The majority of students who are deaf or hard of hearing currently receive educational services in general education settings. Trends that have led to this shift in placement as well as potential benefits and barriers are presented. A unique partnership between the Washington State Center for Childhood Deafness and Hearing Loss (formerly the Washington School for the Deaf) and Listen and Talk created to help local, school-based teams effectively provide services to students with a hearing loss who want to develop listening and spoken language skills is described. Specifics of the collaborative process, data collection procedures, and accommodations for students are included.
Alexander Graham Bell Association for the Deaf. (1989). Position statement of the Alexander Graham Bell Association for the Deaf regarding the Commission on Education of the Deaf report, February 1988. Newsounds, 14(1), 1–3.
2.
American Speech-Language-Hearing Association. (2005). 2005 standards and implementation procedures for the certificate of clinical competence in speech-language pathology. Retrieved from http://www.asha.org/certification/slp_standards.htm
3.
BessF. H.HumesL. E. (2008). Audiology: The fundamentals (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
4.
BuysseV.WesleyP. W. (2004). A framework for understanding the consultation process: Stage-by-stage. Young Exceptional Children, 7(2), 2–9.
5.
CannonJ. E.FrederickL. D.EasterbrooksS. R. (2010). Vocabulary instruction through books read in American Sign Language for English-language learners with hearing loss. Communication Disorders Quarterly, 31, 98–112.
6.
Centers for Disease Control and Prevention. (2009). Summary of 2007 National Early Hearing Detection & Intervention (EHDI) Program data (Version 1). Retrieved from http://www.cdc.gov/ncbddd/ehdi/data.htm
7.
ChuteP.NevinsM. E. (2006). School professionals working with children with cochlear implants. San Diego, CA: Plural.
8.
ColeE. B.FlexerC. (2007). Children with hearing loss: Developing listening and talking birth to six. San Diego, CA: Plural.
9.
ComptonM. V.TuckerD. A.FlynnP. F. (2009). Preparation and perceptions of speech-language pathologists working with children with cochlear implants. Communication Disorders Quarterly, 30, 142–154.
10.
CrandellC.SmaldinoJ. (Eds.). (1999). Classroom acoustics: Understanding barriers to listening. Volta Review, 101(5), 1–63.
11.
EasterbrooksS.EstesE. (2007). Helping deaf and hard of hearing students to use spoken language: A guide for educators and families. Thousand Oaks, CA: Corwin Press.
12.
Eriks-BrophyA.Durieux-SmithA.OldsJ.FitzpatrickE.DuquetteC.WhittinghamJ. (2006). Facilitators and barriers to the inclusion of orally educated children and youth with hearing loss in schools: Promoting partnerships to support inclusion. Volta Review, 106(1), 53–88.
13.
EstabrooksW. (Ed.). (1998). Cochlear implants for kids. Washington, DC: AG Bell.
14.
GoldbergL. R.RichburgC. M. (2004). Minimal hearing impairment: Major myths with more than minimal implications, Communication Disorders Quarterly, 25, 152–160.
15.
GoodT. L.BrophyJ. E. (2007). Looking into classrooms (10th ed.). New York, NY: Longman.
16.
GordonK. A.PapsinB. C.HarrisonR. V. (2004). Thalamocortical activity and plasticity in children using cochlear implants. International Congress Series, 1273, 76–79.
17.
GravelJ.SeewaldR.TharpeA. M. (Eds.). (2010). Comprehensive handbook of pediatric audiology. San Diego, CA: Plural.
18.
HoustonD. M.CarterA. K.PisoniD. B.KirkK. I.YingE. A. (2005). Word learning in children following cochlear implantation. Volta Review, 105(1), 41–72.
19.
Individuals with Disabilities Education Improvement Act, Pub. L. No. 108-446, 118 Stat. 2647 (2004).
20.
JohnsonC. D.SeatonJ. B. (2011). Educational audiology handbook (2nd ed.). New York: Cengage Learning, Delmar.
21.
LucknerJ. L. (1991). Mainstreaming hearing-impaired students: Perceptions of regular educators. Language, Speech, and Hearing Services in Schools, 22, 302–307.
22.
LucknerJ. L. (2004). Building general education environments that maximize student success. In RittenhouseR. (Ed.), Deaf education at the dawn of the 21st century: Old challenges, new directions (pp. 105–149). Hillsboro, OR: Butte.
23.
LucknerJ. L.FriendM. (2008). Students with deafness and hearing loss. In FriendM. (Ed.), Special education: Contemporary perspectives for school professionals (2nd ed., pp. 306–339). Boston, MA: Pearson.
24.
LucknerJ. L.MuirS. (2002). Suggestions for helping students who are deaf succeed in general education settings. Communication Disorders Quarterly, 24, 23–30.
25.
MarscharkM.RhotenC.FabichM. (2007). Effects of cochlear implants on children’s reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12, 269–282.
26.
MarscharkM.SapereP.ConvertinoC. M.MayerC.WautersL.SarchetT. (2009). Are deaf students’ reading challenges really about reading?American Annals of the Deaf, 154, 357–370.
National Association of State Directors of Special Education. (2006). Meeting the needs of students who are deaf or hard of hearing: Educational services guidelines. Alexandria, VA: Author.
NicholasJ. G.GeersA. E. (2006). Effects of early auditory experiences on the spoken language of deaf children at 3 years of age. Ear and Hearing, 27, 286–298.
31.
No Child Left Behind Act, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
32.
ReedS.AntiaS. D.KreimeyerK. H. (2008). Academic status of deaf and hard-of-hearing students in public schools: Student, home and service facilitators and detractors. Journal of Deaf Studies and Deaf Education, 13, 485–502.
33.
RobertsonL. (2009). Literacy and deafness, listening and spoken language. San Diego, CA: Plural.
34.
SpencerL. J.GantzB. J.KnutsonJ. F. (2004). Outcomes and achievement of students who grew up with access to cochlear implants. Laryngoscope, 114, 1576–1581.
35.
StewartD. A.KluwinT. N. (2001). Teaching deaf and hard of hearing students: Content, strategies, and curriculum. Boston, MA: Allyn & Bacon.
36.
Tye-MurrayN. (1994). Let’s converse: A “how-to” guide to develop and expand conversational skills of children and teenagers who are hearing impaired. Washington, DC: AG Bell.
37.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2009). 28th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2006 (Vol. 1). Washington, DC: Author.
38.
Yoshinaga-ItanoC. (2003). Early intervention after universal neonatal hearing screening: Impact on outcomes. Mental Retardation and Developmental Disabilities Research Reviews, 9, 252–266.
39.
Yoshinaga-ItanoC. (2006). Early identification, communication modality, and the development of speech and spoken language skills: Patterns and considerations. In SpencerP. E.MarscharkM. (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 298–327). New York, NY: Oxford University Press.
40.
Yoshinaga-ItanoC.GravelJ. S. (2001). The evidence for universal newborn hearing screening. American Journal of Audiology, 10, 62–64.
41.
Yoshinaga-ItanoC.SedeyA. L.CoulterD. K.MehlA. L. (1998). The language of early- and later-identified children with hearing loss. Pediatrics, 102(5), 1161–1171.
