Teaching Hearing-Impaired Children in Regular Classrooms

Since the promulgation of the Public Law 94-142 (Education Law for Disabled Children of the Disabled) in 1975, approximately half of the US deaf students got the opportunity to become mainstreamed in formal education classes. This law aims to make it possible for students with disabilities to receive "free and appropriate education prescribed by each child's IEP". I teach at Northside elementary school in Colton County. There are seven hearing-impaired students in the school range from 7 to 11 years old.

Improving the literacy rate for children with hearing impairment is a multifaceted problem. There are many similarities in the development of literacy skills for hearing impaired children, as well as factors specific to hearing impaired children and hearing impaired children (Ewoldt 1985; Padden and Ramsey 1993; Rottenberg 2001; Rottenberg and Searfoss 1992, 1993 ). Understanding these commonalities and differences, teachers can plan more appropriate and meaningful literacy improvement activities in the classroom. Hearing impaired students will benefit from many literacy activities already done in official education classes. For young students, time to explore lighting, paintings, books, environmental printing is very important. The time of the story (translated as a sign) and writing of the diary using "spelling of invention" are appropriate activities for Deaf children.

Most hearing impaired and hearing impaired children travel to ordinary school buses with disabled companions, many of which are fully integrated into the school's typical educational program. Others attend a special school for Deaf children. Many hearing impaired people can communicate effectively with hearing impaired and non-hearing impaired. 5) "Blind blindness" includes children with both hearing impairment and visual impairment causing serious communication problems. A course for deaf people or blind students is especially necessary for deaf development and educational needs. When transporting a visually impaired child, a serious emergency plan is necessary

The Special Education Department provides innovative solutions for children with sensory disorders (hearing impairment, hearing loss, blindness). It was a great success by spreading experiences at ordinary schools for young people with sensory disorders and advocating special problems of deaf children in their colleagues. There is ample evidence that an innovative course to teach reading and spelling skills for children with disabilities should be vocal with multiple senses.