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A Commentary on Bimodal Bilingual Early Intervention for Children with Hearing Loss: Some Unresolved Issues

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Advocates of bimodal bilingual (Bi-Bi) early intervention argue that both visual and auditory communication systems reflect optimal family and educational interactions for teachers, families, and their young children with hearing loss. The primary objective of this commentary is to highlight semantic variations noted in theoretical, ideological, and research papers pertaining to bimodal bilingual education. Until the terminology used across research studies considered to support bimodal bilingualism are clearly defined, differentiated, and used consistently, readers may be confused and findings mitigated. Ideally, decision-making that pertains to how children with hearing loss communicate should be based on evidence. It is important that each early intervention option be accompanied by unequivocal research outcomes. Given that there is insufficient evidence to conclusively support one ideology over another, opportunities for future directions are noted.
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Document Type: Commentary

Publication date: June 1, 2018

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  • Established in 1899, The Volta Review is the peer-reviewed journal of the Alexander Graham Bell Association for the Deaf and Hard of Hearing that supports children and adults who are deaf and hard of hearing and use listening and spoken language and the professionals that support them. This 115-year-old peer-reviewed journal publishes the latest research in speech and language development, hearing technology, early intervention, hearing health care and professional development, among other topics. Its readership includes teachers of students who have hearing loss; professionals in the fields of education, speech-language pathology, audiology, language, otology, medicine, technology, and psychology; parents of children who have hearing loss; and adults who have hearing loss.
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