Early intervention for hearing-impaired infants in Special Needs Education Schools for the Deaf: Nationwide survey in Japan

Abstract

　　This study on the effects of early interventions for hearing-impaired infants (0-2 years old) was conducted with the participation of 100 special-needs education schools for the deaf in Japan.

　　Most infants received a diagnosis of hearing loss after a newborn hearing screening test (NHS), and 1,831 infants went to schools for the deaf for consultation in 2017. The percentage of infants with mild to moderate hearing impairment was 38%, and that of infants with other disorders (e.g., cognitive disorders) was 23%. The percentage of deaf infants with a cochlear implant (CI) was 19% (including many 0-year-old infants with binaural CI, and many 2-year-old infants with bilateral CI). Daily use of hearing aids (HAs) is difficult in infants, and only a half of them wore HAs for more than 4 hours a day.

　　For educational activities, the total communication method was used in 75% of the schools, and multiple regression analysis revealed no significant correlation between the number of infants with CI (s) and the use of auditory-oral communication.

　　Intervention programs for infants were conducted in group and individual styles, about twice a month for each style, and the frequency of therapy gradually increased in the group of 2-year-old infants relative to the group of 0-year-old in fants. The beneficial effects of early interventions in the schools (e.g., support for families, toddlers, teachers, and social cooperation) were suggested by teachers who responded to this survey.

　　At present, NHS is implemented widely throughout the country, and the results of our survey suggest that social support systems for early intervention programs for infants' development after early diagnosis of hearing loss are needed, based on the prevalence of hearing loss.