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- W311532134 abstract "The National Center for Health Statistics available to the deaf and hard of hearing, (1994) estimated that more than 25 million and exemplary counseling practices to people have hearing impairments ranging meet the needs of deaf children, from hard-of-hearing to deafness. Due to Section 504 of the Rehabilitation Act of economic, legal, and social changes in the 1973, followed by the Education for All United States, residential education of the Handicapped Children Act (EAHCA) of deaf has become less popular with parents 1975 (now known as Individuals with Dis and educators. More parents are directing abilities Education Act of 1991 or IDEA), their children who are deaf and hard of provided landmark legislation for people hearing to inclusive public school settings. with disabling conditions by charging the Inclusion, or placing students with special local, state, and federal governments with needs in regular schools, is now the norm. responding to the needs of American chil For many students with profound heardren with disabilities (Guthrie, n.d.). Ap ing loss, this movement toward inclusion propriate education was defined as plac has resulted in considerable consternation ing children in programs that best fit their (Gjerdingen & Manning, 1991). needs, as opposed to attempting to fit chil This article examines the unique chaidren to existing programs (Cohen, Swer lenges that children who are hard of heardlik, & Smith, 1992). ing and deaf experience in the public school IDEA calls for the involvement of par settings. We focus on aspects of providents in the development of the child's in ing an optimal educational environment, dividual education program (IEP), and laws related to special needs of the deaf, guarantees the parents due process and explanations of the technology and tools the right to be heard, informed, and in volved, and to challenge decisions. The leg islation also guarantees the students and parents the right to use their native lan Leslie K. Harris is a vocational instructor at the guage during school conferences or to Lake Region Technical Center, Bridgton, Maine. have access to an interpreter at the expense C. E. VanZandt is a professor and chair in the 0f school if use of an interpreter is nec Department of Human Resource Development es for the student to benefit from his" @default.
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- W311532134 date "1997-01-01" @default.
- W311532134 modified "2023-09-23" @default.
- W311532134 title "Counseling Needs of Students Who are Deaf and Hard of Hearing." @default.
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