Facilitating educational integration of the hearing-impaired child: a proposed integration program for Central Institute for the Deaf

This paper discusses mainstreaming for the hearing impaired.

Development of a student workbook in conjunction with the Communication Skills Training for Professionals and Paraprofessionals Program

This paper discusses Communication Skills Training for Professionals and Paraprofessionals (ComPro), a program that trains professionals and paraprofessionals to communicate more effectively with their hearing-impaired clientele. This study assesses the usefulness of the ComPro in-service program and student workbook.

A blended classroom program

This paper presents a model project on reverse mainstreaming, incorporating children with typical hearing into a classroom with hearing-impaired children at the preschool level.

Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program

Students who are deaf or hard of hearing have typically had difficulty in mathematics; however, this problem often is overlooked because of difficulties in language and reading abilities. This study aims to identify the most appropriate mathematics curriculum for deaf or hard of hearing students in an oral deaf education program.

The effects of the SKILL Program on the language and socialization of hearing impaired children

This study will examine the effects of the SKILL Program on the social and pragmatic skills of the hearing-impaired children in the Pre-K department of the Central Institute for the Deaf. It will assess language and social skills necessary for the children to be successful in the mainstream and how having hearing peers may have contributed to their gaining of those skills.

The effects of a phonological awareness training program for hearing-impaired children

This paper examines the effectiveness of a phonological awareness program for hearing impaired children.

More appropriate: additional stories for students who are hearing impaired using the "Specialized Program Individualizing Reading Excellence" (S.P.I.R.E.) curriculum

S.P.I.R.E., at use at Central Institute for the Deaf, is a comprehensive, multi-sensory systematic reading and language program that targets at risk and struggling students. The purpose of this project was to write additional stories and sentences for students who are hearing impaired through reader 2 that may be used in conjunction with the exiting stories and supplements.

The social difficulties children encounter transitioning from a self-contained deaf education program into a general education program

This study examines the difficulties, particularly social, a child who is deaf/hard of hearing encounters transitioning from a self-contained program into the general education setting. The information gathered was used to create a children's story as a helpful tool.

Noise exposure impact in a manufacturing environment: A hearing conservation program needs assessment

This paper examines a study conducted to evaluate the impact of occupational noise exposure and the role of a hearing conservation program in the occupational setting.

Does a supervised recreation program influence the personality of the deaf?

This paper discusses the effect of play on the personality of hearing impaired children.

A longitudinal demographic study of a parent-infant program for hearing-impaired children

This paper is a longitudinal study of the CID Parent-Infant Program, 1966-1976.

A proposed program for the education of the deaf in the Philippines

This paper outlines a program for the education of the hearing impaired in the Philippines.

A suggested speechreading program for the elderly adult

This paper includes an outline for a speechreading program for elderly adults.

Hearing conservation: A review of a local hearing conservation program

This paper examines a hearing conservation program.