Early Intervention for Preschool Deaf Children: The Longitudinal Academic Effects Relative to Program Methodology

Twelve articles published over the past 25 years are reviewed concerning the longitudinal academic effects of early intervention for preschool hearing-impaired children, from birth to age 5, in relation to mode of communication (oral or total communication). The purpose of this overview is to present parents and teachers with information concerning the long range academic results of their decisions. Results of the review suggest that children with severe to profound hearing losses before age 2 who receive TC in a cognitive oriented parent-infant language program will be more successful than similar children in oral educational settings.