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Language deprivation in deaf and hard-of-hearing children often occurs when sufficient exposure to any language, spoken or signed, is not provided in the first few years of life. Language development may be severely delayed from the lack of language exposure during this period. This was observed in well-known clinical case studies such as Genie, Kaspar Hauser, Anna, and Isabelle, as well as cases analyzing feral children such as Victor. All of these children had typical hearing yet did not develop language typically due to language deprivation.
Similarly, this happens to a lot of deaf children because they did not receive any form of language from their parents. Therefore, hearing parents are encouraged to learn sign language for their deaf kids to prevent language deprivation. It is very common for parents to get misinformation from professional workers about how to give deaf kids language inputs. Early intervention, parental involvement, and resources all work to prevent language deprivation. Children who experience limited access to language—spoken or signed—may not develop the necessary skills to successfully assimilate into the academic learning milieu. There are various educational approaches for teaching deaf and hard-of-hearing individuals. It is advantageous for deaf or hearing-impaired children to learn sign language to achieve typical language development, even in cases where they are undergoing treatment designed to restore hearing. There are so many useful resources and methods to prevent language deprivation in deaf children.