Lexington School for the Deaf

No AccessPerspectives on Aural Rehabilitation and Its InstrumentationArticle1 Oct 1999Redefining the Hearing Aid Selection Process Mark Ross Mark Ross University of Connecticut, Storrs, CT Rehabilitation Engineering Research Center, Lexington School for the Deaf, Jackson Heights, NY Google Scholar More articles by this author https://doi.org/10.1044/arii7.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Abrams, H. B., Hnath-Chisolm, T., Guerreiro, S. M., & Ritterman, S. I. (1992). The effects of intervention strategy on self-perception of hearing handicap.Ear and Hearing, 13(5), 371–377. CrossrefGoogle Scholar Alberti, P. W., Pichora-Fuller, M. K., Corbin, H., & Riko, K. (1984). Aural rehabilitation in a teaching hospital: Evaluation and results.Annals of Otology, Rhinology, and Laryngology, 93, 589–594. Google Scholar American Academy of Audiology, '97 AAA marketing study, Audiology Today, 10(1), 10–14. Google Scholar Brooks, D.N., (1979). Hearing aid use and the effects of counselling.Australian Journal of Audiology, 1(1), 1–6. Google Scholar DiSarno, N. (1997). Informing the older consumer—A model.The Hearing Journal( 50(10), 49–52. Google Scholar Erdman, S. A., Wark, D. J., & Montano, J. J. (1994). Implications of service delivery models in Audiology.Journal of the Academy of Rehabilitative Audiology, 27, 45–60. Google Scholar Martin, F. N., Champlin, C. A., & Chambers, J. A. (1998). Seventh survey of audiometric practices in the United States.Journal of the American Academy of Audiology, 9, 95–104. Google Scholar Northern, J. (1998). Reducing hearing aid returns through patient education. Paper presented at the American Academy of Audiology Convention, Los Angeles, CA Google Scholar Primeau, R. (1993). Hearing aid benefit in adults and older adults. Paper presented at the annual meeting of the American Academy of Audiology, Phoeniz, AZ. Google Scholar Ross, M. (1997). A retrospective look at the future of aural rehabilitation.Journal of the Academy of Rehabilitative Audiology, 30, 11–28. Google Scholar Sitka, C. J. (1997a). Living with hearing loss—Focus group results.Part I: Family relationships and social interaction. Hearing Loss, 18(5), 22–28. Google Scholar Sitka, C. J. (1997b). Living with hearing loss—Focus group results.Part II: Career developments and work experiences. Hearing Loss, 18(6), 29–32. Google Scholar Smaldino, S. E., & Smaldino, J. J. (1988). The influence of aural rehabilitation and cognitive style disclosure on the perception of hearing handicap.Journal of the Academy of Rehabilitative Audiology, 21, 57–64. Google Scholar Surr, R. K., Schuchman, G. I., & Montgomery, A. A. (1978). Factors influencing use of hearing aids.Archives of Otolaryngology, 104, 732–736. Google Scholar Weinstein, B. E. (1996). Treatment efficacy: Hearing aids in the management of hearing loss in adults.Journal of Speech and Hearing Research, 39(5), S37–S45. ASHAWireGoogle Scholar Additional Resources FiguresReferencesRelatedDetails Volume 7Issue 1October 1999Pages: 3-7 Get Permissions Add to your Mendeley library History Published in issue: Oct 1, 1999 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 1999 American Speech-Language-Hearing AssociationPDF downloadLoading ...

This paper begins with the assumption that racism exists and influences educational policy and curricula in American schools, including schools for deaf children, and discusses bow a multicultural approach to educating deaf children is often limited to the description of ethnic differences. What is also needed is an antiracist approach to education that addresses the social and political ramifications of ethnic differences. It is suggested that schools for the deaf are in a strategic position to respond to the inadequacy of American schools to educate deaf children of color.

The tracking technique involves a sender reading consecutive segments from a story and a receiver attempting to repeat each segment verbatim. The reliability and validity of the tracking procedure have been criticized based upon uncontrolled variables such as sender, receiver, and text characteristics. To address these problems, a computer-assisted interactive tracking simulation (CATS) system has been developed in which story segments are presented to the receiver via a video laser disc system and repair strategies are implemented through a computer program.

Deaf children from ethnic, linguistic and racial minority backgrounds demonstrate significantly depressed achievement levels relative to their White deaf peers. Educators of deaf children and youth have had a tendency to accept the erroneous proposition that deafness in some ways precludes ethnic and racial minority group membership and status. This article describes some of the unique social and educational realities faced by Black and Hispanic children and their families in the northeastern United States and the similarities experienced by deaf Black and Hispanic children and their families. Implications concerning educational assessment, placement, student expectations, curriculum development, staffing and policy making are noted as are recommendations that resulted from the first national conference on Black and Hispanic deaf youth held in March 1989. Demographic data are also presented showing the growth and distribution in the population of minority deaf children, as well as the results of a survey indicating the dearth of minority personnel, board members and specialized programs in schools.

The Triple Mode Test of Categorization, developed to measure three major modes of categorization postulated by Vygotsky, and the Stanford Reading Achievement Test, were administered to 313 hearing children, 225 typically deaf children, and 21 special class deaf children. Modes of categorization were studied at different age and achievement levels. For the deaf children, superordinate and associate responding decreased with increasing age, while functional responding increased. For hearing children, increasing age was accompanied by increased superordinate responding, decreased associative responding, and stable functional responding. Other results are also discussed. The conclusions suggest that deficiencies in categorization behavior may contribute to deficient language performance in the deaf child.