This paper addresses incidence of hearing loss in school-age children, components of hearing conservation programs, and hearing loss education. Incidence figures for the following hearing loss categories are detailed: unilateral hearing loss, fluctuating hearing loss, minimal sensorineural hearing loss, and mild to profound hearing loss. Discussion of hearing conservation program components considers: the importance of getting the child's history early; letting teachers know which children have histories of hearing problems; guidelines for conducting screening tests; determination of needs; determination of amplification candidacy; determination of educational significance; the teacher's role; the use of informal checklists; screening by speech-language pathologists; use of a formally designed checklist; categorization of children identified during screening; possible service options as determined by student needs; and educational and audiological support. Audiologists are encouraged to provide education on noise-induced hearing loss and fluctuating hearing loss. Appendices include: (1) a flowchart of a hearing conservation program; (2) a sample questionnaire for obtaining a history of ear and hearing problems; (3) a classification of children identified with hearing loss; and (4) a matrix showing the relationship of degree and long-term hearing loss to psychosocial impact and educational needs. Contains 20 references. (DB)