Rural Perspectives of Models, Services, and Resources for Students with Hearing Impairments

Abstract

We surveyed educational service providers to determine what services are available to children with hearing impairments (HI) in two rural and two metropolitan areas of the United States. Teachers in rural areas employ a broader range of assistive technology but have less access to maintenance and repairs; they also have less access to highly trained specialists due to much longer travel distances. Also, parents are less informed about possible interventions than their metropolitan counterparts. Classroom teachers and service providers in all areas need more professional development relevant to working with children with HI and should collaborate more with special educators.