancouver area.

Parents were asked to check off the independent activities they would permit their child to engage in. Deaf children were allowed to do less than hearing children of the same age.

It seems that to be deaf with hearing parents may mean that you will be overprotected and denied an important area of development.

Sometimes the fact that deaf children can accept responsibility is not understood.

Deaf adults often report that they missed much of what was said in a hearing family: ‘why’ things happen, ‘why’ you are allowed to do something at one time and not at another, and ‘why’ people feel and react the way they do.

Seeing that deaf persons can accept responsibility should help you to present your child with reasonable expectations and to see the need for early two-way communication that will enable you to give explanations when you are asked “why?”

A total communication approach fosters inclusion of your deaf child in family activities.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back to Top

Go back to Home Page

Good Time Signing | Emerging Growth Empowering Youths.


Surging Signing Time


Baby signing time empowered

Your child may not hear too well, but are young infants and toddlers smarter than we think?

My neighbors children were as young as 6 months old when they start learning these simple skills. But their hand control may not have quite been there yet. The children may not have had the hand control to be able to repeat moves back to anyone until he or she is 8 or 9 months old. Although, they knew it would be a time-consuming task, they had a ‘good time signing’ with their child. 

My neighbor friend started teaching these skills to their children when they thought they were ready – even if they can’t mimic back yet. But when baby signing time come in a way you’d feel satisfied, then you’ll know and accept it.

Here you’ll find a breakdown regarding hearing impaired babies and stages of development. 

A Brainy Child


Children are a lot smarter about language than we thought, and can communicate in gestures. Toddlers also appear to be much more intellectually advanced. 


                           Toddler Getting Ears Tested

Like with my neighbor’s family, It’s only natural that his wife wanted all her children healthy at birth with no medical concerns at all. Hearing issues should not hinder a child’s developmental growth in life.

The family was informed from medical professionals and other parents who’ve gone through this, that it is not an easy task if hearing issues arise. So it’s suggested they learn and teach their children sign language if need be.

It’s also brought to their attention that many kids are born with this type of disability.

Parent’s glow in the moment of any new addition to the family. Their only concern is their child’s development as he or she grows older through life. But in case something is wrong, there is help for parents of children with hearing loss or partial impairment.

Early Detection


You’ve noticed something’s not right with your child. You try speaking, he or she doesn’t acknowledge your presence; unless you are standing right in front of them (see hearing loss symptoms in children).

After weeks of concern, you take the child in for an evaluation. But just for precautions, you start looking into the importance of special needs for toddlers.

You’ll be amazed to learn that when you teach baby signs so early in their young lives, it’ll be much easier for them to adapt and communicate better among a hearing community.

After further review you come to find your child has partially hearing loss in both ears. The doctor informed you that some infants are unfortunately born this way.

The doctor also points out that educating yourself on early detection involving a child’s hearing issue is something that he recommends to all concerned parents.

good-time-signing-a-good-use-of-sign-language            An interpreter for the deaf using sign language

He then question about the family history, and as far as they know, the immediate family is fine.

My friend’s family also tell their doctor that they’re not sure of the hearing health of other distant relatives in your family tree.

So while in conference with the doctor, they have many questions.

At this point, they want to get the full understanding of this devastating disability that could possibly hit the family. The doctor also mention reading a report on hearing impairment: definitions, assessment management that can help further the understanding of certain words that may be puzzling.

My Past Story: Remembering Raymond 


All this brings to mind back in late September 1960, when I was growing up on the west side of Chicago, (better known as the ‘Windy City’),  we had a favorite family we’d visit two houses down in the next block.

Fall was here and a new school year had just begun.

Mr & Mrs. Robbins, I recall was the name. We knew them for years. Mr. & Mrs. Robbin’s and the kids appeared to be basically in good health; as far as I could tell.

They had three other daughters. The oldest brother was my best friend in school. Back during those times, I never took it seriously when some one had some type of disability.

I was just a young ignorant kid out having fun without a care in the world. No rent to pay. No bills to deal with.

The only thing I placed all my focus on was chasing the girls and seeing what I could get out of them.

But while in school I did have a best friend. My friend’s name was Raymond. He was cool and we got along just great. I got to know his sister’s as well.


                         Young sister’s happily posing

But as our friendship grew, I started to notice something about Raymond that really irritated me.

Every time I spoke to Raymond, most of the time he ignores me. Hey, was he doing this on purpose or just playing around?

This is my best friend! What’s wrong with him? What in the world did I do?”

Later at home, I’d spoke with my mom about Raymond’s behavior. Sometimes he’d talk, other times he would not pay any attention to me.

I found out later Raymond was suffering from hearing loss and was very surprised (you can imagine how I felt; especially after the way he was teased called stupid.

Boy! I felt like kicking myself right in the butt. I didn’t know! To think, poor Raymond just couldn’t help himself.

You would think the teachers and other school staff members knew of Raymond’s condition, but I was never aware.

Families back during those times, (I’m talking about the late 50’s) didn’t have the money or any type of resources to help their child who were born with a hearing impairment.


       Boy discover sound during left ear hearing test.

My family didn’t have much either, but still tried to offer financial support to the Robbins family.

Now that I think back today, hospitals back then were not too knowledgeable in regards to treating hearing loss.

I don’t believe they had any good, qualified men or women who specialized in this field. Parents searching for treatment for their baby were not well-informed.

Not many teachers during this time were available. More classrooms specializing in hearing disabilities would have been very helpful back then.

So in conclusion to Raymond’s story, it makes us feel lucky that with today’s advanced early hearing detection and universal screening regarding symptoms of hearing loss, we’re able to offer hearing impaired children a better quality of life. 

What’s good now is the fact that a person can take courses specializing in this particular field and attend any of the listed schools offered in your state. Even your local community college may offer this in their school curriculum.

People that just can’t afford college classes can now apply for a federal grant and start educating themselves.


Many Helpful Teaching/Learning Tools


There are other helpful tools and material offered online. Some in the form of books, games, flashcards and websites such as special needs fact sheet on hearing impairment that you can use to help through the training process. Also look into “Imitation Exploration, songs, visuals CD for Speech & language Learning.”

Most Babies Learn Through Interaction


Let it be known that a child with a hearing impairment can be taught to communicate through body and facial motion, but not all will learn to speak clearly. Some children learn to lip-read well, while others never fully mastered the skill. Some at a much slower pace than others.

Now you just have to pay a little more attention. Just as learning to crawl is so exciting that it inspires young children to learn to walk.

As far as not being able to hear, the young child is still too young to realize why the world that surrounds him or her is silent. The only comforting thing is knowing you’re there.

It’s also worth noting that music, songs and chants are a perfect medium for helping children develop vocabulary and strong language skills. It’s easy to understand, therefore, how songs can be a useful way to practice and reinforce communication as well.

If you enjoy singing with your disabled child, you can sing and motion in baby signing time, during your daily communicating activities.

So remember, a loving bond between a parent and their hearing impaired child is the greatest feat a parent could ever accomplish.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back to Top

Back to Home Page


How To Teach Baby Sign Language – Ten Key Signs On Communicating With Toddlers.



Teaching Toddlers Sign Language Raises The Communication Process.


Education is ‘key’ when learning to teach baby sign

Maybe you’re reading a book just to educate yourself on how the ear works. Or you may want to show your youngster a new educational toy, show fun pictures or work on a new word. Even if it’s just something as simple as changing a diaper or feeding a child, you’re doing invaluable work. But in regards to disabled children with hearing issues, teaching baby sign language is not a bad thing either. In fact, quite a smart move! In regards to the importance of caring and the teaching task you perform each day, there is no hierarchy.

In the beginning, start simply with activities and words you already frequently use.


When you spend time communicating, it’s a very rewarding experience for both the child. Signing validates the work of early childhood educators because it accentuates the importance of your interactions with children.

how-to-teach-baby-sign-language-signing more meals

MORE/MEALS – Bring your hands together and gently tap your fingers together repeatedly.

Once you’ve come to the realization regarding your child’s issues, you must then resort to learning the necessary signing techniques to communicate.

There are benefits to parents in regards to babies communicating early. It bridges the gap between comprehension (understanding language) and expression (speaking).

Toddlers who sign experience less frustration. When a child has a way to express her needs and wants, there is less opportunity for frustration to set in.

Young children soon discover that signing is more satisfying an productive than crying or grunting and pointing. Showing and interacting with them through a list of children’s books featuring deaf characters, will help the communication process go smoothly.

Think of this: You’re feeding your baby and he or she looks at you with their mouth open.

He or she in indicating wanting more. You say; “Oh, you want more?” while mimicking more.

If your child isn’t looking at you, but is looking at the baby food jar or box of mini crackers, what you can do is make the ‘more‘ sign right in front of the food and say “more.”

He or she may eat them quickly and reach for the box to indicate she wants more. To practice communicating ‘more’, give the baby just a couple of bites of food at a time, then you’ll have the chance to repeat the ‘more’ sign over and over.

The daily care you give your child during meals, diapering, and dressing is the best place to start using this special language. It is in these care giving rituals that relationships and trust form. Constant communication is ‘key’ for parents of hearing impaired toddlers.

How-To-Teach-Baby-Sign-Language-signing meal times

MEAL-TIME  – Tap your fingertips to lips as if eating.


Children who communicate this way develop larger vocabularies in the early stages of language acquisition.

Research proves that by age two, these children have 50 more words than those who don’t use the other form of communication.

Communication through these skills is ‘key’ to a child’s expansion and understanding.

Youngter’s who learn can also experience a close bond with their caregivers. The real reason to encourage this is to support relationships through successful communication.

ALL DONE/FINISH  – Move open hands outward as if 

finished with something or pushing something away.

How-To-Teach-Baby-Sign-Language-signing all done/finished

Now that you are communicating ‘more’ and ‘all done’ throughout the day, begin adding other ones within your daily routine.

Using these skills throughout the day is great because they are meaningful to the children.

The repetition also provides practice. Young kids need to see and hear you mimic over and over before they will produce it.

Children thrive when they have an environment that provides predictability.

Using these special skills within your daily routine adds another level of predictability for kids, thus fostering their feelings of security and safety while they are in your care.

How-To-Teach-Baby-Sign-Language-signing all done/finished

Although some toddlers will be able to rotate their wrists to  imitate ‘all done,’ here are some  common ways children sign ‘all done:’

  • Flapping their hands in front of  them
  • Pushing their hands toward you
  • Opening and closing their hands several times
  • Swing their hands from side to side

Young Kids Seems To Understand A Few Words.

He or she lets us know through their eye contact and body language that they understand words. For example; when a child looks up to you with a special awareness, anticipation, and intelligence, you can see they knows what you are talking about.

Say another person’s name, they looks to that person. When you mention that it is time to go outside, the child looks towards the door.

When little children have these symbols in their heads, but they do not have the oral motor skills to produce the words, it’s the perfect time to begin using signs.

It not only gives them visual symbols for the words (as they watch you repeat the word and mimic together), it will soon give them the ability to communicate with their hands. MOST BABIES POINT

Some toddlers start pointing at objects as early as eight months. Most master pointing and do so in a deliberate  and determined way by 12 – 14 months. 

Pointing is an amazing early accomplishment that is easy to take for granted because it is such a natural part of our daily communication system.

Over time, as you understand how complex the act of pointing is, you can see how closely it is related to communication and language.

The most important thing to remember is that language develops through interaction.

How-To-Teach-Baby-Sign-Language-signing more

MORE  – Baby pointing to hand to communicate ‘more’.


Pointing is symbolic. In doing so, the child makes an imaginary line, connecting the object in the distance to the end of his or her finger.

The child also trust those with whom they hope to communicate can do the same.

‘More’ is usually the first one the child produce. They get a lot of reinforcement when they communicate ‘more’ and get ‘more’ of what they desire. Often, they will generalize this sign once they’ve found it to be successful.

They will mimic ‘more’ for everything;’ every time they want to communicate.’

This is similar to generalizations that toddlers make when they’re learning to talk. For example, a child will learn the word ‘dog’ and will call all animals ‘dog’. After practicing the new word or sign, they will begin to differentiate.

Generalization is a normal process in language development.

It is good to communicate eat and drink often, particularly at meal and snack time.

Remember And Understand That Babies Aren’t The Same. Most Have Different Comprehension Levels.

How-To-Teach-Baby-Sign-Language-signing drink

DRINK  – Cup a hand at your mouth and tip your head up as if drinking from a cup.


With drinks, parents should consider mimicking drink to represent all drinks, or use specific signs, such as bottle, juice, milk, and water.

When your child start mimicking this back to you, you should follow up with; ” Want more to drink?” Repeat saying this a few times just to to make sure this is what he or she wants from you.

WATER  – Put a ‘W’ to your lips.


Water is a sign that up often, not only in terms of drinking, but because many children love playing in water during baths and water play.

How-To-Teach-Baby-Sign-Language-signing waterA child will typically modify ‘water’ by putting one finger to their lips.

Always remember in regards to beginning actions, that before a they can speak, he or she can communicate their needs by gesturing, gazing with their eyes, using facial expressions, him or her kicking their feet and waving their arms when their happy.

Sometime they may even throw things or push things away when they’re mad or upset. Two basic needs babies will communicate first are ‘more’ (“I like that,” “I want more of that,” “That makes me happy.”) and the other ‘all done’ or ‘finished’ (“No thanks,” “I’m done with that,” “Stop,” “I don’t like it,” “Take it away.”)

Learn these two and use them consistently throughout the day. These two things will satisfy more needs when communicating with preverbal babies.

PAIN  – Touch your fingertips together quickly on your forehead to sign headache.


Pain, hurt or ouch are directional signs. So if your ear hurts, you should communicate ‘hurt’ near your ear. If your knee hurts, communicate sign ‘hurt’ near your knee.

How-To-Teach-Baby-Sign-Language-signing pain

Keep in mind that most children will not mimic this until they are 12 months old.

But it’ll be good practice for you to start teaching this skill early. In reality, you can work with a young child at any age.

This action from the child can be an invaluable tool one day, when a baby has an earache and can actually tell you she is in pain.

BED  – Rest your head on your hand.


When he or she sees this action mimicked, they will know playtime has ended. All toys put away for the day, pj’s on and now it’s time for bed time.

If it’s during the afternoon, he or she will know it’s nap time.

how-to-teach-baby-sign-language-signing bedYou may have to repeat this one a couple of times for you may fight a little defiance from your child.  But they’ll soon recognize that it’s time for bed.


how-to-teach-baby-sign-language-signing please

Just out of the mere fact of having good manners as they age, they’ll now be more appreciative before asking!

PLEASERight hand swung out from across chest

A Families Interest Regarding Signing


A couple in my old neighborhood had two children; one was totally deaf and the other slightly hearing impaired. Testing at a well known ENT clinic, which also houses an audiologist office confirmed the children’s hearing status. At ages 10 months and two years old respectively, the parents realized a rough road ahead raising a hearing impaired child.

The couple’s only recourse was to gain knowledge into the world of sign language. To their amazement, they discovered the perfect tool that helped them gain the knowledge they needed to work with their children.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.

When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back to Top

Go back to Home Page

Editor’s Note: This post was originally published in January 19, 2017 and has been completely revamped and updated for accuracy and comprehensiveness.

How Deaf Children Like Communicating | Easy Learning.



Growing Pains Regarding Children Communicating Skills.


Sound Value Educating Children Voicing Communicating.

Young kids have little or no control over their lives. Relating to others is one thing that begins to empower them.

That’s why it goes without saying, that children communicating goes hand-in-hand. You, the caregivers, are the most important influences in your toddlers worlds.

Connecting with you at an early age will feed them emotionally and intellectually.

More and more educational research confirms what wise parents have always known – you will establish the lasting foundation of your child’s physical, mental, and spiritual health by meeting all these needs during those first few years.

How Deaf Children Like Communicating | Mother with deaf child

Mother and deaf daughter

And naturally, the time you share with your child will be of higher quality when you are more interactive.

My own children are all grown now. Now here are the grandchildren and sign language was never taught to them.

But they’re all understanding to the fact deaf children do exist in our society, and it’s also important to look out for the signs of going deaf.

They also understand that ‘our eyes’ are important in regards to non-verbal connection.



Our eye’s tend to look a little deeper to understand each other. This process would lead to a closer sense of connection.

I feel that by experiencing communication in this way, you tap a little deeper into the roots of parent/child bonding – the more dynamic your communication, the stronger your bond.

Parents who do learn early sign language, get incredible satisfaction. They enjoy teaching sign language to their toddlers at an early age.

Many who have used this system have expressed the delight they experienced a connection with their kids so early in their lives. Many parenting rewards are built on a foundation of good faith.

We found that our kids expressed themselves clearly when speech began. By clearly, I mean they were able to chose or search for the precise words to express their thoughts.

They followed a logical and systematic parents in expressing themselves.

This process would follow the same pattern as the way in which I had introduced a sign for an object or situation. Many youngsters continue to use signs after they begin speaking because it’s so much fun.

How Deaf Children Like Communicating | Father with hearing impaired child

Uncle with partial deaf niece

While I have your attention, I’d like to offer a couple of suggestions.

When your children begin to speak, they will learn and use whatever words you give them.

Don’t underestimate their intelligence and memory.

Use correct and accurate words. Even if they cannot pronounce a word perfectly, they have heard it and will eventually use it in the correct context.

I knew a parent who would teach his son specific words for injuries, (bruise, cut, scrape, etc;).

They learned to distinguish the different types of injuries, while I noticed other kids their ages still said ‘ouch’ or ‘owie’ for all injuries. This is just an example; you can carry this idea through all vocabulary development.

Teaching your youngster sign, starting with a “baby” word for ‘wanting something,’ only to replace it later with a more sophisticated word , may be doing them a disservice.


Children Communicating With Adults


One last bit of advice: I know some parents who, with all good intentions, want to be such good parents that they over anticipate and meet their kid’s every need too readily.

The drawback here is that these youngsters rarely have an opportunity to express their needs.

Sometime between the first indication of need and the screaming stage is the opportunity to introduce signs.

This way, you can be most effective in helping your infants develop their ability to tell you exactly what they want.

Also, don’t ask your kid to sign out of context, perform for others, or compare your him or her to other ones.

Be careful not to show disappointment if your youngster chooses not to sign in a particular situation even if your kid has signed in a similar situation before.

Remember, don’t make signing with your baby a lesson, but use signs in your daily life as an augmentation to your speech. Don’t teach the signs, just sign. Let your baby discover.

Babies have control over their hands long before they develop the fine motor skills required for speech.

By teaching their infants to sign, starting as early as eight months, more and more parents, grandparents and caregivers are recognizing the many benefits of this early signing.

How Deaf Children Like Communicating | Deaf baby wanting attention

Baby attempts sign language

Scientific research is revealing that a baby can understand and express much more than what was previously thought possible.

More and more people are beginning to take advantage of these important findings.

Now you as a parent seeking additional knowledge, you can use these findings to tap into your baby’s astounding, capacity for understanding and enhance the bonding process by building an early foundation for effective connecting.



Producing a normal child is an important parental need. The motives may include biological instinct (preservation of mankind), self-esteem, social pressures, a wish to care for and nurture someone younger and more helpless, a wish to continue the family line, a desire to prove that one is competent, a need to undo one’s own bad experience as a child, and many others.

The effect of a child’s deafness on the family needs to be understood in light of these emotionally loaded motives.

Aside from the obvious reason that knowing the cause of their child’s deafness may influence how he or she is managed, parents (like all people) have a need to understand, and if possible to control, what happens to them.

After the shock of diagnosis, parents often fear that in some way they have caused the deafness. These parental fears roughly fall into two categories: things they might have done wrong, and things they may have neglected to do.

For example, those parents who emotionally rejected their child during the pregnancy (smoked too much, drink too much, engaged in sexual activity outside the times pronounced safe by their doctors, or tried to abort the unborn child), may feel guilty, although it is highly unlikely that any of these factors influenced the deafness.

Producing a child who is physically different often prompts feelings of inadequacy, especially if it is the first child. Knowing the cause of deafness is desirable and may help reduce doubts about the ability to cope with the loss.

Some families are very concerned with the question of genetics: which side of the family did it come from?

Will the hereditary tendency affect others in the family who may not yet be born – the brothers and sisters of this deaf child? Should children and communication ever become a problem?

These are questions that should be answered for the family by their physician or, if the situation is complex, by referral to a genetic counseling clinic.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back To Top

Go Back To Home

How To Integrate Deaf Culture In Your Family | What You Must Do.

An interpreter for the Deaf teaching families signing language




Hearing parents of non-hearing children and non-hearing adults in the deaf community attending special outdoor events, often do not have opportunities to become acquainted with each other. Hearing parents with deaf children, usually remain unaware of this society and community events, and hearing impaired adults do not have a pressing need to include hearing parents in non-hearing community activities.

how-to-integrate-deaf-culture-in-your-family/mother and daughter bonding

Deaf daughter with hearing parent

An unfortunate result of such a division is that both hearing parents and non-hearing adults do not understand or learn from one another and the hearing impaired child must navigate between them.

Your entire family can become comfortable with the idea of a hearing impaired community and can benefit from attending special events. When you meet welcoming non-hearing adults, make sure to maintain contact with them.

Ask them to let you know about special events regarding hearing loss. Work at building friendships with adults dealing with hearing loss, and subsequently invite them into your home.

When a child suffering from hearing loss has hearing parents begins to assimilate more cultural values. He or she may find conflicts between non-hearing and hearing ways. This is not a bad thing! Your child has to begin somewhere in working out how he will handle his bicultural existence.

If the deaf child becomes familiar with the values and behaviors of both cultures, he or she will gradually learn to make adaptations when moving back and forth between the two.



Communication, along with sincere family bonding, is so important among the hearing and non-hearing. At some point in your child’s development, especially in pre-adolescence and adolescence, he or she may become a militant supporter of the society’s values.

If he or she has not already done so, he may at this time realize that many of his frustrations arise not because there is something wrong with them, but as a result of hearing people not communicating well and understanding his or her needs.

Always listen to your child’s point of view and let him or her teach you what he or she is learning about themselves. This is so important within the deaf culture. So be up on culture changes, and prepare yourself to ask some questions.

Hearing parents often fear, through lack of communication and sign language, they will lose their hearing impaired child to this society. This is an understandable feeling since since hearing and non-hearing societies are distinctly separate.

However, you will never stop being your child’s parents. The more you learn and stay interest inside a non-hearing culture, the more you can participate in all aspects of your child’s life.



Many states have parenting organizations that serve parents of deaf and hard of hearing children. In addition to giving support and guidance, these groups can introduce this society to your family.

I suggest that you contact one of these parenting organizations. You may decide to join one of them and if so you could establish a “subcommittee” that focuses on integrating this society into hearing families with a non-hearing family member. Call it the ‘Culture Club’ if you like.

Your ‘Culture Club’ could organize monthly activities at which non-hearing adults tell stories to the children, talk about this culture to them, and encourage children to feel pride.


Celebrate together notable days in non-hearing history, such as Laurent Clerc’s birthday, or King Jordan’s selection as Gallaudet University’s first president having hearing loss.

Organize special trips together to visit colleges which cater to the hearing impaired, special clubs in your area, and special events in the non-hearing communities.

Consider holding a fundraiser to make money for this special club or other special organizations of  and for the hearing impaired.

Make the fundraiser an event related to individuals suffering from hearing loss. Have events which feature games, sell t-shirts with sign language insignia and teach about deaf history.

The show might include only hearing impaired students or both non-hearing children and their hearing siblings. Your entire family can participate in ‘Culture Club’ events.



Activity #1: Write a Hero. Materials: paper, pen/Age: 5 -12/Vocabulary-concepts: hero, letter, send, Look-Up-To


The whole family can participate in this activity. Research current events and select a ‘hearing impaired’ hero to whom you’d like to write. You might choose a sports star, such as Kenny Walker; an actress, like Marlee Matlin or Linda Bove (fro ‘Sesame Street); or a non-hearing adult in your community who has done something to spark your child’s interest.

Write to several people if you like and be sure to encourage your child to note his pride in the next hero’s achievements as a deaf person.


Activity #2: The “Big D.” Materials: colorful posted paper or old, light-colored cotton sheet or material/Age: 6 – 12/Vocabulary-concepts: big D, positive pride, Increase Self -Esteem


 In this culture, it is common to capitalize the ‘D’ in Deaf when writing the word. This means that you are referring in all of the positive cultural aspects of being hearing impaired. Explain this to your child and inspire him or her to take pride in their situation by making a big ‘D’ wall hanging.

Cut a large (perhaps two feet by three feet) ‘D’ out of light-colored material. Have your child write all the special things he can do on the ‘D’.

Refer to his being deaf as a special difference and encourage him or her to write out his special differences on his ‘D’. Hang his big ‘D’ on the wall of his or her room.


Activity #2: The Deaf Introduction. Age: 4 – 12, Vocabulary/concepts: introduction, first and last name, city, state, school, Mother-Father-Deaf


When hearing people introduce themselves, they tend to shake hands and tell their name. Non-hearing individuals usually give more information to help “strangers” note vital information about the people and places they may have to common.

This maintains ties and preserves the community. People with hearing loss usually tell their first  and last names, their name sign, and where they currently work or to school. Then they will mention the city and state in which they were born, and the schools they have attended.

Practice this with your deaf child and teach each family member this special introduction.

Contact: Deaf Artist Of America, 87 N. Clinton Ave, Suite 408, Rochester NY, 14604; telephone (voice and TDD): 716-325-2400


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back to Top

Go back to Home Page

Baby Signing Times | Communication In Learning Through Visual Skills.





From Darkness To Baby Signing Enlightment                                                                                      

Our understanding of the way that hearing impaired children interact with the world – essentially our view of their cognitive functioning – has always influenced the way that people think they should be educated, regardless of whether that understanding was accurate. It would be beneficial to families to first look into the Social Security programs offered. They offer programs that would help in regards to baby signing and working with a certified and qualified sign language interpreter.

They are committed to communicating effectively with the public, which includes providing meaningful access to all SSA activities, programs, facilities, and services to persons who are deaf, hard of hearing or have some form of a hearing disability.

The aforementioned situation has had a great influence on disabled learners for centuries, but there are two issues of particular relevance to parents and teachers today. One is that there are some non-hearing adults who view their educational histories, including their ‘parents and teachers’ obsessions with spoken language, as a form of oppression, if not abuse.

It’s easy to do for a deaf child to learn sign language. This is great when one speak on a communicative standpoint.

As often as not, however, the people who voice such views are hearing people rather than non-hearing people, or hearing impaired people talking about the lives of others rather than their own learning abilities.

It is difficult to convince such individuals that most parents and teachers have always done their best to educate hearing impaired children, but that society has long been ignorant about the potential of children with any disability – not just those who can’t hear.

The second consequence of the cognition – education linkage is that as our understanding of cognitive psychology and cognitive development has grown, the education of these children has become more evidence based (shown by research to be effective) and tailored to their strengths and needs.

Within the field of psychology, the shift away from viewing children’s knowledge as essentially the same as that of pigeons and rats did not occur until the late 1960’s.

That change from an emphasis on external behavior (referred to as behaviorism) to an emphasis on what goes on in the mind (cognitive psychologywas occurring at the same time that we were thinking that the gestural systems used by deaf individuals in the United States and elsewhere were really language.

Both shifts reflected changes in society and science consistent with the times, and it will be worth briefly considering the intertwining of psychology and deaf education that brought us to where we are today -that led to the writing of this article.

The historical connection between views of deaf children’s cognitive abilities and their understanding can be seen as involving three or four historical stages.

The first stage, which has been referred to as the hearing impaired as inferiorresulted from work in the early 1900’s that seemed to show that non-hearing children were not as intelligent as their hearing peers.

It was during this time that psychologist studying intelligence first developed nonverbal intelligence test precisely so that they could measure the intelligence of these children.

We understand today that much of that research was influenced by the research (and society’s) belief that spoken language was an essential component of human intelligence.

Nevertheless, some of their findings, like disabled children’s difficulty in remembering sequences of items that are not meaningfully connected and children communicating in sign language, are still obtained.

signing-times-communication-in-learning-through-visual-skills/Boy getting tested

Boy discover sound during left ear hearing test.

Today, however, we have a much better understanding of what those results really mean.

The second stage in thinking about cognition and knowledge among non-hearing children has been labeled the deaf as concrete.

From the 1940’s to the early 1960’s, research on disabled children’s hearing, problem-solving and literacy skills was interpreted to indicate that they were doomed to be concrete and literal, living in the here and now, with little ability for abstract thinking.

And the time, most psychologist believed that deaf people who did not speak did not have any language, and they failed to recognize that it was the way that we were teaching hearing impaired children and limiting their early experience – and not their hearing loss – that was responsible for many of the research findings and observed academic limitations.

That’s why dealing with the hearing impaired is no longer seen as being less capable of abstract thought than hearing children, teaching continue to struggle with non-hearing children’s tendencies to behave in apparently concrete ways in academic and social situations.

It was not until the 1970’s that psychologist and educators arrived at the point that is referred to the deaf as intellectually normal. 

Armed with the new cognitive psychology and a refined understanding of intelligence, researchers began to examine relations among cognition, language, and knowledge in the hearing impaired and hearing children.

Rather than seeing these children as lacking something, they finally recognized the influence of hearing impaired children’s early language and social experiences on their development and showed that, in terms of intelligence, they were quite normal.

We now know that hard-of-hearing children are just as capable of superior knowledge as are their hearing peers, and that hearing loss does not result in any insurmountable educational barriers.

In essence, people have come to accept that difference does not mean deficiency – the newest stage in understandings of the cognition-linkage in hearing impaired children.

The hard-of-hearing and hearing learners may vary in their approaches to various task, differ in their means of communication, and have different knowledge organized in different ways without such differences being good or bad.

This perspective has led us to examine differences between non hearing and hearing students as a way to better understand the intellectual development of deaf children and optimize their experiences in educational settings.

It is with that perspective that we now examine mind skills and commemoration in deaf children.

But before I go on, let me point out that mind skills are different from mind absorption, although both are a part of the same whole.

Gaining understanding is the acquisition of new knowledge, whereas commemoration refers to the storage and retrieval of knowledge.

Being ‘superior by study’ is used broadly here to mean information not only about things and ideas but also skills, such as how to type or ride a bicycle, and extremely complex skills like reading.



The main question generally raised among parents is, “How will deafness affect my child’s ability regarding a deeper understanding?

The key here will be understanding the foundations of this in terms of the knowledge and skills that non hearing children bring regarding mind context and how parents and teachers teach children to utilize their skills.

That is, what do hearing impaired children need to have in order to take advantage of educational opportunities and interventions, and how can we tailor our instructional methods to support them?

The society for research in child development could provide more additional information to help with those opportunities.

In seeking answers to these questions, parents and teachers often ask how non-hearing kids seeking knowledge compare to hearing ones.

Some people in our field believe that this is an inappropriate question and we should instead focus on deaf kid’s strengths and perhaps differences among the deaf as a function of language skills, school placement, parental hearing status, and so on.

Such an approach might make sense if we were dealing with children alone, but in a world where most deaf children have to compete in mainstream classrooms, it is essential that we understand ways in which their understanding, knowledge, and educationally relevant skills differ from the hearing children who will sit beside them.

Visual Skills

Babies born with less than normal hearing quickly learn to pay attention to the visual world: looking at facial movements of their caregivers, their gestures, and where they are looking- perhaps even before their caregiver realize the baby is can’t hear. 

baby-signing-times-communication-in-learning-through-visual-skills|mom and daughter bonding

Mother with hearing impaired daughter.

Although it is unclear exactly how that precedes, their learning skills (and the parts of their brains that deal with vision) consequently will develop somewhat differently than hearing babies for whom sights and sounds are usually connected.

Some scientist and practitioners claim that an emphasis on the visuals for babies with reduced hearing sensitivity might hinder their auditory skills.

Consistent with this view, auditory – verbal approaches to speech therapy, often include covering the speaker’s mouth so hard-of-hearing children have to learn to rely entirely on whatever hearing they have.

Being hard-of-hearing leads to children attending more to the visual periphery, therefore widening their knowledge of the visual field. This adaptation is important because it makes them more visually aware of what is happening around them.

Auditory Skills

Most of the research involving auditory skills among hearing impaired children is relatively recent, focusing on those with cochlear implants. While hearing aids and implants can help children hear better, children who use them still have to rely more on vision than do their hearing peers.

For them, visual and auditory skills can work together, providing mutually supporting or redundant sources of information. Auditory information can help them speech-read, draw their attention to visual information in the environment, and provide additional information about people and things.

With that said, this could mean that simultaneous communication would be beneficial for children with cochlear implants, but the issue has not yet been explored in any depth.

A variety of studies regarding the role of an audiologist and its position, along with the auditory and memory functions among children with cochlear implants has been conducted. Comparing them to hearing children, that research has not included deaf children who do not utilize implants, so it is difficult to draw any conclusions about deaf children in general.

Nevertheless, children with cochlear implants typically show shorter thought spans for auditory information because of speed of their internal speed (involved in memory rehearsal), like their external speech, is slower than that of hearing children.

Measuring (School) Skills

In some schools, such as the Better Hearing Institute, hearing impaired children’s learning, like hearing children’s learning, is usually evaluated in terms of the grades they receive on test, classroom work, and projects, as well as in overall yearly grades.

Assessment of children’s achievement, in contrast, typically relies on standardized test.

A variety of studies during the 1970’s reported that hearing impaired children with deaf parents scored higher on achievement test than did deaf children with hearing parents (even if they still lag behind hearing children).

Many people have concluded that such advantages were the result of early access to sign language, but that now appears not to be the case.

With regards to reading, parents who are able to provide their deaf children with effective access to through-the-air communication – signed or spoken – and to written language have children who are the best readers.



Deaf and hearing children can often remember things equally, even though they differ in how they process new knowledge store it, and find it again.

In other cases, deaf and hearing children may remember the same amount of information but differ in which information they remember from something they have seen.

We thus see again that the ways in which non-hearing children learn may not be the same as the ways hearing children learn.

Thoughts of the mind typically is described in terms of two components, short & long term thinking. If you stop and think about one of your elementary school teachers, you will be retrieving that information from your memory bank and putting it into the ‘working portion, or work-space where thinking goes on.

Long-term memory, then, is where you keep all of your thoughts, knowledge and skills. Short-term memory is where you have information that you are paying attention to right now.

New information has gone through the short-term memory part of your brain. Sometimes it gets there, and sometimes it doesn’t.

Bottom line: Children and adults who are fluent in a signed language have been shown to have better visual-spatial memory, regardless of whether they are deaf or hearing.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.


Back To Top

Back to Home Page





What is meant by the term unity? Unity implies harmony among parts to form a whole – the condition of many, becoming one. Family togetherness requires that each member of the family contribute to the family whole.

Parents, as the heads of the family, are indeed important in the development of the unit.

However, each individual member is key in maintaining the unit’s harmony. Each child contributes his/her personality, wishes and desires to add structure to the family unit just as a variety of colors, textures, and forms harmonize and provide structure to a beautiful landscape painting.

Parents of deaf and hard of hearing children encounter a unique challenge to relations unity. Since most parents of deaf and hard of hearing children are themselves hearing, they experience the feeling of being “different” from their child.

Some parents have stated that the child who was expected to be very much like them, after diagnosis of deafness, became a stranger with whom they had little in common.

The deafness affecting their child was a real difference that seemed to set them apart. Their deaf or hard of hearing child became the focus of the relationship unit rather than an active member of it.

The fact that hearing parents and deaf children do not experience the world in the same way demands adjustments in the family system.



how-families-unite/Mom and daughter learning together

Aunt reading to niece who has partial hearing loss

Conditions affecting all members, influence unity in different ways. Deafness is a condition that has an impact on the family’s overall communication process and the entire communication system within the home.

The single largest issue facing parents in maintaining relations harmony is the task of involving all members in home communication.

For parents who are hearing, a main source of stress is the need to communicate with their deaf child in a different manner than they do with their hearing child.

Research has shown that deaf children with deaf parents who share a common language have an advantage when  attempting a variety of life’s tasks. Communication within relations creates the bond that supports the structure of the family unit.

Hence, communication is the backbone of a strong relationship structure. When there is inadequate  communication, the outlets for venting frustration and working through difficult situations as well as celebrating happy moments or subtle enjoyments are often limited.

Everyone’s interactions, both healthy and no so healthy, are forms of communication.



how-families-unite| grandmother and son happy together

  Both grandma and grandson suffer from hearing loss.

If you think back on some of your most enjoyable moments as a child, you may remember a trip to Grandma and Grandpa’s house where you listened to them describe their past life experiences.

Or, you may remember sitting around your own parents dinner table where, during a meal, you discussed important things that happened to you on a particular school day.

Or, finally, you might recall Sunday trips by car to the local ice cream parlor where you anticipated telling your parents your favorite flavor of the day. Each one of these scenarios involves hearing and non-hearing members conversating. This is an important part of the relations system.

These conversations represents an important vehicle for developing intellectual and social skills, and for developing a sense of belonging. Only when the deaf child is accepted as an equal participant in the system, will the family be able to provide the full range of support that the child need.

Early communication difficulties between hearing parents and their deaf children may disrupt the process of conversation and future interactions. If deaf children have limited participation in their relations interaction, their access to family life is restricted.

A deaf or hard of hearing child is an important part of the family structure. If the child is separated, left out, or ignored while the family communicates – isolation occurs.

Parents may act differently with their deaf child than they do with their other children, altering family functioning, and, in turn, affecting future interactions.



Your child may have slipped into the habit of irresponsibility due to a number of factors: lack of knowledge of the child’s part; lack of expectations on the part of adults in the child’s world and /or the hearing public; lack of access to communication, and lack of appropriate devices, services, and resources.

how-families-unite| Child getting ear test

Child with a serious hearing impairment get tested

When your child is introduced to and learns how to use a TTY, alarms, relay operators, interpreters, hearing aids, and TV closed captioning then he mini-minimizes his reliance on others for vital needs.

Some deaf people own hearing dogs, have visual alarms to alert them to important noises, such as their baby crying; and have houses designed with light switches in convenient locations, such as on the outside of rooms so that people can flick a light to get the attention of the deaf person inside the room. This takes the place of knocking on a door for deaf people.

However, having these items does not necessarily create “equal” access. A hearing aid simply helps with residual hearing – it does not turn the child into a hearing person.

A closed-captioned TV helps only if the child is able to follow the written English. A TTY and relay operator require practice and some written language capabilities.

An interpreter is useful in formal situations and must adequately match the child’s communication system.

Hearing aids are often a point of struggle for children and parents. Talk with your child’s audiologist to understand the type of hearing loss your child has and how the hearing aid might benefit him.

Teach your child the advantages of wearing an aid, but do not force the child to do so. Often children go through stages; they may choose to wear an aid only in certain situations; they may actually like the aid if their friends wear theirs, much in the same way that braces on the teeth have become more acceptable; or they may find the aid uncomfortable due to a bad fit or the nature of the amplification.

Listen to your child’s point of view regarding this. Do not make a struggle out of it since this allows the child to displace other feelings and situations onto this struggle.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.


Back to Top

Go back to Home Page





Any individual should know that a child or adult would be labeled disable, if they suffered with severe deafness.

It don’t necessarily have to be loss of limb or some form of a mental condition that hinders one from functioning day-by-day in society.

This is why routine hearing exams are so important if you suspect something is not right as your child develops.

Because as you know, raising a hearing impaired child, could be a daunting task.

If your child is under age two, or is uncooperative during his or her examination, the child may be given one of two available screening test, which are the same test used for newborn disability screening.

They are painless, take just five to ten minutes. and can be performed while your child is sleeping or lying still. They are:

hearing-loss-a-disability|sick baby slipping

Hearing impaired child sleeping



This is a response test which measures how the brain responds to sound. 

Clicks or tones are played into the baby’s ears through soft earphones, and electrodes placed on the baby’s head measure the brain’s response.

This allows the doctor to test your child without having to rely on his or her cooperation.

This test measure sound waves produced in your child’s middle ear. A tiny probe is placed just inside the baby’s ear canal, which then measures the response when clicks or tones are played into the baby’s ear.

These tests may not be available in your immediate area, but the consequences of an undiagnosed condition are so serious that your doctor may advise you to travel to where one of them can be done.

Certainly, if these tests indicate that your baby may have a problem, your doctor should recommend a more thorough sound evaluation as soon as possible to confirm whether your child’s hearing is impaired.



Treating a deaf situation will depend on its cause. If it is a mild conductive issue due to fluid in the middle ear, the doctor may simply recommend that your child be retested in a few weeks to see whether the fluid has cleared by itself.

Medication such as antihistamines, decongestants, or antibiotics are ineffective in clearing up middle ear fluid.

If there is no improvement in the hearing over a three-month period, and there is still fluid behind the eardrum, the doctor may recommend referral to the ENT specialist.

If the fluid persists and there is sufficient (even though temporary) conductive hearing impairment from the fluid, the specialist may recommend draining the fluid through ventilating tubes.

These are surgically inserted through the eardrum.

This is a minor operation and takes only a few minutes, but your child must receive a general anesthetic for it to be done properly, so he usually will spend part of the day in a hospital or an outpatient surgery center.

Even with the tubes in place, future infections can occur, but the tubes help reduce the amount of fluid and decrease your child’s risk of repeated infection. They will also improve his or her hearing.



If a conductive hearing loss is due to a malformation of the outer or middle ear, an aid may restore hearing to normal or near-normal levels. However, an aid will work only when it’s being worn.

You must make sure it is on and functioning at all times, particularly in a very young child. Reconstructive surgery may be considered when the child is older.



Hearing aids will not restore hearing completely to those with sensorineural hearing loss (also called nerve deafness, which is caused by an abnormality of the inner ear or the nerves that carry sound messages from the inner ear to the brain).

hearing-loss-a-disability|happy family posing

Mother had rubella (German Measles) during pregnancy. Son now suffer from a hearing disability.

The loss can be present at birth or occur shortly thereafter. If there is a family history of deafness, the cause is likely to be inherited (genetic).

If the mother has rubella (German Measles), cytomegalovirus (CMV), or another infectious illness that affects hearing during pregnancy, the fetus could have been infected and may lose their hearing as a result.

The problem also may be due to a malformation of the inner ear.

Most often the cause of severe sensorineural hearing loss is inherited.

Still, in most cases, no other family member on either side will have hearing loss because each parent is only a carrier for a hearing loss gene.

This is called an “autosomal recessive pattern,” rather than “dominant” where it would be expected that other family members on one side would have hearing loss.

Future brothers and sisters of the child have an increased risk of being hearing impaired, and the family should seek genetic counseling if the hearing loss is determined to be inherited.

Hearing loss must be diagnosed as soon as possible, so that your child isn’t delayed in learning language – a process that begins the day he or she is born.

The American Academy of Pediatrics recommends that before a newborn infant goes home from the hospital, she needs to undergo a hearing screening.



There are a number of diseases that can be passed  down in families that will result in hearing loss. These include Paget’s disease. Alport’s disease, Cogan’s syndrome and Pendred’s synrome.

Alport’s Disease – This genetic disease causes kidney inflammation in childhood, followed by a sensorineural hearing impairment in young adulthood and eye problems later in life.

(It’s more common among men than women).

Cogan’s Syndrome – This inflammation of the cornea, which occurs for no known reason, can also damage new bone formation around the round window and destroy the organ of Corti and cochlear nerve cells.

It can lead to vertigo, tinnitus and severe sensorineural hearing loss.

Pendred Syndrome – An inherited condition that causes deafness (usually at birth) and development of goiter (enlarged thyroid) in childhood.

People with the syndrome have different degree or hearing loss, but it is severe for more than half of them.

The syndrome is probably the most common form of deafness that appears with another condition (in this case, goiter).

Scientist are not sure what causes the problem, but recent research suggests that Pendred’s syndrome may be related to a gene mutation that produces a defective form of the protein pendrin.

New research suggests that pendrin may be associated with the transportation of iodide in the thyroid.

For those with Pendred syndrome, a defect in iodide transport may cause the thyroid to enlarge, although the gland will usually continue to function normally.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.


Back to Top

Go back to Home Page

Raising a Hearing Impaired Child | What You Need To Know.




Giving advice on child-rearing is easy, and there is no shortage of experts. Advice is usually based, however, upon several wrong assumptions; that these techniques can be taught, and that teaching the techniques to parents will be beneficial to their children. When you have and raise a deaf child, your sense of parental competence can be impaired by conflicting or insensitive advice.

It seems appropriate that hearing parents should get the same enjoyment from their deaf child as deaf parents do: through acceptance, easy communication, and a balance that satisfies everyone’s needs. Deafness is an issue that must be dealt with regardless of what part of the world you reside in. For example Australia handles a charity that supports young deaf and hard of hearing  people in Australia.


Effects on the Parents


A child with special needs, such as hearing impairment, poses challenges to any family’s integrity. It is usually the mother, however, who is most heavily burdened.

The mother is usually the parent who visits the experts, who works hard with the child, and who undergoes the most changes in feeling and understanding.

Other experts has stated that most “parent education” is really “mother education.” If the father works during the day, it is more difficult for him to participate in activities that take place during working hours.

He is less likely to visit professionals or clinics with his child. Gradually the mother becomes relatively better informed. An imbalance in family roles can result. Some of the recommendations many professionals make can place parents in uncomfortable or unwelcome positions.

For example, by “instructing” them we may remind them of unpleasant school experiences. By pointing out potential problem areas, we may increase some parents’ worries. Finding out how to do everything to the recommended extent and yet to balance everyone’s needs, including your own, is a great challenge!

There are no simple formulas: “Raising children was, is, and always will be a mission of love….Basically, what is indispensable to your children is learning to live in harmony with themselves and others.

Short of teaching your child sign language, you must always exhibit some type of good communication with the child.

If the parents had marriage problems before their child arrived, the deaf child’s presence may aggravate these problems. Overall, however, separation and divorce are not more common among parents of deaf children.

Researchers ran relationship studies regarding them and their deaf child. In both of these studies, parents were asked how the presence of the deaf child had affected  their marriages.

The replies were about equally divided between good and bad effects. (It should be noted that separation and divorce are only crude measures of the impact of a deaf child on a marriage.)

In raising a deaf child, financial burdens may also be increased. In some countries medical care, hearing aids and batteries can require a considerable sum of money. The family may have to move to be closer to a special school or other services, and may have to pay for certain special programs.

Effects on Siblings


Brothers and sisters (siblings) may also be affected by your child’s deafness. If too much attention is paid to the deaf child, normal rivalry and jealousy may be intensified. There are several ways in which problems may arise.

raising-an-hearing-impaired-child | Brother and sisters unite

Siblings both suffering from partial hearing loss

Hostility may be shown directly; this is common in young children. Frequent battles may occur.

A more indirect expression of the need for attention is for the hearing child to wish to be deaf too. It may be helpful to periodically assess whether your hearing children are receiving enough attention and encouragement.

Resentment can occur and is best handled by seeking it’s source. If your hearing children are encouraged to reveal their feelings freely. it will be easier to discover whether a problem exists.

(Much the same recommendation could be given for treating deaf children, too.) A still more indirect manifestation of attention seeking is excessive devotion to the parents’ cause (deafness), so that the hearing sibling becomes a kind of substitute parent.

The hearing child may feel that the only way to gain acceptance is to enter the field of deafness later as a professional that study hearing loss symptoms in children.

How is it possible to tell whether a hearing child’s interest in deafness is excessive? One indication is the suppression of all normal hostility and rivalry.

Another sign is when the hearing child’s interest are deliberately and repeatedly sacrificed. There’s nothing wrong with sacrifice, but no ordinary deaf child benefits from being treated as if he were helpless or unable to tolerate any frustration.

At the start, young brothers or sisters may not realize what is expected of them and may overdo for their deaf sibling, just as relatives may. It is really a question of whether the deaf child is truly made a member of the family. If a normal family relationship exists, then no one will be expected to be perfect or to always give up things in favor of anyone else.

Effects on Relatives


raising-an-hearing-impaired-child | grandma and grandson unite

Grandma with deaf grandson

Relatives may be an important source of support for parents, and they may also supply emotional warmth and wisdom to deaf children. However, relatives may also be a serious problem.

Grandparents are often in a dilemma: although they feel sympathy for their own children ( the deaf child’s parents) and for their grandchild, they have little opportunity to participate in the experiences that gradually lead to parental acceptance of deafness.

They usually have no (or outmoded) knowledge of deafness and their responsibility for their deaf grandchild may be limited to baby-sitting. It is not surprising that many grandparents remain at the level of denying deafness or searching for miraculous cures.

It is then difficult for the child’s parents (who are still children to their own parents) simultaneously to maintain good relationships with their child, with each other, with the experts, and with the grandparents. (Similar situations may obtain for other relatives.)

Studies have shown that it is wise for professionals to inquire about the importance of relatives to each family. What are relatives’ attitudes toward deafness and toward the management methods advised? Have their relationships with the parents changed for better or for worse?

It often seems worthwhile to involve important relatives in some contacts with professionals, providing that this is desired by all concerned. It is unfortunate that efforts of this kind are so rarely made.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.


When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.

Back To Top

Go back to Home Page





There are many behavior changes a child may experience as he or she goes through life. These are behavior issues related to feelings of anger, sadness, frustration, and irritability. They can become problematic when a child is unable to control or appropriately express them.

Sometime deaf children have no way to name, categorize, or normalize the emotions they feel.

They need an “emotional education” to learn what it is that they are feeling (feeling signal), words and names for those feelings, and appropriate actions for expressing them.

Poor Ability To Identify Feeling States. Feeling states are the internal sensation of emotions such as anger, sadness, happiness, and fear.

If a deaf child, is taught to categorize feelings by words/signs, the feelings do not become overwhelming, frightening, and out of control.

When able to identify and acknowledge what they are feeling, the child is more likely to get the support he or she needs.

Children need ongoing instruction and assistance to manage their feelings effectively. I recommend using the following three-step process:


  1. Learning to recognize feeling signals by observing others and noticing others and noticing how an emotion feels in his or her own body. Examples are tightening of the jaw, clenching the fist, a fluttering in the stomach, and a flush of heat to the head.
  2. Identifying and naming a feeling. Ask your child what a particular feeling signal indicates. “You got all red in the face, were you mad? embarrassed?”
  3. Learning what to do with a feeling. You can help your child identify how an expression of a feeling can have positive or negative results.

Your child may have a particular physical makeup that makes her sensitive to touch, foods, noises, lightening, or gravity.

Because of the way your child’s central nervous system reads stimulation, he or she may exhibit emotional expression in a manner that seems extreme (e.g. the child hits if her hair is played with).

If you want to investigate this possibility further, contact an occupational therapist who specializes in sensory defensiveness and deafness.

Consider and rule out possible physical causes of your child’s mood, such as fatigue, hunger, or over-stimulation. Plan ahead in order to avoid situations that may frustrate a tired or overstimulated child.

Praise your child when he or she expresses herself appropriately. Be patient. As your child matures, so will his or her ability to identify, understand, and communicate his or her feelings.

You can assist in this process by experimenting with physical and verbal outlets for expressing feelings appropriately. Keep in mind his or her developmental skills and limitations.



feeling-good-and-valuable | deaf girl resting

Dream State

Have you ever awakened from a dream in which you were trying to escape someone or something frightening and your feet would not carry you to safety?

Or, you were trying desperately to get help and found that you no longer had a voice? Attempting to reach a destination, but unable to find your way?

I would imagine that your relief has been as great as mine when, upon awakening, the realization has finally crept in that it was “only a dream.”

What, you may ask, does all this have to do with moodiness in young children? First, I would like to ask that you keep in mind the feelings produced by the dream experience: the frustration, helplessness, fear, and vulnerability.

We, as adults, can find relief in the discovery that these experiences were only dreams. But, for children, this experience is not just a dream but their day-to-day reality.

At no other time in one’s life are needs so great and skills so few as in early childhood. Beginning in infancy, a child is entirely helpless and dependent upon the instincts of caretakers.

We must guess, when a deaf infant cries, just what is the cry communicating. Is it hunger, a need to be held, or a diaper in need of changing?



Teaching a deaf child to manage moods and value feelings is to teach a child two of the most significant self-esteem builders.

After all, we all feel better about ourselves when we “behave” and are pleasant. Likewise, self-esteem grows when a child learns that feelings are to be respected and listened to, not shamed and dismissed.

feeling-good-and-valuable | deaf child with dad

Partially deaf boy playing baseball with dad.

Our nerve-endings, when they properly develop, are our best protectors against serious injury.

If we were to touch a hot stove, a quick message would be sent to our brain signaling pain and an equally quick response would cause us to remove our hand to prevent further injury.

In the same way, feelings become our best protectors against harm of other sorts. A child who learns to respect inner feelings and instincts, will know when a playground bully is out of line.

They’ll talk and complain to adults about being bullied, and ultimately, look for new playmates.

A child whose feelings have not been nurtured may dismiss uncomfortable feelings and endure uncomfortable circumstances.

Similarly, our feelings teach us about that which feels good and rewarding. They becomes a “barometer” to be relied upon, ever informing us of our needs, likes, dislikes, dangers, and pleasures.

The calibration of this fine tool begins in early childhood. It requires a delicate balance of empathy and limits, the willingness to “listen” to that which words cannot yet express; the creation of words, signing included, regarding the common language; and ultimately teaching a child to use words as well as actions to explain feelings.

Your child’s expressions may appear to be more graphic for a number of reasons: a) when signing, she probably will have stronger facial and bodily expressions: b) when learning to identify and express new feelings, the child might “overdo” it, and c) the child may feel an urgency to get her point across, especially if it is important to him or her.

Once he or she feels more capable of communicating effectively, the latter two factors will recede. However, pronounced expressiveness is the norm in the deaf community as well as for the deaf person who is not an active community member.

What’s important is to create a supportive family environment in which feelings and their appropriate expression are unconditionally accepted.


Check out these amazing tools designed to teach & promote quality, effective, integrated learning. Go to:

Self-esteem Elevation For Children Coaching Certification

Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

Creating Inclusive Learning Environment For Young Children: What To Do Monday Morning, 1st Edition

#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

* Did you enjoyed this article? Please share it on your social media.



When you buy something from this website, I may receive an affiliate commission.
These are my opinions and are not representative of the companies that create these products.
My reviews are based on my personal experience and research. I never recommend poor quality products, or create false reviews to make sales.
It is my intention to explain products so you can make an informed decisions on which ones suit your needs best.


Back to Top

Go back to Home Page