ABSTRACT
The need to integrate all the work done with hearing impaired children is a constantly recurring theme on which variations are played. This point has been appreciated in respect of other children too, as the quotations from the national curriculum indicated (p. 56). It was emphasized in Chapter 4 how the varying amounts of diminished auditory experience imbalances the whole learning process to some degree. Consequently levels of understanding must be constantly checked and coordinated with efforts to enrich both vocabulary and knowledge of other linguistic structures. This naturally applies to the interlinked fields of reading, writing and spelling. The areas to which special attention should be paid can be highlighted within the context of normal practices. Table 4 presents an overview of these. More details are given in Appendix B which can serve as an aide memoire.
