DOCUMENT RESUME
ED 050 539 EC 032 424
TITLE Additional Handicapping Conditions, Age at Onset of Hearing Loss, and Other Characteristics of Hearing Impaired Students - United States 1968-69: Data from the Annual Survey of Hearing Impaired Children and Youth. INSTITUTION Gallaudet Coll., Washington, D.C. Office of Demographic Studies. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE Jun 70 NOTE 42p. AVAILABLE FROM Gallaudet College Bookstore, Gallaudet College, Washington, D.C. 20002 ($1.00)
EDRS PRICE EDRS Price M7-$0.65 HC-$3.29 DESCRIPTORS Age Groups, Auditory Perception, *Aurelly Handicapped, *Demography, *Exceptional Child Research, *National Surveys, Sex Differences, Statistical Data
ABSTRACT Data contained in the report were collected by th4 Annual Survey of Hearing Impaired Children and Youth on 25,363 hearing impaired children enrolled in participating special education programs during the 1968-69 school year. Data describe the following characteristics of such c'lildren: additional handicapping conditions, age at onset of hearing audiometric findings on hearing threshold levels, age, and sex. Seventy-nine schools and 63 special classes participated in the survey. The students for whom data are presented represent about one half of the tofal number of hearing impaired students receiving special educational services. In addition to presenting detailed statistical tables, qualifications and limitations of the data are pointed out. (':A)
This research was supported by a grant from the Office of Education, U.S. Department of Health, Education & Welfare. Contractors undertaking such projects under Goverment sponsorship are encouraged to express freely their professional judgement in the conduct of the prcject. Points of view or opinions stated do not, therefore, necessarily represent official Offi!_se of Education position or policy.
OFFICE OF DEMOGRAPHIC STUDIES Publication Number Series D Number 3
For Sale tn Oa Bauder College Book Store Washington, O.C. 20002 Price Ore Dollar 2 r Pw 4anoals lawner,,,aprer,
DATA FROM THE ANNUAL SURVEY OF HEARING IMPAIRED CHILDREN AND YOUTH,
ADDITIONAL HANDICAPPING CONDITIONS, AGE AT ONSET OF HEARING LOSS, AND OTHER CHARACTERISTICS OF HEARING IMPAIRED STUDENTS,
MINT Of HE AI TH. EDUC ATION INELPARE OFFICE DI EDUCATION THIS DM MINT HAS 1E1N REPRODUCED IVACTIT AS RECEIVED FROM THE PERSON OP ORGANIZATION ORIGNATING IT. POINTS Of VIEW OR OPINIONS STATED DO NOT ACES SARIIV REPRESENT OFFICIAL. OFFICE Of EDU CATION POSE ON OR POLICI
Additional handicapping conditions, age at onset of hearing loss, hearing threshold levels, age and sex distributions for approximately 26,000 hearing impaired students enrolled in participating special educational programs for the hearing impaired during the 1968.69 school year.
OFFICE OF DEMOGRAPHIC STUDIES GALLAUDET COLLEGE
Washington, D.C. June 1970 3 S ADMINISTRATIVE OFFICERS OF GALLAUDET COLLEGE
Edward C. Merrill, Jr., Ph.D President
R. Orin Cornett, Ph.D. Vice President for Long Range Planning
George E. Detmold, Ph.D Dean
Paul K. Nance Susi 9ess Manager
OFFICE OF DEMOGRAPHIC STUDIES
AUGUSTINE GENTILE, DIRECTOR
SENIOR STAFF MEMBERS
Sal DiFrancesca, Ph.D. Brenda Rawlings Patricia Voneiff Susan Carey Sally Wagner
LIBRARY OF CONGRESS CATALOG CARD NUMBER 7498886 4; TABLE OF CONTENTS
PAGE Acknowledgements iv
Introduction 1
Methodology and Sources of the Data 1 Qualifications and Limitations of the Data 3 Discussion of the Data 3 Summary 7 Detailcd Tables
Table 1: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age and Sex, According to Hearing Threshold Levels: United States, 1968.69 School Year
Table 2: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age and Sex, According to Additional Handicapping Conditions: United States, 1968-69 School Year 13
Te)le 3: Number of Students Enrolled in Participating Special Educational Programs for the Hearing !mpaired, by Hearing Threshold Levels and Sex, According to Additional Handicapping Conditions: United States, 1968.69 School Year 14
Table 4: Number of Students Enrolled in Participating Special Educational Programs for the Hea-ing Impaired, by Age and Hearing Threshold Levels, According to Additional Handicapping Conditions: United States, 1968.69 School Ycar 15
Table 5: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age at Onset of Hearing Loss end flex, According to Additional Handicapping Condition:,: United Stites, 1968.69 School Year 16
Table 6: Number of Students Enrolled in Participating Special Educational Programs for the Hearing impaired, by Age and Sex, Accord'ng to Age at Onset of Hearing Loss: United States, 1968.69 School 'fear 17
Table 7: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Hearing Threshold Levels and Sex, According to Age at Onset of Hearing Loss: United States, 1968.69 School Year 18
Table 8: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Hearing Threshold Levels and Age, According to Age at Onset of Hearing Loss: United ,3 States, 1968.69 School Year
Appendices
Appendix i Description cf The Annual Survey of Hearing Impaired Children and Youth 23 Appendix II Date Collection Form Used In The Annual Survey for the 1968 39 School Year 25 Appendix III instructions for Completing the Annual Survey Form 27 Appendix IV Programs Participating in the Annual Survey of Hearing Impaired Children and Youth 33 Acknowledgements
We wish to express our gratitude to thc many people whose. effort, I-. we made this publication possible. In particular, we are grateful to the administrators, teachers, secretaries and other personnel of the participating institutions who found time in their busy school schedules to complete the Survey forms. It is their efforts which have supplied us with the information presented in this publication. The names of the schools currently participating 'n the Annual Survey Program appear in the Appendices. We also would like to extend our appreciation to the National Advisory Committee whose continued assistance has helped to guide the staff. Their collective and individual direction has been invaluable. The members of the Committee are listed below.
NATIONAL ADVISLKIY COMMITTEE
Thomas R. Behrens, Ph.D. *Marilyn L. Flynn Walter E. Nance, M.D. *Jack W. Brady D. Robert Frisina, Ph.P. Edward W. Reay *William E. Bragner *W, Lloyd Graunke Ph.D. *Jerome D. Schein, Ph.D. Donald W. Brown, Ph.D. *Bernard L. Greenoerg aidney L. Schoenfeld Nona Burrows Barry L. Griffing *Ruth Lynn Scott, PhD. Marvin D. Clatterbuck, L.H.D. John D. Harrington, Ed.D. Rny M. Stelle, Litt. William N. Craig, Ph.D. Doin Hicks, Ed.D. *Frances R. Tucker David M. Denton Ben E. Hoffineyer, L.H.D. Armin G. Turechek, Ed.D 'George E. Detmold, Ph.D. Arthur G. Jillette, Jr. *Dorothy '.. Vail! Albert W. Douglas Sister Nora Letourneau McCay Vernon, Ph.D. *F,ldon I. Eagles, 144.D. James A. Little George W. Fellendorf Kenneth R. Mangan, Ed.D. *Terms expired December 1969.
Every member of the staff of the Office of Demographic Studies makes an important contribution to the preparation of oublicetions from the Program. In this publication we wish to acknowledge the efforts of the following staff members: Phyllis Mobley, DorotheaBateman,Carol Buchanan, Clara Gillespie, Judy Thompson, Steffarrie ChilJs, and Jeanne Stevens.
Brenda Rawlings tsugus tine Gentile dashIngton, D.C. June 1970
iv .aver -1r
Additional Handicapping Conditions, Age at Onset of Hearing Loss, And Other Characteristics of Hearing Impaired Students, United States: 1968-69
B!*.nda Rawlings and Augustine Gentile
INTRODUCTICr, This report contains data collected by the An- of hearing impaired children and youthhasbeen nual Survey of Hearing Impaired Children and Youth divided into three groups: on approximately 25,000 hearing impaired children enrolled in special education proorants iithe United GROUP A Hearing impaired individuals who are States during the 1968-69 school year. During the receiving special educational ettention first year of data collection, information on a variety related to a loss of hearing. of the characteristics of these hearing Impaired GROUP B Individuals identified as having a hearing children was obtained. The characteristics described loss but who arenot receiving any in this report include additional handicapping condi- special educational services. tions,age at onset of hearing loss, audiometric GROUP C Individuals inthe general popletion C.nnings (better ear averages), age and sex. Data on who In fact are hearing impaired but other characteristics will be given in later publica- have not been diagnosed as having a tions. hearing loss. The Annual Survey of Hearing Impaired Children and Youth is a continuing program which began Currently, the major emphasis is on collecting operations In May, 1968. The program is aimed at data on the hearing impaired population in Group A. collecting and disseminating information regarding Developmental work is under way for obtaining characteristicsof hearing impaired children and information relative to individuals included in Groups youth. The Office of Demographic Studies of Gal. B and C. Further details about the Annual Survey laudet College conducts the Survey. The major share Program may be found in Appendix I. of funding for the project is provided by the Division of Research, Bureau of Education fot the Handl. METHODOLOGY AND SOURCES OF THE DATA capped, Office of Education, Department of Health, Education and Vklfare. During the 1968-69 school year, data collection In consideration of the available resources and efforts were directed towards the hearing Impaired the different methods that will be required to obtain population enrolled in special educational programs. A data on the hearing impaired population, the universe total of 101 institutions identified in the American
1 Annals of the Deaf' as"Schools for the Deaf' were TABLE A: Participation in the Annual Survey asked to participate in the Annual Survey. In addition, of Hearing Impaired Children and a sample of about IS percent of the "Classes" listed Youth, by Institution: 1968-69 in theAnnalswas chosen in a manner to provide school year representation regarding geographical factors, size of programs, and public and privatc institutiGits. Appen- institutions that returned dix IVgiver3list of the educational programs Type of Total completed data forms carrmtly participatingin the Annual Survey.The Institutionasked programs that participated during the 1968-69 school to loin NumberPercent year, from whichthe data inthis report were survey obtained, also are specified in the Appendix. As seen in Table A, 75 percent of the institutions All institu- asked to join the Survey participated in the program. tions 189 142 75.1 The total number of individualrecords received Schools 101 79 78.2 during the first year of data collection was 25,363. 71.6 This figure represents 80 percent of the total enroll- Classes 88 63 ment of those institutions invited to participate, (see Table B). Included itthe enrollment figures for classes in Table B are 2,727 students enrolled in itinerant programs. Except for periods of special TABLE B: Participation in the Annual Survey instruction provided by visiting teachers, these chil- of hearing Impaired Children and dren generally attend schools for normal hearing Youth, by Enrollment: 1968-69 children. Records for children in itinerant programs school year were notspecifically requested during the1968.69 school year. However, when submitted they were Enrollment in Institutions processed and inclur;ed in the data. Most of these Type of Enroll-that returned completed Institutionmeat data fcr. ns records (about 80 percent) were obtained from two In states, i.ennsvIvania and the District of Columbia. those The remaining 20 pe::.ent came from programs asked Number Percent scattered throughouttheUnited States. Currently, to foln the Survey is collecting data on all stecial educational curve programs, including itinerant programs. All insti- Descriptive literature and letters requesting par tutions 31,706 25,363 80.0 ticipationinthe Annual. Survey were mailed in August 1968. The institutions were asked to returna Schools 22,376 17,372 77.6 i questionnaire indicating their willingness to pas ticipste Classes 9,330 7,9911 135.6 and the numbr of Scveyforms they wouldrequire for their student population. Follow-up letters were I Includes 2,727 students enrolled in 'tinerant sent and phor.e callswere madethroughout the programs school year to institutions which responded nega Lively and to thosefromwhich no response was information requested on the form was not available; obtained. and (3) doubts about the merits and objectives of the Annual Survey. Many of the programs that were Some of the reasonsgiven for not participating in unable to participatein the1968.69 Survey are the Survey included: (1) unavailabilityof staff at the parik.,pating in the 1969.70 Survey. institution to complete the forms andInsufficient funds to allocate to the project in order to hire Processing of the data was begun as the forms someone to complete the forms; (2) the type of were returned to the Survey Office. The forms were rust edited for clerical errors or information which required clarification. Where necessary the reporting source was contacted regarding the riformation in 1 Directory of Strricts for the Deaf in Me United States: American Annals of theDeaf, 1968Edition, Powrie V. question. Thedata on the forms were then codedand Doctor, Editor. transferred to computer tape. This latter aspect of
2 11.,111.
processing was performedbythe Data Processing e.g., the number of years hi school and the name of Laboratory of Gallrdet College. the student. The form used to-olltct the data on students Data on better en averages shown in this report was developed from the experience gained during a were determiued by averaging the puretone threshold two year Pilot Study. The items included on the form levels, for the better ear, at the frequencies of 500, were selected on the basis of recommendations made 1000, and 2000 cycles per second. Table C shows by the National Advisory Committee to the Survey that this information was not available for about 30 and by persons in the field. The major criteria for percent of the students. Of tinumber only ab...vr 6 item selection weiavailability of the data and the percent of the forms actually did not report any potential utility of the data. In order to keep the time audiological results. The remaining 24 percent con- requiredto prepare the forms within reasonable tained audioloojcal information, but did not give limits, it was decided not to attempt to obtain data results for one or more of the three frequencies used on all useful items every year. Therefore, data on to compute the better ear average. topics not covered during the 1968-69 school year Information on additional handicapping rendi- will be collected in subsequent Surveys. The form tions was hot reported foi about 17 percent of the used for the 1968-69 school year may be found in students and the age at onset of hearing loss waq not Appendix II. Instructions and definitions for com- available for about 18 percent. pleting the forms are given in Appendix III. Currently, data collection activities have been expanded so that publication of data from future QUALIFICATIONS AND LIMITAIIONS OF TILE years will be more representative of the entire hearing DATA impaired population. Further, the reporting sources are adjusting their record systems so that there will be In order to interpret and t9 use correctly the fewer records with missing information. information presented in this report, itis important to take into consideration some general qualifications IISCUSSION OF THF. DATA and limitations of thre data. First of ajl, it must be remembered that these data do not represent the Frequency distributions for the 25,363 students entire population of hearing impaired children en- enrolled in participating special educational programs rolled in special educational programs. The 25,363 for the hearing impaired are presented in a series of students for whom data are presented here represent about one-half of the total students receiving special TABLE C: Percentage of records for which data educational services during the 1968-69 school yen. for sefr:ted items ....ere not reported Further, during the survey period about 50 percent of or were not usable the hearing impaired students in special educational programs were enrolled in day classes and itinerant programs. In this report only 30 percent of the Percent of Records for students were from these types of programs. The !tern which data were not re remaining 70 percent represent students enrolled in ported or were not schools (primarily residential) for the hearing im- usable paired. Thedifferentialeffectthatthis lack of representation has on the variables which are reported Age' 0.0 here will be discussed in a later section. Sex' 0.0 Another important limitation of these data is ihe high proportion of records th..t did not contain Better ear average2 30;0 information for some of the variables. Table C shows Additional handi- the percentage of records for which information for capping conditions 16.7 particular items war not reported or was not usable. Information on age and sex was submitted for Age at onset of hearing most students. When the information for these items loss 18.2 was missing, it was obtained by ,arrespondence with 1 Data for these items were edited. the reporting source. In a few cases it was necessary to estimate the age and determine the sex of the 2 Only 6 percent of the records did not report some rtudent utilizing other information on the records, godiolopiesi results.
3 detailed tables in the following section of this report. the purposes of this report, audiological data reported Some comments about the characteristics reported on isr ASA2 standards wereconverted to the ISO and some highlights of these data are discussed here. standard by adding ten decibels to the ASA average. Inall, data were available to computebetter ear Age and Sex averages for 17,733 students. The data had to be converted from the ASA standard to the ISOstan- The age and sex distribution of the students for dard for about19 percent of thesestir.'ents. The whom data were obtained appears in several of the standard used was not reported for about 7 percent detailed tables. The most detailed distribution by age of the 17,733 students. The better ear averages for is given in Table 1. these students are treated in this report as though Of the 25,363 records collected, 55 percent were they were based on measurements obtained by the for male students and 45 percent were for females. ISO standard. This distributionissimilar to the sex ratios for hearing impairedstudentsinspecialeducational Inthedetailedtablespresenting better ear programs previously reported in other studies. averages you will note the category "Unable to Age, as used in this report, is the chronological Compute". This refers to approximately 24 percent age of the student as of December 31, 1968. As seen of the students for whom better ear averages could in Table D, the age distribution was similar for both not be determined due to the omission of results for sexes. The group with the largest percentage of one or more of the frequencies used to compute the students (31.4 percent) was the 10-13 year age group. averages. In some detailed tables this category has been Due to the composition of the participating institu- combined with the "Not Reported" category; i.e., tions, the proportion of students under six years of those students (about 6%) for whom no audiological age(11.4percent) is probably understated in these information at all was supplied. data. When preschool programs are fully represented in the Survey, the proportion of students of preschool Table E presents the number and percentage distribution for selected hearing threshold levels of age will be higher. the 17,733 students for whom better ear average data were available. It will be noted that 74 percent of the Better EarAVOW*, students had threshold levels at 65 decibels (ISO) and Distributions of the hearing threshold levels of above. the students (better ear averages) are shown in several tables. The most detailed distributioi, given in this report appears in Table 1. As previously stated, the better ear averages were determined from averaging puretone thresholds for the speech range (500, 1000, IInternational Organization for Standardization. and 2000Hz) inthe better ear.13,.:ter ear averages are given in decibels according to the ISOL standard. For 2 American Standards Assn:lotion.
TABLE D: Number and percent dish ibution, by age and sex, of students enrolled in pal ticipating special educationa programs for the hearing impaired: United States, 196869 school year
Foth Sexes Males Females Age Number Percent Number Percent Number Percent
All ages 25,363 100.0 13,878 100.0 11,485 100.0
Under 6years 2,893 11.4 1,526 11.0 1,367 1 i 9
6-9 years 6,505 25.6 3,541 25.5 2,962 25.8
10.13 years 7,952 31.4 4,345 31.3 31,07 31.4
14.17 years 6,339 25,0 3,507 25.3 2,832 24.7
18 and over 1,674 6.6 957 6.9 717 6.2
4 101 TABLE E: Number and percent distribution, condition would be counted in both categories. As an by hearing threshold levels, of example, in Table 2 the total column for a specific students enrolled in participating condition, such as Cleft Lip or Palate indicates the special educational programs for number of different students reported to have the the hearing impaired: United condition. Whereas, the column showing the total States, 1968.69 school year number of all additional handicapping conditions (8,871) is the total conditions reported for the 6,445 Hearing Number of students(See Table F) who had one or more Threshold Levels Students2 Percent handicapping conditions besides their impaired hear- in Decibels OS()' ing. Also shown in Tables 2,3,4, and 5 are the rates of All dB levels 17,733 100.0 occurrence of additional handicapping conditions for particllar groups in the hearing impaired population. Under 10dB 232 1.3 These are expressed as the total number of conditions 10-39 dB 1,748 9.9 per 1,000 students in a specified age, sex, hearing threshold level and age P t onset group. These compu- 40-64 tAB 2,618 14.8 tations are bared on all students (including those 65-84 dB 4,332 24.4 reported as having no additional handicapping condi- tions) for whom information was received. Excluded 85 dB & Above 8,803 49.6 from the computations are the 4,233 students for whom no data was obtained for this item. Table F indicates the number and percent of ',Average hearing Mreshold In batterear computed at 600, hearing impaired students who had either no addi- 1000. 2000 cycles per second. tional handicaps, one additional handicap or two or 2 Excludes those for whor., datawere not reported or the more additional handicaps. The data indicate that 57.9 data were not us,,h10.
The tablealso shows thatthere were 232 TABLE F: Number and percent of hearing im- ,sported cases of students with better ear averages paired students with additional under 10 decibels. Most of these are students with a handicapping conditions enrolled in severe hearing loss in the worse ear. The records for participating special educational these students show that almost 90 percent were programs: United States 1968-69 enrolled in itinerant programs. school year If it m be assumed that children in classes and itinerant itograrns will generally have less severe Number of additional hearing lasses than the population in residential and handicapping condi- Number Percent day schools, tl-e proportions shown in the table will tions reported change when the data more representative of the total hearing impaired student popisla don. Total students 25,363 100.0
.lidonsi Handicapping Conditions No additional handi- capping conditions 14,685 57.9 Data describing the handicaps the students had in addition to impaired hearing are shown in Tables One additional handi- 2,3,4, and 5. The tables showing these additional capping condition 4,620 18.2 handicapping conditinoi give the number of floes a Two or more addi- }articular condition WAS reported. For some students tional h.ndicapping more than one "additi,Aal handicapping condition" conditions 1,825 7.2 wa.. reported. If a particular child had both a "Severe Visual" problem and "Emotional Problems", his Not reported 4,233 16.7
5 I OS_ percent of the students had no addit.Dnal handicaps, the 21,'.30 students for whom data were obtained for 18.2 percent were reported to have one additional this iteti. handicap, and 7.2 percent had two or more additional The questionnaire item regarding additional hand- handicaps. Information was not reported for 16.7 per- icapping conditions (See Appendix 11)provided cent of the students. If the students for whom data "check boxes" for reporting aelccted conditions and were not reported are excluded from these compu- provided space to write in other conditions. Of the tations, the percentages would be as follows: 'writein" conditions, "heart disorders" occurred most frequently (186 times). In addition, a variety of No additional handicapping conditions-69.5 percent other conditions were reported 1,444 times. It should One additional handicapping condition-21.9 percent be noied that "write-in" conditions tend to be under Two or more additional handicaps 8.6 percent repotted more frequently than conditions for which a "check box" is provided. Table G shows the number of times a specific additional handicap was reported23the only addi- It should be noied further that reported cases of tional handicap and the number of times the condi- "Emotional Problems"nd "behavioral Problems" tion was reported in combination with other addi- are frequently based on subjective judgements, where. tional handicaps. Also presenter; in this table are the as the diagnosis for the other types of handicapping rates of occurrence of additional handicaps per 1,000 conditions are usually based on physiological, psycho- hearing impaired students. These rates are based on metric and other evidence.
TABLE G: Number and rateof additional handicapping conditions among hearing impaired studentsenrolled in participating special educational programs: United States,1968-69 school year
Number of times Number of times condition condition Additional Handicapping Total Number of Number of Condi reported as the reported in Conditions Reported Condition tions per 1000 only additional combination with Students' handicap other handicapping conditions
Total 0,871 419.8 4,620, 4,251 Cleft lip or palate 153 7.2 95 58
Severe visual 883 41.8 458 425 Mental retardation 1,700 80.5 1,004 696 Emotional problems 1,403 68.4 563 840
Behavioral problems 1,225 68.0 476 760 Perceptual motor dicordw 1,169 55.3 544 625
.cerebral palsy 708 33.6 414 2t4
Heart disorders 188 8.8 '100 86 Other 1,444 68.3 967 477
lIncluche 14,685 ttudonts who had no ocklItIonst handreoppinq conditions but xcludow 4.232 ttudonts for Whom this Informeton was not nyotod. .
6 12 V.6.A4VINIVIerfacts
Age at Onset of Hearing Loss TABLE H:Number and percent distribution, by age at onsetof hearing loss, for Tables 6,7, and 8 present the age st onset of students enrolled in participating hearing loss for students in the oarlicipating pro. special educational programs forthe grams. The dir SUMMARY Selected characteristics of 25,363 students en ed in school programs and 50 percent in day class rolled in special educational programs for the hear- programs. Another important limitation of the data ing impairzd have been presented. The character- results from the high proportion of records tha' did istics for which data were Oven are age, sex, hearing not contain datafor some items. Current data threshold levels, additional handicapping conditions, collectionactivities are designed to obtain more and age at onset of Ix 1ring loss.Themethodology represen;.tive coverage of the hearing impaired popu- and sources of the data have been described. A list of lation and to obtain more complete information for the participating programs is given in Appendix IV. It students in the Survey. Until these problems can be wasnoted that records vg::e obtained for about 80 resolved, the data in this report apply only to the percent of the students enrolled in the institutions 25,000 students who participated in the Survey for that were invited to participate in the program. the 1968-69 school year. Qualifications and limitations of the data were This report represents a beginning effortto discussed. It was particularly stressed tl it the data describe the universe of hearing impaired children and are not representative of all hearing impaired stu- youth lit the United States. The utility of the data dents. Seventy percent of students for whom data rill be determined by wiministrators, teachers, and were given were from schools (primarily residential) researchers who provideservicesto the hearing and the remaining 30 percent were for students in day impaired. class programs. At present, in the United States, about Our appreciation again is extonded to all the 50percent of the hearing impaired students are f nroll participating educational programs. 13 S.$ LIST OF DETAILED TABLES TABLE 1: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age and Sex, Acroicting to Hearing Threshold Levels: United States, 1968-69 School Year. TABLE 2: Number of Students Enrolled in Participating Special Educational Pi-0E13ms for the Heating lmpaired,by Age and Sex, According to Additional Handicapping Conditions: United States, 1968-69 School Year. TABLE 3: Number cf Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Hearing Threshold Levels and Sex, According to Additional Handicapping Conditions: United States, 1968-69 School Year. TABLE 4: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age ant Haring Threshold Levels, According to Additional Handicapping Conditions: United States, 1968-69 School Year. TABLE 5: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age At Onset of Hearing Loss and Sex, According to Additional Handicapping Conditions: United States, 1968.69 School Year. TABLE 6: Number of Students Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Age and Sex, According to Age At Onset of Hearing Loss: Lited States, 1968-69 School Year. TABLE 7: Number of Students Enrolled in Participating Special Educational Programs for the Hearing impaired, by Hearing Threshold Levels and Sex, According to Age At Onset of Hearing Loss: United States, 1968-69 School Year. TABLE 8: Number of Studerts Enrolled in Participating Special Educational Programs for the Hearing Impaired, by Hearing Threshold Leads and Age, According to Age At Onset of Hearing Loss: United States, 1968-69 School. Year. 14 TABLE 1:NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED. BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UN/TED STATES. 1968.69 SCHOOL YEAR BETTER EAR AVERAGES (InDecibel, ISO)' Total 10 25 44 66 60 65 70 76 88 05 00 99 Until* 6rta Nom lot thrtlor to to to to to to to to to to to sod to Not 44. &Rd Sox SWOoot II 21 31 64 511 64 89 71 70 84 89 98 Above Compute Root/cud llotk Suet All Ala 25,383 232 540 1,208 1,353 549 716 886 1,051 t ,117 1,278 1,308 3,110 4,385 8,050 1,580 Under 3 yrs. 114 2 1 3 2 3 1 1 5 5 68 16 6 11 22 3 rt. 515 5 1 5 2 13 18 24 44 63 246 55 4 ytt .,413 4 14 30 18 22 39 5l 82 75 72 145 195 589 92 6 yrs. 851 3 13 26 44 16 17 21 29 36 311 37 84 127 302 58 8 yrc 1,224 21 24 82 79 28 33 41 41 39 49 41 122 210 320 94 7 Ins. 1,413 17 43 103 110 20 37 42 52 41 59 64 166 226 342 85 1 pit 1,895 22 51 108 97 43 48 55 54 51 59 76 196 346 365 111 1 yn. 2,173 21 53 136 131 51 55 03 91 113 124 125 272 327 451 150 11 ins. 2,499 11 60 125 127 58 78 88 115 143 122 132 363 398 521 203 II yts. 1,420 15 47 112 HI 37 66 71 69 81 106 95 233 317 :64 95 12 yrt 1,845 30 44 122 99 50 33 5b 78 69 95 101 212 323 392 I 1 1 13 yrt 1,778 14 60 93 111 49 41 55 69 74 67 106 232 306 3" 111 14 yrt 1,896 26 W 77 19 34 41 59 61 62 70 95 211 310 390 89 15 ytt 1,847 14 12 35 52 73 10 73 94 90 253 291 344 92 18 yea 1,1182 11 32 01 67 Xi 54 LS 91 01 42 216 315 335 74 IT yrt 1,232 S 34 40 02 33 51 51 41 63 72 84 159 268 264 60 11." 23 311 13 26 26 41 19 44 44 130 195 21$ 50 11 pit 637 3 4 0 13 II 11 32 Zt 21 31 27 92 113 119 23 II in of Oar 13 12 II 10 12 31 53 60 It Paws. Wring ihrsibe11 M irrtur w erwrorIed to 500, 1006 2030 eyelo pod moot 10 ib PrAntsannasirs iramenar... err TABLE 1 (Contkro 11): NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UNITED STATES, 1968-69 SCHOOL YEAR BETTER EAR AVERAGES Bo OHM IsISO)' Ted 11 29 41 66 N 05 70 76 SO 95 90 99 IMAM Data Ihmlwllorior to to is to to to to ti to to to mod to not Als sod Sextalloote II 24 31 (1 611 04 119 74 71 14 IN N Above CompoteRepined Mem AR Awl 13878 132 311 689 CPI 330 416 509 589 635 703 713 1,699 2,1.12 3,195 884 Wider 3 yrs. I 4 4 41 11 3 9o. 252 3 - 3 3 1 6 7 8 11 10 22 32 114 32 4 yrs. 739 3 8 13 13 10 17 23 33 41 37 81 110 301 44 6 yrs 469 2 7 16 33 7 10 13 19 20 19 13 43 57 172 36 I yrs. 647 12 15 41 16 14 16 26 21 27 27 24 Si 105 IEE 50 1 yrs. 813 9 22 80 89 10 20 26 31 24 33 35 100 128 199 47 8 pro 893 7 32 67 51 26 31 30 27 34 29 39 97 1'4 184 65 9ms. 1,190 12 31 82 78 34 31 41 63 66 63 65 161 160 251 72 II yes. 1,350 1 28 77 75 32 43 49 74 82 61 65 169 217 259 108 Ilya. L038 9 34 63 67 27 42 43 37 47 62 N 134 172 198 55 12 ms. 886 15 24 68 61 32 37 35 47 41 50 54 109 161 200 62 13 Ins. 973 6 22 57 BB 29 21 30 33 49 61 72 117 15S 195 63 14 yrs. 938 II 23 47 t4 23 26 30 39 50 37 63 113 158 194 61 II yes. 903 6 19 39 61 11 23 45 50 39 53 58 140 140 165 57 II "TA III IS 20 111 It 40 N 43 51 50 100 163 194 43 17 yvA 751 4 2, 22 41 21 37 33 33 36 43 41 SI 146 146 343 II TIE 497 8 3 12 20 9 20 14 21 23 21 22 75 108 111 23 10ms. 320 3 3 3 10 12 7 20 II 12 17 14 N 68 to 11 20 rs. of Oar 140 3 12 B I 12 1 20 21 30 4 e Awn. Main &NNW im Io1Yr ow mowed si 606 1030, 2000 4441114 Po Nom E 11 16-1t, TABLE 1 (Continued): NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UNITED STATES, 1968-66 SCHOOL YEAR !ETTER EAR AVERAGES (to°tribe Is190)' Total 10 26 13 55 60 65 70 76 80 85 90 90 Unable Bob Number Unt lar to to to to to to to to to to to end to Not Age end SexStudents 10 24 39 54 59 84 49 74 79 84 89 54 Above Compute Reported NNW'S AU Ayes 11,485 100 229 515 552 219 300 377 462 482 575 595 1,411 2,113 2,855 696 Um* 3 yrs. 43 - 2 27 5 3 yrL 263 - 2 1 2 3 1 5 6 14 7 14 22 31 132 23 4 via 674 - 1 6 17 5 12 22 33 29 31 55 64 85 288 43 6 yea 382 I 6 10 II 9 7 8 10 16 19 24 41 70 130 20 8 alto. 5i7 9 9 41 33 14 17 15 20 12 22 17 65 105 151 44 2 yea 600 8 21 43 41 10 17 16 21 23 26 29 66 98 143 38 8 ra 602 15 19 41 48 17 17 25 27 30 30 37 99 172 181 46 I rL 983 9 22 54 53 17 24 42 38 57 61 50 111 167 200 78 11 yes. 1,149 7 32 48 52 26 35 42 SI 61 56 67 134 181 262 95 11 yes. 794 7 13 49 52 10 26 28 32 34 44 49 99 145 166 40 12 rt. 859 15 20 54 44 18 28 21 31 28 38 47 103 162 199 49 13 yrs. 805 9 29 40 43 20 20 25 36 1` 36 31 115 150 176 43 14 yea 762 9 17 30 35 II 2C 29 22 32 41 32 98 152 196 38 16 yea 744 i 11 30 41 1? 29 28 30 34 41 31 113 151 144 35 10 yea 748 3 12 25 32 18 14 28 46 38 51 42 IX 152 141 31 17 yea 510 2 13 18 21 12 20 10 21 25 28 43 71 120 138 22 10 yea II 18 5 8 II 20 10 20 22 80 17 98 27 111yea 217 3 3 4 4 12 7 9 14 I7 32 57 51 7 apt. nod Ow 104 I 4 2 8 5 II 27 29 7 'Averse Merin throdoold M bet* ow computed M 500, 160, 2009 cr.* poi second. 12 TABLE 21 NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY AGE AND SEX, ACCORDING TI) ADDITIONAL HANDICAPPING CONDITIONS: UNITED STATES, 1968.86 SCHOOL YEAR Toy 'fatal ADDIVONAL HANDICAPPING CONDITIONS Ifiembor ofUsher of Teal Cuefitior Hard- Cleft Up Penspur Number Per 1,611 CS/Pial 117 Seem Moral EmotionalIhdriniaral Motor Corobrel Nowt Age an1 Dex Smarr,Seders,CoalitionPraia Virg Reload onProblemPurlieuDisorders Palsy Disorders Other Both Soor-All Apr 21,130 419,8 8,871 153 883 1,700 1,403 1,225 1,169 708 186 1,444 Under 3 nor 99 192.9 29 1 3 l 5 2 9 i 1 6 3 5 pen 2,251 359.4 819 8 115 F2 131 110 114 55 72 142 1 .1 pram 5,377 138.2 2,356 58 225 372 377 355 410 149 53 357 10 . 13 pars 6615 465.0 3076 50 314 591 465 440 432 258 35 471 14 -17 years 5,187 402.6 2,169 33 188 558 346 282 182 187 22 379 18 mien end Over 1,101 308.4 432 3 46 116 69 36 22 58 0 89 Melee -AI Ape 11,567 467.6 5,409 86 477 967 849 862 741 444 92 891 Unar 3 port 59 322.0 19 - 4 1 6 - 6 3 - 5 yore 1,177 GM 5 482 5 53 38 83 76 72 33 34 88 8 1 yarn 2,923 161.0 1,408 35 119 224 229 235 251 88 23 202 11.13 pro 3,617 522,3 1,889 25 181 321 296 316 273 161 18 296 11- 17 yews 2 '4113 44? 9 1,338 18 94 313 205 207 121 122 14 241 11 Iwo nal Over 1102 345.4 217 2 25 71 32 27 18 10 3 59 Freda All Ape 8,563 362.0 3,462 67 406 733 554 363 428 264 94 553 trio 3 yew 40 250.0 10 1 3 1 1 I 3.1 yarn 1,074 305.5 327 3 82 24 4A 34 42 22 38 54 1 -1 yam 2,454 357.1 950 23 10C 148 148 120 159 51 30 155 11.13 run 2,911 395.1 1,117 25 131 270 189 124 159 97 17 175 11-17pars 2,381 347.4 133 14 111 245 141 in 11 15 1 138 11 yam sod Orr 599 2611.1 155 1 y. 45 27 6 4 IS - 30 'Includes 14,815 students rho had no mfrtionalhorlitappno tontEti. .d but setiors 4,233 Priers lcr whom the informetioo moo not reported. 13 18\ ! TABLE 3:NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY HEARING THRESHOLD LEVELS AND SEX, ACCORDING TO ADDITIONAL HANDICAPPING CONDITIONS: UNITED STATES, 198849 SCHOOL YEAR Total Total ADDITIONAL HANDICAPPING CONDITIONS Betty Or Amapa Number ofNumber of Ce Naas 16091 Total Coadtio-8.018 Cleft Lip Psresptuel and NumberPer 1,090 capiob or Sows Mental EmotionalBabovIonl Rotor Cerebral Heart Sue Studeets2Stedonts2Caotabau New Waal IletardetioaPtoMenta Roblsou Disorders Patty °Widen Other Both Seen -AB Lords 21,130 119.8 8,871 153 883 1,700 1,403 1,225 1,169 708 186 1,444 Under 25 667 331.3 223 16 25 51 12 13 30 8 2 36 25 - 39 1,007 375.4 378 26 32 106 72 35 36 17 L 16 40 - 54 1,171 496.2 f "I 25 14 131 110 59 71 37 6 95 5. 64 1,071 ,'63.7 198 7 14 41 77 61 75 58 I I 74 65 . 74 1,676 460.0 771 7 67 110 110 112 117 84 11 133 75.14 2,035 461.9 940 11 88 159 110 122 11B 122 25 155 15 Ind Above 7,332 386.7 2,828 21 281 199 115 131 385 220 65 192 Not litedebla 6,168 130.0 2,652 37 299 530 397 389 337 162 58 443 41114444 Leeds 11,567 467.6 5,409 86 ...J 967 849 862 741 141 92 841 Under 25 379 353.8 131 8 13 28 28 10 21 4 2 20 25.39 570 398.2 227 14 18 55 42 27 23 9 1 35 48 54 702 727.1 370 18 25 84 65 42 45 30 3 60 55 14 142 493.8 317 1 23 55 49 43 47 39 5 5 9 15.74 952 5252 500 2 40 73 95 86 73 rl, 7 68 75.14 1,133 5472 020 0 49 101 82 89 84 83 12 104 16 and More 3,925 423.2 INF II 147 265 248 308 212 121 32 287 Not Meltable 3,264 484.1 IMO 24 162 36:. 230 257 206 102 27 266 halal'sAl teeth 1,583 3410 3.482 47 409 733 554 363 128 261 14 553 Up4st 21 Al 3090 a 1 12 23 14 3 ti 1 - is 25.39 437 3458 151 12 14 51 :4 4 13 4 4 11 44 14 443 449.9 211 1 19 SO 4S 17 a 7 3 3S f 4 159 432 4119 /11 2 21 38 7$ Id n 19 8 23 15 74 724 3749 271 9 n 67 45 21 44 21 4 39 7 / IM 902 WA 320 r a ,. 48 33 34 39 13 61 N hal 414444 3,407 342.3 1,147 13 137 234 977 128 113 99 33 205 Not Aveltslia 2,004 3019 1,072 13 137 224 187 132 131 NI 31 177 Ammo Waring thrt.hold M bonar err compstad at 600, 1000, 2030 cycles pm scot 14,115 MO* edw 7.4 ee aderitiorml handicappincors.tioat trot 44414414 4,233 Mom lot Whom this Informel44 tees Ir.* nowt& 14 19W, 1 TABLE 4: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIDNAL PROGRAMS FOR THE HEARING IMPAIRED, BY AGE AND HEARING THRENCLD LEVELS, ACCORDING TO ADDITIONAL HANDICAPPING CONDITIONS: UNITED STATES, 1968419 SCHOOL YEAR ADDITIONAL HANDICAPPING COIIOITIONS Tod tal %ado ofNora Ims of Intmo Em beam Tod Comfidoos Hood- DIN Up I Parcophial in Deal* MOP Number Ps/ 1,000 frown of Senn Mental EmotionalBohovio cal Motor IC/rota; Hurt sod Ap Misiosts1Fmk&Conatons Poles Vaud Roan lotionProblems Pro Vorns °Molders /day Disardon Other 1 All Arpa-MI Lomb 21,130 419.8 8,871 153 683 1,700 1,403 1,225 1,169 708 186 1,444 Unbar n 1,174 511.9 601 42 57 157 114 48 66 25 10 82 40 - 64 2,245 480.6 1,079 32 88 225 187 120 146 95 17 169 65 - 14 3711 461.1 1711 16 155 289 280 234 235 206 36 258 IS or d Above 7332 385.7 2,826 24 254 499 425 434 385 220 65 492 Not Amiable 6,168 430.1 2,652 37 299 530 397 314 737 162 56 443 Utibm 1 roan- AI Lomb 2,350 358.6 838 9 118 33 136 112 123 56 73 148 Mot 31 66 590.9 39 1 4 1 6 3 14 3 1 6 48 - 114 125 408.0 51 2 8 4 6 1 8 1 6 12 65 - 14 368 288.0 106 1 9 3 1B 17 21 8 0 22 115 mitIAlovo 685 287.6 197 1 24 13 37 25 22 17 20 3B Not MIMI* 1,106 402.4 415 4 73 42 69 63 58 2; 37 72 1 I men -Al Lords 5,377 438.2 2,156 58 229 372 377 3554 410 149 53 357 Uwe. n 577 315.4 182 19 13 39 34 19 24 7 4 23 MI 114 636 470.1 299 14 23 57 49 33 52 20 6 45 65 .14 850 494.1 420 6 40 58 71 64 B2 31 12 58 II sod Alms ,757 401.3 735 6 67 98 93 116 134 50 22 121 Not MANN 1,557 481.7 750 13 82 124 130 123 118 41 9 110 II -13 yoors-A1 Lova 1,115 485.0 3,075 50 314 591 485 440 432 258 35 471 Moir 31 600 408.3 245 14 28 73 53 20 19 5 3 32 MI -114 776 496.1 335 8 78 85 68 46 51 35 1 63 116 - 114 L183 542.7 642 6 61 96 108 96 94 77 7 17 01 WI Mom 7,279 425.2 969 10 105 154 145 158 151 85 15 148 NM Posidio 1777 4191 135 12 94 183 111 122 117 56 9 131 I4- I7yeon -AN Lomb 6,387 402.6 2.169 33 160 WI 341 282 122 187 22 371 War 311 385 3101 120 1 12 3$ 20 6 9 9 2 16 N 04 618 4532 269 6 23 70 54 32 31 29 3 41 IS M 1,038 435.0 452 4 37 117 71 51 34 67 7 84 86 NMI ANN 2,824 :941 791 7 71 166 130 121 71 53 7 151 1101 Awhile 9,362 3715 509 8 37 145 71 72 37 29 3 107 II pots mol mu- Al Lomb 1,401 301.4 432 3 46 118 22 51 3 IS iiookr 311 46 333.3 16 - 2 8 1 - 1 - 5 81 .14 122 460.1 66 2 1 I 10 5 4 10 I 8 85 N 271 3251 91 I 6 17 12 1 4 23 1 19 ., III Old AWN Ei} 211.2 15$ 17 48 20 11 7 15 1 34 . - - IMI hobble 379 300.1 113 - 13 36 16 1 7 1 - 23 'Am* Mow* thuk41 le Melt 0r totorodof ot 600. IRV, ton eye* or motao4. 2!oc64464 14, 116 stuan0 o44 hod eta Mifttio-41 hooOkonios towStOom Wt 0m444644,233 modems lot ',tom 104 lolotolotoo ern not mort4d. IS 201n TABLE 5: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY AGE AT ONSET OF HEARING LOSS AND SEX, ACCORDING TO ADDITIONAL HAWHCAPPING CONDITIONS: UNITED STATES, 1968-69 SCHOOL YEAR. ADDITIONAL HANDICAPPING CONDITIONS Total Total Age at Gnat of ' Number ofNumber of Hearing loss Total Coaditions IWO. Cleft Lip Perceptual and Hornbill Pat 1,000 upping or Sever, Menu) EmotionalBehavioral Motor Cerebral Heart Sett Students'Striding'Conditions Piste Visual RetardationProhlimsProblemsDisorders Patty Disorder' Other .------11 Both Sues -AB Onsets et,130 419.8 8,871 153 883 1,700 1,403 1,225 1,169 798 186 1,444 At Birth 15,049 436.2 5,692 94 591 973 850 801 783 545 145 909 Under 1 year 872 457.6 319 4 30 83 65 70 55 19 4 89 1 year 1,226 332.8 4,-.8 6 28 89 69 59 SO 18 6 86 2 years 2-.3 313.5 280 4 25 70 42 34 31 12 2 60 3 years 450 344.4 155 I 14 29 28 25 21 8 I 28 441 yaw 780 298.1 233 10 29 44 51 29 22 8 1 39 7 yaws andOM 473 289.6 137 2 31 29 75 12 8 2 3 21 LIntrowo 3,387 462.7 1,567 32 134 383 271. 195 199 99 23 232 igios-7ff Owns 11,567 467.6 5,409 90 477 967 849 862 741 444 92 891 At Birth 7,064 491.6 3,473 54 305 563 520 554 498 347 74 558 ILloge I you 514 521.4 268 2 22 47 45 56 39 8 I 48 1 you 676 352.1 238 3 II 51 39 38 28 10 3 54 2 yew 482 3561 172 2 14 40 27 26 19 9 1 34 3 yws 260 4031 105 I 10 13 21 23 15 4 1 17 44 yoan 443 298.0 132 5 15 13 26 20 13 6 I 23 7 yew mod Ow 265 339.8 90 I 21 19 18 ID 5 I 2 13 %Isom' 1,863 499.7 931 18 79 210 153 135 124 59 9 184 Fromalm-All Owns 9,563 382.0 3.462 57 406 733 554 393 428 264 94 553 Al girth 5,985 370.8 2,211 40 288 410 330 247 285 198 72 35I whir 1 yur 358 3659 131 2 g 38 20 14 18 II 3 21 1 yet 550 30.1 170 3 17 37 30 21 22 5 3 32 2 pun 411 2621 108 2 11 30 IS I 12 3 1 26 3 'Ion 190 2532 - 4 16 7 2 6 4 11 44 yen 337 298.7 10? 5 14 21 25 9 1 2 18 7 yews sal Ow 201 2160 47 1 t i 10 10 2 3 1 1 8 Uauss 1,524 417.3 9311 14 SS 173 117 SO 75 40 14 88 liadwist 14,016 Masts 7114 bad M additions Itsnitappong to4111ord but ncluas 4,233 shrgoris for tittom this info motion am not Mot , , 16 TABLE 6: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL Ph3GRAMS FOR THE HEARING IMPAIRED, BY AGE P ND SEX, ACCORDING TO AGE AT ONSET OF HEARING LOSS: UNITED STATES 1968-69 SCHOOL YEAR AGE AT ONSET OF HEARING LOSS Toll 7-1.n Onset et Under 7 Yews Age end Ssx Students 41.th 1 Year 1 Yew 2 Years 3 Teen 441 Yews and Over Unknown Seth Sete -A11 Apes 25,363 15,275 1,047 1,421 1,068 532 885 533 4,604 Under 3 yews 114 91 6 6 2 - - 9 3-5 VIM 2,779 2,180 106 93 56 18 28 298 6-8 view 8,505 3,889 255 346 293 119 242 Cl 1,274 11413 years 7,952 4,668 320 426 321 161 289 195 1,550 14-11 years 6,339 3,521 271 418 283 165 260 212 1,209 'Iron sod Ow 1,674 926 89 132 105 63 66 39 254 kale -A9 Ales 13,838 8,274 615 780 079 302 519 300 2,519 Under 3 yore 66 50 5 4 2 - - s 3-6 yon 1,460 1,134 59 50 35 13 14 155 41 rem 3,543 2,091 151 195 158 76 146 43 682 1113 yews 4,345 2,559 187 231 170 86 150 108 854 1447 viers 3,507 1,910 159 213 159 92 159 128 687 18 remand Ow 957 530 54 se 55 on 40 21 136 Fernales-A8 Apa 11,485 1,001 432 641 487 239 316 233 2,C85 Undo 3 yews 48 41 1 2 - - 4 3-5 run 1,319 1,046 47 13 21 S 14 143 5-6 yen 2,962 1148 104 150 135 43 95 44 582 1013 Tian 3,607 1,108 103 195 151 II 139 8. 706 14-17 yen 2,832 1,611 112 205 124 73 101 64 622 II ran and Om 717 39,7 35 45 r 50 20 211 IS 118 17 2s TABLE 7: NUMBER OF STUDENTS ENROLLED IN PARTJC'PATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY HEARING THRESHOLD LEVELS AND SEX, ACCORDING TO AGE AT ONSET OF HEARING LOSS: UNITED STATES, 1988-89 SCHOOL YEAR AGE AT ONSET OF HEARING LOSS Iota Er Arrays Total In Oribiz (ISOP Number Dort ot Bair 7 YIPIVII mod to Students 1118 1 You I Your 2 Years 3 Tom 4-8 Yuan and (Mr Unknows lloth Saga -411 Lerch 25,341 15,275 1,047 1,421 1,066 512 885 533 4,604 Under 25 772 188 3 15 10 15 103 117 321 25-45 1,206 377 8 15 16 27 143 141 487 4754 1,353 702 25 28 32 26 107 55 378 5514 1,265 775 21 44 ss 40 43 23 261 65-74 1,937 1,198 o 89 95 47 58 15 378 7544 2,355 1,596 74 129 119 58 51 15 353 15 and Arm 8,003 5,799 480 588 386 174 148 42 1,208 Not Asorlabl. 1,430 9940 399 515 350 145 232 125 1,224 Mair-40 Lsrob 13478 8274 615 780 579 302 509 300 2,519 Under 25 443 107 2 9 5 9 so 66 185 2931 603 212 6 6 5 20 80 45 272 45-54 801 429 16 17 18 18 55 27 210 5544 746 470 11 28 35 24 21 12 145 85-74 1,098 648 37 53 58 24 39 9 230 7544 1,338 870 46 73 71 35 29 10 204 45 1,,1 Mors 4,064 3,091 264 304 191 97 80 25 632 Not Areas* 4,079 2447 233 290 193 75 134 ss 641 Foro7r-111 Leash 11,485 7,001 432 841 417 230 376 233 2,045 Mar 25 329 61 I 8 5 8 43 51 136 25-311 519 165 2 9 8 7 63 56 209 4954 552 273 9 11 14 I 41 20 168 55-64 511 305 10 16 23 16 22 11 116 65-74 839 550 20 36 37 23 19 6 148 75-64 1,057 726 21 56 44 23 i2 5 149 15 mad Aker 4,119 2,700 196 282 195 77 ss 17 576 Nit ANNAN 3,551 2,193 186 225 157 70 98 59 583 Iftworop hearing ihroArdil in Demo sr computed rt 500, 1,190, 2,000 cydn pr wor4 18 240 EVVIMIT114111.* YABLE 8:NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARING IMPAIRED, BY HEARING TO RESHOLD LEVELS AND AGE, ACCORDING TO AGE AT ONSET OF HEARING LOSS: UNITED STATES, 1948-89 SCHOOL YEAR AGE AT ONSET OF HEARING LOSS arm Er &raps Tel Is WWI 0501' Number Omsk et Norm 7 Yrn sad * Daher Br* 1 Yew 1 Yon 2 Year 3 YOM 44 Yon rys1 Orr Unknown All Apr -AI Leak 25,363 15,275 1,047 1,421 1,068 532 885 533 4,604 Nair 31 1,980 565 II 30 28 12 241 258 802 46 64 2,618 1,477 a 72 90 68 150 78 639 66 84 4,332 2,794 131 218 214 105 109 30 731 86 mr1 Aber 8,803 5,799 460 586 386 174 14$ 42 1,208 Net Mitre 7,630 4,640 399 51i 350 145 232 125 1,224 ODIN 1 Yart-Ad Lark 2,893 2,:/1 112 99 58 18 23 - 307 Mr 31 70 27 4 1 2 12 - 24 4464 166 138 - 4 5 2 8 - 13 46-91 429 354 9 12 1 - 4 - 42 14 sal Aber 102 687 27 25 16 8 2 - 57 Or Moller 1,428 1,087 72 58 28 6 4 Ill 61 Yrn-A111 Lisle 8,506 3,889 255 346 63 119 242 87 1,274 Oak 39 681 178 1 10 II 13 96 61 313 41 14 732 421 12 14 19 21 41 8 189 II- N 1,013 704 32 41 61 17 I7 3 148 86 at Arm 2,161 1,436 122 150 83 29 23 4 302 Or MOW. :918 1,190 MS 131 .19 se 51 11 327 14113 Yer$411 Err* 7,952 4,868 320 428 327 167 289 195 1.56L Mr 31 729 223 2 13 e 11 67 106 273 N64 900 511 13 23 31 17 41 25 232 N N 1.391 933 34 49 41 30 as 6 441 N INN Nam 2,767 1,754 140 170 121 57 48 II 112 Not Ark* 2,175 1,265 131 III 16 45 73 41 386 14-17 Yrs- Al lods 6,331 3,621 271 416 283 166 260 r III 1209 Wm 38 449 122 1 7 6 s 50 82 178 411-114 04 332 II 27 30 21 37 43 178 61 84 1,192 872 45 71 69 ea u 13 242 85 wr Alm 2,361 1,499 130 111 104 53 5: 20 336 Or Ark* 1,833 138 79 132 es 39 71 54 277 II Yon II Or-Al Lava 1,174 124 38 132 105 lV 66 39 264 Ws* 61 17 3 - 1 3 1 10 11 NV 114 136 77 5 4 6 5 11 2 27 N N 307 171 11 25 16 12 I I 44 SI NA AMA 702 101 41 40 52 27 I I 7 96 NM Iadolis 471 252 21 43 32 II 2$ 12 18 lAssrop loving 4tsw2.4 hiettor in comprI44 K Mt 11330. 380 trio 171111s/44. I9 24' APPENDICES Appendix I- Descript1on of The Annual Survey of Hearing Impaired Children and Youth Appendix 11 Data Collection Form Used In The Annual Survey for the 1968-69 School Year Appendix III Instructions for Completing the Annual Survey Form Appendix IV Programs Participating in the Annual Survey of Hearing Impaired Children and Youth 25 21 APPENDIX I The Annual Survey of Hearing Impaired Children and Youth BACKGROUND AND POLICIES institution. Each school will receive data on its own students, but no information permitting identifica- The Annual Survey of Hearing Impaired Chi'dren tion of any individual student or school will be ar 3 Youth began its activities in May, 1068. The published or made available for any purpose. Inde- program was established as a permanent organization pendent researchers willhaveaccess only to summary to collect, process and disseminate data on hearing statia`ics and will not know the identity of the impaired individuals through col:ege age in the United schools from which the data were compiled. Mates. Two preceding years of pilot and develop- The accuracy and quality of all data collected are mental work in afive state area determined its of fundamental concern and importance tothe oparational feasibility and crystallized its methodolo- Annual Survey. This program expends a substantial gy. The Division of Research, Bureau of Education part of its resources in data evaluation procedures to forthe Handicapped, Office of Education, Depart- enhance the reliability and validity of collected data ment of Health, Education and Welfare initiated the and tom, describe any of its limitations. Towards this Annual Survey and provides the major share ofis goal, the necessity of developing standard measuring funding. The program is conducted by the Office of instrumentsarises.During thefirstyear of the Dcmogiaphic Studies of Gallaudet College. program, our efforts were directed towards the area The long range seal of the Annual Survey is to of academic achievement testing. As a first step in a collect data on the entire hearing impaired population long range plan of achievement test vz.idation, it was through collegeage in the United States. For opera- decided to conduct a national achievement testing tional reasons the hearing impaired population has program. Approximately 12,000 Stanford Achieve- been divided into three groups: ment Tests were administered to students in schools and classesfor the hearing impaired during the GROUP A Hearing impaired individuals who are 1968-69 school year. Achievement test score; for receiving special educational services hearing impaired students based on the results of that related to their hearkeg loss. national program were published and distributed in GROUP B Individualswho have been diagnosedas he Fall of969. Detailed information on the being hearity:, impaired but who are mathodole and findings of the achievement test- not receiving any special educational i progi :an be found in the Annual Survey services. publicati ntitledAcademic Achievement Test Per- GROUP C Individuals in the general population formanc)1. Students in Schools and Classes for the who, in fact, are hearing impaired but Hear* Impaired: United St rtes, Spring 1969. their hearing loss has not been diag- nosed at a given point in time. Finally, but a'so of great importance, is the fact that policies and direction of the Annual Survey are Some of the major policies and principles that determined by a committee rei esenting all areas of guide the op( ra:lons and activities of the Annual services to hearing impaired individuals. The commit- Survey fire pawn here. First,itis of paramount tee is fc--laily called the National Advisory Commit- importance that participating institutions be assured teetothe Annual Survey of Hearing Impaired that the data collected will be held in strictest Children and Ycoth. Its membership has broad width confidence. Only staff members of the Office of and detain in technical and execntive expertise. In Demographic Studies will have access to the records addition, a full range of consulAnts are called upon and then only for the purpose of preparing statistical for advice and direction as special situations occur. summaries and for analyses of the data. Individual Suggestions and comments also come from discus- student identification may be established by code sions with teachers. audiologists, psychologists and numbers assigned and known only by the reporting other professionals who work directly with hearing 26 23 impaired individuals. To be effective, the prowari potential benefits for educational, audiological, medi- must assist these persons in solving problems with cal, psychological and other services to the hearing which they struggle day after day. impaired. Towards the goal of fully utilizing the data, the program will make data available to independent DATA COLLECTION investigators for research purposes. Masters' theses, doctoraldissertations,institutionallevelresearch In consideration of the resources available to the programs, private studies, etc., are solicited. The An. program and the different methodological procedures nual Survey also plans to produce at least six major required to collect data on the various components of publications per year not including those that may be the target population, at the present time full scale prepared by independent researchers using data col- datacollectionactivities are directed at hearing lected by this program. impaired students enrolled in special educational programs (referred to earlier as G sup A). Concur- Each participating school or program will receive distributionsof the characteristics of their own rently,pilotstudies and otheractivities'rein studeas. The participating programs also may obtain progress to develop and in prove the methodology for aset of punch cards containing the information collecting data on the other segments of the hearing submitted on each of their students. F rther, the impaired population. ival Survey office is available to provide consulta- During the first year of operation, records were Lon services to particular schools or school systems sought from all schools and approximately fifteen that are concerned with gathering and processing data pert 'tit of the Gay class programs for the hearing on their stidents. impaired. As a result of these efforts, records were obtained on Slightly more than25,000 hearing Participation in the Survey has led many of the impaired students. During the 1969.70 school year, institutionsto examine theircurrent forms and the Annual Surveyis extending its coverage of record keeping procedures. This ledto requests reporting sources. Efforts are being made to reach that the Survey develop a uniform record form to students in all special classes for the hearing impaired keep student information for use in schools and as well as in all the schools. Base-line informa.'on classes throughout the country. A draft of sus.1 a similar to tare collected during the 1968169 school form has been developed and comments on its year (See Appendi: 11) is being obtained for all new contents and utility have been solicited from various students. In addition to the types of data collected types of school programs. A finalized record form during the first year, specific details regarding e may be available kn. 'Ise on an experimental basis in services students are receiving and informatic 1 the 1970.71 school year. about the history of the hearing impairment are being The initial success of the Annual Survey can be collected on all Students Prese.it projections are that the Survey will measured only in terms of the levels of participation obtain record forms on 35,000 students by the and iliterestexpressed by many individuals. The ultimate success will be measured not in terms of termination of the 1969.70 school year. volume of data that will be collected and published, butinterms of itscontributions to improving PUBLICATION OF THE DATA Educational and other opportunities for hearing im- AND PROJRAM SERVICES paired children and youth. In this regard, it a, pears The program rapidly isaccumulating a large that progress Is being made. For the first time a vast vi,lume of statistical data. The processing and dissemi- body of statistical informatim is becoming available nation of this data holds wide implications End for researc.. and planning purposes. 24 APPENDIX II ANNUAL CENSUS OF HEARING IMPAIRED CHILDREN OALLAINSIN COUSSII fOlLid ACIPC,I WASHIPIOTON, O.C. i 968-69 School Your I. GENERAL INFORMATION Date of Sex A. 1. Name. .. Birth 0 M 0 F (leo (rase (WAN) (Moo Cloy, Yr.) 2. Address (frinebe and si,mt) cor) (Coonty) Woo) 1. ZIP Codol 3. Present School (Nan.) 4. Location . ,elionboe and armee (Clh) ecavoni (Srim a 111 Cad.) 3. Probable Age At Onset of Hearing Loss: fl At Birth ______Years of Age C. Additional Handicapping Conditions: (Check all educationally significant handicapping conditicos.) o None 0 Severe Visual 0 Emotional Problems ID Perceptual-Motor Disorders o Cleft Up or Palate 0 Mental Retardation 0 Behavioral Problems 0 Cerebral Palsy o Other (describe) II. EDUCATIONAL HISTORY A. 1. Student Now Attends: a Regular Classes 0 riettlaef Classes Plus 0 FLOC me Classes for School for The Deaf Only Hearing Impaired 0 Public 0 ResIderilial Student Nu of hours special o Private 0 Day Student training per week 0 Other (describe) 2. Total Full 'kW s Attended This School Since Age Six B. Attendance at Other Schools Since Age Six: (Mork all that apply) If None Check Here 0 Regular Classes Regular Classes Plus Fulltime Classes for Hearing Schools for the Deaf- Other- Only. Years Special Training. Years Impaired Years Years Years C. Formal Education Prior to Age Six:If None Check Here 0If Unknown Check Here 0 1. Aga Started 2. Tips (describe). Ili. ACHIEVEMENTAND INTELLIGENCE TESTS A.Host Recant Achievement Test Description of Test Brod, Scores Name Form No. Level Reeding Lawt Battery Median Date Tested (nnrk, r..) B.Most lineal Intelligence Test Description of Test 1.0. Scores Name Form Verbal Non verbs I Date Tested thseelk. yr.) IV. RECOMMENDED EDUCATIONAL TRAINING A. If facilities were wettable, would you recommend a different kind of educational trainIng for the student than he presently Is receiving? 0 Yes 0 No B. If Yes, whet type of program would you racornnwndf o Special School for Hooting Impaired 0 Regular classes Plus Special Training o **Clef Programs for 1.00914 Handicapped a Inquiet Classes . 11 FuNtlem Cheese for leering Impaired o Other tsPecIti . FOROFFICE US& . UIU1W1tItIW I imlie..11.3.L.A Ems 111 ricippo 1:31:31211:1C111111:11:31:11Clit I w 1171E111:311:111101 CAUL)'II Pa UIPI_r11ml le ..111. 11111 MN 11 MIR 28 (t: 25 V. AUDIOLOGICAL FINDINGS A. Standard UsedforTesting 0 ISO B. Air Conduction RIGHT EAR LEFT EAR Frequency 125( 250I6001 10002000 1 4000 1 6000 8000 I125 250 Hearing Level I 7-1 for Office Use C. _Melded Speech Threshold Test Used 0 SAT 0 SRT 0 Not Tested Right Left Right Left 0 0-15 dB 0 45.59 dB 0 O 1629 dB j 0 60.79 dB 0 O 30-44 dB 0 0 BO dB & ever 0 D. Examiner Identification Name of Clink or Place Conducting Audiological Examination Date Address (Porampr end Shoo) (CPO 151.4aZIP cede) Profession of Examiner: 0 Audiologist 0 Otologist 0 Other M.D. Other (specify" VI. HEARING AID USE A. Does Stvient Use a Persons( Aid? 0 Yes 0 No if Yes. is Mt 0 Monaural 0 Binaural B . Speech Awareness Threshold With Aid Is 48. C. Speech Reception Threshold With AA is dB VU. ABILITY VO COMMUNICATE A. Reco0Uva 1. H student was a personal hearing aid. Indicate shility to hear and understand both with and without a hearingItIf student ; doss not use a beefing aid, only record ability to hear end understand without a hearing aid. With Hearing Aid Without Hewing Aid o CanNorand understand most speech 0 0 Can hear and um island soma speech 0 0 Cannot hew and understand any speech 0 2. Unfurling Abffitys0 Good"' 0 Fait. 0 None 3. Reeding Ability: 0 Good 0 Fair 0None B. Expressive . I. Speaking Al:Alkyl 0 Others can understand most o' his speech Otht rs can understand only a Chi. of his speech 0 Others cannot understand hissplotch 2.Methods Used to Communicate to Others: (Check ill thatapply) 0 Speech Ci Witting 0 Manual Alpubet 0 Si M Language 0 Gestuvis Other (describe) FOR OVIICS U$ ts Ilf...1fls-TFTlis 4 , 7 knit ISb I n If 11 I IS II ti IPP±0 N1 P14_ id a4.....01_,9_.1.1,eels.it a. 6., .0 M.1...0.. a al_1. allax 0.1,01.,1011. 1 11-,01..1 al a 1 Mill ligirt VI istiN1 11.' it's ! !'i CV1.-1-a--r" 26 29 APPENDIX III INSTRIICTIONS FOR COMPLETING THE REPORTING FORM OF THE ANNUAL SURVEY OF HEARING IMPAIRED CHILDREN 1968-69 SCHOOL YEAR A separate form Is to be completed for each hearing impaired student enroIed in your prograre..s of October 1, 1968. It fs important that ail forms be completed as uniformly as possible bath within and between schools. Therefore, all of the following instructions and notes should be read through before the forms are prepared and then referred to whensver necessary while completing the forms. If there are any questions. regarding the completion of the forms, the Survey office will be rr ost eager to answer them. Most parts of the form can be completed by anyone designated by the school administrators but it should be noted that in Section IV Recommended Educational Tralntv and Section VII Ability to Communicate, tho questions are of a subjective nature and would best be completed by persons in the school most familiar with the student's abilities. e ' .` i Please try to complete all items. If information Is not ?imitable, "NA." should be written in, instead of leaving blank spaces. All forms should be returned to the Survey office no later than January 15, 1969. The instructions and notes which follow are numbere4 and lettered to correspond to the numbers and letters on the form (Form ACH IC-1). 27 ITEM INSTRUCTIONS I. GENERAL INFORMATION A. 1. Name, Date of Birth, Sex Self-explanatory. NOTE: The name and address of the student (A.2.) is required to facilitate idwitification of individual students in the event further correspondence is required between the Survey office and the school to clarify information submitted on the form. As indicated previously, the Survey office is concerned with collecting data for national statistics. No information about individuals or individual schools will be published or given to anyone without the expressed, prior approval of the schools. In the event laws or regulations prohibit a school from sending names and addresses, it is permissible to submit, in lieu of the name, a distinctive code number for each student. 2. Address Indicate the usual address of the student when away from school. 3. Present School and Self-explanatory. (A rubber stamp may be used.) 4. Location B. Probable Age at Onset of Hearing Loss Indicate the best estimate of the age at onset of the hearing loss by writing in the year or checking the box "At Birth." If unknown, write in "Link." C. Additional Handicapping Conditions Check the appropriate box(es) or record in the space providedallhandicapping conditions other than impairment of hearing, which have a present or may have a future impact on the educational potential of the student, if the student does not have 3n,' additional handi- capping conditions, be s..:re to check "NGNE." NOTE: It shouli be noted that some of the categories are not necessarily mutually exclusive; therefore, if more than one box covers a single condition, check el boxes which apply. The term "Perceptual-Motor Disorder" is defined as "variable inconsistent ability to process sensory Information la order to execute appropriate motor responses." 31,,3- ITEM INSTRUCTIONS II. EDUCATIONAL HISTORY A. 1. Student Now Attends Check the box (or boxes in the case of "Schools for the Deaf") that describes the program in which the student is enrolled. If the p. gram is "Regular Classes I. :us Special Training," indicate the number of hours per week the student rec elves this training. If none of the boxes appropriately describes the program, please describe on the line marked "OTHER." NOTE: A "School for the Deaf" is defined as an institution consisting of a building or group of buildings used exclusively for the instruction of hearing handicapped children. A "Residential Student" is a student enrolled in a school for the deaf who remains overnight on weeknights during the school year. A "Day Student" is a student enrolled in a school for the deaf who goes home at the end of the school day. "Full-time Classes f s Hearing Impaired" apply to students, other than those enrolled in schools for the deaf, who receive special educational training on a fulltime basis. Students may be counted in this category even if duriog tie school day they participate in some activities with nowhearing handicapped students; these activities, however, should not normally exceed, one or two hours of the school day. "Regular Classes Plus Special Education" apply to students who are enrolled in special education programs other than defined above for schools for the deaf and fuiltirrie classes for hearing impaired. 2. Total Full Years AttendeJ This School Count all full years, except the present school year, Since Age Six the student was enrolled in your school, beginning with the year the student reached six years of age. (Provisions for recording education for earlier years are mado ir. II. C.) NOTE: if the student enured your school after the beginning of the school year, count it as a full year if he was In your school for one-half or more than one-half of the school year. If the student was registered for less than one-half of a school year in your school, report as "Attendance at Other Schools" below. B. Attendance at Other Schools Since Age Six Complete all five items. Indicate the number of years thestudentwas enrolledIn 0 iHER programs, beginning with the year he reached six years of age. Be sure to insert "0" for ato programs in which the student was never enrolled and "N.A." if infor.ation is not available or unknown. NOTE: If the student was In more than one procram during a school year, recoro the approximate number of months in each program. If the student was in school for less than one full school year, record the approximate number of months he was In school for that year In the appropriate space. When r000rdlog months Instead of years be sure to cross out "years" on the form and write it "months" or "rnos." As noted In I I A.2. aboveIf the student was registered in your school for less than one-half of a school year, record the number of months In the appropriate category. 29 32 I C, ITEM INSTRUCTIONS C. Formal Education Prior to Age Six If the informationis "NONE" or "UNKNOMI", check the appropriate box. 1. Age Started Indicate the age of th, student when he began training prior to age six. 2. Type Describe the type of program. For exarnp;u, "Pre. school Class at Speech and Hearing Center" or "At Home, Tracy Clinic series." ACHIEVEMENT AND INTELLIG.SNCE TESTS A. Most Recent Achievement Test Give the name of the most recently admi iistered test, the form number, battery level and oth tr identifying information necessary to fully identify the particular test. For this test, report the Grade Score for the reading level and battery median and the date the test was given. If more than one test was adminis ared on the sane date and one of the tests was in the Stanford series, we would prefer the results of the Stanford test. If more than one test was administered on the same date and a Stanford test was not used, then please submit the score ire n whichever test you prefer. NOTE: Because of the large variety of achievement tests,itIs important to provide a complete description of the test administered. For example, an adequate description might be "Stanford Achievement Test, Form W, Primary II Battery," OR "Metropolitan Achievement Test, Intermediate." B. Most Recent Intelligence Test Give name and form of the most recently admin. istered test; indicate the student's score and record the date the test was administered. NOTE: Because of the large variety of intelligence tests, it is important to provide a complete description ,n of the fast adrnInis'ered. For example, en adequate datcription might be "California Test of Mental Maturity, Level 2." rI t 1../ if .tip. et t! ,"1 t t;) ,. : ) . 1 30 33 ITEM INSTRUCTIONS IV, RECOMMENDED EDUCATIONAL TRAINING NOTE: This section should be completed by the person in the school most familiar with the student's ability. For example, ts.,e person most familiar with the student mi3ht be the guidance counselor or the teacher the student had last year. In completing this section the respondent should NOT consider only the programs that 0713 available in the particular locale, but should assume an ideal situation exists and all programs are available from which to choose. A. lAbuld you recommend a different kind of Indicate by checking "Yes" or "No" if you would educational training? recommend a different kind of educational training for the student, B. If Yes, what type o program? Ifthe answer was "Yes" toIV.A., indicate by checking one of the categories or specify in the space marked "Other" what type of program you would recommend. V. AUDIOLOGICAL FINDINGS A. Standard Used for Testing Check the standard used. If the student has been tested for both standards, report the most recent. If both tests were given or. ..h: same day, report the ISO results. B. Air Conduction Indicate the results of the most recent puretone, air conduction audiometic test. Give results for as many frequencies as possible. Leave the spaces blank for which no attempt was made to test. C. Unaided Speech Threshold Indicate if the student was not tested or if tested, whether the test was "SAT" (Speech Awarenr Threshold) or "SAT" ( Speech Reception Threshol,' Check the appropriate sox for dB level WITHOu r aid for each ear. If both tests have been administerec report the "SAT." D. Examiner Identification Provide the name and address of the clinic or of place that conducted the puretone, air conducted examination reported above. If the tent was given a' your school, write in "At Present School." Be sure record the date the audiometric test was given. A n indicate the profession of the person conducting t: test by checking the appropriate box or describerift the space after "Other." 34 ITEM INSTRUCTIONS VI. HEARING AID USE A. Does Student Use a Person& Aid? Indicatc,if the student uses a personal aid and if "Yes" whether the aid is monaural or b!naural. NOTE: The word "use" is defined as meaning the student wears the aid at least one hour per day. B. Speech Awareness Threshold Nth Aid Indicate the aided SAT dB level. C. Speech Reception Thi eshold With Aid Indicate the aided SRT dB level. Record "NA." if the information is not available. 32 1 APPENDIX IV Participants in the Annual Survey of Hearing Impaired Children and Youth ALABAMA Lancaster Elementary School District 'Alabama Institute for the Deaf & Blind Little Lakc City Elementary School District 'Birmingham Pub li,, Schools Livermore Valley Joint Unified School District Lompoc Unified School District ALASKA Long Beach Unified School District 'Anchorage Borough School District Los Angeles City School District Marin County Schools ARIZONA Montebello Unified School District *Arizona State School for the Deaf & Blind Monterey County Schon's Samuel Gnmpers Memorial RehabilVtation Mt. Diablo Therapy Center Center, Inc. Mt. Diablo Unified School District 'Phoenix Elementary Oral Day Classes Napa Valley Unified School District Norwalk-La Mirada Unified School District ARKANSAS Oakland City Unified School District Arkansas Speech & Hearing Center Orange Unified School District Jenkins Memorial Children's Center ato Alto Unified School District CALIFORNIA. Pasadena City Unified School District Alhambra City School District Pomona Unified School District Alum Rock Union Elementary School District Redondo Beach City Elementary School District 'Anaheim Union High School District Richmond Unified School District Aiusa Unified School District Riverside Unified School District Bellflower Unified School District Sacramento City Unified School District Butte County Schools San Diego Unified Snbool District California School for the Deaf, Berkeley Sari Francisco Speech & Hearing Center *California School for the Deaf, Riverside 'San Francisco Unified School District Cedarcreek School for the Deaf San Jose City Unified School District Certineta Valley Union High School District San Juan Unfied School District Centralia School District San Mateo County Schools . Ceres Unified School District San Mateo Union High School District Compton City Elementary School District Santa Ana Unified Schooi District Covina Valley Unified School District Santa Clara Unified School District Cutler-Orosi Unified School District Santa Rosa City School District Escondido Union School District Shasta County Schools Eureka City Schools Simi Valley Unified School District Fremont Unified School District Blacow South Eastern Los Angeles County Program for Elementary the Deaf Fresno City Unified School District Stockton Unified School District Glendale Unified School District Sunnyvale Elementary School Dis rict Goleta Union Elementary School District Sutter County Schools- Linciest School Hanford Elementary School District Tulare County Schools Hayward City Unified School District Tulare Union High School District Chris Jespersen School Union Elementary School District Kern County Schools Ventura Unified School District *Programs that participated In the Annual Survey of Hearing Impaired ()liken and Youth during the 196S-69 school yen. The other pecgrams Joined the Survey during the 1969.70 School Year. 31 3%: COLORADO GEORGIA Children's Hospital, Denver Atlanta Speech School, Inc, 'Colorado School for the D.af & Blind The Davison School, Inc. 'Colorado Sate CollegeBishJp Lehr Laboratory Fast Valley Elementary School 'Jefferson County Public Schools R-1 Lawton B. Evans School Pleasant :ew Elementary S:hool 'Georgia School for the Deaf Eoudre I Services for Aurally Handicapped Houston Speech & Hearing School Children Saw:drab Speech & Hearing Center Robert Shaw Cooler CONNECTICUT Capitol Region Education CouncilHearing HAWAII Impaired Class Central Intermediate School Class for Preschool Hearing Impaired Children, 'Diamond Head School for the Deaf Hartford McKinley High School Easter Seals-Goodwill Industries Rehabilitation IDAHO Center 'Idaho School for the Deaf & Blind East Hartford, Preschool Hearing Impaired Speech & Hearing Center - Idaho State University Enfield P:rblic SchoolsPreschool Hearing Impaired Class ILLINOIS Fairfield Public SchoolsPreschool Hearing Bartonville Grade School Deaf Program Impaired Class Bell Elementary School Green Acres School Bi-County Oral Deaf Program Hamden-New Haven Cooperative Educational Black Hawk Hearing Handicapped Program Center Champaign Community Schools Magrath School Chicago Vocational High School Monroe Preschool Hearing Impaired Program Decatur Public School District ''Mystic Oral Sao t for the Deaf Dixon State School Reynolds Preschool Hearing Impaired Program *Film Christian School for the Exceptional Child South School Ericson School West Haven Department of Special Education Dr. Robert Henoer Hearing & Speech Center Illinois School for the Deaf DELAWARE Jamieson School 'Margaret S. Sterck School for Hearing Impaired Marquette Elementary School Thomas Metcalf School DISTRICT OF COLUMBIA Niles Township Department of Special Education Northwestern Illinois Association *Department of Special Education Northwest Suburban Special Education *Kendall School for the Deaf Organization 'Speech and Hearing Center Publ:c Schools of Perry School tiDistrict of Columbia Quincy Day Classes for Hearing Impaired Ray School FLORIDA Reinber*, Brevard County Public Schools Scammon School 'Dade Cou, ty 1:,v Classes for Deaf 'South Metropolitan Association for LowIncidence *Florida School for the Deaf & Blind Hardicapped Robert McCord Oral School Special Education District of Lake County Palm Beach County Schools Tazewell-Mason Counties Special Education Rock Lake Elementary School Association Seminole Elementary School West Suburban Association for the Hearing Tampa Ors! School for the Deaf Handicapped ',kayoing that par tialpoted In the Arend Surrey of Hearing Impaired Children nod Youth dining the 1968-69 school year. The othrt programs Joined the Survey &teas due 1969-70 school yew. 34 INDIANA 'State School for the DeafSouthern Branch Ball State University 'Sunset Acres School Central Avenue School MAINE Deaf-Oral Nursery of the Rehabilitation Center, Bangor Regional Speech & Hearing Center Evansville *Governor Baxter State School for the Deaf East Chicago Day Class for the Deaf Glenwood Elementary School Northeast Hearing & Speech Centel, Inc. Pine Tree Society *Indiana School for the Deaf Indiana University Medical Center MARYLAND Marion Community Schools *William S. Baer School No. 301 Oral Deaf Classes & Hearing Conservation Baltimore County Department of Special Program, South Bend Education Board of Education of Harford County IOWA *Forest Park Senior High School Cedar Rapids Community School Gateway Preschool Faith Aid for Teaching Impaired Hearing *Maryland School for the Deaf Children's Classes *Montgomery County Public Schools HopeHaven School 'Iowa School for the Deaf MASSACHUSETTS Ottumwa Community School District *Beverly School for the Deaf Preschool Class for the Partially Hearing, Waterloo *Boston School for the Deaf Sioux City Community School District *Peter Bulkeley School *Smouse Opportunity School *Clarke School for the Deaf Wilson School-Oral Deaf Department Day Class for Preschool Deaf, Lowell *"arah Fuller Foundation KANSAS Habilitation Center for the Pre-School *Diagnostic & Resource Center, Wichita Hard-ofHearing & Deaf Children, Canton Hays Regional Classroom for the Hard-of-Hearing Haverhill Preschool Class for Deaf *Institute of Logopedics, Inc. Kennedy Junior High School *Kansas School for the Deaf Mercer School Lawrence Unified School District 497 Grant Myrtle Street School School Page School Shawnee Mission Public Schools *Perkins School for Blind *University of Kansas Medical Center ThayerLindsley Parent Centered Nursery KENTUCKY *Upsala Street School *Kentucky School for the Deaf, Woburn Day Class Program Knox Central High School 'Lexington Deaf Oral School MICHIGAN Howard D. Crull Intermediate School *Louisville Deaf Oral Institute Detroit Day School for Deaf *Louisville Public Schools Douglas School LOUISIANA DurantTuurl-Mott School Acadia Parish School Board Farmington Public School District Baton Rouge Speech & Hearing Foundation Handley School Delgado College Ida Public Schools Jefferson Parish School Board Thomas Jefferson School Lafayette Parish School Board *Ann J. Kellogg School *Louisiana School for the Deaf Lakeview Public Scnools Speech & Hearing Center of Southwest Lansing Public Schools Louisiana, Inc. *Lapeer State Home & Training School Vtogreins that participated the Anna Savoy of theft impaired Chikhes and Yooth during the 196849 school yen. The other ptegronajoised the Surrey aerie. the 1969-70 tebool yes/. 35 3itr, John A. Lemmer School NEVADA *Lutheran School for the Deaf *Ruby Thomas Elementary School Marquette Elementary NEW HAMPSHIRE *Michigan School for the Blind *Crotched Mountain School for the Deaf Mott Foundation Children's Health Center Portsmouth Rehabilitation Center Oakland County Schools Preschool Physically Handicapped Program, NEW JERSEY Wyoming Avon School Pontiac City School District *Bruce Street School Public School Program for Ded& Hard-of-F.earing, Ciass for the Hard-of-Hearing, Kearny Jackson Clifton Pu'Aic Schools Redford Union Hard-of-Hearing Program Douglas Nursery for Hearing Handicapped Shawnee Park Schools Helmbold Education Center Tecumseh Public Schools Hunterdon Medical Center Nursery fcr Hearing *Trerse City Public Schools Impaired Children Trenton Public Schools Jackson Avenue School *Tri-County Preschool *Marie H. Katzenbach School for the Deaf Utica Schools Millburn Avenue School Warren Consolidated Schools Newark State College Waterford School District Deaf Program Summit Speech School West Hills Junior High School Township Public Schools, Neptune Woodbridge Public School System MINNESOTA Duluth Public Schools NEW MEXICO Lutheran High School New Mexico School for the Deo f *Minneapolis Public Schools NEW YORK *Minnesota School for the Deaf Albany Medical Center Hospital St. Paul Area Program for Impaired Hearing 'Catholic Charities Day Classes For Deaf Children Technical Vocational Institute Cerebral Palsy Preschool MISSISSIPPI Children's Hospital & Rehabilitation Center 'Magnolia Speech School Dutch Broadway School Mississippi State College for Women Grasslands Hospital *Hebrew Institute for the Deaf MISSOURI *Junior High 47-M School for Deaf Delaware Elementary School New York Institute for the Education of the Hearing & Speech Center, Kansas Ci'y Blind Humboldt School New York School for the Deaf, White Plains 'Missouri School for the Deaf New York State School for the Deaf, Rome 'St. Louis County Spxial School District for the *Public School #20, Albany Handicapped Litzsinger School *Rochester School for the Deaf St. Louis University Speech & Hearing Clinic *St. Joseph's School for the Deaf *Troost School *St. Mary's School for the Deaf MONTANA *School for Language & Hearing Impaired *Montana State School for the Deaf & Blind Children Public School 158 Roosevelt SchoolSchool District #1 'Suffolk School for Deaf Children Union-Endicott Central School District NEBRASKA 'Nebraska School for the Deaf NORTH CAROLINA Omaha Hearing School for Children, Inc. Charlotte Speech & Hearing Center, Inc. *Prescott Acoustically Handicapped Unit Duke University Medical Center *Pregame that perticipale M Ow Muni %Ivey of Hew* !smoked Olden sod Yoeth derby the D686; cahoot yew. The offer Pogroms joised the Survey dories the 1969-70 ecitoci yew. : 36 39 ras .. *Eastern North Carolina School for the Deaf Portland Center for Hearing & Speech, Inc. 'The Governor Morehead School ',Portland Public Schools Path School, nc. Tucker-Maxon Oral School North Carolina School for the Deaf PENNSYLVANIA Wake County Preschool for the Hearing Impaired Archbishop Ryan Memorial institute for the Deaf NORTH DAKOTA De Paul Institute Longfellow School Friends of the Deaf Nursery School *North Dakota School for the Deaf Willis and Elizabeth Martin School University of North Dakota Speech & Hearing Pennsylvania School for the Deaf Clinic Pennsylvania State Oral School for the Deaf Prog,rtms for Speech & Hearing Handicapped, OHIO State Department of Education Akron Board of Education Western Pennsylvania School for the Deaf Alexander Graham Bell School Betty Jane Oral School RHODE ISLAND Canton Public Schools Rhode Island School for the Deaf *Cincinnati Educational Center Windmill Hearing Therapy Class Cleveland Hearing & Speech Center SOUTH CAROLINA Hearing & Speech Center of Columbus and Bennettsville Elementary Central Ohio Charleston County Schools L.B. Kean Preschool Deaf Class Florence County School District #3 Kennedy School for the Deaf Pate Elementary School Kent Public Schools South Carolina School for the Deaf & Blind Kent Sta',e University United Speer & Hearing Services Litchfield. Rehabilitation Center Mansfield City Schools SOUTH DAKOTA 'Melridge School South Dakota School for the Deaf Millridge Center for Hearing Impaired TENNESSEE Ohio School for the Deaf East Tennessee Stage University Speech & Program for Physically Handicapped, Toledo Hearing Clinic St. Rita School for the Deaf Hamilton County Speech & Hearing Center Trumbull County Hearing Society Knox County Public Schools Warren City Schools MemphisCity Schools Youngstown Publ+c Schools Memphis Parents' School for Deaf & Aphasic Zanesville Classes for Deaf Memphis Speech & Hearing Center OKLAHOMA Sunnyside School laneBrooks Foundation Tennessee School for the Deaf Community Speech & Hearing Center, Enid University of Tennessee Preschool Deaf Eastside School Program The Juniur Learn Program for Children with Wilkerson Hearing6cSpeech Center Hearing Losses TEXAS Oklahoma City Public Schools Austin Independent School District Oklahoma School for the Deaf Baylor Speech & Hearing Clink: University of Oklahoma Medical Center P. F. Brown Elementary School OREGON The Callier Hearing & Speech Center Eugene Regional Facility for tl,e Deaf Corpus Christi Independent School District Hearing and Speech Center, Eugene County-YAde Area Day School, El Paso Oregon State School for the Deaf Crippled Children's Center thogruna Out participated in the Mittel Surrey of Hearing impaired Children and Youduring the 196869 school year. The °dm Prolgamajoined due Surrey durhsg the 1969-70 school yes. t. r. 37 4U' *Dallas Independent School District *Virginia School for the Deaf & Blind Dallas Society for Crippled Children * Virginia State School for the Deaf at Hampton Houston Independent School District WA SHING1 *Houston School for Deaf Children Bellingham School District #501 Helen Kelle, Special Education School *birney School Multi-County School for the Deaf Bremerton School District 100.0 Pasadena Independent School District 'Edna E. Davis School Sunnyside Speech & Hearing Center Northwest Regional Program for Deaf-Blind- 'Sunshine Co ttag4 School for Deaf Children Multi-Handicapped Children Tarrant County Day chool for Deaf *Seattle Public Schools Texas Christian University Speech & Hearing *Seattle Speech & Hearing Center Clinic University of WashingtonExperimental *Texas School for the Deaf Education Unit Waco Independent School District *Washington State School for the Deaf ' Wichita Falls Independent School District Yakima School District #7 UTAH WEST VIRGINIA Brigham Young University -- Communicative *West Virginia School for the Deaf & the Blind Disorders Clinic * Utah Schools lb; the Deaf & Blind WISCONSIN Utah State UniversityEdith Bowen Laboratory Bartlett School School Berryville School City District Public Schools, La Crosse VERMONT *Cooper Day School for Deaf 'Austine School for the Deaf Day School for Deaf, Wausau 'Madison Public Schools VIRGINIA * Milwaukee Hearing Society, Inc. *Arlington County Public Schools School for the Deaf, Green Bay Blue Ridge Speech & Hearing Center, Inc. 'E. H. Wadewitz School Diagnostic, Adjustive & Corrective Center for Washington School Learning "iiisconsin School for the Deaf Diagnostic Special Education School of Tidewater Rehabilitation Institute WYOMING 'St. Paul's Oral School 'Wyoming School for the Deaf *Programs that participated hi the Mussel Sauey of Mathis Impaired Childrea end Youth duties the1968.69 school year The other proven., joined the Surrey darks the 1969-70 school year. 38 41 REPORTS FROM THE ANNUAL SURVEY OF HEARING IMPAIRED CHILDREN AND YOUTH SERIES D No. 1 Academic Achievement Test Performance of Hearing Impaired Students United States: Spring 1969 No. 2 Item Analysis of Academic Achievement Tests Hearing Impaired Students United States: Spring 1969 No. 3 Additional Handicapping Conditions, Age at Onset of Hearing Loss, and Other Characteristics of Hearing Impaired StudentsUnited States: 1968-69 42