Synopsis
As more hearing-impaired children are integrated into mainstream schools, their education is no longer entirely the responsibility of specially trained teachers. As a result, mainstream teachers and support teachers are actively seeking information which will allow them to adjust their classroom practice to the specific needs of these children. Speech and language therapists are also increasingly involved in the management of hearing impaired children in both mainstream and special provision. This book provides a framework for professionals from both backgrounds to enable them to increase the value of their contribution to the hearing-impaired child.
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