The authors analyze the individual elements of a curriculum at the Lexington School for the Deaf (Jackson Heights, New York) in terms of who is being taught, how the staff organizes its teaching, and what should be taught. (SB)

The field of education of the hearing impaired is thought to be deaf to advances in related fields and to innovations which might improve the education of hearing handicapped children. (DB)

Described is a program of hearing therapy for children whose hearing losses are detected in infancy. Residual hearing is utilized and speech is taught through the auditory sense. (KW)

A case study is presented of a 12-year-old child with a congenital profound bilateral sensori-neural hearing loss, who received rehabilitative audio-therapy according to the verbotonal method. (Author/LS)

A parent's group has been developed in conjunction with a clinic which uses the acoupedic approach of auditory language training for children from birth to school age with severe or profound hearing losses. (DB)

Reviewed are the 17 studies most widely quoted in support of the value of total communication and as evidence of the ineffectiveness of the oral approach for use with deaf students. (Author)

The mother of a 7-year-old deaf girl describes her daughter's early oral training and reviews the family's eventually successful efforts (through due process hearings) to change her public school placement from a total communication-oriented class to an oral program. (CL)

A mother discusses the problems encountered by her 7-year-old deaf daughter due to a change in her public school program from oral education to the total communication method. (LS)

To investigate the effects of cued speech on speech reception (speechreading), cued and non-cued phrases and sentences were presented at normal and slow rates, with and without hearing aids, to eight profoundly deaf 8- to 12-year-old subjects who had been tested the previous year. (Author/LS)

The author presents a rationale for a total communication approach (involving speech, speechreading, amplification, writing, sign language, and fingerspelling) in educational programs for deaf persons. (GW)

In an excerpt from Chapter 5 of "Speech and Deafness", a textbook for teachers of the hearing impaired, the author explains the essential characteristics of the Auditory Global Method of speech development. (Author/LS)

The author cites facts about the deaf population, acoustics, and physiology to support her contention that total use of residual hearing in deaf persons should begin as early as possible and should be related to speech. (GW)

This introduction to six articles on learner-centered instruction of students with hearing impairments briefly looks at such principles as the importance of expectations, the interaction between practice and research, collaboration, reflection, and lifelong learning. (DB)

A teacher of fourth-, fifth-, and sixth-grade students with deafness in a residential school shares methods and activities found to be effective. The methods stress the importance of expectations for learners, ways that design of the learning environment can encourage student ownership, risk taking, and responsibility. (Author/DB)