The present study addresses two major issues . First, the need for children to develop the skills necessary t o prevent themselves fro m being molested. Second, the need for hearing impaired children to receive the same information, coping s kills, and defense strategies as their hearing counterparts. The "Safety with Strangers slide series was presented in classrooms of hearing impaired students at both the middle school level and elementary school level. Program trainers gave students information regarding stranger approaches, demonstrated the safe, appropriate (role-modeling) and gave the children opportunities to practice these safe, appropriate behaviors (behavioral rehearsal). This program was extremely effective with the middle school students, while there was no treatment effect with the younger children.

"The purpose of this paper is to develop a list of printed materials in the fields of fiction and biography for use with adolescents who are blind, deaf, or crippled. The books selected are presented in an annotated bibliography arranged alphabetically under two classifications, fiction and biography. An attempt was made to identify all available books for grades seven to twelve which meet the criteria established for this bibliography and have value in the education or treatment of physically exceptional adolescents"--Introduction. / "January, 1953." / At head of title: Florida State University. / Typescript. / Advisors: Sara K. Srygley, Louis Shores, Professors Co-Directing Paper. / Includes bibliographical references (leaves 35-36).

The present study was designed to investigate the perceptual and spectrographic features of vocal effort in the speech of severely to profoundly hearing-impaired children and their normal hearing agemates. Recorded vowel and speech samples were obtained from ten normal hearing children, ten severely to profoundly hearing-impaired children attending Oral/Aural educational programs, and eight severely to profoundly hearing-impaired children attending Total Communication programs. The degree of perceived vocal effort for vowels and speech was evaluated, using a nine point equal-appearing-interval scale. In order to obtain a physical measurement for vocal effort, a digital wave analyzer was used to produce vowel spectra, and the amount of in-harmonic (noise) components in each spectrum was indexed as spectral noise level.

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Various researchers have viewed metalinguistics as the ability to consciously reflect upon language (Van Kleeck 1984a; Franklin 1979; Cazden 1975; Dale 1976). Prior to schooling, children use language as a means of functional communication through developing an interaction with the environment. They are aware of the content of their messages but not the language they are using to communicate their ideas. The emergence of language is developed primarily through concrete operations according to Van Kleeck (1984a). However, Allan (1982) states that when children enter school and begin to read, metalinguistics is emphasized and the language evolves from an unconscious, experimental use to a conscious, metalinguistic use. There is a growing interest among researchers in the study of metalinguistics. Smith and Flusberg (1982) employed judgment tasks to look at how the child attends to certain properties of language. This behavior is particularly important when studying the semantic, syntactic and pragmatic development of children.

The purposes involved in this paper are stated as follows: (1) To present data on the intellectual development of the deaf and hard of hearing children. (2) To present case studies of the deaf and hard of hearing children. (3) To present data bearing on the relationship between audio-deficiency and academic achievements of the deaf and the hard of hearing children. (4) To present data on personality traits of a comparable group of hard of hearing and normal children.

The problem of this study is to determine the relationship of hearing to school achievement. More specifically, the problem is to compare the hard-of-hearing child with the normal hearing child of approximately the same intelligence quotient and similar home background in their academic progress in the elementary school to determine the educational loss due to this specific defect.

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.