Classroom-based approaches to developing social competence among hearing-impaired youth.

Abstract

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.