How Deaf Children Like Communicating | Easy Learning.

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Growing Pains Regarding Children Communicating Skills.

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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 | Easy Learning.

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.

A TIME FOR UNDERSTANDING

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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 | Easy Learning.

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.

BE A CONCERNED PARENT, BUT DON’T SMOTHER:

Children Communicating With Adults

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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 | Easy Learning.

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.

WANTING A NORMAL CHILD

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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.

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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

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

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An interpreter for the Deaf teaching families signing language

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INITIATE ACTION.

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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 | What You Must Do.

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.

BOND & COMMUNICATE

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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.

SUPPORT & GUIDANCE

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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.

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

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.

ACTIVITIES

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

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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.

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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

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 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.

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

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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

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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.

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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.

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Baby Signing Times | Communication In Learning Through Visual Skills.

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SIGNING AND LEARNING TOGETHER: 

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From Darkness To Baby Signing Enlightens

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.

Baby Signing Times | Communication In Learning Through Visual Skills.

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.

LEARNING

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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.

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.

MEMORY

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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.

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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.

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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.

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How Families Unite | Let Us Show You The Way

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UNITY IS THE ONLY WAY

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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.

FACTUAL CONDITIONS

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How Families Unite | Let Us Show You The Way

Aunt reading to niece who has partial hearing loss

Condition 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.

MEMORABLE MOMENTS

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How Families Unite | Let Us Show You The Way

  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.

SPECIAL ISSUES RELATED TO IRRESPONSIBILITY AND DEPENDENCE IN DEAF CHILDREN

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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 | Let Us Show You The Way

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.

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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

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Hearing Loss A Disability |Confirmed Through Evaluating

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MUST TAKE NOTICE.

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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

THE AUDITORY BRAIN-STEM:

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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.

YOUR CHILD’S TREATMENT

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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.

CONDUCTIVE HEARING LOSS

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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.

SENSORINEURAL HEARING LOSS

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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 |Confirmed Through Evaluating

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.

GENETIC DISEASES THAT CAUSE DEAFNESS

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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.

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

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Special Kids Learning Series CD:-Lets Go To

Toddler Talk: Techniques & Games – Proven Language Therapy Techniques

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#HowDisabilitiesAffectChildren #SpeachAndLearningInTraining #HearingLossInAmerica #BabiesLearningSignLanguage

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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.

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

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THE TASK AT HAND

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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.

IMPACT OF DEAFNESS ON THE FAMILY

Effects on the Parents

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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

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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 a Hearing Impaired Child | What You Need To Know.

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

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

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.

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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

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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.

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Feeling Good And Valuable | Knowing What Works

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MOODINESS.

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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:

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  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.

MOOD ADJUSTMENTS

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Feeling Good And Valuable | Knowing What Works

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?

THE LEARNING CURVE

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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 | Knowing What Works

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.

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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.

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