This guide, written to assist child study teams in New Jersey, reviews legal and other requirements in evaluating students with hearing impairments. Implications of hearing impairment for the evaluation process include its impact on syntactic, semantic, and pragmatic aspects of language; environmental interaction; and social interaction. Development of an evaluation plan involves information gathering, selecting evaluation procedures, considering communication method, selecting a case manager, and selecting tests. The audiological evaluation uses such measurement techniques as pure tone audiometry, tympanometry/reflex testing, speech audiometry, hearing aid evaluation, and measures of central auditory processing. The speech-language assessment determines the child's native language and primary mode of communication, and subsequently examines the oral mechanism, articulation, voice and fluency, and receptive and expressive language. Social evaluation considers family history, developmental history, medical information, communication, educational history, community/social experiences, and adaptive behavior. The psychological evaluation measures visual-motor integration, cognition and intelligence, adaptive behavior, and socio-emotional development. A learning evaluation evaluates learning style, current levels of functioning, and appropriate instructional strategies and learning environments. Final chapters address evaluation of students with additional handicapping conditions and offer general programming considerations. For each type of assessment, important factors in determining the expertise of the examiner are noted. (JDD)