According to WHO , an individual who is not able to hear as well as someone with normal hearing – hearing thresholds of 20 dB or better in both ears – is said to have hearing loss. Hearing loss may be from mild to profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.
On the other hand, hard of hearing refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.
Deaf people mostly have profound hearing loss, which implies very little or no hearing. They can benefit from cochlear implants. Some of them use sign language for communication.
Unaddressed, hearing loss impacts many aspects of life at individual level as under:
Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.
Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.
Effective strategies for reducing hearing loss at different stages of the life course include:
Early identification of hearing loss and ear diseases is key to effective management.
This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:
Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the hearWHO app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.
Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.
Rehabilitation helps people with hearing loss to function at their optimum, which means they can be as independent as possible in everyday activities. Specifically, rehabilitation helps them to participate in education, work, recreation and meaningful roles, for example in their families or communities, throughout their lives. Interventions for rehabilitation for people with hearing loss include:
Reference: WHO
Japan has a well-developed special education system. The aim is to support children with disabilities through inclusive and specialized approaches. Japan follows a legal framework that ensures equal educational opportunities to all students with special needs. The Basic Act on Education and the Act on the Promotion of Elimination of Discrimination against Persons with Disabilities guide the policies for special education. The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) Japan oversees the implementation of these policies to create an inclusive learning environment.
Special education in Japan is provided through various types of schools and programmes. There are special needs schools for students with significant disabilities, which includes intellectual, physical, and visual impairments. These schools offer tailored curricula that focus on academic learning, vocational training, and daily life skills. In addition many mainstream schools have special education classes and resource rooms where students with mild disabilities receive individualized support. The concept of “barrier-free education” in Japan is emphasized to integrate children with disabilities into the general education system as much as possible.
Early intervention is one of the key aspects of Japan’s special education system. Children with developmental delays or disabilities are often identified at an early age through medical check-ups and preschool screenings. This allows educators and parents to implement early support strategies, such as speech therapy, occupational therapy and facilities to enhance the child’s development. To meet the diverce needs of children teachers provided specialized training to work with children with disabilities.
The Government also encourages collaboration between schools, parents, and communities to support children with special needs. Parents also play a significant role in decision-making regarding their child’s education, and schools provide counseling and guidance to help families navigate the special education system. Additionally, technological advancements, such as assistive devices and communication tools, have improved accessibility for students with disabilities.
Intellectual disability (ID) is a term used when a person has certain limitations in cognitive functioning and skills, including conceptual, social and practical skills, such as language, social and self-care skills. These limitations can cause a person to develop and learn more slowly or differently than a typically developing person. Intellectual disability can happen any time before a person turns 22 years old, even before birth. Intellectual disability is the most common developmental disability.
According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:
The immune system is a network of biological systems that protects an organism from diseases. It detects and responds to a wide variety of pathogens, from viruses to bacteria, as well as cancer cells, parasitic worms, and also objects such as wood splinters, distinguishing them from the organism’s own healthy tissue. Improving the immune system of ID children incorporates both physical health practices and mental well-being. These children may face many challenges, such as limited communication, motor difficulties, and from time to time specific medical conditions that affect their immune system. Their immune systems can be supported as under:
Nutrition and Diet
Proper nutrition requires for strong immune system. A balanced diet that includes sufficient vitamins, minerals, and proteins is needed. Vitamins are crucial for boosting immunity. Omega-3 fatty acids, found in fish and flaxseeds, also play a role in reducing inflammation. A deficiency in micronutrients, particularly zinc, iron, and vitamin D, can make children more susceptible to infections. Including a variety of fruits, vegetables, whole grains, and lean proteins in their meals helps support overall immune function. In some cases, working with a nutritionist might be beneficial to address individual needs, especially if the child has limited food preferences or feeding difficulties.
Physical Activity
Physical activity helps in the circulation of immune cells, boosting the body’s ability to fight infections. Even light exercises such as stretching, walking, or playing can enhance blood flow, which is essential for immune function. For children with ID, adapting exercise routines that are both fun and suitable to their capabilities can encourage regular physical activity. Therapists such as Occupational therapists or physical therapists can provide strategies to make exercise more accessible and enjoyable for them.
Sleep Hygiene
Adequate sleep is critical factor in strengthening the immune system. Poor sleep can impair the body’s immune response and increase vulnerability to infections. Such children may have irregular sleep patterns due to neurological or behavioral issues. Developing a consistent bedtime routine, reducing screen time before sleep, and ensuring a comfortable sleep environment can improve their sleep quality.
Stress Reduction
Stress has a negative impact on immune health by raising cortisol levels, which can suppress the immune system. Intellectual disabilities are often accompanied by emotional and behavioral challenges that can cause stress both for the child and their caregivers. Implementing relaxation techniques, e.g. such as mindfulness, deep breathing exercises, or even therapies like music and art therapy, can help in reducing stress. Moreover, providing a stable and predictable routine can provide emotional security, which is beneficial for reducing stress.
Immunizations and Medical Care
Children with ID may require specific medical care and attention. Regular immunizations are important in protecting them from infections. Furthermore, it’s essential to monitor their health closely, as they might experience more severe complications from illnesses. Regular check-ups with a pediatrician who understands the complexities of intellectual disabilities ensure early identification of any health issues that may impact the immune system.
Social Interaction
Positive social interactions are another important aspect of immune health. Interaction with peers, caregivers, and family members helps to alleviate feelings of isolation, which can have a negative impact on overall health. Social activities tailored to their abilities can encourage cognitive and emotional development, which indirectly supports the immune system by reducing stress and improving overall mental well-being.
References
Autistic Spectrum Disorder, encompasses a range of neurodevelopmental conditions that affect communication, behavior, and sensory processing. Autistic children often require particular faculties and support within a regular school environment for their academic, social, and emotional development. These children may face challenges that differ from their neurotypical peers, needing tailored support. This support requires specialized teachers, a collaborative effort among different school staff, such as special educators, speech therapists, psychologists, and counselors. The facilities particularly essential for their inclusion and success within a general school setup are:
One of the most important qualities that children with autism need in a regular school setting is the presence of special educators. For children with autism, special educators focus on implementing Individualized Education Programs (IEPs) that provide personalized teaching strategies. These teachers have the skills to pace learning, use visual aids, provide structure and routine, and tailor the curriculum to the unique learning style of children with autism. Special education teachers help create a positive, supportive environment that enables children with autism to thrive academically and socially (National Autistic Society, 2023).
One of the most important qualities that children with autism need in a regular school setting is the presence of special educators. For children with autism, special educators focus on implementing Individualized Education Programs (IEPs) that provide personalized teaching strategies. These teachers have the skills to pace learning, use visual aids, provide structure and routine, and tailor the curriculum to the unique learning style of children with autism.
The American Speech-Language-Hearing Association (ASHA, 2020) notes that tailored speech therapy can lead to significant improvements in how children with ASD express their needs and interact with others, thus fostering better inclusion in the classroom.
Analysis of behavioral therapy, especially applied behavior (ABA), is widely used to support children with autism when learning positive behavior while minimizing destructive behavior. School behavioral therapists develop social, academic and appropriate life skills by supporting autism and providing structured consistent intervention. These therapists often work one-on-one with students, implementing reinforcement strategies and managing behaviors that may interfere with learning. Behavioral support in regular school settings is important to help students with autism adjust to school rules and expectations. The Centers for Disease Control and Prevention (CDC, 2022) emphasize the importance of these interventions to improve academic and social outcomes for students with autism.
Psychologists and counselors also form an essential part of the team that supports autistic children in school. Many children with autism experience anxiety, depression, and other mental health challenges that require professional support. School psychologists are trained to offer counseling services and can work closely with autistic students to help them manage emotions, deal with frustration, and cope with social situations. Additionally, psychologists conduct assessments to identify any co-occurring conditions, such as ADHD or anxiety, that might further affect the child’s ability to learn. The American Psychological Association (APA, 2019) emphasizes the significance of mental health professionals in creating an inclusive and supportive school environment for autistic students.
Another important faculty needed for autistic children in a normal school setting is sensory support. Many children with autism have heightened sensitivities to sensory stimuli, such as bright lights, loud noises, or crowded environments. To accommodate these , schools should be equipped with sensory-friendly spaces and provide modifications to the sensory environment. These adjustments might include noise-reducing headphones, dimmed lighting, or the option for students to take breaks in a quiet space. To ensure that the sensory environment is manageable is a critical part of supporting autistic students’ well-being and concentration, allowing them to engage with the learning process without being overwhelmed by sensory inputs.
Finally, peer support programs play an energetic role in fostering social inclusion. Autism often affects social communication, making it difficult for children to form friendships and engage with their peers. Implementing peer mentoring or buddy systems can help bridge these gaps, with neurotypical students assisting their autistic peers in social and academic activities. Peer support not only promotes friendship and social skills development for children with autism but also helps to cultivate understanding and empathy among all students. Research by the National Autism Center (2021) has shown that peer support programs can significantly improve social outcomes for students with ASD.
Conclusion
In a regular school environment, children with autism require a multifaceted approach to education, where specialized faculties, such as special education teachers, speech therapists, behavioral therapists, psychologists and sensory adaptations, are the key to ensuring their success.These support when they are integrated into the main environment in the classroom, not only benefiting autist students, but also contribute to the culture of inclusion and adoption in a wider school community. With the right support, children with autism can thrive academically, socially and emotionally in a regular school environment, leading to greater achievement and holistic development. Successfully integrating children with autism into mainstream educational settings is not the sole responsibility of any one individual or department. It requires a collaborative approach that involves teachers, therapists, counselors and peers.
When these various supports are recorded, they help students -audit not only survive, but also prosper in major educational environments. By providing a carefully and structured comprehensive environment, schools can provide the basics of successful future, with the support necessary for social, emotional, and academic development.
Ultimately, a school that prioritizes the needs of autistic children and puts the necessary support systems in place does more than just welcome them: it fosters a culture of inclusion and respect. This not only benefits autistic children, but also enriches the educational experience of all students, fostering diversity, empathy, and understanding across the entire school community.
References
Autism, or in other words Autism Spectrum Disorder (ASD), is a condition that affects how a person thinks, communicates, and interacts with others. It is also called a “spectrum” disorder because persons with autism can have different levels of challenges and strengths. Some may have difficulty speaking, understanding social cues, or handling changes in routine, while others may have special talents in areas like math, music, or art. Autism also affect how a person processes sights, sounds, and other sensory information, making some experiences feel overwhelming or uncomfortable.
As far as causes are, the exact causes of autism are not fully known, but research suggests that it results from a combination of genetic and environmental factors. Scientists believe that changes in certain genes may increase the risk of autism, especially when combined with factors such as exposure to toxins, infections during pregnancy, or complications at birth. However, autism is not caused by vaccines or parenting styles, which are common misconceptions. Early diagnosis and support can help individuals with autism develop important life skills and lead fulfilling lives.
References:
Centers for Disease Control and Prevention (CDC): https://www.cdc.gov/ncbddd/autism/facts.html
Positive reinforcement is an effective strategy to encourage good behavior in children with intellectual delays. It provides rewards or positive feedback when a child demonstrates desired behavior or achieves a goal. This approach helps children feel recognized for their strengths, boosting their confidence and motivation. By focusing on what they do well, children are more likely to repeat positive behaviors, as they associate them with praise or rewards. Positive reinforcement provides children with special needs a sense of accomplishment, helping them build important skills at their own pace. This encouraging approach fosters a healthy learning atmosphere, fosters development, and motivates kids to persevere in the face of difficulties. In the end, positive reinforcement helps youngsters grow in a supportive and nurturing environment, develops self-esteem, and imparts important life skills.
Importance of Positive Reinforcement
Positive reinforcement is a strong strategy for promoting children’s positive behaviour and creating a caring, supportive atmosphere. It is essential for boosting self-esteem, encouraging learning, fortifying bonds with others, and lowering problematic behaviours. First, a child’s confidence is bolstered by positive reinforcement. Children feel proud of their achievements when they receive praise or rewards for making the right decisions. Their sense of accomplishment raises their self-esteem and motivates them to keep up their constructive habits. They consequently acquire a growth attitude and are more inclined to take risks without worrying about failing.
Additionally, by outlining expectations for behavior, positive reinforcement promotes learning. A child is more likely to repeat a behavior in the future when they receive praise for it. This gives kids a sense of structure and comprehension by teaching them what behaviors result in favorable outcomes. Additionally, the relationship between a parent and child is strengthened by positive reinforcement. A child can tell they are loved, respected, and supported when their parents continuously acknowledge and reward their positive behavior. This fosters an atmosphere that is conducive to communication and trust. Children find it easier to express their thoughts and feelings when they have a positive relationship with their parents, which fosters open communication.
Lastly, positive reinforcement helps reduce challenging behaviors. When children know they will be recognized for good behavior, they are less likely to seek attention through negative actions. The focus on rewarding positive behavior shifts their attention away from seeking negative reinforcement, making them more likely to choose appropriate ways to express themselves. Overall, positive reinforcement is essential for fostering a healthy, supportive environment where children can bloom emotionally, socially, and intellectually.
Examples of Positive Reinforcement
Positive reinforcement is a powerful method used to encourage desirable behaviors by providing rewards or recognition. It strengthens the likelihood of those behaviors occurring again in the future. There are several effective ways to implement positive reinforcement.
Tips for Using Positive Reinforcement
Using positive reinforcement effectively requires intentional strategies to ensure it encourages desired behaviors consistently. Here are some essential tips:
References
The expectation and the birth of a child in a family is filled with joy and dreams for the future. However, when parents receive a diagnosis indicating their child has special needs, these hopes and aspirations can be abruptly challenged. This means parenting is a transformative journey, filled with countless challenges and immense joy. The emotional journey that parents go through when they learn that their child has special needs can be deep and intricate.
Denial is a normal first reaction to unexpected news for many parents. Parents frequently use denial as a coping strategy to get through the emotional shock. But as they start to come to terms with this new reality, they progressively move toward comprehension and acceptance. This change is gradual and calls for perseverance, patience, and community, professional, and loved ones’ support. Advocating for their child’s growth and inclusion and embracing their distinct identity are made possible by acceptance.
This journey involves discovering new depths of love, resilience, and purpose while overcoming numerous challenges. By seeking resources, sharing experiences, and approaching the path with hope and determination, parents can ensure the best possible future for their child.
The Denial Phase: Confronting the Unexpected
Expectations and dreams frequently accompany the birth of a child. These expectations could be suddenly called into question when parents learn that their child has special needs. The need to shield oneself from the hurt of unfulfilled expectations is the foundation of the denial phase, which is a normal psychological reaction. “This can’t be true,” “The doctors must be wrong,” and “My child will grow out of it” are common ideas during this stage. Nancy E. Johnson’s book “Shock and Denial: Parents of Special Needs Children” highlights how denial frequently results from social stigma and dread of the unknown. At first, parents might deny the diagnosis, blaming their child’s actions on other causes or seeking various viewpoints in the hopes of a different conclusion.
The authors of Henri J. M. Nouwen’s book The Other Side of Silence talk about how people often reject unpleasant realities out of self-defense. Parents who practice denial are able to absorb the information without becoming overwhelmed. But remaining in this stage for too long can impede efforts to comprehend and assist the child.
Experts in special education stress the importance of patience during this stage. “Understanding Your Special Needs Child” by R. Gupta discusses how denial is a coping mechanism rather than a sign of neglect. It gives parents the time they need to process the situation and develop the fortitude they need to go on.
Guilt and Anger: Emotional Chaos
Parents may become angry at themselves, their partner, medical personnel, or even their child as the situation’s reality sets in. Guilt frequently entangles with this rage. “Did I do something wrong?” and “Could I have prevented this?” are frequent thoughts. Susan R. Fisher’s book “The Emotional Journey of Parenting Special Needs Children” offers a sympathetic examination of this phase. Fisher stresses that these feelings are common and should be accepted instead of repressed. Parents must seek help, whether through counseling or support groups, because unresolved anger and guilt can impede progress.
Bargaining: Seeking Control
In the bargaining phase, parents may attempt to regain control by making promises or seeking alternative therapies. They may invest significant time and resources in exploring treatments that promise to “fix” their child’s condition. While this reflects their deep love and hope, it’s essential to strike a balance. Special education professionals, including those cited in “The Special Education Toolkit” by J.L. Harris, encourage parents to focus on evidence-based interventions. Acknowledging the child’s unique abilities and potential becomes a turning point in this phase, as parents shift their energy from “fixing” to supporting.
The Acceptance Phase: A New Perspective
Acceptance does not signify the absence of challenges but rather a redefinition of expectations and a commitment to embracing the child as they are. This phase often brings a sense of purpose and peace as parents learn to advocate for their child and celebrate achievements, regardless of how minor they may appear to others. Renowned works such as Temple Grandin’s Different, Not Less underscore the importance of highlighting a child’s strengths. Grandin’s personal journey as an individual with autism exemplifies how exceptional potential can be realized through acceptance and tailored support.
Acceptance also entails a proactive approach to understanding the child’s unique needs. Educating oneself and leveraging resources are critical steps in this journey. L.M. Brown’s Navigating Special Education Systems emphasizes that parents who embrace their child’s individuality are better positioned to become effective advocates. These parents often secure access to inclusive education, therapeutic interventions, and other necessary services. By fostering an environment of understanding and support, parents can unlock their child’s potential and ensure meaningful progress. Acceptance, therefore, is not resignation but an active, empowering process that nurtures growth and celebrates individuality.
Strategies to Foster Acceptance
Fostering acceptance as a parent of a child with special needs requires intentional strategies to create a nurturing and supportive environment. By embracing followings strategies, parents can create an accepting environment that promotes growth, understanding, and emotional well-being for their entire family. Here are key approaches:
The Broader Impact of Acceptance
Acceptance not only transforms the parent-child relationship but also influences societal perceptions of disability. As families embrace and advocate for their children, they challenge stereotypes and promote inclusivity. This ripple effect is evident in stories shared in “The Inclusive Society” by John Davis, which highlights how acceptance at the family level can inspire systemic change. One parent eloquently stated in “Raising Special Stars” by Anita Green, “Acceptance is not giving up; it’s choosing to see the beauty in the different.” This perspective not only enriches the lives of parents and children but also contributes to a more compassionate and inclusive society.
References