High school teachers’ pedagogical experiences of students with hearing impairments

Teaching learners with hearing impairments in inclusive learning environment require identification and elimination of learning barriers. The current education policy in Zambian, ‘Educating our future’ of 1996 stresses the need to teach learners with disabilities inclusively. Effective inclusion of learners with hearing impairments entails identification of their learning barriers and making the learning environment accommodative. This paper is a literature review of some barriers that learners with hearing impairments experience in learning in inclusive learning environments and some accommodative measures to consider when teaching learners with hearing impairments. In this article we shall first explore the concept of hearing impairment and inclusive education from a historical perspective and thereafter explore the barriers that learners with hearing impairments experience in learning and review some accommodative measures for learners with hearing impairments in inclusive environments.
 
 Keywords: Barriers. Deaf. Hearing Impairment. Inclusive Education. Learners

This study investigated the influence of Teacher Availability -TAV (Number of Available Teachers, Teacher Punctuality -TP, Teacher Promptness to Class -TPC) on Student Academic Achievement (SAA) in Public Senior Secondary Schools (PSSS) in Southwestern Nigeria. The purpose of the study was to investigate the influence of teacher availability on the student's academic achievement in public secondary schools in Southwestern Nigeria. The descriptive survey research design of correlational type was adopted while the multi-stage sampling procedure was used in the study. A simple random sampling technique was used to select three (Oyo, Ogun, and Ekiti) states out of the six in Southwestern Nigeria, as well as one Senatorial District (SD) from each state. The technique of proportionate-to-size sampling was employed to select 40% of the Local Government Areas (LGAs) in each SD and 50% (101) of the schools in the sampled LGAs. A class of 3,030 PSSS II was used; 202 Mathematics and English Language teachers and 202 Heads of Department were purposively sampled, while 101 school administrators were enumerated. The instruments were TP, TPC, English Language Achievement Test-ELAT, and Mathematics Achievement Test-MAT. The results revealed that SAA was low while TAV was high against the threshold of 2.5. The results equally showed that TAV significantly contributed to SAA. Based on the findings, it was recommended that the recruitment of teachers should be practically based on merit (in terms of educational qualifications). The school authorities should ensure that teacher availability (teacher punctuality and promptness to class) is sustained to improve the SAA.

Professors are crucial in providing inclusive and accessible higher education to students with disabilities. However, they have a lack of training in inclusive education. This problem persists in universities despite extensive research on professors’ inclusive training needs. Hence, this study aims to analyse the perceptions of university professors from two European institutions (the University of Málaga in Spain and Ghent University in Belgium) to determine if there are significant differences in their permanent training in inclusive education and their interest in demanding such training from their universities. The research was carried out using a validated survey, the APTD Scale, as the main method of data collection, with a sample of 103 professors participating. The results showed that the professors from the University of Málaga have a higher level of permanent training and higher demands for inclusive education, whereas, for professors from Ghent University, training and demands are more influenced by the presence of students with disabilities in the classroom. Through these results, universities can gain a more complete and diverse perception of what professors need and demand for their training in attention to diversity and inclusive education, allowing these results to help in designing a training programme in inclusive education.

The context of this study highlights that globally there is a growing trend toward inclusive education for students with hearing loss, however, this model may not always adequately address the unique needs of students with hearing loss. This study explores the balance between inclusive education and special education schools for students with hearing loss. It finds students with hearing impairment are facing the cognitive, linguistic, and socio-emotional challenges. The article compares education policies in different regions through a transnational lens. Based on the comparison between Finland and China, this paper argues that Finland's inclusive education is relatively mature. In contrast, China's special education is transforming towards inclusive education. Finland's education model can provide useful reference for the development of special education in China. Finally, this study proposes tailored strategies for students with hearing impairments to optimize educational outcomes. This study provides insights for realizing a balanced and effective educational model for this group.

The study examined the training level of teachers in inclusive education and their sense of efficacy. The research involved 120 randomly selected teacher-respondents from public elementary schools in Talisay District, Division of Batangas, Philippines. The descriptive-quantitative approach was used, with a validated survey questionnaire for data gathering. The result showed that most respondents were females above the age of 41, with over 21 years of experience teaching at the elementary level, a master's degree, and special education training. The level of teacher training was low, but their sense of efficacy in student engagement, instructional strategies, and classroom management was very high. The respondents' sense of efficacy in instructional strategies differed significantly based on age and years of teaching at the elementary level. However, there was no significant difference in student engagement and classroom management in terms of gender, educational attainment, and training in special education. There was a significant relationship between the levels of efficacy in student engagement and training in inclusive education. The study recommends that school district leaders prioritize training programs focusing on inclusive educational practices, specifically concerning student engagement. Teachers can enhance their effectiveness in inclusive education by seeking professional development opportunities, collaborating with colleagues, reflecting on and adapting instructional approaches, embracing diversity, staying informed about research and best practices, and utilizing resources like special education professionals and instructional mentors. Future research should focus on the efficacy of teacher preparation programs and inclusive education-focused interventions.

Every citizen, including those with disabilities, has the right to an education as a basic human right. A hearing-impaired pupil is merely unable to hear and speak. They've been educated, but they've also been isolated from the rest of society because of their segregated schooling. Many challenges remain for students who are deaf or hard of hearing, despite the implementation of integrated education and the availability of rehabilitation professionals. Students with and without disabilities learn together under the auspices of an inclusive educational model, in which the teaching and learning process is customised to fit the specific requirements of all students. Using various amplification equipment and habilitation services, this paper examines the difficulties that students who are deaf or hard of hearing face in class. An investigation into the impediments to the inclusion of hearing-impaired students in Jaipur, Rajasthan, was conducted in this study. The study examined the barriers that hearing-impaired students face in an inclusive learning environment, including school-related and social ones. For this study, a total of 30 hearing-impaired students, 20 parents, ten special educators working with hearing impaired students in different special schools in Jaipur, and ten general education teachers working in inclusive schools in Jaipur were selected as the study's sample. For the purpose of gathering data, a focus group discussion and an open-ended questionnaire were both utilised. Several barriers to inclusion were found for students with hearing loss, a study found. It was difficult for them to understand the teacher's instructions, communicate effectively with their teachers, classmates and other staff, participate in classroom activities, and improve their social behaviour. Students with hearing impairment who use BTE face more obstacles than students who use CI, according to the findings

This study examined the instructional practices employed by teachers to assist students with Down syndrome in inclusive educational environments, taking into account their demographic and professional backgrounds. The participants, primarily seasoned teachers with extensive training in inclusive education, offered insights into the practical implementation and challenges of inclusive teaching methodologies. Research indicated that teachers utilize several tactics, including assistive technology, differentiated instruction, and peer cooperation. Nonetheless, personalized education surfaced as a domain needs additional enhancement, underscoring the want for more focused support and training. Participants regarded existing inclusive education policies and practices as significantly advantageous for the comprehensive development of learners with Down syndrome, especially in the academic, social, behavioral, and communicative spheres. Notwithstanding the hurdles faced during implementation, these impediments did not substantially undermine teachers' belief in the efficacy of inclusive education. Statistical study revealed significant variations in instructional approaches based on instructors' age, gender, experience, and training exposure, highlighting discrepancies that necessitate addressing through professional development. In light of these findings, the study proposed the "Inclusion Excellence Initiative," a comprehensive intervention program comprising intensive workshops, mentorship, online modules, and resource allocation to improve instructional consistency and quality. The program prioritizes ongoing assessment to guarantee its adaptability to the requirements of both educators and learners. The study emphasizes the necessity of ongoing teacher training, equal access to professional development, and institutional support to enhance inclusive practices. Recommendations encompass the execution of the planned effort and the enhancement of inclusive education policies to guarantee enduring and significant results for students with Down syndrome. Keywords: Academic Performance, Assessment methods, Awareness on Inclusive Education, Classroom management, Down Syndrome Learners, Inclusive Educational Practices, Inclusive Educational Policies, Individualized Instruction, Learning Environment, Peer Collaboration, Social Inclusion, Support Services, Teachers’ Attitude and Preparedness, Teachers’ Training on Inclusive Education

The study identified the instructional materials that are available and examined the level of its utilization in public primary schools in Southwestern Nigeria. In addition, it established the influence of instructional materials on instructional quality in public primary schools in Southwestern Nigeria. This study adopted descriptive design with a sample size of 450 respondents selected from the population of the study with the use of multi-stage sampling procedure. Instructional Materials Availability, Utilization and Instructional Quality Questionnaire (IMAUIQ) was used to collect data from the respondents which was trial tested on 90 respondents from selected public primary schools in local governments outside the selected ones for the study. The result revealed that chalkboard 450(100%) and textbooks 300(67%) are the predominant instructional materials available. Chalkboard 450(100%) was found to be sufficiently utilized. The result further showed that instructional materials have significantly influence on instructional quality in public primary schools in Nigeria. This is because the calculated value (4.82) is greater than the critical value (3.84) at 0.05 level of significance. The study concluded that there is inadequate utilization of instructional materials with their attendant consequences on instructional quality in public primary schools in Southwestern Nigeria.

In the last two decades, interest in inclusive education has grown, and researchers have begun to study teachers’ attitudes toward it. However, few studies have examined both pre-service and in-service teachers’ perspectives, particularly in Japan. Therefore, the current study contributed to investigating the attitudes and self-efficacy of pre-service and in-service teachers toward inclusive education in Japan. A descriptive survey was used to collect data for quantitative analysis. Firstly, no significant main effects and interactions of attitudes were found for all independent variables. Next, it was found that there were two main effects on the self-efficacy scale: training and prior contact with disabilities. Finally, two predictors for the attitude scale were found: self-efficacy and training in inclusive education and special needs education. These results implied a better understanding of the attitudes and self-efficacy of pre-service and in-service teachers. They provided insight into how to improve teacher training for inclusive quality education for all, as envisioned by SDG 4.

Perioperative Hearing Impairment

This paper presents a qualitative exploration of educators’ perspectives on supporting students with special educational needs (SEN) in inclusive learning environments. The study focuses on understanding the complex interplay of diversity and inclusion, strategies employed for inclusivity, challenges faced, and the values driving inclusive education. The central research questions guiding this inquiry were, “How do educators perceive and enact inclusive practices in supporting students with SEN in inclusive learning environments” and “How can these practices contribute to promoting social justice in education?” Drawing from four semi-structured interviews with educators, the study employed thematic analysis to identify four key themes. These themes include “Understanding Diversity and Inclusion”, which emphasises the multifaceted nature of diversity and the interconnectedness of inclusion; “Strategies for Inclusive Learning Environments”, revealing practical approaches to cater to diverse needs and foster engagement; “Challenges and Solutions in Inclusion”, showcasing the intricate balance educators navigate while promoting an inclusive and equitable atmosphere; and “Values driving Inclusive Education”, underscoring the core principles of equity, empathy, and empowerment that guide educators’ commitment to inclusive education. These findings provide insights into the critical role of teacher training, the need for awareness initiatives, and the continuous effort required to uphold inclusive education. Overall, this study contributes to the discourse on inclusive practices and highlights the importance of comprehensive training to ensure effective implementation.

Safe and inclusive learning environments represent an option for the attention of children with special needs in education services in accordance with the goals of the 2030 agenda, a proposal ratified by the New Mexican School through participatory and democratic management. Objective: to describe how participatory and democratic school management can influence the achievement of safe and inclusive learning environments in special education services. Methodology: a desk research was conducted as recommended by Uddin (2010), gathered data in bibliographic sources related to participatory and democratic school management, safe and inclusive learning environments and special education services, mainly informative desk research resources were used according to Esmeral (2022); in order to formulate a range of possibilities for the development of safe and inclusive environments in special education services taking into account the objectives of participatory and democratic management. Contribution: a vision of how participatory and democratic school management can favor the development of safe and inclusive learning environments in special education services is presented.

Providing an inclusive education to students with intellectual disability in higher education is an emerging challenge. This paper presents the results of a research study that analyses the perceptions of graduates from the Promentor Programme (Universidad Autónoma de Madrid, Spain). The study follows a phenomenological design and employs qualitative research methodology. Two focus groups are conducted, with 14 participants in total. The participants’ perspective is structured around the following categories: (a) Quality of life and training received; (b) barriers encountered; (c) supports received; and (d) lecturers’ competences. In general, participants give their experience a positive assessment in relation to aspects such as social inclusion, professional and personal development or self-esteem. The study’s conclusions highlight the convenience of an inclusive and qualitative research design that will serve to hear the voices of persons with intellectual disability, as well as their perception of the positive impact of university education on their lives. Points of interest This article focuses on the perspective of Spanish university students with intellectual disability in order to understand their perceptions of their training experience in an inclusive higher education course. An inclusive research design is adopted which seeks to give voice to people with intellectual disability not only as participants, but also as members of the research team. The study confirms that, from the students’ perspective, university environments can be suitable for the education of students with intellectual disability; therefore, the creation of inclusive higher education programmes should be encouraged. University lecturers should receive training in inclusive education. Higher education institutions must take into account the voices of vulnerable groups of students in order to effectively eliminate existing barriers.

Adolescents with hearing impairment are at higher risk of behavioural problems including delinquency due to factors such as academic deficit, delayed language development, and social isolation among others. The research aimed to examine emotional intelligence and self-esteem as a determinants factor of delinquent behaviour among in-school teenagers with hearing impairment in Southwestern Nigeria. The research used a descriptive survey design. The purposive sample approach was used to selected 224 in-school adolescents (IScAs) with hearing impairment, of whom 184 were deemed suitable for study among six integrated schools in Southwestern Nigeria, one school per state. Data was analysed using Pearson Product Moment Correlation (PPMC). The hypothesis's findings demonstrated that there is no significant relationship between delinquent behaviour and emotional intelligence among school-age adolescents with hearing impairments (r = -0.097; p>0.05). Emotional intelligence and delinquent behaviour are negatively correlated (r = 0.097) among school-age adolescents with hearing impairments. Furthermore, the research demonstrates a positive correlation (r = 0.091) between criminal conduct and self-esteem among teenagers with hearing impairments who are enrolled in school. Based on the results, it was suggested that parents, teachers, and school administrators educate the public about how to help teenagers with hearing impairments develop their emotions via self-awareness, deliberate learning, and activities.

You have accessThe ASHA LeaderWorld Beat1 Aug 2007Communication Disorders in China: Audiology and Speech-Language Pathology Roberta Aungst, and Dolores E. Battle Roberta Aungst Google Scholar More articles by this author and Dolores E. Battle Google Scholar More articles by this author https://doi.org/10.1044/leader.WB5.12102007.26 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The People’s Republic of China may date to at least 551 B.C., but the professions of speech-language pathology and audiology in the country date back to more recent times—the 1980s. In an educational exchange, several ASHA members took a two-week journey to China last summer. We visited the Children’s Hospital and the School for the Deaf and Mute in Xian, and four locations in Beijing—the modern, well-equipped audiology program at Tongren Hospital, the China Rehabilitation Research Center for the Deaf and Deaf Recovery Center, the China Association of Rehabilitation of Disabled Persons, and The College of Pre-School and Special Education at East China Normal University. People to People International’s Ambassador Program, which sends scientific, technical, and professional delegations to meet with their overseas counterparts, organized the trip. Our delegation was led by former ASHA President Dolores Battle and included Constance Dean Qualls, ASHA vice president for research and technology; Roberta Aungst, then ASHA vice president for professional practices in audiology; and ASHA members Audrey Kunz, Miriam Romero, Cara Stein, Rachel Vasquez, and Laura Young Campbell. Opening Doors After a long period of being ruled by dynasties and political control that closed the country from the western world, China opened its doors in 1978. Through the 1980s, the walls that had excluded the world came down, and health providers who had relied on traditional Eastern medicine began using Western medicine and technology. This change included treatment of speech and hearing disorders, although many families still rely on traditional Chinese medicine, including herbal treatments and acupuncture. China is a country with 1.3 billion people from 55 ethnic groups who live in a vast area of 3.7 million square miles with 23 provinces, four municipalities, five autonomous regions, and two special administrations. Hearing Loss According to the Gallaudet Encyclopedia of Deaf People and Deafness (1987) and the Encyclopedia of Deaf and Hearing Impairment (2004), there are an estimated 62 million individuals with a disability in China, including an estimated 20 million with speech and hearing disorders: 3 million who are deaf and 17.7 million who have hearing loss. According to Chen Zhen Sheng, professor at the China Rehabilitation Research Center for the Deaf, major causes of hearing loss in China are presbycusis, otitis media, infection, ototoxic drugs, heredity, and noise-induced hearing loss among those working in construction and in industry who labor without hearing protection. Hua Zhang, director of otolaryngology at Tongren Hospital, reported an estimated 800,000 children under age 7 with hearing loss, a number expected to increase by 20,000–30,000 every year. Only 2% have access to hearing aids. A Universal Newborn Hearing Screening Program (UNHSP) was established in 1996. According to the Chinese Ministry of Public Health (2002), statistics from this program indicate that an estimated 30,000 children are born with hearing loss each year. Audiology and Aural/Audiologic Rehabilitation According to Hua at Tongren Hospital, audiology is a relatively new profession in China, with the first audiologists identified only 20 years ago. Most were physicians trained in otolaryngology with an additional six months’ training in audiology in the United States or Australia. The first program for training audiologists in China was established at Capital Medical Sciences University in 1996; the first six audiologists completed the program in 2001. Since that time, other programs have been established at West China Medical School at Sichuan University (Chengdu) in partnership with Sichuan University and Dalhousie University. Today there are about 400 audiologists in the country—about one for every 300,000 people. (In contrast, there are 42 audiologists for every 300,000 people in the United States.) The Clinical Audiology Center at Tongren Hospital provides 40–100 pure tone tests each day, and is well-equipped to provide otoacoustic emission, auditory brainstem response, videonystagmography, and other assessments. The UNHSP at Tongren Hospital estimates that 120,000 children—or six to eight of every 1,000 births (0.604%–0.82%)—will be identified with a hearing loss each year. Many families initially seek treatment with traditional herbal medicines and/or acupuncture, both of which are available at the hospital. More recently, families are also opting for cochlear implants; Tongren has provided 600 implants since 1996, and expects to implant more than 200 in 2007. Education of the Deaf The first school for the deaf in China was opened in 1887 in Shantung Province by American missionaries. It was not until 1927 that the first public school for the deaf was opened in Nanjing (now Shanghai); the first school for the deaf in Beijing opened in 1935. In 1986 the Ministry of Education mandated that all children with disabilities receive at least nine years of basic education. An estimated 3 million children in China are deaf, but only 33,000 are enrolled in the 664 schools for the deaf. Children brought to the major cities for identification and treatment are generally returned to their home provinces for education. The government runs special-needs schools, located mostly in urban areas, including those for the deaf and those for children with more severe developmental disabilities, but children with mild to moderate hearing loss generally receive no intervention services. When a child is not developing speech, and traditional treatment methods are not producing results, the family will seek intervention with hearing aids and/or cochlear implants. Education and rehabilitation are often delayed or not provided, either because the family believes that medical treatment alone can cure the hearing loss or there are no trained personnel near the child’s home; most rural families cannot afford to send the child to an urban school. (Even though the schools for the deaf are tuition-free, families are expected to make contributions in addition to paying for room and board.) This cost delays access to intervention while the family saves the necessary funds, often until the child is 3 years old. If the family is not able to pay the additional costs, the child will remain in the local community for schooling, in classes led by teachers who may have some training for children who have special needs. Most teachers, however, learn on the job. According to consultants at the School for Deaf Recovery in Beijing and the Xian Deaf Mute School in Xian, there are fewer than 400 specially trained teachers of the deaf in the 664 schools with classes or programs that serve children with hearing loss. Most are employed in urban schools for the deaf. Today, 34,000 children are enrolled in 1,700 special education schools or programs throughout the country, including 2,800 children with hearing loss who are in high school and 6,582 in 145 occupational schools, where they are trained in art, massage, or baking (Lytle, Johnson & Hui, 2005/2006). Although the incidence of children with hearing loss attending special schools has increased, an estimated 54,000 school-aged children who are deaf living in rural areas have no access to education. We visited one such school for the deaf, the Xian Deaf Mute School, where children with hearing impairment attend special programs from pre-school through grade nine. Many of the children in the small (15 children) classrooms had hearing aids and some had cochlear implants. The teachers had little formal training as teachers of the deaf. Students who are deaf were prepared for careers in art, while students who are blind were prepared for vocational careers in baking or massage. There were no computers or other electronic devices for students’ use. Consultations While in Xian, the delegation was asked to consult on two cases treated at the Children’s Hospital. In the first, a 21/2-year-old-boy was receiving weekly acupuncture for a profound hearing loss. He had been diagnosed in Beijing, and his family traveled to Xian from a rural town to receive treatment, which the family had been told would result in normal hearing in six months. The audiologists on the trip reviewed the boy’s audiometric assessments and determined that he would be a candidate for a cochlear implant. The family would have to travel back to Beijing to have the procedure; however, there was no auditory rehabilitation program in his rural community. He would either have to go to boarding school in Xian (with charges for room and board) or attend a special education program in his community. In the second case, a 4-year-old boy appeared to have significant developmental delays, and the family was seeking advice on a cochlear implant. The audiologists in our delegation reviewed the results of his audiometric assessment and determined that his hearing was within normal limits. There was some suggestion of an autism spectrum disorder, our group could not confirm this diagnosis. Autism is little-known in China and there are no special programs in the boy’s rural community that would be able to provide an appropriate education or intervention. Speech-Language Pathology Although Hong Kong has several trained SLPs, speech-language pathology is just emerging as a profession in mainland China. The first program to train SLPs was established in 1988 at the China Rehabilitation Research Center, a teaching hospital at the Capital University of Medical Sciences in Beijing (Shengli Li, 2007). China has fewer than 200 SLPs, but there are approximately 1.5 million persons who have had a stroke; as a result, physicians and neurologists often provide speech-language services. Nurses who receive three to six months of “advanced” education in the medical school or in other countries such as Korea and Australia also provide services. At Tongren Hospital, much of the speech-language pathology treatment is provided by physicians or nurses who have received special training to treat persons with voice disorders, neurological impairment, and dysphagia. Most swallowing treatment, however, is done by nurses. At the Xian Children’s Hospital, language diagnosis and treatment is usually provided by psychologists, who have limited training in the diagnosis of more complex communication disorders such as autism and developmental disorders. A large Children’s Hospital is scheduled to open in Xian this fall; the director expressed the need for staff training in diagnosis and treatment of children with communication disorders. China is emerging as an economic force in the world economy. As its professionals become more aware of the possibilities and potential of persons with disabilities, China will make advances in the identification and treatment of persons with speech-language and hearing impairments that will parallel its economic advances. New hospitals and schools are being built with up-to-date facilities and equipment. The goal is to have an additional 5,000–7,000 special educators by 2015 to improve access to appropriate services, including an additional 5,000 teachers to provide rehabilitation services to children aged birth to 5 years. The hospitals and schools need 130,000 SLPs and audiologists to provide services, train new professionals, and provide professional development for existing personnel. It will be exciting to see how China will use its rapidly developing technology to identify and treat hearing and speech-language disorders. People to People The mission of the People to People Ambassador Program (www.ptpi.org) is to promote world peace and understanding. Its delegations include cultural exchanges as well as professional interactions. Hearing Loss in Developing Countries According to recent WHO (World Health Organization) estimates (Launch of WWHearing and Prevention of Deafness and Hearing Impairment), at least 255 million persons in the world (approximately 4.2% of the world population) are affected by hearing loss. Two-thirds of all persons with hearing impairment live in developing countries and most would benefit from hearing aids if they were available. Less than 6% of the many millions of hearing aids needed worldwide are produced and fitted annually, and only a fraction of these devices go to developing countries. Up to 30 million hearing aids are needed every year to meet the needs in developing countries. References Bu X. (2004). Universal Newborn Hearing Screening Program in China. Paper presented to International Conference on Newborn Screening, Diagnosis and Intervention. Como, Italy, May 27–29, 2004. Google Scholar Callaway A. (2000). Deaf children in China. Washington, DC: Gallaudet University Press. Google Scholar Gallaudet Encyclopedia of Deaf People and Deafness. (vol 3) (. (vol 3) (1986). Washington, DC: Gallaudet University Press. Google Scholar High incidence of hearing loss among newborns in China. Xinhua News Agency, Xinhua Economic News Service, July 2, 2002, retrieved 2/27/2007 fromhttp://www.hear-it.org/page.dsp?page=2405. Google Scholar Li S. (2007). Speech Pathology in China: Now and Future. Retrieved February 27, 2007, from http://www.lit.kyushu-u.ac.jp/ito/paper/paper_Li.pdf. Google Scholar Lytle R. R., Johnson K. E., & Hui Y. J. (2005/2006). Deaf education in china: History, current issues and emerging deaf voices.American Annals of the Deaf, 150(5). CrossrefGoogle Scholar National Rehabilitation Center. (2003). The undertaking of the rehabilitation of children with hearing disability in China. Beijing, China: Author. Google Scholar Turkington C., & Sussman A. (2004). Encyclopedia of Deafness and Hearing Impairments. Washington, DC: Gallaudet University Press. Google Scholar Author Notes Roberta Aungst, is an audiology consultant in Cape May, New Jersey, and former director of audiology for ENT Associates of Central Montgomery County in Norristown, Pennsylvania. Contact her at [email protected]. Dolores E. Battle, is professor of speech-language pathology and senior advisor to the president for equity and campus diversity at Buffalo State College. Contact her at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 12Issue 10August 2007 Get Permissions Add to your Mendeley library History Published in print: Aug 1, 2007 Metrics Current downloads: 1,548 Topicsasha-topicsleader_do_tagasha-article-typesleader-topicsCopyright & Permissions© 2007 American Speech-Language-Hearing AssociationLoading ...