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Intervention for Children With Hearing Impairment in General Education Settings Diane Brackett University of Connecticut, Storrs, CT
though the primary effect of a hearing impairment is an inability to hear some or all of conversational speech, its impact on communication development dramatically alters social and academic skill acquisition. The severity and permanence of the hearing impairment determines the extent to which any of these secondary, but no less important, areas are affected. The consequences of hearing impairment are most obvious for children with severe and profound hearing loss, who account for only a small percentage of children with hearing impairment. The majority of children with hearing impairment exhibit the less visible sequelae associated with mild/moderate, unilateral, or conductive hearing loss. Most students with hearing impairment (when all degrees of impairment are included) are educated in their home schools. Regular education, special education, and support services professionals are expected to modify their intervention techniques to the unique aspects of this population. Finding community resources, technological support, and in-service training becomes the challenge. A^STRAC.: St'udents with' earing impairments who aire edycat~d~ [i classes with' ior ma1ll hearirig pees represent ibe' ma)6rity of! c¢ilren With hearing impaaitInent. With ol~ieatnks rain~u~ingortiild' to profound,, they 'ti4ke services t rptriz teir. us df residual hearing adt 'reducethe seoda6 effects of ltheaingsloss,' such as '4wjnican :'Cd i* actemielay&s For mostcof ,t ~'iles..speeqh4 auage patihbogist will be hS,tt ia~ilst in healing reWsp6nbi fi designing a'd3eative rehlbilitation/education' plan that .a, lIdsse':a)! fic' areas and; for assisting in its igon in the cIassroomn. ,
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Intervention for Children With Hearing Impairment in General Education Settings Diane Brackett University of Connecticut, Storrs, CT
though the primary effect of a hearing impairment is an inability to hear some or all of conversational speech, its impact on communication development dramatically alters social and academic skill acquisition. The severity and permanence of the hearing impairment determines the extent to which any of these secondary, but no less important, areas are affected. The consequences of hearing impairment are most obvious for children with severe and profound hearing loss, who account for only a small percentage of children with hearing impairment. The majority of children with hearing impairment exhibit the less visible sequelae associated with mild/moderate, unilateral, or conductive hearing loss. Most students with hearing impairment (when all degrees of impairment are included) are educated in their home schools. Regular education, special education, and support services professionals are expected to modify their intervention techniques to the unique aspects of this population. Finding community resources, technological support, and in-service training becomes the challenge. A^STRAC.: St'udents with' earing impairments who aire edycat~d~ [i classes with' ior ma1ll hearirig pees represent ibe' ma)6rity of! c¢ilren With hearing impaaitInent. With ol~ieatnks rain~u~ingortiild' to profound,, they 'ti4ke services t rptriz teir. us df residual hearing adt 'reducethe seoda6 effects of ltheaingsloss,' such as '4wjnican :'Cd i* actemielay&s For mostcof ,t ~'iles..speeqh4 auage patihbogist will be hS,tt ia~ilst in healing reWsp6nbi fi designing a'd3eative rehlbilitation/education' plan that .a, lIdsse':a)! fic' areas and; for assisting in its igon in the cIassroomn. ,
