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School Integration for Students with Auditory Deficiencies

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School Integration for Students with Auditory Deficiencies Beginning with 1950 when Deaf International Federation was found at a lot of symposiums scientific session and meetings an important point were and are the discussions about integration in society for persons with auditary deficiencies.
Integration require changes in buildings scool organization, evaluation methods, specialized personal from extra-educational activities.

Auditory processing disorder is a condition that affects the ability to encode auditory information. It can lead to problems with auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognized as one of the major causes of dyslexia.

In this context we can consider that exist some steps where we can discurs about integration: the first is partial integration realized from direct contact in spore time, the second is widen integration with participation near normal students at different subjects and the third is total integration when the student with auditary deficiencies takes part at all educative activities in the same conditions like a normal student and he needs by a psihopedagogical assistance.

Teachers from hipo-acuzic school consider that society is not prepared to bring and understand in a short time hipoacuzic needs.The number of hipoacuzic students is small and is difficult to organize groups or classes with special programs.

Integration is in the end a problem of individuality because it depends by student's personality structures and a human collectivity problem where is necessary to operate changes at teachers and student level.

Hipoacuzic integration presents two tendencies:- the first tendency sustain special schools as o possible alternative. In special school there are specialized teacers who have a necessary wel-trained, the classes have a small number of students and teacher can work with every students, can be formed omogene groups for maxime performance.

In conclusion teachers can not accept changing as a routine, they find for and against arguments and they find solutions for present and future.
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Tags: school, integration, students, auditory, deficiencies

Category: Education  - ( Education Archive)

Date Added: 16 January '08

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