Title: 'Beyond Early Intervention: Supporting Deaf Children through Elementary School'
Track: -
Keyword(s): deaf children; language acquisition; school age
Learning Objectives:
  1. Explain the language development that typically occurs during the second half of the first decade of life
  2. Describe how hearing loss interferes with that later development, even if all appropriate early intervention was provided
  3. List the essentials of an intervention program for school-aged deaf children


Twenty years ago coordinated efforts were undertaken to find ways of identifying hearing loss at birth and initiating appropriate intervention. The bases of those efforts were the related theoretical positions that a sensitive period exists for language learning very early in life (i.e., the first couple years), and, if missed, language acquisition will be irrevocably hampered. These efforts led to newborn hearing screening procedures that are almost universally applied across the country and enhanced provision of early intervention. Without question, these programs have improved language outcomes for deaf children. But as beneficial as the efforts have been, deaf children continue to lag behind their peers with normal hearing. In this session it will be argued that the reason is the fact that there is much language learning that happens during middle childhood, and deaf children need the same kinds of support they received as infants and toddlers to navigate that later developmental process. Specific suggestions will be offered for how that later intervention should be designed.
Presentation: Sunday_Stopher_200_SusanNittrouer_1731.pdf

Handouts: Handout is not Available
CART: CART Transcription is not Available
Susan Nittrouer - Primary Presenter
The Ohio State University
     Credentials: Ph.D.
      Susan Nittrouer received a Bachelor's degree in Education and Speech Pathology, followed by a Master's degree in Deaf Education in 1975. She worked as a speech teacher for deaf children at the Clarke School for the Deaf, the Montreal Oral School for the Deaf and the Framingham Learning Center for Deaf Children. In 1980 she returned to university to pursue a Ph.D. degree, which she received in 1985 from the City University of New York. Following a post doctoral fellowship at Haskins Laboratories in New Haven, Connecticut, she moved to Omaha, Nebraska to work at Boys Town National Research Hospital, where she remained until 2002. Currently she conducts research on speech and language acquisition, with a special focus on children with hearing loss.

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.