Parental Participation in Rehabilitating Hearing - Impaired : An Eye - Opener for Yemen

Parental Participation in Rehabilitating the Hearing-Impaired : An Eye-Opener for Yemen

Sawsan Saeed

and

Dr. Thomas Chacko


Abstract

Doubtless, families' awareness of their vital duties towards theirchildren, their academic status and socio-economic conditionsdirectly affects how well the next generation is brought up .Thispaper focuses on the miserable situation of Yemeni parents ofhearing-impaired children, who bear multiple duties and areexpected to do a lot more than they would for ‘normal’ children .Yet, the poor financial, educational and social situations inYemeni communities constitute formidable barriers that hinderthese parents from doing their best. Many such parents are foundto struggle even to supply their families with the basic needs oflife. Our investigation of parental participation in support ofhearing impaired children used a questionnaire to gatherinformation from about 50 caretakers about .Their Literacy and,socioeconomic level ,together with their awareness of theimplication of hearing impairment ,its degree and the hearing aidsare asked about. When parents identified the hearing loss oftheir children and how they intervened as well as their ideaabout the sign language are concerned too. Additionally, 15 of thecaretakers were interviewed face to face. The result shows thatmost of these parents are unaware of the great responsibilitiesthey bear. They enroll their children in school after 4 or 5years without establishing a real language that facilitates thelearning process later in the school

Introduction

The core concern of education is to build generations able tocontribute towards social and national growth in every sphere. Itis a truism that there cannot be progress without education. That

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being the case, education ought to be provided with financial andinfrastructure support by governments to the maximum extentpossible. Just as societies and governments have this obligationat the macro level, so do families have the same obligation at themicro level. A family atmosphere that supports and encourageseducation is vital to instilling a desire for learning in youngminds. Needless to say, all children, irrespective of their socio-economic status and their congenital abilities or disabilities,ought to receive support and encouragement in their educationalendeavor.

All countries – developed, developing, and underdeveloped –recognize the importance of education at the policy level, butmany developing and underdeveloped countries fail to act on thisconviction for various reasons. Thus we often see educationrelegated to the shadowy regions of neglect, and inadequatelysupported in many poor countries without the realization thateducation provides the only escape hatch from the vicious circleof poverty and violence.

If this is the case of education in general in these countries,the situation with respect to the education of children withspecial needs is deplorable indeed. What is worse, nobody – nogovernmental or non-governmental agency – has any idea of the trueof extent of thespecial educational requirements of their younggenerations.

There is evidence that children with disabilities, regardless ofthe type of the disability , learn better when they are includedin public schools with as their typical peers within theirneighboring. The UNESCO sponsored 'Education For All' initiative,states that all children, including those with disabilities andother special needs, are entitled to equity of educationalopportunity. UNESCO and the OECD have also determined thatinclusion is the preferred approach to providing schooling forstudents with special needs. It is widely accepted that theconditions required to allow for successful inclusion are also

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those that contribute to overall school improvement and highlevels of achievement for all children. The Organization forEconomic Cooperation and Development (OECD) has also identifiedinclusive educational practices as a key ingredient in the generaleffort at educational reform. (OECD, 1999)." (Porter, 2001 )

The very first step towards preparing a program of rehabilitativeeducation for children with special needs is to gather reliableinformation about their numbers, their socio-economic status, andthe nature and degree of impairment they are suffering from.

The main objective of this paper is to discover the extent ofthe gap that is between what is expected from the parents of thehearing impaired children and what is actually done. It does notmean to belittle the effort that parents make, but rather toreveal the ignorance of many of them regarding what they should dofrom the point of discovering the impairment of their children.

The present paper is a result of our first attempt at gatheringthis information. We decided to identify and interview parents ofYemeni children with hearing impairments to seek answers toseveral questions, such as .

- To what extent do parents' level of literacy enable them tohelp their children educationally ?

- To what extent are those parents able to adequately providefor their children financially with regard to their needs tofacilitate learning in schools ?

- To what extent are those parents aware of the necessity ofearly identification and intervention ?

- To what extent are they aware of the kinds of hearing aidsthat are suitable for different degrees of hearing loss ?

- To what extent do they realize the nature and the importanceof the sign language as an equivalent to the spoken language?

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There are two major components for any effective rehabilitationprogram for hearing impaired (H-I) children. The first is theparents' awareness of their decisive role in establishing a stronglinguistic foundation and implanting self-esteem and confidence intheir wards. In other words, parents are the primary agents fortheir children’s linguistic, psychological, and socialdevelopment. The second component responsible for ensuringappropriate education of H-I children comprises qualified andempathetic teachers. Our hunch is that shortcomings with respectto these two contributing factors are primarily responsible forthe inadequacy of the efforts at rehabilitating H-I children inYemen. In other words, the absence of enlightenment among parentsand the shortage of qualified teachers are major impediments tothe development of a coherent rehabilitative education program forH-I children in Yemen.

This paper attempts to present statistical evidence in support ofthis contention. It will focus on the first element; that is, theroles and the responsibilities of the parents towards therehabilitation of their children .We understand the shock andbewilderment that parents may experience on learning of thehearing impairment of their children. Still, they have to realizethat they can do quite a bit by way of helping their H-I childrengrow into productive citizens at par with their hearing peers.Here we try to identify the socio-economic factors associated withthe failure of Yemeni parents of H-I children to realize theirresponsibility and to act on it.

Literature Review

Without doubt, the news that their child has a hearing impairmentmay leave the parents disheartened and despondent( Stewart &Clarke ,2003 ,p10 ) .They may sink into grief, frustration, anddenial. Some may find it difficult to adjust to the new situationlet alone think of alternative ways of communication(Newton ,2002,

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p293). Additionally, and surprisingly, some parents assume thatthe impairment is a passing phase, and the children will graduallyovercome it . The scientific fact, however, is that hearing lossis progressive. Walch et al (2000 ) used a 10 dB change and found32% of children to have progressive losses in their group of 106children, the progression most commonly occurring between one andtwo years of age (Newton, 2002, p 271 ).Berrettini et al.(1999 )identified 6.2% of 178 children in whom the hearing losswas progressive based on a recorded change of 20 dB at two or morefrequencies ( Newton, 2002 , p.271 )

In such situations, the parents neglect their child's need to getas healthy and encouraging an atmosphere as their hearing peersget to reach their full potential communicatively, socially andacademically. Therefore, parents of H-I children ought to beeducated about the opportunities for the welfare of their childrenas well as the challenges inherent in facilitating the normaldevelopment of their children. They must first learn that hearingimpairment is not an irremediable catastrophe and that an H-Ichild has the same right as every child to a healthy family andeducational environment.

First of all, parents should know that having a hearing impairedchild does not spell doom for either the child or its family. Ithas been scientifically established that the brain’s developmentis dependent not only on innate factors, but also on environmentalinputs (Wexler, 2006, p.80). Sensory stimulation is one of theseinputs, and, if one of the senses suffers deprivation, activatingother senses early and effectively can compensate for, or at leastreduce, the impact of the deprivation (Wexler, 2006p.83) . Forexample, functional brain studies show that the mirror neuronsystem in humans – responsible for our ability to empathize orreact in unison with others whom we see engaged in actions – candevelop even in the absence of sight, (Knapp & Corina, 2010).Congenitally blind individuals show activation in the fronto-temporal cortical network in response to aurally presentedactions, just as sighted subjects visually observing actions by

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others do(Ricciardi et al.,2009 ,p.9722). This goes to prove thepossibility that the effect of impairment in an analogous physicalsense like hearing can be reduced by recruiting and exploiting thevisual sense used by sign languages. This is one area where theconscientization and training of the parents of children who arediagnosed as H-I can contribute a lot by interveningcommunicatively and socially soon after they learn of the hearingloss of their children.(Brinkly , 2011 )

What is intervention?

Intervention refers to any action designed to remedy an undesirablesituation or to prevent an unwanted outcome.(Dockrell & Messer ,1999, p .134). In terms of the scenario of hearing impairment weare dealing with, intervention means measures taken to enable thechild to acquire skills and knowledge that will compensate for thelack of hearing. It is assumed that the earlier the intervention,the better the results.

This stipulation has many implications. One is that earlyintervention increases the chances of remediation by exploitingthe neurological fact that the brain is at its most flexible statein the first four-five years of a child’s life. During thisperiod, children are particularly adept at learning whatever theyare exposed to: language, social interaction, environmentalknowledge etc.(Frazier ,Maiwald& Williams , 1999 , p.122 ).

Accordingly, parents’ linguistic intervention must be as early as possible, for otherwise, the child’s brain will cross this crucialstage of acquisition of communication skills (Marscharck & Hauser , 2008, p27).Another implication is that, for the intervention to bebased on sound scientific ideas, parents should work collaboratively with health and educational professionals(Leher&Bodner ,2003,66 .) . Early intervention professionals can provide parents with information and skills necessary to engage in appropriate communication with their children. They can guide the families in using emotional bonds and

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family relationships to boost their children's development. They can plan with the parents all the strategies that can be adopted to develop the child linguistically, socially, and educationally .

The ultimate goal of intervention is to ensure that the H-I childhas a means of communication as efficient as a natural languagemanifested through speech( Stewart &Barber , 1998, p49 ).Therefore, priorities have to be set on a scientificbasis .Measurable quantities such as the degree of hearing loss,and the most appropriate mode of assistive and augmentativecommunication should be established in consultation with Ear NoseThroat ( ENT ) specialists and audiologists. Parents should thinkcarefully of the most suitable mode of communication depending onan accurate and precise diagnosis of the degree of hearing loss oftheir children. In the case of a child who has residual hearing,hearing aids together with speech therapy can bebeneficial .Children with profound hearing loss will find thesedevices simply irritating. Seeking professional help as early aspossible is a parental obligation. There is an urgent need for theavailability of such professionals in public health centers andreferral hospitals throughout the country. Countries like Yemenhave to redouble their efforts to build up expertise inrehabilitative intervention because the expertise available atpresent is woefully inadequate.

Parents of H-I children should realize that the greater theirchild’s involvement in communication, the more information s/hewill acquire, and the richer his/her interaction with the societywill be(Stewart & Luetke, 1998, p67 ). However, parents shouldtake care to provide opportunities for self-expression in ways thatare natural to them before they can be expected to benefit fromliteracy training. They can use speech accompanied by appropriatesigns. They may even expose the H-I child to print through bookswith large, colorful illustrations( Stewart& Clarke , 2003,p84).It is important not to discriminate against H-I children in any

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area of parent-child interaction. However, we see that manyparents make two mistakes at this stage.

First, they think that their child’s inability to speak and tounderstand speech is a mark of some cognitive or intellectualdeficit and that it can be remedied by their persistence inteaching the children how to speak and understand speech.Naturally, they get frustrated at the lack of progress in theirchild’s acquisition of speaking and listening skills, and thisfrustration leads to abandoning all efforts at communicationinstead of searching for alternative modes of communication.Sometimes impatience gets the better of the caretakers and theyresort to shouting, streaming, and angry gesticulations, whichleave the child terrified, and prompt it to withdraw from orminimize interaction.( Newton, 2002 , p.269 )

Secondly, dejected by their failure to get their child to speak orto understand speech, they limit their interaction and speech withtheir H-I children to simple gestures and pointing. The H-I childis not invited to engage in normal communicative activities.Consequently, the communicative repertoire of such childrenremains impoverished, leading to disability or unwillingness touse any means of communication in demanding situations. Anunfortunate consequence is the loss of self - esteem and the deepsense of failure that acts as a permanent mental block for theaffected child .Just as normal children require a social triggerto initiate their innate language acquisition process, H-Ichildren too need a definite social stimulus for their innatecommunicative abilities to start growing.

We argue that hearing impairment is not a cognitive orneurological impairment and that it is crucial for parents of H-Ichildren to recognize this as a scientific fact. If allowed togrow up in a community of signers, an H-I child will acquire asign language just as naturally as a hearing child acquires anatural language (like English or Arabic) spoken by its peers. H-Iindividuals who suffer brain damage present with communication

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problems analogous to those shown by normal individuals withcomparable brain damage (see Sandler and Lillo-Martin, 2006, Valliand Lucas 2000) for convincing arguments about the status of signlanguages as natural languages.

Parents should, therefore, give up all their negative perceptionsof their children’s hearing impairment. Hearing impairment is nota sign of cognitive deficit or intellectual inferiority. Nor is itto be considered a social stigma. H-I children are just differentlyenabled. What we are pushing for is that parents are the first whoshould realize this. Educational institutions and teachers shouldfollow suit.

Signing

Two natural modes of communication are normally used by peopledepending on their hearing abilities; speech by hearing people andsigns by hearing impaired people.

Signs can be used as a communicative bridge between parents and H-I children( Stewart& Barber 1998 , p41 ). Signing helps H-Ichildren expand their mental horizons and develop thinking skillsthat can be transferred to literacy training at a later date.Theoretically and in practice, H-I children who are exposed tosign language from birth develop in parallel with hearingchildren. For this reason, it is essential that people in generaland parents of H-I children in particular believe in earnest thatarticulated speech is NOT the only manifestation of language.(Marscharck, Lang &Albertini, 2002, p. 73)

For a long time parents everywhere concentrated their energies ongetting their H-I children to learn to speak even at the expenseof content subjects, and actively discouraged them from signingconsidering sign language a communication system inferior tospoken language(.Maiwal , Frazier & Williams , Lenore , 1999. p103 )Many linguists too, until as recently as the second half of the20th Century believed that sign language as a communication systemwas a derivative of natural languages. The contention of

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linguistics that speech and not writing is the primarymanifestation of language also contributed to the perpetuation ofthis concept of sign languages. Current research into signlanguages has rewritten this myth(Valli, Clayton, and Lucas, Ceil 2000p.23 ), and now we know that sign languages have the same designfeatures as natural languages and that they can be analyzed,studied, and taught as any other language. They even havedialectal varieties.

Speech

Speech happens to be the statistically dominant medium chosen bythe majority of people to express their thoughts and feelings.However, there are other means of communication that are equallycapable of expression. Sign languages have been used by many H-Ipeople around the world to communicate among themselves. Signing,and not speaking is the first and the most essential route to thedevelopment of communication for H-I children.(Maiwal , Frazier &Williams , Lenore , 1999 ,p . 114 )

Rationale and research questions Reflecting on what we mentioned earlier, and on the actualattitude and behavior of Yemeni parents towards their hearingimpaired children, we see that there is a wide gap between thereal and the ideal. Yemeni parents of H-I children are simply notaware of what they can and should do for their children.Therefore, the purpose of our research was to show the huge gapbetween what should be done and what is the actually done becauseof the current situation of Yemeni parents of hearing impairedyoungsters .

The study

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We administered a questionnaire to 50 caretakers and conducteddetailed interviews with 15 of them. They all hail from HodeidaCity( Appendix A ). We were helped by the manager of AlAmal Schoolfor Deaf and Mute Students in our investigation . The researcherwas compelled to make the questions of the questionnaire in onepage and mostly they are of multiple choices except part one sothat the researcher guaranteed the willingness of the parents toanswer the questions. The papers were distributed by the socialteacher of the school who has good background about the studentsin the school from kindergarten to class 9. She distributed thepapers after clarifying the purpose of it to both the teacher ofthe class and the students whom she gave the paper . Thequestionnaires were comprises of three parts . The first part wasconcerned with the qualification, and the job of the caretakers(no choices in this part) . Part two was regarding the discoveryof the hearing impairment of their children , the degree of theimpairment , the assistive listening devices the children use, theage of exposing the children to the sign language and the languagethat is used in their homes. Part three consisted of openquestions in which the researcher attempts to discover theimplication of the sign language, what it means for the caretakersof the hearing impaired children .

The same questions were used when the researcher interviewed someof those parents face to face. As the researcher noticed (fromher visits the school of the hearing impaired students frequently)that some mothers delivered their children by themselves, sheexploited this chance to interview them and asked them the samequestions in the questionnaire. In addition she , with the help ofthe social teacher , went to some houses near the school and madeher interview.

The participants

As mentioned earlier 50 caretakers were the subjects of thequestionnaire. To get a clear picture of the social, educationaland economic background , the subjects are asked to point to their

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level of literacy and to write their jobs in the questionnaire.The table below represents the educational level and occupationaldetails of the parents of H-I children we surveyed in Hodeidah.

Table 1

Table 1: Literacy level and occupations of the participants

JobLevel of education

16 clerks

28 manual workers

3 unemployed

28 illiterate

10 secondary

3 diploma

6 post graduate

The low literacy level of most of the parents is associated withtheir lack of initiative in assessing the extent of the hearingimpairment of their wards and ensuring any form of earlyintervention. The H-I children consequently lose communicativestimuli vital in the first for-five years of their life.Furthermore, we see that the low literacy level of the caretakersis also associated with unskilled jobs and low socio-economicstatus. Not surprisingly, seeking professional help in assessingthe exact extent of hearing loss and selecting an appropriatestrategy of assistive communication is not one of theirpriorities. The absence of public support systems and the shortageof experts in relevant disciplines like ENT medicine and audiologyadd to the dismal nature of the circumstances in which the H-Ipopulation in Yemen have to survive. The following two tablesillustrated this in details.

Table 2

Ways of intervention participants use after identifying thehearing impairment of their children

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Ways of interventionDegree ofhearing

impairment

Time ofIdentificati

on

Nointervent

ion

Implant

Useof

hearingaid

Consultation withdoctor

severe

mode-

rate

Mild

Morethan2

yrs

Yr-2

Yr-1

19017172026171027

Table 2 shows that a good number of children were identified as H-I in their first year. It may be mentioned here that most of theparents were unable to give us accurate or coherent accounts of theways of intervention their children had had, or the degree ofimpairment they were diagnosed as having. The headmistress of AlAmalSchool of Deaf and Mute Children helped us with information from theschool records, but in about 19 cases, there was no record of anyintervention.

All these facts – the lack of awareness of intervention methods,the total absence of any effort at intervention, and the non-availability of records of intervention with the parents – point tothe need for a massive program of conscientization of prospectiveparents and parents of new-born children about (i) having theirchildren screened for early signs of hearing impairment, and (ii)the availability of medical consultation and psychologicalcounseling on hearing impairment. The government, media, medicalcolleges, hospitals – both public and private – should collaboratein this mass awareness program. Their efforts should lead to anational database -- a comprehensive registry – of HI-children andtheir demographic details which can be used by local educationalauthorities and social service organizations interested in thewelfare of the H-I.

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The need for social intervention is underscored by the other factsthat came to light through our investigation. For example, we seethat though doctors recommended cochlear implants in some cases, therecommendations were not followed through because of the prohibitivecost of the operation, running into several thousands of dollars.Many parents could not afford the cost, about US$700/ of hearing aidsprescribed for some children. Some children are lucky enough toreceive hearing aids free of cost depending on the availability offunds from foreign projects. As for diagnosis and measurement,facilities like the Centre for Measuring Hearing, Sana’a Street,Hodeidah has instruments applicable only to children between 5 and 7years, and the charge is Yemeni Riyals 3000/ per child. If theparents are aware of the condition of their child, and if they aresupported in their efforts by the government, the medical system, andsocially conscious business and charity organizations, we can make adifference to the condition of the H-I in Yemen.

Table 3

Modes of communication used by the participants with their hearingimpaired children

Table 3 presents information about the modes of communication usedbetween parents and their H-I children. What is noteworthy aboutthe information is that in most cases, the parents adapt to signlanguage after the child has crossed year 5. Recollecting what wesaid earlier, this means that the children have missed learningthe sign language as their first language during their criticalperiod. In other words, there was no early intervention to

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Concept of sign

language?

Time of learningof sign language

Mode(s) ofcommunication

it is the languageof deaf people

Afterage 5

Before 5

Before ageof 3

BothSignlangua

ge

Spokenlanguage

36Notclear53791


stimulate language growth in the form of a sign language. Thefirst five years were spent in the unproductive persistence of theparents in teaching their H-I children to speak as other, normal,children do. This again points to the need for sensitizing parentsabout the real nature of sign language as a natural mode ofcommunication.

In addition to administering the questionnaire, we interviewedsome of those parents. As the researcher noticed ( from hervisits the school of the hearing impaired students frequently )that some mothers delivered their children by themselves , sheexploited this chance to interview them and asked them the samequestions in the questionnaire. In addition she , with the help ofthe social teacher , went to some houses near the school and madeher interview.

The purpose of the interviews was to see the real ways ofinteraction of those parents with their children. We learned fromthese interviews that the situation was quite disheartening. ManyYemeni families with H-I children live in dire poverty, have nosupport whatsoever, and have to worry more about feeding thefamily than about special education for their H-I children.Some ofthem have more than two H-I children.We must admit that there weretimes when we felt whether all our research could make anydifference. Yet, we must persevere to the best we can to make lifebetter for even those living under the worst disadvantage anddeprivation.

Conclusion

The need for social intervention is underscored by the other factsthat came to light through our investigation. For example, we seethat though doctors recommended cochlear implants in some cases,the recommendations were not followed through because of theprohibitive cost of the operation, running into several thousandsof dollars. Many parents could not afford the cost, about US$700/of hearing aids prescribed for some children. Some children are

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lucky enough to receive hearing aids free of cost depending on theavailability of funds from foreign projects. As for diagnosis andmeasurement, facilities like the Centre for Measuring Hearing,Sana’a Street, Hodeidah has instruments applicable only tochildren between 5 and 7 years, and the charge is Yemeni Riyals3000/ per child. If the parents are aware of the condition oftheir child, and if they are supported in their efforts by thegovernment, the medical system, and socially conscious businessand charity organizations, we can make a difference to thecondition of the H-I in Yemen.

Despite the weight of poverty and ignorance under which theygroan, parents of H-I children in Yemen must be made to believe ina better future for themselves and their children. Yes, we mustbegin with a program that helps them understand the potential oftheir H-I children and convincing them that they can, and should,initiate a change for the better.

This study limits it subjects to the parents/caretakers of thehearing impaired children who live in Hodeida city, one of themain cities in Yemen which entails that such study should beextend to cover the other cities in Yemen to get more clear andprecise results and so to focus more concern on increasing theeducation level of the hearing impaired students to be moreindependent and productive for themselves as well as for theirsocieties .

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Appendix A

م ب��سم ال�له ال�رح�من� ال�رح�ياك�م ال�له مرال�طال�ب� ال�محت#رم ح�ي ي ولي ا- ت# ح�3 ي / ا- خ3 ا-

ه# ت#ماع�ي �ه# , الاح� ي= سر ات# الا- �اج� ي عض3 الاج�ت# �ه# ب� لي م�عرف3 Jهدف3 ا لال�ها ن�3 ي م�ن� ج�3 ه# وال�ت# ال�ي ال�ي# له# س�ي- ع�ليالا- ه# �اي� �ج� Jالا �كرم ب� كم ال�ي# #Zرب و م�ن� ح�ض3 �ن�3رج� وي ا ذ3 ي3 �Zب مي ل�طلا dي كfاذ والا-hمي علت وي ال�ت# ع ال�مست# ات# ل�رف�3 �اج� ي ه الاج�ت# ه# ه�د3 طي ع3 ه# وب�# �م م�حاوله# م�عال�ح vصم وم�ن� ث� ل الا- ه# ل�لطف3 وي� �Zوالت#رب

. vحث �ي ال�ب ي اسم ف3 ك�ر ا- د3 ه# لن� ب� ي�3 ه# . م�ع ال�علم ا- ات# ال�سمعي �اج� ي الاج�ت#1- �م�علوم�ات# ع�امه# ع�ن� ال�طال�ب

------------------------------------------ : �اسم ال�طال�بال�عمر :------------------------------

مر :----------------------------------------- ص�له# اسم ولي الا-ه# :------------------------- �ال�ق#راي�

مر :-------------------------------------------- ع�مل ولي الا-مر :----------------------------------- مي ل�ولي الا- علت وي ال�ت# ال�مست#

ه#-2 ع�اف# Jاصه# ع�ن� الا م�علوم�ات# ج�3

علامه# ) ( �ات# ب� �اب� �ج� Jج�دب�الا Jل�يا Jا اره# vش� Jالا �ه# ب� ال�ي له# ال�ي# س�ي- ث� ع�ن� الا- �اح�ل ؟-1 ه# ل�لطف3 ه# ال�سمعي ع�اف# Jاف3 الا vش م اك�ت# ي ث�# م�ت#

17


ل�ك� ) ( عد ذ3 �ه# ) ( ب� ي 3Zب ا vة# ال�ي ي ال�سي3 ل ) ( ف3 ولي م�ن� ع�مر ال�طف3 ة# الا- ي ال�سي3 ف3لك� ج�دذ ال�عمر ------------------------------------------------ ض3 م�ن� ف�3

طة# ) (-2 وس�طة# ) ( ب��سي ده# ) ( م�ت# Zدب vه# ؟ش� ع�اف# Jه# الا �م�اهي ذرجه# ؟-3 ع�اف# Jاف3 الا vش د اك�ت# ها ع�ي3 �ام ن� ي و ال�ق# ه�ا ا- د3 ي ق3 ت3 م ب�» ي ث�# راءات# ال�ت# �ج� Jم�ا الا

1-) ( . اس ال�سمعي ي ي مرك�ر3 ال�ق# ه# ف3 ع�اف# Jه# الا �اس ذرج ي ق�#كره# ) (-2 �ه# ال�مي �ل وال�معال�ح دج�3 ه# وم�حاوله# ال�ي# ع�اف# Jه# الا �ه# ذرج ض ل�معرف3 ي» ور م�ح3 ل ع�لي ذك�ت# ع�رض3 ال�طف33-) ( . اس ال�سمعي ي اس�ث� و ال�ق# ي3 ت» ل ب��سماع�ات# ت�» د ال�طف3 وب� ر· ن�#ه# . ) (-4 عه# س�معي وف�# ق# �ل ب� د ال�طف3 وب� ر· ن�#ر . ) ( -5 ك� ء م�ما ذ3 ي vلاش

ث#-4 ي ي ال�ت¾ اط�ث� الاصم ف3 ح3 له# ال�ت# ؟م�اهي وس�يهما ) ( اره# ) ( ك�لي vه# الاش� ن� ) ( ل�ع3 ي اط�ف# ه# ال�ي3 ل�ع3

اره ؟-5 vه# الاش� ل ل�ع3 علم ال�طف3 ي ب�# م�ت#ام�سه# ) (- عد س�ن� ال�ح3 �ام�سه# ) ( ب� عد ال�ح3 �ل او ب� �ي ة# ) ( ق�# vال�ي vس�ن� ال�ي ي ل او ف3 �ي ق�#

رك�� ك�ولي امر ؟-6 Èظ هه# ن�3 �اره# م�ن� وج� vه# ال�ش م�ا هي ل�ع3

--------------------------------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------18


Appendix B

Mr./Mrs .------------------------------------------------------------------We are asking your generosity to answer the following questions in the questionnaire which its main objective is to raise the level of education of the hearing

impaired learners . ) General information about the student

Name of the student--------------------------------- Age of the student-------------------------------

Name of the caretaker------------------------------------- Academic qualification of the caretaker ----------------------------

Job of the caretaker----------------------------------- 19


2 - Information about the discovering of the hearing impairment Answer the following questions by ticking in the appropriate box

-1 -When was your children impairment discovered a- In the first year of his birth ( ) b- in the

second of his birth ) ( d- after that ( ) specify the age

------------------------2-What is the degree of the impairment

a- moderate ( ) b- Sever

( ) d- profound) ( 3 -What did you do after you discovery of your child

impairment a- Measure the hearing loss in a specialized centre

) (

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b- Expose the child to a specialized doctor and intervene

early) ( .c- Supply the child with appropriate assistive devices .

) ( d- Supply the child with cochlear implant) ( .

e- Nothing from the previous ) (

3 -What is the mode of communication at home ?a- Spoken language ( ) b- sign language

( ) c- both) ( 4 -When was the child exposed to sign language ?

a- Before his third year b- before his fifth yearc- after his fifth year

5 -What is the sign language for you as a parent ?

21


------------------------------------------------------------------------ ---------------------

22


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Parental Participation in Rehabilitating Hearing - Impaired : An Eye - Opener for Yemen

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