Abstract
Children with hearing impairment are seen as a homogenous group having common educational and communication needs. Therefore, common intervention programmes and teaching strategies are considered for their inclusion in the classrooms. It reflects the limited understanding of the nature of hearing impairment where ‘one size fits all’ approach is used to educate children with hearing impairment. This approach can drastically impact the academic, emotional and psychosocial development of the child with hearing impairment. The chapter discusses the range of diversity among children with hearing impairment, their needs and related challenges faced by these children in inclusive settings. Role of various stakeholders in the inclusion of these children in classroom is also discussed.
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Notes
- 1.
The term children with hearing impairment (CwHI) refers to both deaf and hard of hearing children. Considering their special needs and learning styles, the term deaf and hard of hearing will be used separately throughout the chapter. Here the term ‘deaf’ refers to those people who rely on sign language for communication purpose and who cannot be benefitted through assistive devices. Hard of hearing refers to those who have certain level of residual hearing and can be benefitted by the use of assistive devices.
- 2.
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Singh, S. (2019). Revisiting Inclusion of Children with Hearing Impairment: Issues and Possibilities. In: Chennat, S. (eds) Disability Inclusion and Inclusive Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-0524-9_8
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