VIDBE-Q
Volume 62 Issue 1
language is an important part of cognitive (as well as emotional and behavioral) development, there seems to
be only minimal mention of language impoverishment and little to no mention of language deprivation (though
auditory deprivation is mentioned). It may prove to strengthen the argument of early implantation in some of
these populations to suggest a greater link between these two. If hearing loss leads to language deprivation
and the decline in DQ as the child gets older, is it that the language deprivation is more than a reason but
actually the cause of these later diagnosed disabilities? If so, as a reader, I want to be sold on the idea of
minimizing the language deprivation to ultimately minimize the onset of later diagnosed disabilities.
Communities may not agree on language choice, but I believe most can agree on the fact that we need access
to language, whatever that may be to enhance development in other areas. The same connections can be
made for the behavioral and emotional categories mentioned. I assume that if hearing loss is the primary
identified disability, children who have full access to communication with their families, friends, educators, etc.
at a younger age are less likely to develop some of these emotional and behavioral functions. Is that being
examined as well? The discussion at the end does start to hit on some of these areas and gaps that need to
be considered amongst professionals that work with these populations. As the reader, I wanted to see more
connections made throughout, so they did not appear to be overlooked or not considered.
In conclusion, there is excellent data and discussion in this chapter, and it offers some important
challenges to medical professionals. There are also a number of areas that would be well served with
clarification and made stronger to avoid room for assumption.
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