Autism Is Not Deafness: Dr Kondekar Reclaiming Listening as the Pathway to Language, Thought, and Expression

Autism Is Not Deafness: Reclaiming Listening as the Pathway to Language, Thought, and Expression

A Developmental Perspective

Dr Santosh V Kondekar

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Introduction

Children with autism are frequently described as “not listening,” leading to concerns about hearing impairment and often prompting repeated auditory testing. However, autism is not a condition of deafness. Most children on the spectrum have intact peripheral hearing, and their apparent lack of response reflects differences in attention, sensory prioritization, and social communication rather than auditory loss (1,2).

Understanding this distinction is critical because it shapes intervention priorities. The question is not whether the child can hear — it is whether the child is being supported to listen.

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Hearing vs Listening

Hearing is a physiological process, whereas listening is a neurodevelopmental function involving attention, meaning-making, and social engagement (3). Children with autism may hear sounds but not prioritize speech due to differences in social attention and sensory processing (2,4).

Thus, the developmental goal is not merely to confirm hearing but to build listening engagement.

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Balanced Perspective on Hearing Evaluation

Objective hearing tests such as brainstem auditory evoked responses (BERA) are important when clinical signs suggest hearing impairment or when developmental history is unclear. However, when hearing is confirmed to be normal, continued focus should shift toward language and listening development rather than repeated testing (5).

This perspective emphasizes appropriate evaluation while avoiding unnecessary medicalization.

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The Visual Learner Assumption

Autistic children are often described as visual learners because of strengths in visual processing. Visual supports can enhance predictability and comprehension (6). However, when intervention relies predominantly on visual strategies, opportunities for auditory engagement may be reduced.

Visual tools should support communication, not replace listening.

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Listening as the Foundation of Language

Listening enables children to develop language, conceptual understanding, and social communication. Language exposure through listening supports cognitive and emotional development and predicts long-term academic and social outcomes (7,8).

Through listening, children learn to interpret emotions, understand narratives, and participate in dialogue.

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From Sensory Engagement to Meaning

Children with autism often begin with strong engagement in sensory or visual experiences. Development involves supporting a shift toward listening-based learning and social meaning (4).

This requires intentional strategies to increase human interaction and auditory engagement while reducing overreliance on visual prompts.

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Balanced Clinical Position

Recognizing the importance of listening does not imply eliminating visual supports or sensory strategies. Instead, it clarifies their role as scaffolds that should gradually lead toward increased auditory and social learning.

Research supports integrated approaches that combine developmental readiness with structured teaching to improve communication outcomes (9).

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Developing Authors and Orators

Language is the foundation of thought and expression. Listening supports narrative development, self-expression, and participation in social discourse. By prioritizing listening opportunities, intervention supports children in becoming communicators who can express ideas and experiences meaningfully.

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Clinical Case Illustrations

Case 1: Apparent Non-Listening With Normal Hearing

A 3-year-old child with autism showed poor response to name and limited verbal engagement. Hearing assessment was normal. Intervention focused on increasing face-to-face interaction, reducing visual distractions, and introducing listening games.

Outcome: Improved response to name and increased receptive language within three months.

Insight: Lack of listening reflected attention differences rather than hearing impairment.

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Case 2: Visual Dependence Limiting Auditory Learning

A 5-year-old child relied heavily on visual schedules but struggled with verbal instructions. Therapy gradually paired verbal instructions with delayed visual cues and increased conversational interaction.

Outcome: Improved ability to follow verbal directions and increased spontaneous speech.

Insight: Balanced visual supports allowed expansion of listening skills.

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Case 3: Sensory Regulation Supporting Listening

A 4-year-old child with sensory dysregulation showed limited engagement in therapy. Sessions incorporated brief regulation routines before communication tasks.

Outcome: Improved attention and increased participation in language activities.

Insight: Regulation prepared the child for listening rather than replacing language intervention.

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Case 4: Parent-Mediated Listening Intervention

Parents of a toddler with autism were coached to increase conversational interaction and reduce repetitive testing. They focused on shared play and narration.

Outcome: Increased joint attention and emerging receptive vocabulary over four months.

Insight: Listening develops within relational interaction.

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Implications for Practice

Clinicians and caregivers should ensure that intervention:

Supports regulation but progresses toward listening

Uses visual supports as scaffolding

Prioritizes human interaction

Encourages conversational language

Builds listening opportunities

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Conclusion

Autism is not a disorder of hearing but of listening engagement. When intervention focuses primarily on visual or sensory strategies without fostering listening, opportunities for language development may be reduced.

Listening transforms sensory experience into meaning and supports the development of communication, thought, and social participation. By integrating regulation with intentional listening opportunities, we support children in becoming communicators, thinkers, and participants in the social world.

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Key Messages

👉 Autism affects listening engagement, not hearing ability.

👉 Hearing evaluation is important but should not overshadow language development.

👉 Visual supports should guide toward listening, not replace it.

👉 Listening builds language, thinking, and social participation.

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References 

1. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 5th ed.

2. Tager-Flusberg H, Paul R, Lord C. Language and Communication in Autism. Handbook of Autism and Pervasive Developmental Disorders.

3. Paul R, Norbury CF. Language Disorders From Infancy Through Adolescence.

4. Dawson G, Rogers S, Munson J, et al. Early Start Denver Model randomized trial. J Am Acad Child Adolesc Psychiatry.

5. Joint Committee on Infant Hearing. Year 2019 Position Statement.

6. Schreibman L et al. Naturalistic Developmental Behavioral Interventions. J Autism Dev Disord.

7. Kuhl PK. Early language acquisition: cracking the speech code. Nat Rev Neurosci.

8. Hart B, Risley TR. Meaningful Differences in the Everyday Experience of Young Children.

9. Prizant BM, Wetherby AM, Rubin E. The SCERTS Model

ऑटिज़्म में बच्चा सुनता क्यों नहीं?

समझने और मदद करने के लिए सरल मार्गदर्शन

डॉ संतोष वी कोंडेकर

कई माता-पिता कहते हैं —

👉 “मेरा बच्चा सुनता ही नहीं”

इससे डर लगता है कि शायद बच्चे को सुनाई नहीं देता।

लेकिन सच यह है कि ऑटिज़्म बहरापन नहीं है।

ज्यादातर बच्चों को आवाज़ सुनाई देती है, लेकिन वे उस पर ध्यान नहीं देते।

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👂 सुनाई देना और सुनना अलग चीज़ है

🔹 सुनाई देना = कान का काम

🔹 सुनना = दिमाग का काम

ऑटिज़्म में समस्या कान की नहीं होती, बल्कि ध्यान और समझ की होती है।

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🧠 बच्चा क्यों नहीं सुनता लगता है?

बच्चा:

चीज़ों में ज्यादा लगा रहता है

अपने ही काम में खोया रहता है

आवाज़ से ज्यादा दृश्य चीज़ों पर ध्यान देता है

लोगों से कम जुड़ता है

इसलिए वह आवाज़ को प्राथमिकता नहीं देता।

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🩺 क्या हर बच्चे को बार-बार सुनने की जांच चाहिए?

अगर डॉक्टर को शक हो तो सुनने की जांच जरूरी है।

लेकिन अगर सुनने की क्षमता सामान्य है, तो बार-बार टेस्ट करने की जरूरत नहीं होती।

👉 असली काम है बच्चे को सुनना सिखाना।

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👀 “विज़ुअल लर्नर” का मतलब क्या?

ऑटिज़्म वाले बच्चे तस्वीरों और चीज़ों से जल्दी सीखते हैं।

लेकिन अगर हम सिर्फ तस्वीरों से ही सिखाएँगे, तो बच्चा बोलकर सीखना कम कर देगा।

👉 तस्वीरें मदद के लिए हैं, लेकिन सुनना ज्यादा जरूरी है।

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🗣️ सुनना क्यों इतना जरूरी है?

सुनने से बच्चा सीखता है:

✔ भाषा

✔ भावनाएँ समझना

✔ बात करना

✔ सोच विकसित करना

✔ दूसरों से जुड़ना

सुनना ही भाषा का दरवाजा है।

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🌱 हमें क्या करना चाहिए?

👉 बच्चे से ज्यादा बात करें

👉 आमने-सामने खेलें

👉 कहानी सुनाएँ

👉 रोजमर्रा की चीज़ों का नाम बोलें

👉 कम स्क्रीन रखें

👉 बच्चे को जवाब देने का समय दें

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⚖️ संतुलन जरूरी है

संवेदी गतिविधियाँ (जैसे झूला, दबाव) बच्चे को शांत करती हैं।

लेकिन उसके बाद सुनने और बात करने का मौका देना जरूरी है।

👉 शांत बच्चा तैयार होता है — लेकिन सुनना उसे आगे बढ़ाता है।

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⭐ सबसे जरूरी बात

👉 ऑटिज़्म में समस्या सुनने की क्षमता नहीं — सुनने की आदत की होती है।

👉 जब बच्चा सुनना सीखता है, तभी भाषा और समझ बढ़ती है।

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🧠 आसान सूत्र

शांत शरीर → ध्यान → सुनना → समझ → बोलना

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❤️ माता-पिता के लिए संदेश

बच्चे को बार-बार “सुनो” कहना जरूरी नहीं।

उसे ऐसा माहौल देना जरूरी है जहाँ वह सुनना चाहे।

बात करें, खेलें, जुड़ें — सुनना अपने आप बढ़ेगा।

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