This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Miller, K. J. Search for Related Content Social Bookmarking                         What's this?

Closing a Resource Room for Students Who Are Deaf or Hard of Hearing

Bucks County Schools Intermediate Unit 22

Self-contained classrooms and resource rooms have been an important component of the continuum of placements available to students who are deaf or hard of hearing. However, these specialized classrooms have been closing in recent years. A variety of factors are contributing to this, most notably the impact of cochlear implants. This article describes the factors leading to the closure of an elementary school resource room for students who are deaf or hard of hearing and the process of transitioning these students back to their home school districts. Implications of closing specialized classrooms for students who are deaf or hard of hearing are discussed.

Key Words: deafness • itinerant teaching • cochlear implants • auditory-verbal therapy

Communication Disorders Quarterly, Vol. 29, No. 4, 211-218 (2008)
DOI: 10.1177/1525740108321218


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?