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Learning Diversity in the Chinese ClassroomContexts and Practice for Students with Special Needs$
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Shane N. Phillipson

Print publication date: 2007

Print ISBN-13: 9789622098725

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789622098725.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2019. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use (for details see www.hongkong.universitypressscholarship.com/page/privacy-policy).date: 25 April 2019

Specific Language Impairment and Hearing Impairment

Specific Language Impairment and Hearing Impairment

Chapter:
(p.157) 6 Specific Language Impairment and Hearing Impairment
Source:
Learning Diversity in the Chinese Classroom
Author(s):

Chris R. Dowson

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622098725.003.0006

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.

Keywords:   Specific language impairment, Hearing impairment, Deaf education, Classroom principles

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