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Provides an overview on the importance of classroom acoustics on the learning potential of children with hearing loss and related disabilities. Factors that contribute to an adverse listening situation for young children with hearing loss; Importance of the signal-to-noise ratio.

Provides information on a study which examined a reading program for elementary school children at a residential school for the deaf in the United States. Components of the reading program; Purpose of the study; Results; Discussion.

Provides information on schools and programs for deaf and hard of hearing children and youth in Canada. Directory of schools for 1999; Chart on program and services offered by the schools.

Provides information on schools and programs for deaf and hard of hearing children and youth in the United States. Directory of schools for 1999; Chart on program and services offered by the schools.

Presents a study which reported a set of questions added to the Annual Survey of Deaf and Hard of Hearing Children and Youth from 1997 to 1998 in the United States. Areas on functioning of children in classrooms; Methodology; Results.

Focuses on a study which investigated the education of deaf children in different schools and education authorities in Great Britain in 1998. Background on trends in the integration of deaf education in the country from mid-1970s through 1998; Factors related to variations in the amount of formal support in schools; Categories of staff involved in supporting the education of deaf children.

Objectives: To study the effect of cochlear implantation on the use of educational resources by profoundly hearing-impaired children and to determine trends in educational cost vs benefit. Design: Retrospective study and cost-benefit analysis. Setting: Outpatient pediatric cochlear implant program in an academic institution (The Listening Center at Johns Hopkins University School of Medicine, Baltimore, Md), in collaboration with public schools in Maryland and surrounding states. Patients or Other Participants: School-aged children with profound prelingual hearing impairment without other clearly defined disabilities. Thirty-five children with multiple-channel cochlear prostheses and a comparison group of 10 children without implants from "total communication" programs in the Maryland public school system. Interventions: Multiple-channel cochlear implantation and at least 1 year of a systematic auditory skill development program at the Listening Center, compared with standard educational management of children with conventional amplification. Main Outcome Measures: Classroom placement and number of hours of special educational support used. Results: A correlation was observed between the length of cochlear implant experience and the rate of full-time placement in mainstream classrooms (r=0.10; P=.04). There was also a negative correlation between the length of implant experience and the number of hours of special educational support used by fully mainstreamed children (Pearson product moment correlation=-0.10; P=.03). Children with greater than 2 years of implant experience were mainstreamed at twice the rate or more of age-matched children with profound hearing loss who did not have implants. They were also placed less frequently in self-contained classrooms and used fewer hours of special education support. A cost-benefit analysis based on conservative estimates of educational expenses from kindergarten to 12th grade show... [ABSTRACT FROM AUTHOR]

Examines theories of literacy development for what is fundamental to becoming literate. Description and analysis of written products of the author's deaf daughter, Elena from age 3 to 7; Development of hypotheses on writing forms; Knowledge of phoneme-grapheme relationships.

Examines the processing of information by skilled and average deaf readers. Comparison of the reading ability of various deaf readers on five indicators of cognitive processes. Focus of indicators on fluency in processing visual information and application of higher-level processes; Intergroup similarities; Whole language instructional practices; Policy recommendations.

Focuses on the Self-Help InterPersonal Skills (SHIPS) assessment for youth who use sign language. Problems in assessing the educational abilities of deaf children; Use of interactive videodisc technology in SHIPS; SHIPs as the first valid assessment to use American Sign Language (ASL); Plans for a CD-ROM version of SHIPS.

Discriminant analyses were conducted to investigate differences in social-psychological family environment dimensions between young deaf students with high and low academic performance scores in reading comprehension, mathematics concepts, and mathematics computation. Parental responses (N=125) to scaled items presented in a semistructured home interview procedure were factor analyzed and the derived family environment dimensions were employed as predictor variables. Parents of proficient readers were characterized as adapted to their children's deafness, involved in the deaf community, and permissive rather than overprotective in their child-rearing orientation. Across all three academic areas, high achievers had parents with high educational and occupational expectations and standards. Recommendations are made for school program application and professional preparation. [ABSTRACT FROM AUTHOR]

Discusses the potentials and problems associated with establishing an art therapy program in a residential school for children who are deaf. Role of deafness in the development of a child's creativity and appreciation for the art; Therapeutic approach to children; Adaptation of the therapeutic environment and materials; Clinical illustrations; Therapy in the school setting.

Describes how to get a dialogue writing project based on a project involving deaf students exchanging journals with hearing peers. Potential applications where physical or social isolation is a problem; Realistic writing situation where the response to the audience is crucial. INSETS: What is a dialogue journal?.;2 years, 700 students: A dialogue journal writing..;Helpful hints for dialogue journals..

Examines updates on children with unilateral hearing loss. Consequences of unilateral hearing impairment to children; Support given to children in the change of educational practices; Provision of special education and audiologic services.

Examines whether instructions to use specific word coding strategies affected deaf students' recall of words.

Presents information on the effects of tokens contingent on response latency of two students in a deaf education resource room. Reasons for the using of tokens contingent; Results of the use of the tokens.

Presents a longitudinal study of deaf children enrolled in a residential school to determine the effects of residential placement on intelligence. Subjects; Instruments; Procedure; Environmental enrichment hypothesis.

Dicusses how useful the third edition of `Test of Written Languages is in assessing the English-language proficiency of deaf or hard of hearing students. Why the test was developed; Description of the format of the tests; Information on the composition of the materials and formats used in the test.

Presents information from a study that looks at the psychoeducational development of Colorado's deaf or hard-hard-of-hearing students. How specific areas of their development were measured; Information on the normally hearing control group used in the study; Hearing ability and age groups of participants.

Deals with a curriculum-based assessment used to evaluate writing process and products of students who are deaf or hard-of-hearing. Factors used in evaluating writing; Instructions on how to use this method.

Explores the use of scripts to encourage language and literacy learning with a group of primary-school aged of children who are deaf or hard of hearing. Means for contextualizing language learning in classrooms; Encouraging active participation; Framework for developing scripts in any learning environment.

Describes a program used by the author in teaching children who are deaf or hard of hearing. Practices recommended by the National Association for the Education of Young Children (NAEYC); Learning about choices; Learning through theme cycles; Learning through centers; Learning through dramatic play; Learning through science investigations.

Relates the author's experiences teaching children who are deaf or hard of hearing. Adaptation to the students' needs; Slow progress of the children in reading and writing skills; Philosophy of whole language and the children; New role of teachers handling special students; Controlling the classroom environment in learning.

Tests the clinical effectiveness of the Vowel Accuracy Skill Building module of IBM's Speech/Viewer system, by comparing four hearing-impaired children trained on the system with four children with the same condition who received speech training without computer support. Two measures taken of vowel improvement; Positive response of children to Speech/Viewer.

Presents a study which examined the demography of school counselors and the roles and skills of counselors working with deaf children. Reference to the national survey of school counselors for deaf children in 1975 by Marie Curtis; Methodology used to conduct the study; Discussion on the results of the study.

Presents a study which examined if differences exists in levels of educational involvement betwen hearing parents and hearing children and hearing parents of deaf children. Indication that parents of hearing children volunteered more in their child's classroom; Method used to conduct the survey; Finding of no significant differences between the level of educational involvement.

Presents a study which examined the need for mathematics reform in the education of deaf and hard of hearing students. Information on standards documents issued by the National Council of Teachers of Mathematics (NCTM); Examination of mathematics performance in deaf education; Method used to conduct the study; Development of the National Action Plan for Mathematics Reform for the Deaf.

Investigates the deaf children's knowledge of internal human anatomy. Methodology; Assessment of children's knowledge of internal body parts using a projective drawing test.

Focuses on a study which examined the American Sign Language-based (ASL) literacy practices in a residential school for deaf third-graders, with emphasis on culture, while highlighting their school skills and ability to engage in literacy activities. Observations made in the classroom; Information on the ways native competence in ASL works; Detailed information on the school.

Evaluates the efficacy of the IBM SpeechViewer's Vowel Accuracy Module in the treatment of vowel productions in the treatment of hearing-impaired children. Selection of subjects and samples; Evaluation of developmental and treatment effects; Difficulties noted with Vowel Accuracy Module.

Throughout history deafness and hearing loss have been widely misunderstood. Issues concerning the education of deaf children, appropriate means of communication and remediation of deafness have consistently been a source of heated debate between the professionals working with the deaf and the deaf people themselves. The purpose of this paper is an attempt to illustrate these issues and to impart to the reader the realization that a diagnosis of "deaf" means so much more than the inability to hear and understand speech and other sounds. It is a way of life that cannot be ignored (Jacobs, A Deaf Adult Speaks Out, Harvard University Press, Washington, DC, 1994). [ABSTRACT FROM AUTHOR]

Ten profoundly deaf children and 10 hearing controls matched for arithmetical achievement were given integer additions to classify as right or wrong. Hearing children perform this task by using covert counting strategies which have been assumed to be subvocal. In view of deaf children's poor spoken language abilities it was expected that the deaf group would make little or no use of such covert counting strategies and would rely more on alternative methods such as recalling learned number facts from long-term memory. The results failed to confirm this expectation and showed that classification times for the deaf were generally consistent with the same counting model as for the hearing. There was no difference between the groups in responses to correct sums involving ties or to incorrect sums, potential indicators of the use of associative retrieval. It is suggested that the covert counting processes of both deaf and hearing children in integer addition do not involve subvocalization. Alternative possibilities and general implications of this result for the education of the deaf are discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented which discusses several reports presented in the article covering topics such as deaf children's education, higher music education, and primary school curriculum in Ireland.

Concludes that education of deaf children and youth has generally failed to accomplish its purpose of preparation for successful life adjustment. Characteristics of a deaf youth; Academic achievements of the hearing impaired; Plans on the establishment of vocational guidance centers for deaf young adults.

The article presents information about the public school system in Kansas City, Kansas. Open-air schoolrooms are provided for children with tuberculosis. The Kansas City school system provides educational opportunities for physically and mentally handicapped children. There are special schools for deaf children. In schools in Kansas City, special attention is given to the teaching of music. The schools also conduct several art education programs.

Presents an abstract of the study `Preschool deaf and hard of hearing students' interactions during ASL and English storytelling,' by B. Schick and E. Gale, published in `American Annals of the Deaf' in 1995. in 1995.

The article describes the use of British Sign Language (BSL) in teaching science to children. A brief history of BSL is presented, as well as the invention of a science sign language glossary. The process by which the author introduced sign language in the primary classroom is discussed. Children in stage 1 discovered the use of BSL in understanding the life cycle of a plant. The advantages of sign language for deaf children are also mentioned.

The article presents two abstracts from dissertation which includes educational sciences and deaf studies, and dynamic testing of educational practice.

The education of the deaf and hard of hearing has been the aim and inspiration of many technological discoveries and developments. Since the early work of Alexander Graham Bell, a visionary in special education for the deaf, many relevant innovations have considerably improved the quality of life and the professional opportunities for deaf people of all ages, especially recent advances in cochlear implants. In this article, based on our experience at the Instituto Oral Modelo (IOM) in Buenos Aires, we explain how the digital technology of today has radically changed the education of the deaf and the expectations we may have in the digital era for the next generation of children with auditory deficiencies. [ABSTRACT FROM AUTHOR]

The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension-constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted. [ABSTRACT FROM AUTHOR]

Introduces articles about the emergent and early literacy, published in the November 2001 issue of the periodical 'Learning Disabilities Research and Practice.' Challenges and needs of deaf children as they learn to read; Implementation of interventions with children who are at risk for reading failure; Conceptual models for research to predict, explain and prevent reading difficulties; Use of neuroimaging in reading research.

Lists schools and programs in Canada for preschool, elementary and secondary children who are deaf or hard of hearing. Program and service information; Contact information and program director of each institution.

Presents an article on an experience as a tutor of a deaf child. Difficulty in dealing with the child; How the British Sigh Language of the child was translated into spoken and written English; Details on the General Certificate of Secondary Education taken by the child; Arguments on the classification of impairments and handicaps.