When it comes to a mild hearing impairment – professional and social judgment must be exercised as to whether there is a justification for fitting hearing aids to such an ear and whether this “justifies” the process of adapting the child (and his or her family) to the hearing aids.
When it comes to a medium-to-severe or profound disability, there is definitely room for fitting hearing aids in order to allow the child to continue to nurture his or her future potential.
When it comes to a unilateral hearing disability, the debate does not exist in cases where there is a normal ear versus a second ear with a deep disability that cannot be amplified. In cases of mild-moderate disability in one ear – it is important to try fitting hearing aids in order to give the child bilateral hearing, which has been proven vital for the child’s development.
No. A child is a child, even if his or her hearing is not normal.
The hearing impairment requires a response to the child’s special auditory needs. At the same time, it is about a child growing up and developing in the environment of his or her peers who hear and deal with the same requirements and expectations.
Compassionate treatment and concessions do not benefit the child, but rather convey the message that his or her abilities fall short of those of his or her friends.
The best predictor of children’s success is his or her social abilities. When we as adults believe in the child’s abilities, so will he or she. Enabling emotional and social development are important to the child’s abilities to create meaningful relationships in the future.
As professionals, we believe that it is important to talk to the child about the hearing disability, according to the child’s age and verbal and emotional abilities.
We believe that a child who does not talk about his or her hearing disability does not mean that he or she does not think about them. After all, looking in the mirror is enough for the child to see the devices as part of them.
Therefore, it is important to talk to the child about the existence of the hearing impairment, even if the questions do not come from him. In such a conversation you can tell the child that when you can’t see well you wear glasses, and so when you can’t hear well you put on a hearing aid that helps you hear better.
It is important to remember that one day the child will be asked by someone about the hearing aids or about the hearing disability. The role of the parents is to equip the child with the tools to give an appropriate answer ahead of time.
Of course, the choice is up to the parents and the child (it is important to respect the wishes of a child who refuses to talk about it with friends in kindergarten).
Our recommendation as professionals is – yes. Hearing impairment has consequences for the child’s daily functioning, even in kindergarten. Therefore, it is very important, first and foremost, to inform the kindergarten teacher about the existence of the hearing impairment. Firstly so that she can ensure the existence of the auditory conditions that are necessary for the child’s educational and developmental functioning (for example: reducing the noise of the environment as much as possible, placing the child close to the kindergarten teacher, allowing the child access to the speaker, etc.).
And as for the rest of the kindergarten children – “why wake a sleeping bears “?
We believe in the importance of openly referring to the hearing disability for the optimal integration of the child with the hearing disability among hearing friends.
Even if they don’t talk about it, children notice the hearing aids mounted on the child’s ears. We, the adults, ignore this without words conveying the message that there is something that should not be talked about, which may be interpreted in their imagination as a problematic topic and a reason to bully or mock a child with a hearing impairment.
We believe in directing the attention of the children in kindergarten to the hearing aids and in having an open dialogue with them in which they will receive an explanation, answers and an opportunity to experience.
A positive attitude and an experiential presentation of the hearing aids will allow the children to accept the child and take the hearing aids for granted.
No. According to the National Insurance regulations (see link) a child with a disability in both ears is entitled to an allowance, when the disability in the better ear is greater than 40dB.
It is not possible, there is no need, nor is it desirable! The diagnosis takes place in Beit Micha to determine your child’s oral abilities at the time of the diagnosis.
Please note – the language test does not assess cognitive ability! Also, you must remember that the main goal of the diagnosis is to promote your child in the best and most suitable way.
What is language assessment/diagnosis and what is its purpose?
The language assessment allows us – the professionals and you – the parents to assess the child’s language level and examine his or her communicative ability at the various stages of the child’s development. The diagnosis makes it possible to identify different aspects of the language, which are expected to develop a language that corresponds to the child’s age. The diagnosis makes it possible to adapt a treatment plan for your child that meets his or her needs.
The language assessment has several goals:
- To determine whether the child needs communication, language, speech therapy within the framework of Beit Micha.
- To determine the goals of treatment for the child.
- To assess the child’s progress during treatment, and subsequently adjust the goals to his or her needs and determine a new treatment plan.
- To compare the child’s language level with that of his or her hearing peers. This comparison is mainly done to determine the child’s placement in an educational setting that matches his or her needs (transition from preschool to pre-primary division, transition from one year of study to another, transition from integrated kindergarten to individual integration) and a recommendation for a continuation framework for a child entering the first grade (is the child suitable for a mainstream educational framework)
Hearing impairments affect the child’s ability to acquire language naturally and without support from his or her environment. The role of the rehabilitative educational system is to design a treatment plan that will help the child realize his or her auditory potential so that he or she can acquire language under optimal conditions, according to his or her abilities.
At Beit Micha, we match each child with a treatment plan derived from his or her accessibility to hearing, the ability to use the amplification aid, his or her communicative/verbal skills and the will of his or her family. The professionals at Beit Micha have expertise in different communication approaches adapted to the needs of the child and the choice of his family, derived from the “Kesher” program (a program for imparting language to children with a hearing impairment)
Hearing impairment is a sensory deprivation that has consequences for all areas of development. With the help of appropriate rehabilitation and an intervention process that responds to the child’s needs – it is possible to handle all the developmental milestones and integrate into society. This requires adapted amplification aids, an educational/therapeutic program, an accessible acoustic environment and support from the family and community education systems. For children who have all these conditions – the sky is not the limit!!!!
Beit Micha graduates integrate into all branches of employment in society and face the challenges they face with an efficiency that inspires us all.
This depends on the cause of the hearing impairment: when the hearing impairment is due to a structural background, this is a condition that does not change and therefore if the impairment profile requires the fitting of a hearing aid – the condition will not change in the future.
If the hearing impairment is conductive, you should consult an ENT doctor and an audiologist and examine the possibilities of rehabilitation and the treatment of the condition at any stage and at any age.