Unit IV classes or in classes in the SPED centers within

Educational Programs, Placement and the regular school.

Management of Children with hearing impairment
5. Full Segregation
Reporter: Ecel Gene A. Buhayan Bsped 3A
-For children who are severely profoundly
HEARING IMPAIRMENT deaf.

• a partial or total inability to hear. (Wikipedia)
• an impairment in hearing, whether permanent
or fluctuating, that adversely affects a child’s
educational performance. (IDEA)
-Children with hearing impairment are
educated in day-residential and/or residential
schools.
6. The Twin School Concept

TYPES OF PROGRAMS -Exchange of students.

1. Full Integration -Children who are deaf can get subjects in the
regular school and vise versa.
-For children with hard-of-hearing with a slight
of hearing loss. -There can also be an exchange of teachers.

-This means enrolment in a regular class with 7. Alternative Programs

or without supplementary services by a SPED
-to improve he services for the hearing
teacher. impaired, a modified replica of the conceptual
model based on Reynold’s framework (1962)
2. Partial Integration and Deno’s cascade (1970) cited in the 1973
edition of Dunn’s Exceptional Children in
-For children with hard-of-hearing with a mild
School is being presented.
loss.

-The integration of the pupils can be in basic

subjects, such as communication art ad
mathematics, or in activity subjects, such as
physical education, work education, music and
art.

3. Reverse Integration

-For children with moderate hearing loss.

-The normal children are invited to come into

the class of children with hearing impairment
to participate in curricular/co-curricular
activities.

4. Partial/Modified Segregation

-For children who are deaf with severe losses

from 71 to 91 dB or more.

-Children who are deaf should be educated

with other children in SPED self-contained