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Few people would deny the increasing global drive towards inclusive education.
Implications of this include education for learners with hearing impairment (HI) in inclusive mainstream schools.
This book explores communication strategies utilized by teachers and other professionals for learners with HI in inclusive mainstream school settings based on empirical research.
Issues discussed include strategies used for communication, factors affecting communication strategy selection, how they compare to those of hearing learners, and views about their suitability.
Strategies discussed include listening training, use of sign language interpreters, visuals cues and aids among others.
School policy is presented as a significant factor in choice of communication strategy.
Others include professional competencies, amplification technology and class environment.
Debates around what communication strategy is most suitable for learners with hearing impairment in inclusive settings are also presented.
This book targets educators and teaching staff in academic institutions, college and university students in the field of education, particularly in special and inclusive education.
The author is a trained teacher in mainstream, special and inclusive education.
He has taught in special schools for the deaf, and is currently associate faculty member in various Universities in Kenya.
Currently, he is a lecturer in special and inclusive education at the Kenya Institute of Special Education (KISE).
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