BILINGUALISM IN CHILDREN HAVING CONGENITAL BILATERAL PROFOUND SENSORI NEURAL HEARING LOSS – CASE REVIEW

Abstract

The age old understanding that an individual with a hearing loss is incapable of acquiring verbal communication skills was readily accepted in the past, which led to the inadvertent but unfortunate coining of phrases “deaf and dumb” or “deaf and mute, " and the development of non-verbal or manual communication methodolgies of Sign language. Further, this caused the segregation and isolation of otherwise physically and intellectually competent individuals from mainstream society, unjustifiably denying them opportunities of education and vocation. Studies have proved that in the absence of any organic or inorganic complication, a child with a hearing loss may not only score a high Intelligence Quotient but can also acquire more than one language fluently.
Early Intervention with appropriate amplification of residual hearing is underscored as the fundamental prerequisite for children with bilateral congenital profound sensorineural hearing loss, for subsequent acquisition of good listening and normal speech-language skills and plausible bilingualism; that further equips them with scholastic achievements comparable to their hearing peers. The past half century has witnessed stupendous technological enhancements in amplification devices manufactured for children having hearing loss, complemented by steady success in fostering their Inclusive Education. This paper highlights the urgent need in Pakistan to address this issue as well as the importance of early detection, diagnosis, and (re)habilitation along with parent training initiated within the first year of life.
An otherwise anticipated disabling condition may be overcome completely if neonatal screening, which is not only inexpensive but also easy to perform; is made mandatory at all hospitals and maternity homes, as practiced in the developed world. This shall ease the challenges faced by the families of children having hearing loss; and enable the professionals working with them to successfully alleviate their communicative, social, educational and vocational difficulties, and ensure that they become successfully contributing members of our verbal society.