Helping Students Who Are Deaf or Hard of Hearing Succeed

Autor/inn/en	Luckner, John L.; Slike, Samuel B.; Johnson, Harold
Titel	Helping Students Who Are Deaf or Hard of Hearing Succeed
Quelle	In: TEACHING Exceptional Children, 44 (2012) 4, S.58-67 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Partial Hearing; Deafness; Academic Accommodations (Disabilities); Accessibility (for Disabled); Inclusion; Mainstreaming; Cooperative Planning; Team Teaching; Teacher Collaboration; Performance Factors; Educational Practices; Change Strategies; Educational Strategies; Integrated Services + Suchen Sie Ihr Suchwort? Hörbehinderung; Gehörlosigkeit; Taubstummheit; Accessibility; Zugänglichkeit; Inklusion; Teamteaching; Lehrerkooperation; Leistungsindikator; Bildungspraxis; Lösungsstrategie; Lehrstrategie
Abstract	A hearing loss of any type has the potential to adversely impact development leading to language, literacy, social, and academic delays. Currently, approximately 87% of students who are deaf or hard of hearing spend at least part of each day in a general education classroom. In order to optimally benefit from receiving educational services in the general education setting, most students who are deaf or hard of hearing require accommodations and modifications in the educational environment as well as supplementary instruction. The purpose of this article is to highlight five general areas that are often impacted by a hearing loss and to emphasize the importance of using educational teams of professionals to collaboratively plan, teach, assess, and evaluate the efficacy of the placement as well as the services that each student with a hearing loss receives. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10