Long-term outcome of childhood hearing deficiency.

This report is based on the questionnaire responses of 95 young hearing-impaired adults (39 with moderate, 20 with severe and 36 with profound hearing loss) who were investigated in the department of paediatric audiology during childhood. Half of the individuals were educated in ordinary school (integration) and half in an institution for hearing-impaired children. Responses on social and professional insertion were compared with audiometric threshold and educational setting. Results indicate that both hearing level and educational environment influence current mode of communication and use of hearing aids. Familial factors also seem to have an influence. Oral communication is a poor predictor of employment, whereas professional qualifications enhance the chances of finding a job. Obtaining a non-professional degree appears to be unsuited for improving the employment rate of the hearing-impaired child.

Development of capacities of communication and socialization in young deaf children: utility of a common assessment protocol for implanted or hearing aid equipped children.

Pediatric cochlear implantation has attracted a growing interest among health professionals, but it has also encountered opposition on the deaf community. It is therefore incumbent upon the medical teams that carry out this procedure to furnish scientific arguments demonstrating the benefits of this technique for the age group 2 to 4 years and its innocuousness for the child's later psychological development. With this in mind, we have elaborated an assessment protocol adapted to very young deaf children, regardless of whether they have implants or hearing aids. The present report describes two tests of the protocol, chosen because they meet needs which until now have been insufficiently, or not, met. The first of these tests aims at assessing, as early as the age of two, oral and gestual production thanks to sequential images. The second test is the most original element of our psychological protocol: analysis of the child's interactional attitudes through filmed game situations. The initial results from a group of children recently implanted and from another group equipped with hearing aids are presented. These children continue to be seen at regular intervals. It is reasonable to hope that this kind of study will afford objective arguments to the debate in progress.

[Deafness and multihandicap]. / Surdité et multihandicap.

'Deafness' and 'Handicaps' are concepts which have not only evolved separately throughout the years, but also together in a mutual relationship. Defining them in a social rather than a medical field raises certain questions. Is Deafness a Handicap? Do its consequences constitute a multihandicap? Mother and Child Interaction studies show risk of an impairment to this relationship, and thus a possible psycho-affective disorder for the child's development.

[Management of deaf and polyhandicapped children, example of the specialized kindergarten "Claire de Lune"]. / Prise en charge de l'enfant sourd plurihandicapé, exemple du jardin d'enfants specialisé "Clair de Lune".

This work is based on the experience of a specialised kindergarten for deaf children suffering from autism or infantile psychosis. It describes the educative, therapeutic and rehabilitation approach necessitated by the children difficulties. The specific modes of communication proposed and the counselling to the parents are also treated.