TY - JOUR
T1 - Hearing Impaired Students in Regular Classrooms
T2 - A Cognitive Model for Educational Services
AU - Waldron, Manjula B.
AU - Diebold, Thomas J.
AU - Rose, Susan
PY - 1985/9
Y1 - 1985/9
N2 - The presentation of information in the mainstreamed classroom setting to profoundly hearing impaired children is frequently based on the translation of auditory information into word-for-word visual representation (speech read/sign language) through the services of an interpreter. The effectiveness of these selected delivery systems, particularly documented within the regular classroom, have yet to be realized. The following discussion presents a model based on the premise that visual and conceptual delivery of information presented in the classroom is more important than the verbal transliteration of the spoken material. The following does not examine the social, fiscal, or moral issues related to mainstreaming hearing impaired children (Vernon, 1981) but rather addresses the changing role of the “educational interpreter”.
AB - The presentation of information in the mainstreamed classroom setting to profoundly hearing impaired children is frequently based on the translation of auditory information into word-for-word visual representation (speech read/sign language) through the services of an interpreter. The effectiveness of these selected delivery systems, particularly documented within the regular classroom, have yet to be realized. The following discussion presents a model based on the premise that visual and conceptual delivery of information presented in the classroom is more important than the verbal transliteration of the spoken material. The following does not examine the social, fiscal, or moral issues related to mainstreaming hearing impaired children (Vernon, 1981) but rather addresses the changing role of the “educational interpreter”.
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U2 - 10.1177/001440298505200104
DO - 10.1177/001440298505200104
M3 - Article
C2 - 4043185
AN - SCOPUS:0022119970
SN - 0014-4029
VL - 52
SP - 39
EP - 43
JO - Exceptional Children
JF - Exceptional Children
IS - 1
ER -