
Contents
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Introduction Introduction
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Defining Specific Language Impairment Defining Specific Language Impairment
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Causes of Specific Language Impairment Causes of Specific Language Impairment
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Methods Used in the Study of Children with Specific Language Impairments Methods Used in the Study of Children with Specific Language Impairments
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Standardized tests Standardized tests
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Magnetic resonance imaging Magnetic resonance imaging
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Sampling Sampling
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Hearing Impairment Hearing Impairment
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Conductive hearing loss Conductive hearing loss
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Sensori-neural hearing loss Sensori-neural hearing loss
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Factors Relating to Hearing Impairment Factors Relating to Hearing Impairment
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Age of onset Age of onset
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Degree of hearing loss Degree of hearing loss
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Lip-reading Lip-reading
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Detecting hearing loss Detecting hearing loss
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Behavioral tests Behavioral tests
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Tympanometry Tympanometry
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Assistive Hearing Devices Assistive Hearing Devices
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Using hearing aids Using hearing aids
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Effectiveness of hearing aids Effectiveness of hearing aids
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Cochlear implants Cochlear implants
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Effectiveness of cochlear implants Effectiveness of cochlear implants
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Effects of distance and background noise and radio hearing aids Effects of distance and background noise and radio hearing aids
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Deaf Culture and Methodology Deaf Culture and Methodology
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Issues of methodology in the education of children with hearing impairment Issues of methodology in the education of children with hearing impairment
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Curriculum Considerations for Hearing Impaired Students Curriculum Considerations for Hearing Impaired Students
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Mathematics Mathematics
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Science Science
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Music Music
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Art Art
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Physical education Physical education
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General Classroom Principles for Supporting Chinese Students with Specific Language Impairment General Classroom Principles for Supporting Chinese Students with Specific Language Impairment
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Classroom practices Classroom practices
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The importance of using language The importance of using language
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A natural approach A natural approach
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A structured approach A structured approach
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The language experience approach The language experience approach
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Positive reinforcement Positive reinforcement
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Humanistic classrooms Humanistic classrooms
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Teacher support and consolidation Teacher support and consolidation
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Language textbooks and schemes Language textbooks and schemes
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The teaching of reading The teaching of reading
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The assessment of reading The assessment of reading
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The teaching of writing The teaching of writing
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The assessment of writing The assessment of writing
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Semantic mapping Semantic mapping
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Learning additional languages Learning additional languages
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The Language and Communication of Students with Severe and Profound Disabilities The Language and Communication of Students with Severe and Profound Disabilities
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Alternative and augmentative communication (ACC) Alternative and augmentative communication (ACC)
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Students with less severe disabilities and additional languages Students with less severe disabilities and additional languages
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Using computers for communication and language learning Using computers for communication and language learning
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Current and Future Trends Current and Future Trends
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Summary Summary
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Points for Discussion and Learning Activities Points for Discussion and Learning Activities
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Glossary Glossary
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References References
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6 Specific Language Impairment and Hearing Impairment
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Published:October 2007
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Abstract
Specific language impairment may be associated with other disabilities such as intellectual disability or difficulties in relating to and communicating with others. There may also be specific problems contributing to the disorder such as difficulty in recalling language, or inability to respond appropriately within the social context. The focus of this chapter is specific language impairment as the primary problem. The definitions and causes of specific language impairment as well as the ways of classifying and measuring it are expounded. Besides, numerous issues in deaf education and some curriculum considerations for those suffering from hearing impairment are illuminated, accompanied by the discussion regarding the general classroom principles for supporting students with specific language impairment.
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