Eight language approaches in education of the hearing impaired are reviewed: language stories and drills, Fitzgerald Key, the natural approach, patterning, programed instruction, behavior modification, linguistic programs, and developmentally based programs. An approach is proposed that focuses on functional conversational skills, facilitative…

Presented is a synopsis of three studies still in progress on the achievement of hearing impaired students in British Columbia, covering reading and mathematics, spelling, and syntactic ability. (DLS)

A survey of educators (N=321) of the hearing impaired indicated that educational setting and communication mode employed most strongly affected their opinions on competencies relevant to instructional effectiveness. Those using oral/aural approaches thought a greater range of competencies necessary than those teaching in large special schools…

The concept of mainstreaming and delivery of services is briefly examined from a principal's perspective. The characteristics which shape a principal's effectiveness are listed and research is cited to show that principals want more responsibility than they now have. Principals are urged to share their mainstreaming experiences with others.…

Following a review of the history of education of the deaf and the blind in Canada, the development of teacher training programs for low-incidence disabilities is examined. Two such programs at the University of British Columbia are described. It is suggested that such programs should continue even in a provincial climate of economic restraint.…

A historical review of methods of language instruction for hearing impaired children is followed by a description of an approach which emphasizes conversation (via oral language, sign languge, or a combination) in natural settings. Activities to facilitate conversation as well as to directly teach language skills are incorporated in the approach.…

The study examined the effects of a cued self-monitoring procedure (using a small light) on achievement and on-task behavior of two multiply handicapped hearing impaired students (ages 12 and 13). Weak effects on behavior and mixed performance results are discussed in the context of needed direction for further research. (Author/JW)

Data showed high reliability for all nine syntactic structures and total screen scores. Reliability remained high when results were examined for different hearing loss categories. There was a significant decrease in scores across these hearing loss categories but a marked increase in the discriminating power of the screens. (Author/CL)

The Canadian article explores some of the implications of assigning handicapped children to two commonly used categories: learning disabilities and hearing impairments. (Author/DLS)