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Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

Hearing-impaired students are the largest single population of children requiring special services in schools, and the majority of these children are being mainstreamed into regular classrooms. Because of the dearth of educational audiologists who are the most appropriate professionals to manage hearing loss, the job of providing "need-to-know" information and in-service to classroom teachers often falls to the school's speech-language pathologist. The information necessary for a hearing-impaired child's survival in regular classrooms revolves around three main issues: understanding the nature of hearing and consequences of hearing loss; the essential use of technology to enhance the signal-to-noise ratio (typically FM equipment); and educational management strategies. The purpose of this article is to provide information which will enable the speech-language pathologist to deliver adequate services and to answer pertinent questions posed by teachers who have hearing-impaired children in their classrooms.

The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.

This paper describes the use of a low cost, portable, hardwire, assistive listening device. The unit is battery-operated with flexible features. It enabled students to monitor their own verbal productions better and enhanced the use of their residual hearing. The components for this unit are easy to assemble and readily available from local electronics outlets.