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Sensory Functions, Disability and Rehabilitation (SDR)

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The World report on Hearing aims to provide evidence-based guidance to drive actions for integration of quality EHC services into national health plans of Member States, as part of their work towards universal health coverage.

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Kaplan, IanUNESCO Office Bangkok and Regional Bureau for Education in Asia and the PacificBista, Min Bahadur

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Welcoming diversity in the learning environment: teachers’ handbook

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Concepts, instruments and resources for teachers

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Инклюзивное образование в Казахстане: особенности и перспективы развития

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Один из важных вопросов развития детей с ограниченными возможностями — образование. Это не только возможность получить документ и профессию. Это решение проблемы социализации детей с особыми потребностями. Для этого в Казахстане развивают инклюзивное образование.

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The Ministry of Foreign Affairs of the Republic of Kazakhstan hosted a regular meeting of the Consultative and Advisory Body "Dialogue Platform on the Human Dimension", El.kz cites Kazakh FM.

The event was attended by the Deputy Chairperson of the Human Rights Commission under the President of Kazakhstan, representatives of the National Center for Human Rights, relevant ministries, Kazakhstani human rights defenders, civil society representatives, as well as guests from the Office of the United Nations High Commissioner for Human Rights and the United Nations Development Programme.

In her opening remarks, Ambassador-at-Large of the Ministry of Foreign Affairs of Kazakhstan, Alua Nadirkulova, emphasized that Kazakhstan is taking consistent steps to implement the Sustainable Development Goals (SDGs) and the United Nations Disability Inclusion Strategy. The principle of "Leaving no one behind" lies at the core of the policy for building a Just Kazakhstan, as outlined by President Kassym-Jomart Tokayev in his State-of-the-Nation Address on September 1, 2022. In December 2024, Kazakhstan adopted the Inclusive Policy Concept for 2025-2030, aimed at combating discrimination and ensuring the full participation of persons with disabilities in all spheres of life.

Ambassador Nadirkulova also noted Kazakhstan's efforts to strengthen its legal framework: the country ratified the Optional Protocols to the UN Conventions on the Rights of Persons with Disabilities and the Rights of the Child, and acceded to the Marrakesh Treaty. In 2023, the Office of the Commissioner for the Rights of Socially Vulnerable Population Groups under the President of Kazakhstan was established.

Concerning inclusive education, the Commissioner for the Rights of Socially Vulnerable Population Groups under the President of Kazakhstan and Deputy of the Mazhilis of Parliament, Kenzhegul Seitzhan, emphasized the need to strengthen the practical training of specialists in the field of inclusive education, to improve the work of Psychological-Medical-Pedagogical Commissions (PMPCs), and introduce robust performance indicators to assess the effectiveness of inclusive policy implementation.

Particular attention was given to the role of the education system. Deputy Chairperson of the Committee for Higher and Postgraduate Education of the Ministry of Science and Higher Education of Kazakhstan, Gulzhan Zharassova, stated that as of 2025, inclusive education is ensured in 70% of preschool, 90% of general secondary, and 81% of technical and vocational institutions.

During the discussion of the role of social workers in the lives of persons with disabilities (including women, children, and the elderly), Executive Director of the RPA "NAPSW," Dinara Yesimova, emphasized the need to adopt a separate Law on Social Work, which would define the fundamental principles and approaches to organizing and developing the social services sector, as well as the legal status of social workers, taking into account international best practices. She noted that social work has a comprehensive impact on the achievement of all SDGs.

Overall, the meeting was held in an open and constructive manner. Participants had the opportunity to exchange views on further strengthening human rights protection mechanisms in the country.

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Inclusive education and support for persons with disabilities discussed at Kazakh FM - el.kz

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Inclusive education and support for persons with disabilities discussed at Kazakh FM

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This report shows that Kazakhstan’s education system segregates and isolates children with disabilities. Even for children who can access schools in their communities, most are taught in separate classrooms with other children with disabilities. Thousands are in special schools for children with disabilities, often far from their homes. Others are educated at home, with a teacher visiting for a few hours per week at best. Children in closed psychiatric institutions receive very little or no education.

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The Every Student Succeeds Act (ESSA) is a law that was introduced in the Senate by Lamar Alexander (R-TN) on April 30, 2015. ESSA was signed into law by President Barack Obama on December 10, 2015. The purpose of this act was to replace and update the No Child Left Behind Act (NCLB) which was signed into law in 2002. Like NCLB, ESSA reauthorized the Elementary and Secondary Act of 1965.

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The Every Student Succeeds Act (ESSA) is a law that was introduced in the Senate by Lamar Alexander (R-TN) on April 30, 2015. ESSA was signed into law by President Barack Obama on December 10, 2015. The purpose of this act was to replace and update the No Child Left Behind Act (NCLB) which was signed into law in 2002.

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Об утверждении Концепции инклюзивной политики в Республике Казахстан на 2025 – 2030 годы - ИПС ”Әділет”

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Правительство Республики Казахстан ПОСТАНОВЛЯЕТ:

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ASTANA - As of 2025, Kazakhstan has ensured inclusive education in 70% of preschool institutions, 90% of general secondary schools, and 81% of technical and vocational institutions, Deputy Chairperson of the Committee for Higher and Postgraduate Education Gulzhan Zharassova reported during a July 4 regular meeting of the Dialogue Platform on the Human Dimension, a consultative and advisory body.

According to the Kazakh Foreign Ministry, participants highlighted the importance of enhancing practical training for specialists in inclusive education, improving the work of Psychological-Medical-Pedagogical Commissions (PMPCs), and introducing strong performance indicators to assess the effectiveness of inclusive policies.

The meeting also underscored Kazakhstan's efforts to strengthen its legal framework. The country ratified the Optional Protocols to the UN Conventions on the Rights of Persons with Disabilities and the Rights of the Child, and joined the Marrakesh Treaty. In 2023, Kazakhstan established the Office of the Commissioner for the Rights of Socially Vulnerable Population Groups under the President.

Participants further stressed the need to adopt a separate law on social work to define core principles and approaches for organizing and developing the social services sector, as well as to formalize the legal status of social workers in line with international best practices. It was noted that social work plays a crucial role in advancing all Sustainable Development Goals.
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Kazakhstan Nears Universal Coverage in Inclusive Education - The Astana Times

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Kazakhstan Nears Universal Coverage in Inclusive Education

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Individuals with Disabilities Education Act

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The U.S. Department of Education's Office of Special Education Programs ( OSEP) issues written guidance to support the implementation of the Individuals with Disabilities Education Act (IDEA).

Policy Letters

OSEP's policy letters provide written guidance and clarification regarding implementation of the IDEA. OSEP typically issues these letters in response to specific questions raised by parents, educators, representatives of advocacy organizations, state educational agencies, early intervention programs and their providers, and other interested parties.

Policy Support Documents

OSEP issues broader written guidance in the form of memos, Dear Colleague Letters, or frequently asked questions (FAQ) documents, as determined appropriate, based on:

Information gathered through OSEP's oversight of implementation of the IDEA by state educational agencies and Part C lead agencies.

Stakeholder-identified needs for clarification of the IDEA's provisions.

Needs identified due to new statutory or regulatory provisions or court cases.

Search Policy Letters and Policy Support Documents

Some documents have been redacted to protect the privacy rights of individuals or the children for whom they contacted the Department seeking written guidance.

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Policy Letters and Policy Support Documents - Individuals with Disabilities Education Act

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AAAHome " Policy Letters and Policy Support DocumentsThe U.S. Department of Education's Office of Special Education Programs (OSEP) issues written guidance to support the implementation of the Individuals with Disabilities Education Act (IDEA). Policy Letters OSEP's policy letters provide written guidance and clarification regarding implementation of the IDEA.

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504 FAQ | Accessibility | Social Security Administration

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Section 504 Frequently Asked Questions - Social Security Accessibility

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The Individuals with Disabilities Education Act (IDEA) - History & Evolution

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President Obama Signs the Every Student Succeeds Act

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The Dyslexia Foundation | The Dyslexia Foundation

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Hosted live and virtually at Boston University in Boston, MA.

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Dyslexia is primarily associated with trouble in reading. Some doctors, specialists and educators may refer to it as a ‘reading disorder’ or a ‘reading disability’. However, it can also affect writing, spelling and speaking.

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What is dyslexia – European Dyslexia Association

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Across Europe, the diversity of languages and the multilingual demands may pose particular challenges for dyslexic children and adults given their language learning difficulties.

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Dyslexia, Dysgraphia and Dyscalculia? | Australian Dyslexia Association

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Struggling readers may demonstrate signs of Dyslexia, a common language-based learning disability. The International Dyslexia Association believes that approximately "15-20 percent of the population as a whole-have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words." The impact of dyslexia for students varies. "Not all [students] will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing and language. (IDA, 2012)"

Excerpt from Rhode Island Comprehensive Literacy Guidance, page 127.

Rhode Island has adopted the International Dyslexia Association's definition of dyslexia ( dyslexiaida.org/definition-of-dyslexia):

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Adopted by the IDA Board of Directions, Nov. 12, 2002.

To find out more about what dyslexia is, what causes dyslexia, and how dyslexia is diagnosed, refer to the module below:

Part 1 - What is Dyslexia?

Part 2 - What Causes Dyslexia?

Part 3 - How is Dyslexia Diagnosed?

There are many common assessments (e.g., WIAT, CTOPP) to evaluate students for language-based learning differences. If you would like to learn more about these assessments, what they measure, and what their scores mean, watch this presentation to deepen your understanding.

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Dyslexia, Dysgraphia, & Dyscalculia Resources

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Struggling readers may demonstrate signs of Dyslexia, a common language-based learning disability. The International Dyslexia Association believes that approximately "15-20 percent of the population as a whole-have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words."

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What is dyslexia? - Kelli Sandman-Hurley

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The True Gifts of a Dyslexic Mind | Dean Bragonier | TEDxMarthasVineyard

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Dyslexia: Disability or Different Ability? | Aliah Banchik | TEDxTulane

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What is ADHD, how do you get a diagnosis and can you only treat it with drugs? All your questions, answered by experts

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Attention deficit hyperactivity disorder affects about 2.6 million people in the UK, yet misinformation about the condition is rife. Here we separate scientific fact from TikTok-fuelled fiction

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Improving the lives of people affected by ADHD

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National Institute of Mental Health (NIMH)

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ADHD is one of the most common disorders diagnosed in children. Symptoms begin in childhood and usually continue into the teen years and adulthood. ADHD often co-occurs with other disorders and conditions, such as conduct problems, learning disorders, sleep problems, anxiety, or depression, which can make the conditions harder to diagnose and treat.

For many people with ADHD, symptoms cause problems in daily life. Symptoms can make it hard to get things done; interfere with school, work, or other activities; and strain social relationships. Children with ADHD are at increased risk for injuries, social problems, family stress, and poor grades. Teens and adults with ADHD are more likely to engage in risky behaviors, such as substance use and unsafe sexual activity.

NIMH supports research into the possible causes of ADHD. Researchers are investigating factors such as genes, hormones and other molecules, brain structure and activity, and prenatal and early life exposures. NIMH-supported research is also exploring the behavioral profiles of children and adults with ADHD to better diagnose and treat the disorder. This includes identifying symptoms associated with particular types of ADHD and their presentation at different ages.

We're also supporting research on treatments, services, and interventions for people with ADHD and their families. Standard ADHD treatments include medication and psychosocial interventions, such as cognitive behavioral therapy, parent training, and school interventions. Newer treatments include neurofeedback, cognitive training, mindfulness, and neuromodulation. Researchers are looking at these treatment approaches separately and together and comparing their effectiveness for different ADHD symptoms. Additionally, researchers are exploring new technologies, like mobile apps and virtual reality, that can deliver information to people in real time to help them change their behavior.

ADHD (Centers for Disease Control and Prevention): Fact sheets, infographics, and other resources about ADHD signs, symptoms, and treatment options

ADHD (MedlinePlus): Information, journal articles, and other resources about ADHD collected by the National Library of Medicine

Last Reviewed: December 2024

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NIMH researches attention-deficit/hyperactivity disorder (ADHD). Find resources on the signs and symptoms of ADHD and potential treatments and therapies.

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Diagnosing ADHD is a process with several steps.

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Treating ADHD in Children and Adolescents: What Every Clinician Needs to Know

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From foremost authority Russell A. Barkley, this book presents essential principles and practices for managing attention-deficit/hyperactivity disorder (ADHD) in children and teens. Barkley interweaves the best scientific knowledge with lessons learned from decades of clinical practice and research. He provides guidelines and clinical tips for conducting thorough, accurate assessments and developing and implementing science-based treatment plans.

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ADHD from Childhood to Adulthood [Symptoms and Traits]

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Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.

It is estimated that worldwide about 1 in 100 children has autism (1). This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.

Causes

Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors.

Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research (2,3,4).

Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism.

A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended.

It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences.

The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.

Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health.

And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities.

People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co-occurring conditions. They may be more vulnerable to developing chronic noncommunicable conditions because of behavioural risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse.

People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers' inadequate knowledge and understanding of autism.

WHO resolution on autism spectrum disorders

In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled Comprehensive and coordinated efforts for the management of autism spectrum disorders, which was supported by more than 60 countries.

The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities.

WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism.

WHO's efforts focus on:

increasing the commitment of governments to taking action to improve the quality of life of people with autism;

providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities;

contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and

promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers.

WHO Comprehensive mental health action plan 2013-2030 and World Health Assembly Resolution WHA73.10 for "global actions on epilepsy and other neurological disorders" calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research.

1. Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March.

2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French ( https://www.ncbi.nlm.nih.gov/pubmed/22748860).

3. Lancet retracts Wakefield's MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/)

4. Kmietowicz Z. Wakefield is struck off for the "serious and wide-ranging findings against him" BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 ( https://www.bmj.com/content/340/bmj.c2803)

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterised by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

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Key findings, feature articles, and scientific articles about autism spectrum disorder.

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Textbook of Autism Spectrum Disorders, Second Edition

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More than 40 years after the official recognition of infantile autism in DSM-III, numerous questions remain about autism spectrum disorder (ASD)--its possible causes, assessment, and most effective treatments. This second edition of the Textbook of Autism Spectrum Disorders features contributions from dozens of experts as it reviews the latest research on these topics and more. As ambitious in scope and exhaustive as the preceding edition, this guide is organized by sections that tackle: * Assessment and evaluation, including recognizing the lower- and higher-order repetitive behaviors characteristic of ASD, as well as its comorbidities. Chapters also discuss the roles that racial and ethnic disparities, gender and sexual identities,and biomarkers and technology--including smart home devices and augmented reality technology--can play in assessment and evaluation.* The possible causes of autism, from prenatal, perinatal, and parental risk factors to syndromic causes of ASD, updates on genetic testing, and the effect of environmental factors and immune dysregulation.* Standard and experimental treatments in autism. Chapters analyze the role of pharmacotherapies such as serotonergic antidepressants, atypical antipsychotics, and experimental therapeutics (e.g., oxytocin, vasopressin) as well as the use of cannabis, cannabinoids, and immunomodulatory agents. The book also examines behavioral treatments, interventions in schools, complementary and integrative medicine approaches, stem cell and gene therapies, and more.* Social policy issues, including the role of patient advocacy groups in treatment development and an examination of autism strengths and the growing emphasis on recognizing neurodiversity. Unrivaled in its thoroughness, the book includes summary points in each chapter for ease of reference and lists of recommended readings that offer readers the opportunity for further study and exploration. For all those in the ASD continuum of care--psychiatrists, psychologists, neurologists, social workers, speech therapists, educators, and patient families--this is an essential resource.

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CDC activities help us better understand autism spectrum disorder (ASD) and help support people with

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Lesson Planning in the Autism Classroom: How to Make it a Success - Autism Classroom Resources

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Many autism and self-contained teachers think that their classrooms don't need autism lesson plan activities.

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A snapshot of ASD across US communities in 2022.

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Autism Spectrum: Atypical Minds in a Stereotypical World

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Autism — what we know (and what we don't know yet) | Wendy Chung

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The document provides an overview of the 7th edition of 'Clinical Methods and Practicum in Speech Language Pathology' by M.N. Hegde, which serves as a comprehensive guide for students entering clinical practicums in speech-language pathology. It details the structure, methodology, and ethical considerations of clinical practice and includes updated information on assessment, treatment strategies, and telepractice guidelines. The text aims to prepare students for effective service delivery to individuals with communication disorders while also serving as a resource for clinical supervisors.

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The document provides an overview of the 7th edition of 'Clinical Methods and Practicum in Speech Language Pathology' by M.N. Hegde, which serves as a comprehensive guide for students entering clinical practicums in speech-language pathology. It details the structure, methodology, and ethical considerations of clinical practice and includes updated information on assessment, treatment strategies, and telepractice guidelines.

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Updated by: Jennifer K. Mannheim, ARNP, Medical Staff, Department of Psychiatry and Behavioral Health, Seattle Children's Hospital, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

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Hearing or speech impairment - resources: MedlinePlus Medical Encyclopedia

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Updated by: Jennifer K. Mannheim, ARNP, Medical Staff, Department of Psychiatry and Behavioral Health, Seattle Children's Hospital, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

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Speech-Language Impairment: How to Identify the Most Common and Least Diagnosed Disability of Childhood

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Altshuler, M. W. (1961). A therapeutic oral device for lateral emission. Journal of Speech and Hearing Disorders, 26, 179-181.

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Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z. (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech-Language Pathology, 20, 146-160.

Baker, E. (2012). Optimal intervention intensity. International Journal of Speech-Language Pathology, 14, 401-409.

Baker, E., & Williams, A. L. (2010). Complexity approaches to intervention. In S. F. Warren & M. E. Fey (Series Eds.). & A. L. Williams, S. McLeod, & R. J. McCauley (Volume Eds.), Intervention for speech sound disorders in children (pp. 95-115). Baltimore, MD: Brookes.

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Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Paradise, J. L., Feldman, H. M., Shriberg, L. D., . . . Kurs-Lasky, M. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74, 346-357.

Carrigg, B., Baker, E., Parry, L., & Ballard, K. J. (2015). Persistent speech sound disorder in a 22-year-old male: Communication, educational, socio-emotional, and vocational outcomes. Perspectives on School-Based Issues, 16, 37-49.

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Speech Sound Disorders: Articulation and Phonology

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Adler-Bock, M., Bernhardt, B. M., Gick, B., & Bacsfalvi, P. (2007). The use of ultrasound in remediation of North American English /r/ in 2 adolescents. American Journal of Speech-Language Pathology, 16, 128-139. Altshuler, M. W. (1961). A therapeutic oral device for lateral emission. Journal of Speech and Hearing Disorders, 26, 179-181.

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Speech impairments are conditions that make it hard for you to communicate. Learn more here.

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American Sign Language Aphasia Apraxia of Speech Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders Auditory Processing Disorder Autism Spectrum Disorder: Communication Problems in Children Dysphagia Hoarseness Recurrent Respiratory Papillomatosis or Laryngeal Papillomatosis Spasmodic Dysphonia Specific Language Impairment Speech and Language Developmental Milestones Stuttering Taking Care of Your Voice Teachers: Take Care of Your Voice Vocal Fold Paralysis What Is Voice?

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Aphasia: The disorder that makes you lose your words - Susan Wortman-Jutt

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Speech Language Impairment: Students with Disabilities

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Students with Disabilities: Special Education Categories

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WHO fact sheet on blindness and visual impairment providing key facts, definitions, causes, who is at risk, global and WHO response.

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Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

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Hearing loss can affect a child's ability to develop speech, language, and social skills.

The earlier that children with hearing loss start getting services, the more likely they are to reach their full potential.

If you think that a child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

What it is

A hearing loss can happen when any part of the ear is not working in the usual way. This includes the outer ear, middle ear, inner ear, hearing (acoustic) nerve, and auditory system.

Signs and symptoms

The signs and symptoms of hearing loss are different for each child. If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

Even if a child has passed a hearing screening before, it is important to look for the following signs.

Signs in babies

Does not startle at loud noises.

Does not turn to the source of a sound after 6 months of age.

Does not say single words, such as "dada" or "mama" by 1 year of age.

Turns head when he or she sees you but not if you only call out his or her name. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Seems to hear some sounds but not others.

Signs in children

Speech is delayed.

Speech is not clear.

Does not follow directions. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Often says, "Huh?"

Turns the TV or radio volume up too high.

Babies and children should reach milestones in how they play, learn, communicate, and act.‎

Causes

Hearing loss can happen any time during life-from before birth to adulthood.

The following are some of the things that can increase the chance a child will have hearing loss:

A genetic cause: About 1 out of 2 cases of hearing loss in babies is due to genetic causes. Some babies with a genetic cause for their hearing loss might have family members who also have a hearing loss. About 1 out of 3 babies with genetic hearing loss have a "syndrome." This means they have other conditions in addition to the hearing loss, such as Down syndrome or Usher syndrome.

1 out of 4 cases of hearing loss in babies is due to maternal infections during pregnancy, complications after birth, and head trauma. For example, the child:

Was exposed to infection, such as before birth.

Spent 5 days or more in a hospital neonatal intensive care unit (NICU) or had complications while in the NICU.

Needed a special procedure such as a blood transfusion to treat bad jaundice.

Has head, face or ears shaped or formed in a different way than usual.

Has a condition like a neurological disorder that may be associated with hearing loss.

Had an infection around the brain and spinal cord called meningitis.

Received a bad injury to the head that required a hospital stay.

Prevention

The following are tips for parents to help prevent hearing loss in their children:

Screening and diagnosis

Hearing screening can tell if a child might have hearing loss. Hearing screening is easy and is not painful. In fact, babies are often asleep while being screened. It takes a very short time-usually only a few minutes.

Babies

All babies should have a hearing screening no later than 1 month of age. Most babies have their hearing screened while still in the hospital after birth. If a baby does not pass a hearing screening, it's very important to get a full hearing test as soon as possible, ideally no later than 3 months of age.

Children

Children should have their hearing tested before they enter school or any time there is a concern about the child's hearing. Children who do not pass the hearing screening need to get a full hearing test as soon as possible.

Treatment

No single treatment or intervention is the answer for every person or family. Good treatment plans will include close monitoring, follow-ups, and any changes needed along the way. There are many different types of communication options for children with hearing loss and for their families. Some of these options include:

Learning other ways to communicate, such as sign language.

Technology to help with communication, such as hearing aids and cochlear implants.

Medicine and surgery to correct some types of hearing loss.

Family support services.

Get help!

If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

If your child does not pass a hearing screening, ask the child's doctor for a full hearing test as soon as possible.

If your child has hearing loss, talk to the child's doctor about treatment and intervention services.

Don't wait!‎

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This page helps parents and caregivers learn more about hearing loss in children.

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CID teaches children who are deaf and hard of hearing to listen, talk, read and succeed. We empower families and professionals in St. Louis and worldwide to help children reach their fullest potential.

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School for children who are deaf: Central Institute for the Deaf

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CID teaches children who are deaf and hard of hearing to listen, talk, read and succeed. We empower families and professionals in St. Louis and worldwide to help children reach their fullest potential.

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The Inclusion Classroom: An Inclusive Education Movement

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When accessibility isn't prioritised, this can be the reality of being deaf at school 💔 - BBC