Viewpoints of an audiologist, speech-language pathologist, special educator, classroom teacher, and parent are presented in the book on the implications of P.L. 94-142, the Education for All Handicapped Children Act, for hard of hearing students. In the introduction, M. Ross considers the status of many hard of hearing students, noting the importance of early detection. A. Maxon reviews "Audiological Assessment and Management" and makes a case for the involvement of the public school audiologist. "Assessment and Management of the Preschool Child" by V. Jury discusses evaluation as well as types of nursery school placement. D. Brackett ("Assessment: Adaptations, Interpretations, and Implications") describes components of a comprehensive evaluation. Considered in "Psychosocial Considerations and Evaluation" (J. Davis) are personality characteristics and social development. D. Meltzer ("The Parents as Consumers") recounts his role in making educational decisions about his hard of hearing junior high school aged daughter. M. Teitelbaum discusses "Teachers as Consumers--What They Should Know About the Hearing Impaired Child." The issue of individualized education programs (IEPs) is addressed by L. Nober in "Developing IEP's for Hard of Hearing Children." M. Ross summarizes the other presentations and comments upon such topics as auditory and visual dependence, psychosocial adjustment, and speech reading and auditory training. (CL)