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Focuses on the study and teaching of American sign language to deaf children in the United States. Efforts of Elissa Newport, a professor from University of California, San Diego in teaching sign language to deaf children; Test exercise for American sign language; Comparison between the learning ability of children and adult.

The article highlights the experimental diagnostic teaching clinic for hearing impaired children. A diagnostic teaching program was designed to correlate educational judgments of medical and paramedical personnel with those of teachers. The diagnostic teaching program was characterized by several unique features. Such features include a 1-1 teacher pupil ratio for 11 children, immediate attention to amplification needs, seminar sessions for teacher personnel conducted by an audiologist and psychologist, and provisions for medical or diagnostic reports as needed by the teachers. Each session, from which individual diagnostic teaching took place daily, was followed by group activities conducted by teacher aides. The evaluations by the teachers also included the administration on various tests, which were incorporated into the daily program.

Early auditory/language experience plays an important role in language development. In this study, we examined the effects of severe‐to‐profound hearing loss and subsequent cochlear implantation on the development of attention to speech in children with cochlear implants (CIs). In addition, we investigated the extent to which attention to speech may predict spoken language development in children with CIs. We tested children with CIs and compared them to chronologically age‐matched peers with normal hearing (NH) on their attention to speech at four time points post implantation; specifically, less than 1 month, 3 to 6 months, 12 months, and 18 months post implantation. We also collected a variety of well‐established speech perception and spoken language measures from the children with CIs in a 10‐year longitudinal study. Children with CIs showed reduced attention to speech as compared to their peers with NH at less than 1 month post implantation, but a similar degree of attention to speech as their NH peers during later time points. In addition, attention to speech at 3 to 6 months post implantation predicts speech perception in children with CIs. These results inform language acquisition theories and bring insights into our understanding of early severe‐to‐profound hearing loss on infants' attention to speech skills. In addition, the findings have significant clinical implications for early intervention on hearing loss, which emphasizes the importance of developing strong listening skills. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=f7xiYo3Ua08&feature=youtu.be This study examined the effects of severe‐to‐profound hearing loss and subsequent cochlear implantation on the development of attention to speech skill in children with cochlear implants (CIs). Findings show that early auditory experience affects attention to speech in children with CIs. In addition, attention to speech predicts spoken language development in children with CIs over a period of ten years. [ABSTRACT FROM AUTHOR]

Background There is great importance in support services for successfully addressing the barriers to learning optimally or learners who are deaf. The study, though conducted in South Africa, has national and international appeal. Objectives The aim of the study was to identify educator reflections on support services needed for them to address barriers to learning of learners who are deaf. Method The study used a qualitative design for collecting data in natural settings. A sample size of 11 educators of learners who are deaf was purposively selected from two provinces of South Africa. The study used an open ended individual interview questionnaire. Results Data was analysed using qualitative content analysis considering the context of the schools in which the study was carried out. Results showed that there was: limited curriculum support in special schools; lack of support and inadequate teaching and learning materials; overcrowding in one school and; limited support of multidisciplinary professionals in most schools. Conclusion The study provided a framework for support services important for research, policy and practice. Of significance was the relevance of the Universal Design for Learning (UDL) theoretical framework in implementing support services programmes in schools. [ABSTRACT FROM AUTHOR]

In this article the authors discuss some of the topics contained in the preceding articles in the journal. They note that the monograph provided a summary of North American educational programs for specialists in the field of deaf education, speech-language pathology and audiology. The authors discuss some of the challenges facing professional preparation programs going forward including how to respond to advances in hearing technology, how to incorporate pharmaceutical and medical interventions for hearing loss and how to accommodate the growing interdependence between educators and practitioners.

The article presents the insights of the attendees of the AudiologyNOW! 2010 held in San Diego, California on April 14-17, 2010 regarding their best days in audiology. One says that the best day was the first day she worked as a licensed audiologist. One tells about the day he became part of a cochlear implants team. An audiologist who had a seven-month-old baby patient with bilateral atresia says that the baby attended to his voice after fitting the baby with bone conduction aid. An audiologist from Canada serving in Saudi Arabia shares her humanitarian trip to Vietnam, where she met the children of the School for the Deaf in Lai Thieu. One shares his mission trip to Peru, where he fitted a hearing aid on a three-year-old boy, who started to dance after hearing voices for the first time.

An introduction is presented in which the editor discusses articles in the issue on topics including education of deaf children, training and competences that teachers need to teach the deaf students, and review the literature on deaf pupils who also have autism.

The author comments on Bilingual-Bicultural (Bi-Bi) instruction for deaf children. Bi-Bi instruction is explained as an approach in which American Sign Language (ASL) is taught first and used to learn English for reading and writing. As of 2007, only 11% of deaf children were taught using sign language alone. The author contends that if Bi-Bi spreads to general education, that a base of supporting research for the approach is needed.

Focuses on research regarding teaching strategies used to develop short-term memory in deaf children. Key strategies used to support the development of short-term memory in the education of deaf children; Approaches that were important in developing teaching strategies; Conclusion yielded by the research.

Editorial. Discusses the results of a survey conducted among the teachers of children who are deaf or hard of hearing. Academic preparation; Satisfaction over student placement; Reaction to the mandate to provide access to the general education curriculum.

Presents an article on teaching students with hearing disability. Things that can be learned through teaching; Determination of a student to succeed academically despite hearing impairment; Effect of the presence of student with hearing impairment on the teaching style of a teacher.

Editorial. Focuses on the importance of educating deaf children in the U.S. Improvements seen at day care centers and residential schools for the deaf; Comparison of the learning processes found in deaf and hearing children; Instructional system used by deaf students in a regular curriculum.

Editorial. Comments on the impact of educational testing on deaf children. Implications of the testing for the education of the children; Propositions on testing deaf teachers; Formulation of policies on the certification of deaf teachers according to the Americans with Disabilities Act.

Presents a chart depicting schools and programs in Canada that offer services for the deaf. Program and service information; Communication methodology used in the classroom.

Comments on the effectiveness of phonology or phonological base English as the basis for the deaf student's literacy. Comparison between phonology base education and hand symbolism; Use of American Sign Language; Need for teachers to teach the sound system for the development of reading skills.

Discusses the use of the computer-assisted learning software EasySpeaker for Windows (ESWIN) for educating deaf children. Features of ESWIN; Production of high quality digitized speech; Control of acoustic environment for deaf children.

The article reports on an investigation of the impact of governance, admission policy, admission procedures, denied admission procedures, the individualized instruction system, and the assignment of deaf students to state-run schools for the deaf in the United States. Results showed that there is a need to determine the kind of disabilities, in addition to deafness, that can be served by these schools. The autonomy of residential schools for the deaf in rejecting students is questionable in view of the purpose of Public Law 94-142.

Discusses legislation and policy in Great Britain related to children with special educational needs. Guidance document on the use of reasonable force to control and restrain pupils; Provision on schools for the educationally and behaviorally disturbed children; How the British government intended to improve the literacy levels of deaf children whose first language is sign language.

Reports on a program designed to improve the writing skills of children who are deaf. Use of a process writing approach; Focus on the nature of process writing, procedures for topic selection and ways to improve substantive feedback to young writers; Measurement of improvement using holistic scoring and indices of grammatical complexity.

The article presents several periodicals related to auditory impairments including "Panel on publications and public relations; convention of…Washington State School for the Deaf, Vancouver, Washington, June 28 to July 3, 1953," "Pure tone audiometry with young children; a procedure for detecting small losses of hearing," by Margaret Empey, "Use of the performance scale of the Wechsler Intelligence Scale for Children with the deaf child," by E. Ellis Graham, "Towards a new understanding of the deaf child," by Helmer R. Myklebust and "Needs and objectives in teaching arithmetic to the deaf," by Thomas H. Poulos.

Focuses on a pre-school class for deaf children in the Pacific Northwest. Decision of the Zonta Club to co-sponsor the course; Career background of Alice Maxon, instructor at the pre-school class; Strategies for training a deaf child.

The article focuses on the education of the deaf child. In order to teach the deaf child the meanings and use of natural, fluent, correct language, the teacher must be thoroughly familiar with the psychology of subject. The teacher must begin with the stages of learning to make the subject easy to learn.

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. [ABSTRACT FROM AUTHOR]

This article examines the mothering experiences of college educated Deaf women and connects this to their identities as part of the Deaf community. Using feminist life history interviews with ten Deaf women, the analysis focuses on their work as mothers and the connections with "maternal thinking," difference, and sameness. Findings include an analysis of the various strategies that these mothers used in their mothering, which include teaching the skills of lifetime educators and self-advocates to deaf children, sending their hearing children to Kids of Deaf Adults (KODA) camps and incorporating their activism and volunteering in their mothering. The author argues that an analysis of ability along with gender is useful to further current theorizing about gender and mothering as a kind of work and that an analysis of the role of language allows us to question the idea that mothering is an innate quality of women. Instead, the author argues that, due to the social context of their life situations, "maternal thinking" and language choice are learned practices that these women negotiate in their work as mothers. This article addresses the experiences of mothers who are Deaf and how they navigated their positions as being part of the larger Deaf community while raising their children. The analysis addresses the struggles they faced when encountering school systems and how, particularly in the hearing world, they were often put in positions to portray themselves as legitimate mothers. What can these women's experiences tell us about the concepts of motherhood, ability, and disability? Overall, the author seeks to use this research to question the work of mothering as something that is innate and instead illustrate how these Deaf women, especially when confronted with decisions about language choice, are responding to the social contexts that they are placed in as part of their daily lived experiences as mothers. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Hadikakou and Nikolaraizi which offers insights into deaf adults' memories of their communication within the family while they were growing up and another by Mollink, Hermans and Knoors about whether or not the use of sings along with the spoken version supports new vocabulary learning.