Suchergebnisse

The professional literature has devoted substantial attention to the coexistence of hearing impairments and other handicapping conditions. There has also been a notable rise in services for learners who have these conditions. Unfortunately, the literature offers few resources to help teachers meet the unique educational needs of this population. This article provides a rationale and procedural guidelines for developing current and relevant curriculum objectives for multiply involved hearing-impaired students. Emphasis is placed on procedures for establishing instructional priorities, assessing the learner against these priorities, selecting and using prosthetics to overcome learning and behavioral deficits, providing educational activities, and completing a summative evaluation of the learner's progress.

Recent literature has highlighted the importance of therapeutic services directed at improving the social competence of hearing-impaired youth. Unfortunately, little attention has been given to social development approaches applicable to classroom settings. This paper reviews eight major strategies that may be employed by teachers of hearing-impaired youth. Strategies range from environmental management to skill training approaches. Finally, observational procedures are discussed for identifying individual program approaches that surpass the general strategies.