Teachers' perceptions of hearing impaired children's receptive vocabulary skills

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dc.contributor.author Tarr, Cheryl en_US
dc.date.accessioned 2011-06-03T19:37:54Z
dc.date.available 2011-06-03T19:37:54Z
dc.date.created 1989 en_US
dc.date.issued 1989
dc.identifier LD2489.Z9 1989 .T37 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/185917
dc.description.abstract Before the inception of Public Law 94-142, many handicapped children in general typically received little or no special services if they were mainstreamed. Hearing impaired children missed much of the classroom instruction due to their inability to hear the teacher. Since the passing of Public Law 94-142, these hearing impaired children, depending on the severity of their loss, are spending part of their day in a resource room or hearing impaired classroom where they will receive the special instruction they need.The number of hearing impaired children enrolled in special education programs in the United States is approximately 76,000 - 90,000 (Gallaudet Research Institute, 1985). Of this number, 50 percent attend special education classes in a public school system or state school for the deaf. Of the other 50 percent, 42.3 percent are in both regular and special education and 6.1 percent are in regular education classes only. It is the children who are spending part or all of their day in the regular classroom that will be the focus of this paper.The purpose of this paper is to examine hearing loss, its' relationship to speech and language, and the need for teachers to be educated concerning the needs of hearing impaired children. Are the classroom teachers aware of the impact that a hearing loss has on the child's language abilities? Do they know how to help the child compensate for his inability to fully hear his classmates, to learn new vocabulary, or to comprehend classroom instruction? If the children who are attending the public school classes are to receive maximum benefit from their time spent in the regular classroom, it is necessary that the regular classroom teachers be aware of the special needs of these children. en_US
dc.description.sponsorship Department of Speech Pathology & Audiology
dc.format.extent i, 24 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.title Teachers' perceptions of hearing impaired children's receptive vocabulary skills en_US
dc.type Research paper (M.A.), 3 hrs. en_US
dc.description.degree Thesis (M.A.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/694584 en_US

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  • Research Papers [5006]
    Research papers submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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