I think the question you are asking is this. Does the age that a child loses his ability to hear impact on the teaching methods a teacher uses?
Assuming that is you question, I would say yes both groups, parents and teachers, have different challenges in teaching the child that has lost the major part of his hearing at a preschool age versus school-age versus post third grade (since the majority of the foundation for reading, writing and grammar are taught by this stage) and what they teach depends on what the child has not been taught at the time of the hearing loss.
The reason is primarily the difference between learning one language and two. Since these are the key stages in developing these languages of communication (spoken and sign) then you need to compensate for whichever one the child was not exposed to from the start.You need to connect the two languages spoken and sign by the common language (written). Use picture books to get you started as they show a visual that you can point to and have the "word" attached that you can sign. I know that you should be giving them a lot of imput here so have a lot of books that you share with the child. Make sure you are reading to them and use gestures to express emotion and sign to help you convey the meaning. Remember repetition is important for any child learning so read the same book again and again.
Consult with schools for the deaf in your area and find out what you should be doing. Search teaching methods for the deaf on the computer and get books to read up on the subject.
I am a special education teacher but I don't specialize in this area but I know that my teaching differs for each student based on the basic information they need to know (and how much they do know) in order to go to the next step.
I hope this helped. Good luck.
How long a child has had a hearing impairment or any special needs goes along way to deciding teaching methods. If a child had no impairment through the early years their speech and language recognition would be farther along than a child whose impairment started quite young. If their impairment started quite young then there would also be different coping stategies that the child employed.
That gives the teacher an idea of what sounds are familiar to the child and what sounds the child may be able to make already. It also should give a rough stage of language development.
It is only one factor, as is the degree of hearing loss.
Every D/HH student I have ever had was so unique and each one needed a decision make with the individual's strengths and weaknesses considered. Ultimately the parents should be making the final decision if you are talking about sign language or speech.
Methods teachers should always consider, no matter what level of impairment, should be the use of visual materials, pictures charts, graphs etc.
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