Historical Perspectives of Educational Audiology

1991 ◽  
Vol 12 (04) ◽  
pp. 305-316
Author(s):  
Frederick Berg
1994 ◽  
Vol 25 (2) ◽  
pp. 112-114 ◽  
Author(s):  
Henna Grunblatt ◽  
Lisa Daar

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.


1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.


Writing from a wide range of historical perspectives, contributors to the anthology shed new light on historical, theoretical and empirical issues pertaining to the documentary film, in order to better comprehend the significant transformations of the form in colonial, late colonial and immediate post-colonial and postcolonial times in South and South-East Asia. In doing so, this anthology addresses an important gap in the global understanding of documentary discourses, practices, uses and styles. Based upon in-depth essays written by international authorities in the field and cutting-edge doctoral projects, this anthology is the first to encompass different periods, national contexts, subject matter and style in order to address important and also relatively little-known issues in colonial documentary film in the South and South-East Asian regions. This anthology is divided into three main thematic sections, each of which crosses national or geographical boundaries. The first section addresses issues of colonialism, late colonialism and independence. The second section looks at the use of the documentary film by missionaries and Christian evangelists, whilst the third explores the relation between documentary film, nationalism and representation.


2014 ◽  
Vol 40 (1) ◽  
pp. 104-115 ◽  
Author(s):  
Karen Pryor

Sign in / Sign up

Export Citation Format

Share Document