An examination of opinions on the early process for children with hearing loss

This study was conducted to examine perspectives on the early intervention process for children with hearing loss. The aim is to reveal how the early intervention process is experienced and interpreted by deeply investigating the experiences, perceptions, and practices of professionals from different disciplines who are involved in the early intervention process with children with hearing loss in Special Education and Rehabilitation Centers (SERCs), where such children can receive education. Semi-structured interviews were conducted with teachers of the hearing impaired, audiologists, child development specialists, and psychological counselors and guidance teachers working in SERCs affiliated with the Ministry of National Education (MoNE). Data were also collected through demographic information forms and a researcher's diary. The study was designed using phenomenology, one of the qualitative research designs. The analyses showed that the early intervention process can be successful with early diagnosis, hearing device fitting, and early special education support. Participants stated that the most commonly used communication approach in the current early intervention process is auditoryverbal therapy. It was also observed that participants applied different methods they had learned through their training. The analyses further revealed that there are certain prerequisite conditions in the lives of children with hearing loss for early special education services provided in SERCs to be successful. When an accurate and timely early intervention process is implemented, children with hearing loss can exhibit language development close to that of their hearing peers. For early intervention to be effective, the communication approaches used must also be effective and of high quality. Consistent with this perspective, it was found that efforts were focused on improving listening skills, play, interaction, and language expansion to develop language and communication skills. Keywords: Early intervention, early special education, communication approaches, auditoryverbal therapy, language and communication skills, professional competencies.