Book Review and Announcement

A group of 17 well-known specialists from the UK (11), USA (3), Canada, Ireland and the Netherlands contributed to this very useful book. In 11 chapters, all problems of education and managemant of deaf children are discussed in detail. The content of the book is divided into three sections, which are relatively well balanced. A wide spectrum of audiometric methods, correct diagnostics of hearing loss and rehabilitation difficulties, especially of multiply handicapped deaf children, is described in the first chapter. Multiply handicapped children are characterized by their high heterogeneity with many sensory, physical, emotional, intellectual, social and educational needs. The main classes with typical problems in hearing assessment and aural rehabilitation are deaf-blind children, deaf children with severe learning disability, Down’s syndrome children with a high incidence of hearing impairment, deaf children with cerebral palsy and autistic children. The second section of the book entitled ‘Listening/Learning Devices’ refers precisely to everything concerning hearing aids, earmoulds, cochlear implants and tactile aids. Teachers must have the skills and knowledge so that they can provide the best possible support for both the hearing-aided and cochlear-implanted children in their care. The efficient use of all kinds of aids for deaf children will be heavily dependent on the audiologist and teacher of the deaf child in ensuring that an appropriate programme of training is implemented. The chapters of the third section entitled ‘Knowledge and Practice’ describe how the deaf child can be provided with good management which will involve the co-operation of parents and families, educational audiologists as well as teachers, support assistants and of course the children themselves. The teacher of the deaf has the responsibility to set child-centred goals that will lead to the optimum development of listening, language and learning. Effective use of residual hearing is not only a question of finding the right hearing aid, the amplification system for the right context is very important too. An overview of all modern technological aids for school-rooms helps to inform about the possibility how to prepare a friendly soundscape and how to better the listening environment. The acoustic conditions of the rooms can basically influence the listening to and understanding of speech. Therefore the auditory environment is highlighted along with the positive influence of the use of music and structured listening programmes. The residual hearing can be maximized by providing high-quality amplification, a favourable acoustic environment and planned opportunity to actively develop raised auditory awareness. A long list of references is to be found at the end of each chapter of the book. The book Audiology in Education provides an essential resource for all professionals involved with diagnostics, rehabilitation and educational management of deaf children. From me the best recommendation only. Anton Kollár, Brno