16
Conclusions and implications for practice:
Early language access is critical, as it increases the chances of deaf children
meeting adequate language milestones and continuing on a healthy developmental
path. As a result, immersing deaf young people in a rich signing environment would
likely lower the likelihood of language development (Humphries et al., 2012).
Language and cognitive development should be prioritised in early childhood
education, rather than only speech or spoken language outcomes.
There is a need for further empirical and clinical research on language deprivation
and its consequences on deaf people's mental health. This focus may eventually
lead to formal diagnostic criteria and improved social worker training to guarantee
the best possible support is offered.
If you know other students or ex students who have undertaken evidence
work please advise me anne.mcglade@hscni.net and we will profile.
"We think we listen,
but very rarely do we
listen with real
understanding, true
empathy. Yet listening,
of this very special
kind, is one of the
most potent forces for
change that I know ".
Carl Rogers