Brackett Diane
University of Connecticut, Storrs, CT.
Lang Speech Hear Serv Sch. 1997 Oct 1;28(4):355-361. doi: 10.1044/0161-1461.2804.355.
Students with hearing impairments who are educated in classes with normally hearings peers represent the majority of children with hearing impairment. With hearing losses ranging from mild to profound, they require services to optimize their use of residual hearing and reduce the secondary effects of hearing loss, such as communication deficits and academic delays. For most of these students, the speech-language pathologist will be the on-site specialist in hearing responsible for designing a collaborative rehabilitation/education plan that addresses all deficit areas and for assisting in its implementation in the classroom.
在与听力正常的同龄人一起上课的班级中接受教育的听力障碍学生占听力障碍儿童的大多数。他们的听力损失程度从轻度到重度不等，需要各种服务来优化其残余听力的利用，并减少听力损失的次生影响，如沟通障碍和学业延迟。对于大多数这类学生而言，言语语言病理学家将是现场听力专家，负责设计一份涵盖所有缺陷领域的协作性康复/教育计划，并协助在课堂上实施该计划。
