ABSTRACT
Early detection is a starting point for improving the quality of life for hearing-impaired children, but is not an end in itself. It is worthless, and may even be harmful, unless appropriate habilitation is available. A national survey confirmed that the most common pattern of support in the UK ‘falls on the teacher of the deaf from the time of suspected diagnosis’ (Turner 1994). Rapid developments are occurring in methods of identification and fresh challenges are being faced. Seamless, multidisciplinary care requires a common understanding of these challenges.
