Abstract
Demographic and descriptive information was gathered from professionals providing psychoeducational assessment services to hearing-impaired learners in the United States and Canada. Data regarding the educational and experiential background of professionals providing psychoeducational assessment services to the hearing impaired, the communication modes used and problems encountered in testing the hearing impaired, and the educational placements of hearing-impaired learners receiving psychoeducational assessment services are presented. Frequency of use scores and rankings are reported for psychological and educational instruments used by at least 10% of the respondents to assess the hearing impaired at the infant, preschool, primary, and secondary educational levels. Findings are discussed in view of current trends in the psychoeducational assessment of hearing-impaired children and youth.
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