Health Education Development

Social Security: Public Health nursing made available through child welfare services. Franklin D. Roosevelt Presidential Library and Museum

A health education and development facilitator, working with people one-to-one, in small groups, or in community or institutional settings, will engage salient teaching and learning practices that serve to empower people to improve their health outcomes.

Through assignments, tutorials and lectorials you will work in teams, using a range of experiential learning formats to develop knowledge, skills and attitudes needed to facilitate the planning, implementation and evaluation of health education and development in diverse circumstances.

The Right of Deaf and Hard-of-Hearing Children to Access Sign Language During the Critical Period of Language Acquisition

The film “And Your Name is Jonah” tells the heart-wrenching story of a young Deaf boy whose misdiagnosis as intellectually disabled leads to years of neglect in terms of language and communication. Jonah’s parents, who are hearing, struggle to understand his needs, delaying his access to sign language and creating barriers to his cognitive and emotional development. His journey resonates deeply with me, not only because of my professional work as a Certified ASL/ English Interpreter but also because I am a Child of Deaf Adults (CODA). My Deaf parents were raised in hearing families who did not sign, which is a reality for 90% of Deaf children born into hearing families, according to the CDC. As someone now experiencing hearing loss, I recognize the profound gift of already knowing ASL. This dual perspective drives my passion for advocating that all Deaf and hard-of-hearing children should have access to sign language during their critical period of language acquisition. The right to language is ultimate. If Deaf children are not exposed to ASL, problems related to social security, growth, and learning occur to Deaf children. These ideas will be developed on the basis of the film, “And Your Name is Jonah” and complemented by an analysis of works by other authors and scholars. It is a human right as well as the need to take sign language in early childhood, especially for children from hearing families.

“And Your Name is Jonah” Film Summary

This film was made known in the year 1979 under the name “And Your Name is Jonah”. It focuses on the biography of Jonah Corelli who is a Deaf boy but has been assumed to have low intelligence. In this case, due to that misunderstanding of the kind of disability he has, it takes time for his parents to realize what he requires. It also prevents Jonah from getting the right type of education resources and mode of communication such as ASL. The movie illustrates Jonah as more aggravated and isolated as a result of his failure to fit into society, which does not accommodate his kind. Jonah’s difficulties are increased by Jonah’s parents’ ignorance of the Deaf culture and sign language which resulted in his difficulties with his intellectual and educational progress. Jonah’s parents are one of the many hearing families who do mean well and could have established the linguistic that their Deaf child requires. Jonah’s delayed access to ASL matches the experiences of numerous Deaf children who face language deprivation, the central theme of discussion in this paper.

The Science of Language Acquisition

Andrews and Baker's (2019) research underscores that early language exposure is vital for intellectual and social development during children’s early growth periods. Andrews and Baker (2019) clearly point out that the first five years of a child is a critical period for language acquisition. During this time, a child's mind is highly receptive to linguistic input, whether spoken or signed. Deaf children risk irreversible cognitive delays when they are limited to early exposure to a fully accessible language like ASL. Andrews and Baker's (2019) research on the analysis of the emergence of sign language, shows that Mesoamerican backgrounds portray that enough support is vital in language access. Due to its unique linguistic and cultural diversity, Mesoamerica is perceived as a significant example of a context emergence of sign language.

Andrews and Baker (2019) point out that numerous sign languages have emerged in Mayan, with others appearing in communities with different spoken language families. Based on comparative analyses, the cultural and linguistic environments highly affect similarities and differences in sign language. For instance, facets, including multimodal communication in hearing communities (featured by vital dependence on conventional gestures and non-verbal behaviors) highly influence these sign languages. Likewise, affirmative attitudes toward hearing impairment and communicative practices lead to the emergence of sign language in these backgrounds. In addition, the variation in sign language use also replicates differences in speech communities. For example, as Andrews and Baker (2019) outline, individuals often develop home sign systems with smaller vocabularies and lower levels of conventionalization than village sign languages. This arises more in communities with many deaf people and shared cultural contexts.

Evans (2004) further highlights that Deaf children with early access to sign language achieve literacy milestones comparable to hearing peers. Literacy, closely tied to language acquisition, forms the foundation for academic success. Based on Jonah's case of delayed access to ASL as pointed out in the film, it reflects this article's findings. This is because his frustrations with communication are evident as behavioral and emotional struggles every moment in cases of language deprivation. Scott and Dostal (2019) provide more information for this argument, showing that bilingual approaches incorporating ASL and written English nurture language acquisition. This approach is vital for literacy development and underscores the significance of embracing ASL as a valid and primary language for Deaf children, especially during their early development periods of language acquisition.

Scott & Dostal (2019) point out clearly that the primary language of ASL provides Deaf children with a firm linguistic foundation, especially when acknowledged and embraced as a substantial language. This formed foundation is important to cognitive and emotional growth and development. It also supports the argument that ASL should be used as a proper language to teach the Deaf. Moreover, Evans (2004); Scott & Dostal (2019) explain the objective adverse effects of early sign language experience on developmental aspects in children with hearing impairments. Early access to ASL enhances linguistic skills, self-identity, and emotional well-being as well.

The language and ASL-based instruction outlined by (Evans, 2004; Scott & Dostal, 2019) shows cognitive advantages granted by early exposure to language improve literacy and academic achievement. As a result, the importance of ensuring that children with hearing impairments have the chance to learn sign language should be embraced significantly since it is important during the language development period of a child. Despite the use of sign language being crucial for the child to be able to interact in society, think, and even develop emotionally and intellectually, sign language thus becomes a central right for deaf or hard-of-hearing children.

Finton et al. (2014) supported their findings with the study which resulted in the conclusion that early exposure to ASL is beneficial, in that it enhances deaf children’s language and education development by the appropriate age. In purely technical terms, denying deaf children early language profoundly results in catastrophic risks of linguistic, cognitive, and academic delays. Apart from that, the article emphasizes the importance of early mediation for children with hearing loss having hearing caregivers. In a study conducted by Finton et al. (2024), they observed that learners who enrolled in ASL-focused bilingual education before three years were able to perform better academically as compared to those learners with deaf parents. In addition, the evidence of the article suggests a positive perspective on hearing caregivers’ effectiveness in enhancing ASL development. Similarly, it describes how and when language matters for mitigating the impact of language delay.

For this case, Jonah’s delayed access to ASL has also been evidenced by the discovery of the Finton et al. (2024) study. This is because the effects of the delayed language learning impacted him to the extent of folding up and struggling to express himself; the major points re-echoed by the article for individuals who were never exposed to early formal language learning. Without the ASL-focused bilingual intervention, many deaf children risk being limited in terms of linguistic eloquence, mental development, academic success, and social and emotional comfort, as in the case of Jonah. Besides, a lack of linguistic fluency during the early growth years of a child due to language deprivation hinders the development of critical thinking skills, literacy, and the ability to socialize.

Under social context, language-deprived children struggle with frustration due to isolation, which can lead to behavior challenges (Finton et al., 2024). Thus, early exposure to ASL and hearing caregivers is the only meaningful solution to these outcomes among Deaf children. Finton et al. (2024) point out that bilingual education is essential and effective in ensuring enduring academic and cognitive growth and development. Therefore, deaf children with hearing caregivers (provided with early access to bilingual and ASL education) portray affirmative outcomes in their behavior and academic journey.

Challenges Faced by Deaf Children in Hearing Families

Crume (2013) identifies systemic barriers within educational systems that prioritize oralism or speech therapy over sign language. Like many hearing families, Jonah's parents are unaware of ASL's potential to bridge communication gaps. Barriers like these often emanate from beliefs that spoken language is fundamentally superior for developing language and literacy skills. This, in turn, disadvantages deaf children since they lack full access to spoken language. The oralism approach limits the linguistic options available to deaf children (Crume, 2013), perpetuating the fallacy that sign language is incompatible with academic success.

Consequently, many deaf children with hearing backgrounds face rampant communication challenges. Also, the challenges are compounded by their caregivers, who lack awareness regarding the potential of ASL as a fully accessible language, which is vital in bridging these gaps. This aspect reflects Jonah's situation as depicted in the film. Furthermore, Crume (2013) stresses the relevance of promoting sign language phonological awareness as an intervention to literacy for deaf children. Instructors in ASL or English bilingual programs recognize that structural knowledge of signs can play the same role as spoken language phonological awareness in supporting literacy development (Crume, 2013). The systematic prioritization of oralism in many educational backgrounds deprives deaf children of prospects for knowledge and linguistic development. Jonah's family, among many other hearing families, should focus on speech therapy.

In addition, limited resources and support for hearing children and their families cause more challenges. For instance, Jonah's family lacked enough guidance to help them recognize the complexities and better ways to raise him with all the support he needed. Lack of guidance and resources forms an environment where deaf children are linguistically deprived, and their primary communication mode is devalued (Crume, 2013). In this case, the issue created an environment where Jonah was not only linguistically deprived but also socially isolated. Thus, Crume's article outlines the need for a systematic change to prioritize sign language and provide enough resources to deaf children and hearing families.

Edwards (2005) notes that the prevalence of cochlear implants has further complicated this issue, making many families and communities divided. Hearing parents face complicated decision-making processes when defining language and communication pathways for their deaf children. While implants can provide auditory input, they do not guarantee speech proficiency or cognitive development unless paired with a robust foundation in sign language. Edwards (2005) highlights how this issue is reflected in Sound and Fury (2000), where the Artinian family struggles with the choice to undergo CI surgery for their deaf children. This choice nearly affected their extended family. The deaf brother rejects the implant for his child together with the hearing brother who supports the implants, creating a conflicting decision (Edwards, 2005). This shows the reflective cultural and emotional aspects involved in the main challenge.

Likewise, the hearing parents of the brothers accuse the deaf sibling of child abuse for his implant refusal (Edwards, 2005), outlining societal pressure on deaf families to follow hearing norms and beliefs. The deaf community perceives choosing cochlear implants as a rejection of deaf culture. Reflective on Jonah's situation, many hearing families need to be more informed about the significance of early language acquisition, mainly the role of ASL in fostering intellectual and social development. Due to a lack of proper guidance, hearing parents may perceive CI as an objective solution. They should realize that their children need access to spoken or ASL language to develop cognitive and linguistic skills. Thus, according to Edwards's (2005) analysis, despite Cochlear implants being beneficial for few deaf children, they must be incorporated with early exposure to a fully accessible language. It is important to embrace these for effective cognitive and language development among deaf children.

The majority of Deaf children are born into hearing families unfamiliar with Deaf culture or sign language. This leads to significant challenges for their language and cognitive development. As the study by Finton et al. (2024) reports, Deaf children in hearing families regularly experience delays in both language acquisition and academic achievement compared to those in Deaf families. This variation is as a result of the limited first exposure to an open language, particularly the ASL. Parents of children with hearing impairment need advice from various healthcare practitioners who advocate for oral-only interventions. This, in turn, expresses the important role of ASL in the cognitive and linguistic development of a child. Similarly, Finton et al. (2024) have described the role of bilingual education and early practice regarding the experiences that deaf children and hearing families come across. Finton et al., (2024) revealed that deaf children particularly those who enrolled for bilingual education at the age of 3 years and were raised by hearing have a superior favorable association of academic accomplishment related to those raised by deaf caregivers. This shows the role of early exposure to ASL in enhancing language development and positively influencing Deaf children's academic performance. In addition, many hearing families go through a lack of awareness and knowledge just like Jonah’s parents. Because of this privation of responsiveness and support resources as well, hearing parents may delay sign language from their deaf children Finton et al., 2024.

As a result, this leads to language deprivation and has long-lasting impacts, mainly on intellectual, social, and academic development. Jonah’s experience mirrors these realities. His parents’ reliance on spoken communication isolates him, delaying his ability to express his thoughts and emotions. This isolation is preventable through early ASL exposure and education. Therefore, there is a need for educational programs and support that enlighten hearing families about the benefits of early exposure of deaf children to ASL and bilingual education, especially in the language acquisition period.

Role of Education and Deaf Role Models

Bilingual ASL/English programs enhance language acquisition and academic outcomes for Deaf children. Crume (2013) highlights that these programs provide phonological awareness in ASL, translating to stronger literacy skills. Unlike traditional approaches focusing on spoken language PA, English/ASL bilingual programs prioritize the structural knowledge of signs, which helps deaf children bridge language and literacy. Jonah’s struggles in the film demonstrate the consequences of being excluded from such programs. Instructors in these initiatives use different teaching methods, enhancing surroundings where deaf people can advance their cognitive and linguistic skills more effectively (Crume, 2013).

Also, Crume's (2013) analysis shows how teachers in these contexts believe in the value of ASL as a linguistic tool that supports literacy development among deaf children. These teachers aid deaf children in building refined skills that are useful for decoding and understanding written English through supporting sign language PA. This bilingual approach also empowers deaf children to explore academic settings with greater competence and confidence (Crume, 2013). Jonah's struggles portray the impact of excluding deaf children from such initiatives well, as the film depicts. Jonah's ability to acquire bilingual ASL/English education led to delayed language acquisition. Consequently, this led to his low social integration and poor academic progress.

Thus, it necessitates embracing bilingual programs as a significant support resource for deaf children, especially those born in hearing families lacking sign language skills and knowledge. It is important to shift educational programs for deaf students from reliance on spoken language PA to bilingual education approaches embracing ASL (Crume, 2013). These education programs extend their benefits to deaf students, from literacy development to affirming cultural and linguistic identity.

Shantie and Hoffmeister (2000) emphasize the importance of hiring Deaf educators in schools to support the cultural and linguistic development of deaf children. Deaf teachers provide linguistic models and help Deaf students develop a positive self-identity. According to Shantie and Hoffmeister (2000), 90 to 97 percent of deaf children are born to hearing families who are not aware of ASL, and schools offer their first exposure to a fully accessible language. Teachers are cultural and linguistic role models, which helps Deaf students acquire ASL more effectively and develop affirmative self-identity. Jonah’s story could have been different if he had been exposed to role models who shared his linguistic and cultural background. Most hearing teachers lack the skills and proficiency needed to serve as effective language role models.

As Shantie and Hoffmeister (2000) point out, 33 percent of hearing teachers claim to comprehend their leaner's signing on par with their English understanding, and only 45 percent account for signing as well as their students. This shows the created gap, compounded by the use of manually coded English language which is less effective than ASL in fostering literacy and second language acquisition. A firm basis in ASL is vital for the academic and linguistic success of deaf students. With the lack of many language models, they will be subjected to an underprivileged educational experience that fails to address their needs (Shantie & Hoffmeister, 2000). In contrast, deaf educators are distinctly positioned to provide effective bilingual education. Their experience and skills in ASL help them to form a supportive surrounding that enhances cultural superiority and language acquisition at the same time. Besides, these role models assist students in recognizing their deaf condition, enabling them to excel academically and socially.

To align this with the film, Jonah's story shows the potential effect of these teachers. If Jonah had been exposed to deaf role models at early stages, who shared his cultural and linguistic background, his language development and self-esteem would have improved. Shantie & Hoffmeister's (2000) study advocates for a logical change to ensure that many deaf teachers and Children of Deaf Adults are present in classroom settings, especially during the vital preschool years, to guarantee the future thriving of deaf students.

Scott and Dostal (2019) add that culturally competent education fosters social-emotional development. Deaf children who see their language and culture reflected in their learning environments feel more valued, confident, and connected. This form of a sense of affirmation nurtures self-esteem and forms a base for affirmative social interactions and emotional comfort. Jonah’s initial frustrations stem from a lack of these affirming experiences. As highlighted by Scott and Dostal (2019) study findings, Deaf children exposed to natural languages, like ASL in learning settings benefit from a surrounding that validates their cultural identity and communication essentials.

According to the film, Jonah's frustrations are a valid example of the mere impacts of deprivation of both ethnic and linguistic assertion. For example, Jonah fought with a detached and isolated state of mind. Consequently, this barred him from engaging in learning development and crafting a significant association with peers or educators. An ethnically competent education mitigates social implications, which may include sinking stigma and nurturing inclusivity, as Scott & Dostal (2019) findings outline.

Through learning in educational settings that respect and assimilate language and ethos, deaf children benefit from mutual respect from their hearing peers/friends. This creates a school culture that values all students, fostering language understanding and empathy. Scott and Dostal's (2019) research accentuates that social attachment and language fulfillment support literacy and language development. It builds a child's ability to navigate social situations and build a firm emotional resilience. This is what Jonah lacked in enhancing his linguistic and communication skills.

Socio-Cultural and Emotional Impacts

Language deprivation has profound emotional consequences. Baker (2023) discusses how children without access to a natural language often experience anxiety, depression, and behavioral issues. These emotional struggles are evident in Jonah's difficulties in connecting with his peers and family. Depression, anxiety, and behavioral issues are common aspects of emotional challenges for people facing language deprivation during early child development ages (Baker, 2023). The inability to form a meaningful relationship or a sensitive sense of isolation from their families and peers is one of the ways through which emotional difficulties can manifest.

The case of Jonah portrays one of the emotional escalations of language deprivation. Primarily, the main reason why he struggled to establish some kind of connection with the people around him is a limitation to his ability to communicate and profound emotional issues of feeling a lack of support and being misunderstood. This disconnection produces a sense of loneliness and promotes negative emotive states, most especially to every deaf child. Baker (2023) notes that, unlike in childhood alone, these challenges persist into adulthood, and they are more likely to affect an individual’s self-esteem, learning achievement, and occupational prospects.

As Baker (2023) points out, the communities that either deny language differences or provide insufficient support services make these emotional challenges worse. This in turn increases feelings of incompetence and rejection, making their emotional distress and isolation even worse. To address this, Baker's (2023) study suggests early and inclusive strategies that aim at addressing linguistic access and emotional support tools, and strive to build a more understanding society. Unfortunately, Deaf education or sign language classes are out of reach for the majority of the families with little resources, especially the minority ones.

Systematic discrimination, differential access to resources, and the inadequacy of support services that families require for effective communication through sign language or deaf education present barriers to these families (Bourgois & Hirsch, 2012). This depicts Jonah’s parent’s orientation to circumnavigate the unfamiliarity of the system. Further, these difficulties are compounded by a lack of policymaker understanding and support. As a result, the families who have little cash resources as well as the discriminated groups are the most affected. Achievement of professional training and community networks also become easier for them to obtain, which makes it challenging for the affected deaf children to overcome the communication barrier (Bourgois et al., 2012).

These societal hurdles, particularly the incapability to socialize, made Jonah's parents face tough challenges steering the unfamiliar system of bringing him into his condition. For example, with a lack of clear direction and ample resources, Jonah’s parents became overwhelmed by the difficulties of securing suitable communication devices and instruction tools for their Deaf child. Their experience resonates with the link between fundamental factors and economic challenges to collective segregation and language deprivation succession.

The role of social elements such as social stigma and communal attitudes as pointed out by Bourgois & Hirsch (2012), deject open communication and resource allocation for marginalized populations. These underlying forces have a far-reaching impact on dividing families. It goes further to leave them struggling with responsive and social encounters. Thus, a systematic change is essential to surge public awareness regarding the effective ways to develop deaf children and support hearing families. This shift may also necessitate equitable resource allocation and the formation of an inclusive education system, reducing disparities that disseminate harm.

Shantie and Hoffmeister (2000) also argue that Deaf children benefit from environments that celebrate their language and identity. This fosters psychological and emotional growth and comfort among deaf children. When schools and communities embrace ASL, Deaf children develop stronger self-esteem and resilience (Shantie & Hoffmeister, 2000). Students are surrounded by peers and role models who share the same experiences, which creates a supportive and inclusive environment where they feel valued and well-understood. Jonah’s eventual exposure to ASL and Deaf culture offers him a pathway to self-expression and belonging. This cultural affirmation boosts deaf children's self-esteem and forms their resilience to face challenges in their hearing community (Shantie & Hoffmeister, 2000). For instance, taking Jonah's case as a good illustrator for this aspect, by gaining access to a mode of communication that matches his natural linguistic skills, he would experience a new sense of self-language. This would serve as a solution to his social disconnection and challenges in self-expression and identity.

Shantie and Hoffmeister (2000) also focus on the key role of Deaf instructors in forming an inclusive learning environment. Although teachers are role models to their students, those who share the same cultural and linguistic backgrounds serve as powerful models (Shantie & Hoffmeister, 2000). For deaf children/students, this demonstrates possibilities for academic success and self-realization within the deaf community. For instance, this kind of teacher would help learners like Jonah realize an affirmative perspective of their deaf identity, promote psychological comfort, and prevent societal stigma. Thus, integrating deaf culture and language into education contexts enhances academic outcomes and nurtures emotional and psychological well-being, hence equipping deaf children with vital tools to succeed in life.

Conclusion

The video “And Your Name is Jonah" is a powerful reminder of the importance of language access for Deaf children. The film's narrative, supported by extensive research, underscores that ASL is not just a communication tool but also a right. Early exposure to sign language during the critical period of language acquisition ensures cognitive, social, and emotional development. As a CODA and ASL/English interpreter, I see daily how ASL empowers Deaf individuals. For hearing families, embracing ASL is an act of love and advocacy. Policymakers, educators, and medical professionals must prioritize access to sign language to prevent the lifelong consequences of language deprivation. Jonah’s story may be fictional, but its lessons are real and urgent. Language is not a privilege but a right.

This subject draws on the Ottawa Charter for Health Promotion (WHO 1986), the Sundsvall Statement (WHO 1991), the Jakarta Declaration (WHO 1997) and the Bangkok Charter for Health Promotion (2005), to define its scope.

## Acknowledgement of Country

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This material was originally developed by the staff of a university located on land of which the Wurundjeri (Woiwurrung language) of the Kulin Nation or Alliance are the traditional custodians. For this reason, we pay our respects to their elders, past and present, and we rejoice in the rising generations.

## Assignments

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This subject is driven by assignments. Your submitted assignments are used to assess your Intended learning outcomes. Use the topics and tutorials to guide and inform your assignment work. You will need to devote up to 150 hours to study and assignment work in this subject (for example: 15 hours per week for 10 weeks).

1. Facilitate an activity \- team assignment
2. Critical essay \- cooperative learning theory
3. Explain an activity \- program logic
4. Funding submission brief \- strength-based approach; vulnerable groups

## Topics and schedule

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1. Introduction to the unit and How to get good marks
2. What is Health Education?
3. Cooperative Learning Theory
4. Group Dynamics and Group Processes
5. Settings or Environments
6. Strengths-based approach
7. Planning a group-based lesson
8. Implementing a group-based lesson
9. Evaluating a group-based lesson
10. Funding submissions
11. Funding ethnic diversity
12. Funding gender equity
13. Funding class equality

## Topics and schedule 2016

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1. What is Health Education?

## Bibliography

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* Bloom's Taxonomy of Learning Domains (essential resource)
* Health education: theoretical concepts, effective strategies and core competencies (WHO 2012)
* From Health Education to Healthy Learning
* Milestones in Health Promotion
* Johari Window--A model for self-awareness, personal development, group development
* Understanding Feedback: The Johari Window
* Cooperative Learning Group Activities for College Courses - a Guide for Instructors \- Prepared by Alice Macpherson, Kwantlen University College
* Communicating in groups : building relationships for group effectiveness \- Joann Keyton

If a link is not working, please put the title of the document in a search engine and see if you can find it that way.

## Communications

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* Learning Management System website for enrolled students (http://lms.latrobe.edu.au)
* The hashtag is CHD-HED