The Integration of Young Deaf Children into Ordinary Educational Programs

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Abstract
The labels deaf and hard of hearing are diagnostically and psychologically unsound as applied during two successive levels of preprimary intervention: infant education and home training (0-3 1/2 years) and a more structured child centered educational program (3 1/2-6 years). Provision of early parent support and multiple service options including nursery school experience with hearing children enables certain youngsters to continue in mainstream educational programs. Criteria for the selection of candidates for realistic integration and a description of the roles of the diagnostic teacher and a variety of supportive specialist's are delineated.

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