If you suspect your child has a hearing loss but it has not been formally diagnosed by an audiologist, it is very important to do so along with an examination by an Ear, Nose, & Throat (ENT) doctor. These two specialists are the most qualified to test your child’s hearing and see if there is a medical reason for the hearing loss. Once a diagnosis has been made you will probably encounter all kinds of new words and information.  Depending on the type of hearing loss, the age of onset, and the degree of loss your child may be fitted for amplification and be referred for some kind of special services or therapy. You will want to begin thinking about how the hearing loss affects your child’s communication and overall development.  Specialists who can help you with all this information will be Deaf Education Teachers, Audiologists, Speech and Language Pathologists, and possibly a Child Development Specialist. Brain research has shown us that the first few years of a child’s life are critical for their language development.  Now is the time to pay close attention to how your child will learn to communicate and develop normal language skills.  Remember, language and speech do not always develop at the same time.  A child must have language first to communicate whether it is through signing, speaking or a combination of both.

You may hear of so many options that your first reaction may be one of panic.  But don’t panic!  Learn about each option and try out the ones that fit your child and your family.

Communication options may include:

• American Sign Language (ASL)- ASL is the native language of the American Deaf community. ASL is a visual, vivid language that uses more than just handshapes and placement; facial expressions and body movement are also essential components of ASL (SKI-HI Curriculum). Those who use it feel that at is the most accessible language to those who are deaf and provides a complete language base to students (TSHA).
   
• Manually Coded English (MCE) and Simultaneous Communication – In Simultaneous Communication, English is represented through a combination of spoken English and sign language. What is said is signed so that the child is exposed to English in easy to perceive ways (SKI-HI). There are many varieties of Manually Coded English, but most tend to use ASL vocabulary and English grammar (TSHA).
   
• Oralism/Auditory-Oral/Auditory-Verbal – These methods refer to some of the spoken language methods that rely on the remaining hearing, amplification, and speech reading. Sign language and gestures are usually discouraged. The child will be doing as much as possible to develop his listening, speech, and language skills.
   
• Cued Speech – Similar to oralism, cued speech encourages speech and speech reading. However, it also uses a series of hand shapes to aid in clarifying sounds (TSHA).
   
• You will also have options for schooling, such as state residential schools and day schools, both public and private. Your child may attend classes with other children with hearing loss or may be included in regular hearing classes with or without special supports. Many of these decisions will depend on how much hearing loss your child has and what methods of communication your child uses.

You are encouraged to NOT think that waiting is one of your options. As stated earlier, brain research has proven that the critical period for the brain to develop language

is in the first three years of life. It is very important to begin intervention as soon as possible. While you may not make final decisions regarding types of amplification or

communication methods for some time, there are many ways to begin intervention and give your child the greatest possibly opportunity for normal language development.