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Among all categories of disabilities, hearing loss seems to be one of the most complicated and yet unique type of disability due to many reasons. As a result, there is a continuous controversial discussion on what would be the best practice that meets the needs of children with hearing loss. On one hand, there is the sign language camp who strongly believes in the importance of the deaf culture. Typically, the deaf community would include people who share the same language, regardless of their races, religions, socio-economic status. With that in mind, deaf people culturally hold the perception that deafness is a social phenomenon rather than a type of disability. They are so proud of their language, culture, traditions, art and organizations. On the other hand, there is another camp that believes in the dire necessity to introduce children with hearing loss to the spoken language as early as possible in order to help them to integrate with the hearing world. Such heated debate confuses many families who just learnt the sad news of having a new baby with hearing problems. While they struggle to cope with the new situation they will need to make a vital decision concerning the future of their new born baby. A decision the child will have to live with, for the rest of his life. Taking all of this into consideration, it is the role of pediatrician, audiologists, teachers, educators, and speech therapists to provide those families with valid and reliable resources that assist them to make the appropriate decision that fits their needs. The credibility of any decision should come from the research evidence that support the positive outcomes and effectiveness of a certain practice. As professionals, we should not be emotional. Instead, ... ... middle of paper ... ... hearing students. Each group was given two passages - or content - for the deaf a passage was delivered to them by sign language and the other in printed form. Similarly, the hearing group was introduced to passages in print and in auditory style. The result indicated that deaf students learnt from print as much or more than they did through sign language. This means deaf students were able to comprehend from written materials just as much as they did through their native language which is the signed one. More importantly, when compared to the group of hearing student, deaf students indicated less understanding of the content in both cases. This finding shows that the academic difficulties deaf and hard of hearing students encounter in school may be more complicated than just language barriers (Marschark, Patricia, Convertino, Mayer, Wauters & Sarchet, 2009).
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