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Additional Handicapping Conditions, Age at Onset ofHearing Loss, and Other Characteristics of HearingImpaired Students - United States 1968-69: Data fromthe Annual Survey of Hearing Impaired Children andYouth.Gallaudet Coll., Washington, D.C. Office ofDemographic Studies.Office of Education (DREW), Washington, D.C.Jun 7042p.Gallaudet College Bookstore, Gallaudet College,Washington, D.C. 20002 ($1.00)

EDRS Price M7-$0.65 HC-$3.29Age Groups, Auditory Perception, *AurellyHandicapped, *Demography, *Exceptional ChildResearch, *National Surveys, Sex Differences,Statistical Data

ABSTRACTData contained in the report were collected by th4

Annual Survey of Hearing Impaired Children and Youth on 25,363hearing impaired children enrolled in participating special educationprograms during the 1968-69 school year. Data describe the followingcharacteristics of such c'lildren: additional handicapping conditions,age at onset of hearing audiometric findings on hearingthreshold levels, age, and sex. Seventy-nine schools and 63 specialclasses participated in the survey. The students for whom data arepresented represent about one half of the tofal number of hearingimpaired students receiving special educational services. In additionto presenting detailed statistical tables, qualifications andlimitations 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 projectsunder Goverment sponsorship are encouraged to express freely their professionaljudgement 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 STUDIESPublication 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 THEANNUAL SURVEY OF HEARINGIMPAIRED CHILDREN AND YOUTH,

ADDITIONAL HANDICAPPING CONDITIONS,AGE AT ONSET OF HEARING LOSS,

AND OTHER CHARACTERISTICS OFHEARING IMPAIRED STUDENTS,

MINT Of HE AI TH. EDUC ATIONINELPARE

OFFICE DI EDUCATIONTHIS DM MINT HAS 1E1N REPRODUCEDIVACTIT AS RECEIVED FROM THE PERSON OPORGANIZATION ORIGNATING IT. POINTS OfVIEW OR OPINIONS STATED DO NOT ACESSARIIV REPRESENT OFFICIAL. OFFICE Of EDUCATION POSE ON OR POLICI

Additional handicapping conditions, age at onset of hearing loss, hearing thresholdlevels, age and sex distributions for approximately 26,000 hearing impaired studentsenrolled in participating special educational programs for the hearing impaired duringthe 1968.69 school year.

OFFICE OF DEMOGRAPHIC STUDIESGALLAUDET 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 RawlingsPatricia 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 EducationalPrograms for the Hearing Impaired, by Age and Sex, Accordingto Hearing Threshold Levels: United States, 1968.69 School Year

Table 2: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing Impaired, by Age and Sex, Accordingto Additional Handicapping Conditions: United States, 1968-69School Year 13

Te)le 3: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing !mpaired, by Hearing Threshold Levelsand Sex, According to Additional Handicapping Conditions:United States, 1968.69 School Year 14

Table 4: Number of Students Enrolled in Participating Special EducationalPrograms for the Hea-ing Impaired, by Age and Hearing ThresholdLevels, According to Additional Handicapping Conditions: UnitedStates, 1968.69 School Ycar 15

Table 5: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing Impaired, by Age at Onset of HearingLoss end flex, According to Additional Handicapping Condition:,:United Stites, 1968.69 School Year 16

Table 6: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing impaired, by Age and Sex, Accord'ngto Age at Onset of Hearing Loss: United States, 1968.69 School'fear 17

Table 7: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing Impaired, by Hearing Threshold Levelsand Sex, According to Age at Onset of Hearing Loss: UnitedStates, 1968.69 School Year 18

Table 8: Number of Students Enrolled in Participating Special EducationalPrograms for the Hearing Impaired, by Hearing Threshold Levelsand Age, According to Age at Onset of Hearing Loss: UnitedStates, 1968.69 School Year

Appendices

Appendix i

Appendix II

Appendix III

Appendix IV

,3

Description cf The Annual Survey of Hearing ImpairedChildren and Youth 23

Date Collection Form Used In The Annual Survey for the1968 39 School Year 25

instructions for Completing the Annual Survey Form 27

Programs Participating in the Annual Survey of HearingImpaired Children and Youth 33

Acknowledgements

We wish to express our gratitude to thc many people whose. effort, I-. we made this publication possible. Inparticular, we are grateful to the administrators, teachers, secretaries and other personnel of the participatinginstitutions who found time in their busy school schedules to complete the Survey forms. It is their efforts whichhave supplied us with the information presented in this publication. The names of the schools currentlyparticipating 'n the Annual Survey Program appear in the Appendices.

We also would like to extend our appreciation to the National Advisory Committee whose continuedassistance has helped to guide the staff. Their collective and individual direction has been invaluable. Themembers of the Committee are listed below.

Thomas R. Behrens, Ph.D.*Jack W. Brady*William E. BragnerDonald W. Brown, Ph.D.Nona BurrowsMarvin D. Clatterbuck, L.H.D.William N. Craig, Ph.D.David M. Denton

'George E. Detmold, Ph.D.Albert W. Douglas

*F,ldon I. Eagles, 144.D.George W. Fellendorf

*Terms expired December 1969.

NATIONAL ADVISLKIY COMMITTEE

*Marilyn L. FlynnD. Robert Frisina, Ph.P.

*W, Lloyd Graunke Ph.D.*Bernard L. GreenoergBarry L. GriffingJohn D. Harrington, Ed.D.Doin Hicks, Ed.D.Ben E. Hoffineyer, L.H.D.Arthur G. Jillette, Jr.Sister Nora LetourneauJames A. LittleKenneth R. Mangan, Ed.D.

Walter E. Nance, M.D.Edward W. Reay*Jerome D. Schein, Ph.D.aidney L. Schoenfeld*Ruth Lynn Scott, PhD.Rny M. Stelle, Litt.

*Frances R. TuckerArmin G. Turechek, Ed.D

*Dorothy '.. Vail!McCay Vernon, Ph.D.

Every member of the staff of the Office of Demographic Studies makes an important contribution to thepreparation of oublicetions from the Program. In this publication we wish to acknowledge the efforts of thefollowing staff members: Phyllis Mobley, Dorothea Bateman, Carol Buchanan, Clara Gillespie, Judy Thompson,Steffarrie ChilJs, and Jeanne Stevens.

iv

Brenda Rawlingstsugus tine GentiledashIngton, D.C.June 1970

.aver -1r

Additional Handicapping Conditions,Age at Onset of Hearing Loss,And Other Characteristics ofHearing Impaired Students,

United States: 1968-69

B!*.nda Rawlings and Augustine Gentile

INTRODUCTICr,

This report contains data collected by the An-nual Survey of Hearing Impaired Children and Youthon approximately 25,000 hearing impaired childrenenrolled in special education proorants ii the UnitedStates during the 1968-69 school year. During thefirst year of data collection, information on a varietyof the characteristics of these hearing Impairedchildren was obtained. The characteristics describedin this report include additional handicapping condi-tions, age at onset of hearing loss, audiometricC.nnings (better ear averages), age and sex. Data onother characteristics will be given in later publica-tions.

The Annual Survey of Hearing Impaired Childrenand Youth is a continuing program which beganoperations In May, 1968. The program is aimed atcollecting and disseminating information regardingcharacteristics of hearing impaired children andyouth. The Office of Demographic Studies of Gal.laudet College conducts the Survey. The major shareof funding for the project is provided by the Divisionof Research, Bureau of Education fot the Handl.capped, Office of Education, Department of Health,Education and Vklfare.

In consideration of the available resources andthe different methods that will be required to obtaindata on the hearing impaired population, the universe

of hearing impaired children and youth has beendivided into three groups:

GROUP A Hearing impaired individuals who arereceiving special educational ettentionrelated to a loss of hearing.

GROUP B Individuals identified as having a hearingloss but who are not receiving anyspecial educational services.

GROUP C Individuals in the general popletionwho In fact are hearing impaired buthave not been diagnosed as having ahearing loss.

Currently, the major emphasis is on collectingdata on the hearing impaired population in Group A.Developmental work is under way for obtaininginformation relative to individuals included in GroupsB and C. Further details about the Annual SurveyProgram may be found in Appendix I.

METHODOLOGY AND SOURCES OF THE DATA

During the 1968-69 school year, data collectionefforts were directed towards the hearing Impairedpopulation enrolled in special educational programs. Atotal of 101 institutions identified in the American

1

Annals of the Deaf' as "Schools for the Deaf' wereasked to participate in the Annual Survey. In addition,a sample of about IS percent of the "Classes" listedin the Annals was chosen in a manner to providerepresentation regarding geographical factors, size ofprograms, and public and privatc institutiGits. Appen-dix IV giver 3 list of the educational programscarrmtly participating in the Annual Survey. Theprograms that participated during the 1968-69 schoolyear, from which the data in this report wereobtained, also are specified in the Appendix.

As seen in Table A, 75 percent of the institutionsasked to join the Survey participated in the program.The total number of individual records receivedduring the first year of data collection was 25,363.This figure represents 80 percent of the total enroll-ment of those institutions invited to participate, (seeTable B). Included it the enrollment figures forclasses in Table B are 2,727 students enrolled initinerant programs. Except for periods of specialinstruction provided by visiting teachers, these chil-dren generally attend schools for normal hearingchildren. Records for children in itinerant programswere not specifically requested during the 1968.69school year. However, when submitted they wereprocessed and inclur;ed in the data. Most of theserecords (about 80 percent) were obtained from twostates, i.ennsvIvania and the District of Columbia.The remaining 20 pe::.ent came from programsscattered throughout the United States. Currently,the Survey is collecting data on all stecial educationalprograms, including itinerant programs.

Descriptive literature and letters requesting participation in the Annual. Survey were mailed inAugust 1968. The institutions were asked to return aquestionnaire indicating their willingness to pas ticipsteand the numbr of Scvey forms they wouldrequirefor their student population. Follow-up letters weresent and phor.e calls were made throughout theschool year to institutions which responded negaLively and to those from which no response wasobtained.

Some of the reasons given for not participating inthe Survey included: (1) unavailability of staff at theinstitution to complete the forms and Insufficientfunds to allocate to the project in order to hiresomeone to complete the forms; (2) the type of

1 Directory of Strricts for the Deaf in Me United States:American Annals of the Deaf, 1968 Edition, Powrie V.Doctor, Editor.

2

TABLE A: Participation in the Annual Surveyof Hearing Impaired Children andYouth, by Institution: 1968-69school year

institutions that returnedType ofInstitution

Totalasked

completed data forms

to loinsurvey

Number Percent

All institu-tions 189 142 75.1

Schools 101 79 78.2

Classes 88 63 71.6

TABLE B: Participation in the Annual Surveyof hearing Impaired Children andYouth, by Enrollment: 1968-69school year

Enrollment in InstitutionsType of Enroll- that returned completedInstitution meat data fcr. ns

Inthoseaskedto folncurve

Number Percent

All insti-tutions 31,706 25,363 80.0

Schools 22,376i

17,372 77.6

Classes 9,330 7,9911 135.6

I Includes 2,727 students enrolled in 'tinerantprograms

information requested on the form was not available;and (3) doubts about the merits and objectives of theAnnual Survey. Many of the programs that wereunable to participate in the 1968.69 Survey areparik.,pating in the 1969.70 Survey.

Processing of the data was begun as the formswere returned to the Survey Office. The forms wererust edited for clerical errors or information whichrequired clarification. Where necessary the reportingsource was contacted regarding the riformation inquestion. The data on the forms were then coded andtransferred to computer tape. This latter aspect of

11.,111.

processing was performed by the Data ProcessingLaboratory of Gall rdet College.

The form used to -olltct the data on studentswas developed from the experience gained during atwo year Pilot Study. The items included on the formwere selected on the basis of recommendations madeby the National Advisory Committee to the Surveyand by persons in the field. The major criteria foritem selection wei availability of the data and thepotential utility of the data. In order to keep the timerequired to prepare the forms within reasonablelimits, it was decided not to attempt to obtain dataon all useful items every year. Therefore, data ontopics not covered during the 1968-69 school yearwill be collected in subsequent Surveys. The formused for the 1968-69 school year may be found inAppendix II. Instructions and definitions for com-pleting the forms are given in Appendix III.

QUALIFICATIONS AND LIMITAIIONS OF TILEDATA

In order to interpret and t9 use correctly theinformation presented in this report, it is importantto take into consideration some general qualificationsand limitations of thre data. First of ajl, it must beremembered that these data do not represent theentire population of hearing impaired children en-rolled in special educational programs. The 25,363students for whom data are presented here representabout one-half of the total students receiving specialeducational services during the 1968-69 school yen.Further, during the survey period about 50 percent ofthe hearing impaired students in special educationalprograms were enrolled in day classes and itinerantprograms. In this report only 30 percent of thestudents were from these types of programs. Theremaining 70 percent represent students enrolled inschools (primarily residential) for the hearing im-paired. The differential effect that this lack ofrepresentation has on the variables which are reportedhere will be discussed in a later section.

Another important limitation of these data is ihehigh proportion of records th..t did not containinformation for some of the variables. Table C showsthe percentage of records for which information forparticular items war not reported or was not usable.

Information on age and sex was submitted formost students. When the information for these itemswas missing, it was obtained by ,arrespondence withthe reporting source. In a few cases it was necessaryto estimate the age and determine the sex of thertudent utilizing other information on the records,

e.g., the number of years hi school and the name ofthe student.

Data on better en averages shown in this reportwere determiued by averaging the puretone thresholdlevels, for the better ear, at the frequencies of 500,1000, and 2000 cycles per second. Table C showsthat this information was not available for about 30percent of the students. Of ti number only ab...vr 6percent of the forms actually did not report anyaudiological results. The remaining 24 percent con-tained audioloojcal information, but did not giveresults for one or more of the three frequencies usedto compute the better ear average.

Information on additional handicapping rendi-tions was hot reported foi about 17 percent of thestudents and the age at onset of hearing loss waq notavailable for about 18 percent.

Currently, data collection activities have beenexpanded so that publication of data from futureyears will be more representative of the entire hearingimpaired population. Further, the reporting sourcesare adjusting their record systems so that there will befewer records with missing information.

IISCUSSION OF THF. DATA

Frequency distributions for the 25,363 studentsenrolled in participating special educational programsfor the hearing impaired are presented in a series of

TABLE C: Percentage of records for which datafor sefr:ted items ....ere not reportedor were not usable

!ternPercent of Records forwhich data were not reported or were notusable

Age'

Sex'

Better ear average2

Additional handi-capping conditions

Age at onset of hearingloss

0.0

0.0

30;0

16.7

18.2

1 Data for these items were edited.

2 Only 6 percent of the records did not report somegodiolopiesi results.

3

detailed tables in the following section of this report.Some comments about the characteristics reported onand some highlights of these data are discussed here.

Age and Sex

The age and sex distribution of the students forwhom data were obtained appears in several of thedetailed tables. The most detailed distribution by ageis given in Table 1.

Of the 25,363 records collected, 55 percent werefor male students and 45 percent were for females.This distribution is similar to the sex ratios forhearing impaired students in special educationalprograms previously reported in other studies.

Age, as used in this report, is the chronologicalage of the student as of December 31, 1968. As seenin Table D, the age distribution was similar for bothsexes. The group with the largest percentage ofstudents (31.4 percent) was the 10-13 year age group.Due to the composition of the participating institu-tions, the proportion of students under six years ofage (11.4 percent) is probably understated in thesedata. When preschool programs are fully representedin the Survey, the proportion of students of preschoolage will be higher.

Better Ear AVOW*,

Distributions of the hearing threshold levels ofthe students (better ear averages) are shown in severaltables. The most detailed distributioi, given in thisreport appears in Table 1. As previously stated, thebetter ear averages were determined from averagingpuretone thresholds for the speech range (500, 1000,and 2000 Hz) in the better ear. 13,. :ter ear averages aregiven in decibels according to the ISOL standard. For

the purposes of this report, audiological data reportedisr ASA2 standards were converted to the ISOstandard by adding ten decibels to the ASA average.In all, data were available to compute better earaverages for 17,733 students. The data had to beconverted from the ASA standard to the ISO stan-

dard for about 19 percent of these stir.'ents. Thestandard used was not reported for about 7 percentof the 17,733 students. The better ear averages forthese students are treated in this report as thoughthey were based on measurements obtained by theISO standard.

In the detailed tables presenting better earaverages you will note the category "Unable toCompute". This refers to approximately 24 percentof the students for whom better ear averages couldnot be determined due to the omission of results forone or more of the frequencies used to compute theaverages. In some detailed tables this category has beencombined with the "Not Reported" category; i.e.,those students (about 6%) for whom no audiologicalinformation at all was supplied.

Table E presents the number and percentagedistribution for selected hearing threshold levels ofthe 17,733 students for whom better ear average datawere available. It will be noted that 74 percent of thestudents had threshold levels at 65 decibels (ISO) andabove.

I International Organization for Standardization.

2 American Standards Assn:lotion.

TABLE D: Number and percent dish ibution, by age and sex, of students enrolled in pal ticipating specialeducationa programs for the hearing impaired: United States, 196869 school year

AgeFoth Sexes Males Females

Number Percent Number Percent Number Percent

All ages 25,363 100.0 13,878 100.0 11,485 100.0

Under 6 years 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

4101

TABLE E: Number and percent distribution,by hearing threshold levels, ofstudents enrolled in participatingspecial educational programs forthe hearing impaired: UnitedStates, 1968.69 school year

HearingThreshold Levelsin Decibels OS()'

Number ofStudents2 Percent

All dB levels 17,733 100.0

Under 10dB 232 1.3

10-39 dB 1,748 9.9

40-64 tAB 2,618 14.8

65-84 dB 4,332 24.4

85 dB & Above 8,803 49.6

',Average hearing Mreshold In batter ear computed at 600,1000. 2000 cycles per second.

2 Excludes those for whor., data were not reported or thedata were not us,,h10.

The table also shows that there were 232,sported cases of students with better ear averagesunder 10 decibels. Most of these are students with asevere hearing loss in the worse ear. The records forthese students show that almost 90 percent wereenrolled in itinerant programs.

If it m be assumed that children in classes anditinerant itograrns will generally have less severehearing lasses than the population in residential andday schools, tl-e proportions shown in the table willchange when the data more representative of thetotal hearing impaired student popisla don.

.lidonsi Handicapping Conditions

Data describing the handicaps the students had inaddition to impaired hearing are shown in Tables2,3,4, and 5. The tables showing these additionalhandicapping conditinoi give the number of floes a}articular condition WAS reported. For some studentsmore than one "additi,Aal handicapping condition"wa.. reported. If a particular child had both a "SevereVisual" problem and "Emotional Problems", his

condition would be counted in both categories. As anexample, in Table 2 the total column for a specificcondition, such as Cleft Lip or Palate indicates thenumber of different students reported to have thecondition. Whereas, the column showing the totalnumber of all additional handicapping conditions(8,871) is the total conditions reported for the 6,445students (See Table F) who had one or morehandicapping conditions besides their impaired hear-ing.

Also shown in Tables 2,3,4, and 5 are the rates ofoccurrence of additional handicapping conditions forparticllar groups in the hearing impaired population.These are expressed as the total number of conditionsper 1,000 students in a specified age, sex, hearingthreshold level and age P t onset group. These compu-tations are bared on all students (including thosereported as having no additional handicapping condi-tions) for whom information was received. Excludedfrom the computations are the 4,233 students forwhom no data was obtained for this item.

Table F indicates the number and percent ofhearing impaired students who had either no addi-tional handicaps, one additional handicap or two ormore additional handicaps. The data indicate that 57.9

TABLE F: Number and percent of hearing im-paired students with additionalhandicapping conditions enrolled inparticipating special educationalprograms: United States 1968-69school year

Number of additionalhandicapping condi-tions reported

Number Percent

Total students 25,363 100.0

No additional handi-capping conditions 14,685 57.9

One additional handi-capping condition 4,620 18.2

Two or more addi-tional h.ndicappingconditions 1,825 7.2

Not reported 4,233 16.7

I OS_5

percent of the students had no addit.Dnal handicaps,18.2 percent were reported to have one additionalhandicap, and 7.2 percent had two or more additionalhandicaps. Information was not reported for 16.7 per-cent of the students. If the students for whom datawere not reported are excluded from these compu-tations, the percentages would be as follows:

No additional handicapping conditions-69.5 percentOne additional handicapping condition-21.9 percentTwo or more additional handicaps 8.6 percent

Table G shows the number of times a specificadditional handicap was reported 23 the only addi-tional handicap and the number of times the condi-tion was reported in combination with other addi-tional handicaps. Also presenter; in this table are therates of occurrence of additional handicaps per 1,000hearing impaired students. These rates are based on

the 21,'.30 students for whom data were obtained forthis itet i.

The questionnaire item regarding additional hand-icapping conditions (See Appendix 11) provided"check boxes" for reporting aelccted conditions andprovided space to write in other conditions. Of the'writein" conditions, "heart disorders" occurredmost frequently (186 times). In addition, a variety ofother conditions were reported 1,444 times. It shouldbe noied that "write-in" conditions tend to be underrepotted more frequently than conditions for which a"check box" is provided.

It should be noied further that reported cases of"Emotional Problems" nd "behavioral Problems"are frequently based on subjective judgements, where.as the diagnosis for the other types of handicappingconditions are usually based on physiological, psycho-metric and other evidence.

TABLE G: Number and rate of additional handicapping conditions among hearing impaired studentsenrolled in

participating special educational programs: United States, 1968-69 school year

Additional HandicappingConditions

Total Number ofReported Condition

Number of Conditions per 1000

Students'

Number of timescondition

reported as theonly additional

handicap

Number of timesconditionreported in

combination withother 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 Informetonwas not nyotod. .

6

12

V.6.A4VINIVIerfacts

Age at Onset of Hearing Loss

Tables 6,7, and 8 present the age st onset ofhearing loss for students in the oarlicipating pro.grams. The dir<ctions for the item "Age at Onset ofHearing Loss" asked for the age at which the chilelost h;s hearing. A general problem in collecting dataon this topic is that in many cases the age at onset isnot known, therefore some respondent; report theage at which the loss was discovered.

Table H gives a summary of the repotted ages :itonset for the students included in thit Survey. Age atonset was reported as "at birth" for 60.2 percent ofall students; for 13.9 percent of the students theonset was reported as occurring between birth andunder three years of age; for 5.6 percent the onset,vas reported as between 3 and 6 years of age; onsetoccurred at i years and later for 2.1 percent; and theonset was not reported for 18.2 percent of thestudents. When the 4,604 students for whom no datawere available are omitted from the computations, thepercentage distribution for these age at onset cate-gories are as follows:

Onset at birth 73.6 percentOnset under 3 years 17.0 percentOnset 3 -6 years 6.8 percentOnset 7 years or over 2.6 percent

SUMMARY

TABLE H: Number and percent distribution,by age at onset of hearing loss, forstudents enrolled in participatingspecial educational programs for thehearing impaired: United States,1968.69 school year

Age at Onsetof

Hearing Loss

Number Percent

Total students 25,363 100.0

Onset at birth 15,275 60.2

Under 3 years 3,534 13.9

3-6 years 1,417 5.6

7 years and over 533 2.1Unknown or notreported 4,604 18.2

Finally, it must be reiterated and kept in mindthat the foregoing discussion and the data in thisreport are based on the characteristics of approxi-mately 25,000 hearing impaired students for whomthe office received records and does not purport torepresent the entire hearing impaired population.

Selected characteristics of 25,363 students enrolled in special educational programs for the hear-ing impairzd have been presented. The character-istics for which data were Oven are age, sex, hearingthreshold levels, additional handicapping conditions,and age at onset of Ix 1ring loss. The methodologyand sources of the data have been described. A list ofthe participating programs is given in Appendix IV. Itwas noted that records vg::e obtained for about 80percent of the students enrolled in the institutionsthat were invited to participate in the program.

Qualifications and limitations of the data werediscussed. It was particularly stressed tl it the dataare not representative of all hearing impaired stu-dents. Seventy percent of students for whom datawere given were from schools (primarily residential)and the remaining 30 percent were for students in dayclass programs. At present, in the United States, about50percent of the hearing impaired students are f nroll

ed in school programs and 50 percent in day classprograms. Another important limitation of the dataresults from the high proportion of records tha' didnot contain data for some items. Current datacollection activities are designed to obtain morerepresen;.tive coverage of the hearing impaired popu-lation and to obtain more complete information forstudents in the Survey. Until these problems can beresolved, the data in this report apply only to the25,000 students who participated in the Survey forthe 1968-69 school year.

This report represents a beginning effort todescribe the universe of hearing impaired children andyouth lit the United States. The utility of the datarill be determined by wiministrators, teachers, andresearchers who provide services to the hearingimpaired.

Our appreciation again is extonded to all theparticipating educational programs.

13 S.$

LIST OF DETAILED TABLES

TABLE 1: Number of Students Enrolled in Participating Special Educational Programs for theHearing Impaired, by Age and Sex, Acroicting to Hearing Threshold Levels: UnitedStates, 1968-69 School Year.

TABLE 2: Number of Students Enrolled in Participating Special Educational Pi-0E13ms for theHeating 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 theHearing Impaired, by Hearing Threshold Levels and Sex, According to AdditionalHandicapping Conditions: United States, 1968-69 School Year.

TABLE 4: Number of Students Enrolled in Participating Special Educational Programs for theHearing Impaired, by Age ant Haring Threshold Levels, According to AdditionalHandicapping Conditions: United States, 1968-69 School Year.

TABLE 5: Number of Students Enrolled in Participating Special Educational Programs for theHearing Impaired, by Age At Onset of Hearing Loss and Sex, According to AdditionalHandicapping Conditions: United States, 1968.69 School Year.

TABLE 6: Number of Students Enrolled in Participating Special Educational Programs for theHearing Impaired, by Age and Sex, According to Age At Onset of Hearing Loss: LitedStates, 1968-69 School Year.

TABLE 7: Number of Students Enrolled in Participating Special Educational Programs for theHearing impaired, by Hearing Threshold Levels and Sex, According to Age At Onset ofHearing Loss: United States, 1968-69 School Year.

TABLE 8: Number of Studerts Enrolled in Participating Special Educational Programs for theHearing Impaired, by Hearing Threshold Leads and Age, According to Age At Onset ofHearing Loss: United States, 1968-69 School. Year.

14

TABLE 1: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARINGIMPAIRED. BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UN/TED STATES. 1968.69 SCHOOLYEAR

44. &Rd Sox

TotalNom lotSWOoot

BETTER EAR AVERAGES (In Decibel, ISO)'

thrtlorII

10

to21

25to31

44to64

66

to511

60to64

65to89

70

to71

76to70

88to84

05

to89

00to98

99sod

Above

Until*to

Compute

6rtaNot

Root/cud

llotk SuetAll 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

3 rt. 515 5 1 5 6 2 11 13 22 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 inof 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...

TABLE 1 (Contkro 11): NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THEHEARING IMPAIRED, BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UNITEDSTATES, 1968-69 SCHOOL YEAR

BETTER EAR AVERAGES Bo OHM Is ISO)'

Ted 11 29 41 66 N 05 70 76 SO 95 90 99 IMAM DataIhmlw llorior to to is to to to to ti to to to mod to not

Als sod Sex talloote II 24 31 (1 611 04 119 74 71 14 IN N Above Compote Repined

MemAR 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,

err

TABLE 1 (Continued): NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THEHEARING IMPAIRED, BY AGE AND SEX, ACCORDING TO HEARING THRESHOLD LEVELS: UNITEDSTATES, 1968-66 SCHOOL YEAR

TotalNumber

!ETTER EAR AVERAGES (to °tribe Is 190)'

Unt lar

10

to26to

13

to55to

60to

65to

70

to76to

80

to85

to90

to90

end

Unable

toBob

NotAge end Sex Students 10 24 39 54 59 84 49 74 79 84 89 54 Above Compute Reported

NNW'SAU 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

anod Ow

pt.

217

104

3 3 4 4 12

I

7

4

9

2

14

8

I7

5

32

II

57

27

51

29

7

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 HEARINGIMPAIRED, BY AGE AND SEX, ACCORDING TI) ADDITIONAL HANDICAPPING CONDITIONS: UNITED STATES,1968.86 SCHOOL YEAR

Age an1 Dex

TealNumber

Smarr,

ToyIfiembor ofCuefitiorPer 1,611Seders,

'fatalUsher of

Hard-CS/Pial

Coalition

ADDIVONAL HANDICAPPING CONDITIONS

Cleft Up117

PraiaSeemVirg

MoralReload on

EmotionalProblem

IhdriniaralPurlieu

PenspurMotor

DisordersCorobrel

Palsy

NowtDisorders 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.

18\ !13

TABLE 3: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARINGIMPAIRED, BY HEARING THRESHOLD LEVELS AND SEX, ACCORDING TO ADDITIONAL HANDICAPPINGCONDITIONS: UNITED STATES, 198849 SCHOOL YEAR

Betty Or AmapaCe Naas 16091

andSue

TotalNumber

Studeets2

TotalNumber ofCoadtio-Per 1,090Stedonts2

TotalNumber of

8.018capiob

Caotabau

ADDITIONAL HANDICAPPING CONDITIONS

Cleft Lipor

NewSowsWaal

MentalIletardetioa

EmotionalPtoMenta

BabovIonlRoblsou

PsresptuelRotor

DisordersCerebral

PattyHeart

°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,

TABLE 4: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIDNAL PROGRAMS FOR THE HEARINGIMPAIRED, BY AGE AND HEARING THRENCLD LEVELS, ACCORDING TO ADDITIONAL HANDICAPPINGCONDITIONS: UNITED STATES, 1968419 SCHOOL YEAR

Intmo Em beamin Deal* MOP

sod Ap

TodNumber

Misiosts1

%ado ofComfidoosPs/ 1,000Fmk&

Tod tal

Nora Ims ofHood-

frownConatons

ADDITIONAL HANDICAPPING COIIOITIONS

DIN Upof

PolesSennVaud

MentalRoan lotion

IEmotionalProblems

Bohovio calPro Vorns

ParcophialMotor IC/rota;

°Molders1

/dayHurt

Disardon Other

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 58 229 372 377 355 4 410 149 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.

201nIS

1

TABLE 5: NUMBER OF STUDENTS ENROLLED IN PARTICIPATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARINGIMPAIRED, BY AGE AT ONSET OF HEARING LOSS AND SEX, ACCORDING TO ADDITIONAL HAWHCAPPINGCONDITIONS: UNITED STATES, 1968-69 SCHOOL YEAR.

Age at Gnat ofHearing loss

andSett

'

TotalHornbill

Students'

TotalNumber ofCoaditionsPat 1,000Striding'

TotalNumber of

IWO.upping

Conditions

ADDITIONAL HANDICAPPING CONDITIONS

Cleft Lipor

PisteSever,Visual

Menu)Retardation

EmotionalProhlims

BehavioralProblems

PerceptualMotor

Disorders

.------11

CerebralPatty

HeartDisorder' Other

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 and OM 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 HEARINGIMPAIRED, BY AGE P ND SEX, ACCORDING TO AGE AT ONSET OF HEARING LOSS: UNITED STATES 1968-69SCHOOL YEAR

Age end Ssx

Toll7-1.n

Students

AGE AT ONSET OF HEARING LOSS

Onset et

41.th

Under1 Year 1 Yew 2 Years 3 Teen 441 Yews

7 Yewsand 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

2 s17

TABLE 7: NUMBER OF STUDENTS ENROLLED IN PARTJC'PATING SPECIAL EDUCATIONAL PROGRAMS FOR THE HEARINGIMPAIRED, BY HEARING THRESHOLD LEVELS AND SEX, ACCORDING TO AGE AT ONSET OF HEARING LOSS:UNITED STATES, 1988-89 SCHOOL YEAR

Iota Er ArraysIn Oribiz (ISOP

mod to

TotalNumber

Students

AGE AT ONSET OF HEARING LOSS

Dort ot1118

Bair1 You I Your 2 Years 3 Tom 4-8 Yuan

7 YIPIVII

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 HEARINGIMPAIRED, BY HEARING TO RESHOLD LEVELS AND AGE, ACCORDING TO AGE AT ONSET OF HEARING LOSS:UNITED STATES, 1948-89 SCHOOL YEAR

arm Er &rapsIs WWI 0501'

sad *

TelNumber

Daher

AGE AT ONSET OF HEARING LOSS

Omsk etBr*

Norm1 Yew 1 Yon 2 Year 3 YOM 44 Yon

7 Yrnrys1 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 Ill61 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.

24'I9

APPENDICES

Appendix I - Descript1on of The Annual Survey of Hearing ImpairedChildren and Youth

Appendix 11 Data Collection Form Used In The Annual Survey for the1968-69 School Year

Appendix III Instructions for Completing the Annual Survey Form

Appendix IV Programs Participating in the Annual Survey of HearingImpaired Children and Youth

25 21

APPENDIX I

The Annual Survey ofHearing Impaired Children and Youth

BACKGROUND AND POLICIES

The Annual Survey of Hearing Impaired Chi'drenar 3 Youth began its activities in May, 1068. Theprogram was established as a permanent organizationto collect, process and disseminate data on hearingimpaired individuals through col:ege age in the UnitedMates. Two preceding years of pilot and develop-mental work in a five state area determined itsoparational feasibility and crystallized its methodolo-gy. The Division of Research, Bureau of Educationfor the Handicapped, Office of Education, Depart-ment of Health, Education and Welfare initiated theAnnual Survey and provides the major share of is

funding. The program is conducted by the Office ofDcmogiaphic Studies of Gallaudet College.

The long range seal of the Annual Survey is tocollect data on the entire hearing impaired populationthrough college age in the United States. For opera-tional reasons the hearing impaired population hasbeen divided into three groups:

GROUP A

GROUP B

GROUP C

Hearing impaired individuals who arereceiving special educational servicesrelated to their hearkeg loss.Individualswho have been diagnosedasbeing hearity:, impaired but who arenot receiving any special educationalservices.

Individuals in the general populationwho, in fact, are hearing impaired buttheir hearing loss has not been diag-nosed at a given point in time.

Some of the major policies and principles thatguide the op( ra:lons and activities of the AnnualSurvey fire pawn here. First, it is of paramountimportance that participating institutions be assuredthat the data collected will be held in strictestconfidence. Only staff members of the Office ofDemographic Studies will have access to the recordsand then only for the purpose of preparing statisticalsummaries and for analyses of the data. Individualstudent identification may be established by codenumbers assigned and known only by the reporting

institution. Each school will receive data on its ownstudents, but no information permitting identifica-tion of any individual student or school will bepublished or made available for any purpose. Inde-pendent researchers will have access only to summarystatia`ics and will not know the identity of theschools from which the data were compiled.

The accuracy and quality of all data collected areof fundamental concern and importance to the

Annual Survey. This program expends a substantialpart of its resources in data evaluation procedures toenhance the reliability and validity of collected dataand tom, describe any of its limitations. Towards thisgoal, the necessity of developing standard measuringinstruments arises. During the first year of theprogram, our efforts were directed towards the areaof academic achievement testing. As a first step in along range plan of achievement test vz.idation, it wasdecided to conduct a national achievement testingprogram. Approximately 12,000 Stanford Achieve-ment Tests were administered to students in schoolsand classes for the hearing impaired during the1968-69 school year. Achievement test score; forhearing impaired students based on the results of thatnational program were published and distributed inhe Fall of 969. Detailed information on themathodole and findings of the achievement test-i progi :an be found in the Annual Surveypublicati ntitled Academic Achievement Test Per-formanc )1. Students in Schools and Classes for theHear* Impaired: United St rtes, Spring 1969.

Finally, but a'so of great importance, is the factthat policies and direction of the Annual Survey aredetermined by a committee rei esenting all areas ofservices to hearing impaired individuals. The commit-tee is fc--laily called the National Advisory Commit-tee to the Annual Survey of Hearing ImpairedChildren and Ycoth. Its membership has broad widthand detain in technical and execntive expertise. Inaddition, a full range of consulAnts are called uponfor advice and direction as special situations occur.Suggestions and comments also come from discus-sions with teachers. audiologists, psychologists andother professionals who work directly with hearing

26 23

impaired individuals. To be effective, the prowarimust assist these persons in solving problems withwhich they struggle day after day.

DATA COLLECTION

In consideration of the resources available to theprogram and the different methodological proceduresrequired to collect data on the various components ofthe target population, at the present time full scaledata collection activities are directed at hearingimpaired students enrolled in special educationalprograms (referred to earlier as G sup A). Concur-rently, pilot studies and other activities 're in

progress to develop and in prove the methodology forcollecting data on the other segments of the hearingimpaired population.

During the first year of operation, records weresought from all schools and approximately fifteenpert 'tit of the Gay class programs for the hearingimpaired. As a result of these efforts, records wereobtained on Slightly more than 25,000 hearingimpaired students. During the 1969.70 school year,the Annual Survey is extending its coverage ofreporting sources. Efforts are being made to reachstudents in all special classes for the hearing impairedas well as in all the schools. Base-line informa.'onsimilar to tare collected during the 1968169 schoolyear (See Appendi: 11) is being obtained for all newstudents. In addition to the types of data collectedduring the first year, specific details regarding e

services students are receiving and informatic 1about the history of the hearing impairment are beingcollected on all Students

Prese.it projections are that the Survey willobtain record forms on 35,000 students by thetermination of the 1969.70 school year.

PUBLICATION OF THE DATAAND PROJRAM SERVICES

The program rapidly is accumulating a largevi,lume of statistical data. The processing and dissemi-nation of this data holds wide implications End

24

potential benefits for educational, audiological, medi-cal, psychological and other services to the hearingimpaired. Towards the goal of fully utilizing the data,the program will make data available to independentinvestigators for research purposes. Masters' theses,doctoral dissertations, institutional level researchprograms, private studies, etc., are solicited. The An.nual Survey also plans to produce at least six majorpublications per year not including those that may beprepared by independent researchers using data col-lected by this program.

Each participating school or program will receivedistributions of the characteristics of their ownstudeas. The participating programs also may obtaina set of punch cards containing the informationsubmitted on each of their students. F rther, the

ival Survey office is available to provide consulta-Lon services to particular schools or school systemsthat are concerned with gathering and processing dataon their stidents.

Participation in the Survey has led many of theinstitutions to examine their current forms andrecord keeping procedures. This led to requeststhat the Survey develop a uniform record form tokeep student information for use in schools andclasses throughout the country. A draft of sus.1 aform has been developed and comments on itscontents and utility have been solicited from varioustypes of school programs. A finalized record formmay be available kn. 'Ise on an experimental basis inthe 1970.71 school year.

The initial success of the Annual Survey can bemeasured only in terms of the levels of participationand iliterest expressed by many individuals. Theultimate success will be measured not in terms ofvolume of data that will be collected and published,but in terms of its contributions to improvingEducational and other opportunities for hearing im-paired children and youth. In this regard, it a, pearsthat progress Is being made. For the first time a vastbody of statistical informatim is becoming availablefor researc.. and planning purposes.

APPENDIX II

ANNUAL CENSUS OF HEARING IMPAIRED CHILDRENOALLAINSIN COUSSII i 968-69 School Your fOlLid ACIPC,IWASHIPIOTON, O.C.

I. GENERAL INFORMATIONDate 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 Disorderso Cleft Up or Palate 0 Mental Retardation 0 Behavioral Problems 0 Cerebral Palsyo Other (describe)

II. EDUCATIONAL HISTORYA. 1. Student Now Attends:

a Regular Classes 0 riettlaef Classes Plus 0 FLOC me Classes for School for The DeafOnly Hearing Impaired 0 Public 0 ResIderilial Student

Nu of hours special o Private 0 Day Studenttraining 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 0Regular 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 0 If Unknown Check Here 01. Aga Started

2. Tips (describe).

Ili. ACHIEVEMENTA.

B.

AND INTELLIGENCE TESTSHost Recant Achievement Test

Description of Test Brod, ScoresName Form No. Level Reeding Lawt Battery Median Date Tested

(nnrk, r..)Most lineal Intelligence Test

Description of Test 1.0. Scores

Name Form Verbal Non verbs I Date Tested

thseelk. yr.)

IV. RECOMMENDED EDUCATIONAL TRAININGA. If facilities were wettable, would you recommend a different kind of educational trainIng for the student than he presently Is

receiving? 0 Yes 0 NoB. If Yes, whet type of program would you racornnwndf

o Special School for Hooting Impaired 0 Regular classes Plus Special Trainingo **Clef Programs for 1.00914 Handicapped a Inquiet Classes

.

11 FuNtlem Cheese for leering Impaired o Other tsPecIti

FOR OFFICE US& ..

UIU1W1tItIW I imlie..11.3.L.A Ems111ricippo 1:31:31211:1C111111:11:31:11Clit I w 1171E111:311:111101 CAUL) 'II Pa UIPI_ r11 ml le..111. 11111 MN 11 MIR

28 (t: 25

V. AUDIOLOGICAL FINDINGSA. Standard Used for Testing 0 ISO

B. Air ConductionRIGHT EAR

Frequency 125 ( 250 I 600 1 1000 2000 1 4000 1 6000 8000 I 125 250

Level IHearing 7-1forOfficeUse

LEFT EAR

C. _Melded Speech Threshold

Test Used 0 SAT 0 SRT 0 Not Tested

Right Left Right Left0 0-15 dB 0 45.59 dB 0O 1629 dB j 0 60.79 dB 0O 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 151.4 a ZIP cede)

Profession of Examiner: 0 Audiologist 0 Otologist 0 Other M.D.

Other (specify"

VI. HEARING AID USEA. 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 COMMUNICATEA. Reco0Uva

1. H student was a personal hearing aid. Indicate shility to hear and understand both with and without a hearing It If 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 Can Nor and understand most speech 00 Can hear and um island soma speech 00 Cannot hew and understand any speech 0

2. Unfurling Abffitys 0 Good "' 0 Fait . 0 None3. Reeding Ability: 0 Good 0 Fair 0 None

B. Expressive. I. Speaking Al:Alkyl 0 Others can understand most o' his speech

Otht rs can understand only a Chi. of his speech0 Others cannot understand his splotch

2. Methods Used to Communicate to Others: (Check ill that apply)

0 Speech Ci Witting 0 Manual Alpubet 0 Si M Language

Other (describe)

0 Gestuvis

FOR OVIICS U$ ts

Ilf...1fls-TFTlis 4 , 7

lax1... 1.

knit ISb I n If 11 I IS II ti IPP±0 N1 P14_

1 11-,01..1id a 4..... 01_,9_.1.1,1

eels. it a.Mill 6., .0 M.li

0.. a al_ al

girt VI istiN1 11.' it's

0.1,01.,1011. al

! !' i CV1.-1-a--r"a

26 29

APPENDIX III

INSTRIICTIONSFOR COMPLETING THE REPORTING FORM OF

THE ANNUAL SURVEY OF HEARING IMPAIRED CHILDREN1968-69 SCHOOL YEAR

A separate form Is to be completed for each hearing impaired student enroIed in your prograre..s of October1, 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 andthen referred to whensver necessary while completing the forms. If there are any questions. regarding thecompletion 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 benoted that in Section IV Recommended Educational Tralntv and Section VII Ability to Communicate, thoquestions are of a subjective nature and would best be completed by persons in the school most familiar with thestudent's abilities. e ' .` i

Please try to complete all items. If information Is not ?imitable, "NA." should be written in, instead of leavingblank 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 letterson 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 individualstudents in the event further correspondence is required between the Survey office and the school toclarify information submitted on the form. As indicated previously, the Survey office is concerned withcollecting data for national statistics. No information about individuals or individual schools will bepublished or given to anyone without the expressed, prior approval of the schools. In the event laws orregulations 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 awayfrom school.

3. Present School and Self-explanatory. (A rubber stamp may be used.)

4. Location

B. Probable Age at Onset of Hearing Loss

C. Additional Handicapping Conditions

Indicate the best estimate of the age at onset of thehearing loss by writing in the year or checking thebox "At Birth." If unknown, write in "Link."

Check the appropriate box(es) or record in the spaceprovided all handicapping conditions other thanimpairment of hearing, which have a present or mayhave a future impact on the educational potential ofthe 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 sensoryInformation 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 thestudent is enrolled. If the p. gram is "Regular ClassesI. :us Special Training," indicate the number of hoursper week the student rec elves this training. If none ofthe boxes appropriately describes the program, pleasedescribe on the line marked "OTHER."

NOTE: A "School for the Deaf" is defined as an institution consisting of a building or group of buildingsused exclusively for the instruction of hearing handicapped children. A "Residential Student" is a studentenrolled in a school for the deaf who remains overnight on weeknights during the school year. A "DayStudent" 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 forthe deaf, who receive special educational training on a fulltime basis. Students may be counted in thiscategory even if duriog tie school day they participate in some activities with nowhearing handicappedstudents; 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 educationprograms other than defined above for schools for the deaf and fuiltirrie classes for hearing impaired.

2. Total Full Years AttendeJ This SchoolSince Age Six

Count all full years, except the present school year,the student was enrolled in your school, beginningwith the year the student reached six years of age.(Provisions for recording education for earlier yearsare mado ir. II. C.)

NOTE: if the student enured your school after the beginning of the school year, count it as a full year ifhe was In your school for one-half or more than one-half of the school year. If the student was registeredfor 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 yearsthe student was enrolled In 0 iHER programs,beginning with the year he reached six years of age.Be sure to insert "0" for ato programs in which thestudent was never enrolled and "N.A." if infor.ationis not available or unknown.

NOTE: If the student was In more than one procram during a school year, recoro the approximatenumber of months in each program. If the student was in school for less than one full school year, recordthe approximate number of months he was In school for that year In the appropriate space. Whenr000rdlog 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. above If the student was registered in your school for less than one-half of aschool 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 information is "NONE" or "UNKNOMI",check the appropriate box.

1. Age Started Indicate the age of th, student when he begantraining prior to age six.

2. Type Describe the type of program. For exarnp;u, "Pre.school Class at Speech and Hearing Center" or "AtHome, 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 identifyinginformation necessary to fully identify the particulartest. For this test, report the Grade Score for thereading level and battery median and the date the testwas given.

If more than one test was adminis ared on the sanedate and one of the tests was in the Stanford series,we would prefer the results of the Stanford test. Ifmore than one test was administered on the samedate and a Stanford test was not used, then pleasesubmit the score ire n whichever test you prefer.

NOTE: Because of the large variety of achievement tests, it Is important to provide a completedescription of the test administered. For example, an adequate description might be "StanfordAchievement 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 recordthe 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." r I 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'sability. For example, ts.,e person most familiar with the student mi3ht be the guidance counselor or theteacher the student had last year. In completing this section the respondent should NOT consider onlythe programs that 0713 available in the particular locale, but should assume an ideal situation exists and allprograms are available from which to choose.

A. lAbuld you recommend a different kind ofeducational training?

B. If Yes, what type o program?

Indicate by checking "Yes" or "No" if you wouldrecommend a different kind of educational trainingfor the student,

If the answer was "Yes" to IV.A., indicate bychecking one of the categories or specify in the spacemarked "Other" what type of program you wouldrecommend.

V. AUDIOLOGICAL FINDINGS

A. Standard Used for Testing

B. Air Conduction

C. Unaided Speech Threshold

D. Examiner Identification

Check the standard used. If the student has beentested for both standards, report the most recent. Ifboth tests were given or. ..h: same day, report the ISOresults.

Indicate the results of the most recent puretone, airconduction audiometic test. Give results for as manyfrequencies as possible. Leave the spaces blank forwhich no attempt was made to test.

Indicate if the student was not tested or if tested,whether the test was "SAT" (Speech AwarenrThreshold) or "SAT" ( Speech Reception Threshol,'Check the appropriate sox for dB level WITHOu raid for each ear. If both tests have been administerecreport the "SAT."

Provide the name and address of the clinic or ofplace that conducted the puretone, air conductedexamination reported above. If the tent was given a'your school, write in "At Present School." Be surerecord the date the audiometric test was given. A nindicate the profession of the person conducting t:test by checking the appropriate box or describer ift

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

C. Speech Reception Thi eshold With Aid

32

Indicate the aided SAT dB level.

Indicate the aided SRT dB level.

Record "NA." if the information is not available.

APPENDIX IV

Participants in the Annual Survey of HearingImpaired Children and Youth

ALABAMA'Alabama Institute for the Deaf & Blind'Birmingham Pub li,, Schools

ALASKA'Anchorage Borough School District

ARIZONA*Arizona State School for the Deaf & BlindSamuel Gnmpers Memorial RehabilVtation

Center, Inc.'Phoenix Elementary Oral Day Classes

ARKANSASArkansas Speech & Hearing CenterJenkins Memorial Children's Center

CALIFORNIA.Alhambra City School DistrictAlum Rock Union Elementary School District

'Anaheim Union High School DistrictAiusa Unified School DistrictBellflower Unified School DistrictButte County SchoolsCalifornia School for the Deaf, Berkeley

*California School for the Deaf, RiversideCedarcreek School for the DeafCertineta Valley Union High School DistrictCentralia School District

. Ceres Unified School DistrictCompton City Elementary School DistrictCovina Valley Unified School DistrictCutler-Orosi Unified School DistrictEscondido Union School DistrictEureka City SchoolsFremont Unified School District Blacow

ElementaryFresno City Unified School DistrictGlendale Unified School DistrictGoleta Union Elementary School DistrictHanford Elementary School DistrictHayward City Unified School DistrictChris Jespersen SchoolKern County Schools

Lancaster Elementary School DistrictLittle Lakc City Elementary School DistrictLivermore Valley Joint Unified School DistrictLompoc Unified School DistrictLong Beach Unified School DistrictLos Angeles City School DistrictMarin County SchoolsMontebello Unified School DistrictMonterey County Schon'sMt. Diablo Therapy CenterMt. Diablo Unified School DistrictNapa Valley Unified School DistrictNorwalk-La Mirada Unified School DistrictOakland City Unified School DistrictOrange Unified School Districtato Alto Unified School DistrictPasadena City Unified School DistrictPomona Unified School DistrictRedondo Beach City Elementary School District

Richmond Unified School DistrictRiverside Unified School DistrictSacramento City Unified School DistrictSan Diego Unified Snbool DistrictSari Francisco Speech & Hearing Center

'San Francisco Unified School DistrictSan Jose City Unified School DistrictSan Juan Unfied School District

San Mateo County SchoolsSan Mateo Union High School DistrictSanta Ana Unified Schooi DistrictSanta Clara Unified School DistrictSanta Rosa City School DistrictShasta County SchoolsSimi Valley Unified School DistrictSouth Eastern Los Angeles County Program for

the DeafStockton Unified School DistrictSunnyvale Elementary School Dis rictSutter County Schools- Linciest SchoolTulare County SchoolsTulare Union High School DistrictUnion Elementary School DistrictVentura Unified School District

*Programs that participated In the Annual Survey of Hearing Impaired ()liken and Youth during the 196S-69 school yen. Theother pecgrams Joined the Survey during the 1969.70 School Year.

31

3%:

1

COLORADOChildren's Hospital, Denver

'Colorado School for the D.af & Blind'Colorado Sate College BishJp Lehr Laboratory'Jefferson County Public Schools R-1Pleasant :ew Elementary S:hoolEoudre I Services for Aurally Handicapped

Children

CONNECTICUTCapitol Region Education Council Hearing

Impaired ClassClass for Preschool Hearing Impaired Children,

HartfordEaster Seals-Goodwill Industries Rehabilitation

CenterEast Hartford, Preschool Hearing ImpairedEnfield P:rblic Schools Preschool Hearing

Impaired ClassFairfield Public Schools Preschool Hearing

Impaired ClassGreen Acres SchoolHamden-New Haven Cooperative Educational

CenterMagrath SchoolMonroe Preschool Hearing Impaired Program

''Mystic Oral Sao t for the DeafReynolds Preschool Hearing Impaired ProgramSouth SchoolWest Haven Department of Special Education

DELAWARE'Margaret S. Sterck School for Hearing Impaired

DISTRICT OF COLUMBIA*Department of Special Education*Kendall School for the Deaf'Speech and Hearing Center Publ:c Schools of

ti District of Columbia

FLORIDABrevard County Public Schools

'Dade Cou, ty 1:,v Classes for Deaf*Florida School for the Deaf & BlindRobert McCord Oral SchoolPalm Beach County SchoolsRock Lake Elementary SchoolSeminole Elementary SchoolTampa Ors! School for the Deaf

GEORGIAAtlanta Speech School, Inc,The Davison School, Inc.Fast Valley Elementary SchoolLawton B. Evans School

'Georgia School for the DeafHouston Speech & Hearing SchoolSaw:drab Speech & Hearing CenterRobert Shaw Cooler

HAWAIICentral Intermediate School

'Diamond Head School for the DeafMcKinley High School

IDAHO'Idaho School for the Deaf & BlindSpeech & Hearing Center - Idaho State University

ILLINOISBartonville Grade School Deaf ProgramBell Elementary SchoolBi-County Oral Deaf ProgramBlack Hawk Hearing Handicapped ProgramChampaign Community SchoolsChicago Vocational High SchoolDecatur Public School DistrictDixon State School

*Film Christian School for the Exceptional ChildEricson SchoolDr. Robert Henoer Hearing & Speech Center

Illinois School for the DeafJamieson SchoolMarquette Elementary SchoolThomas Metcalf SchoolNiles Township Department of Special EducationNorthwestern Illinois AssociationNorthwest Suburban Special Education

OrganizationPerry SchoolQuincy Day Classes for Hearing ImpairedRay SchoolReinber*,Scammon School

'South Metropolitan Association for LowIncidenceHardicapped

Special Education District of Lake CountyTazewell-Mason Counties Special Education

AssociationWest Suburban Association for the Hearing

Handicapped

',kayoing that par tialpoted In the Arend Surrey of Hearing Impaired Children nod Youth dining the 1968-69 school year. Theothrt programs Joined the Survey &teas due 1969-70 school yew.

34

INDIANABall State UniversityCentral Avenue SchoolDeaf-Oral Nursery of the Rehabilitation Center,

EvansvilleEast Chicago Day Class for the DeafGlenwood Elementary School

*Indiana School for the DeafIndiana University Medical CenterMarion Community SchoolsOral Deaf Classes & Hearing Conservation

Program, South Bend

IOWACedar Rapids Community SchoolFaith Aid for Teaching Impaired Hearing

Children's ClassesHopeHaven School

'Iowa School for the DeafOttumwa Community School DistrictPreschool Class for the Partially Hearing, WaterlooSioux City Community School District

*Smouse Opportunity SchoolWilson School-Oral Deaf Department

KANSAS*Diagnostic & Resource Center, WichitaHays Regional Classroom for the Hard-of-Hearing

*Institute of Logopedics, Inc.*Kansas School for the DeafLawrence Unified School District 497 Grant

SchoolShawnee Mission Public Schools

*University of Kansas Medical Center

KENTUCKY*Kentucky School for the Deaf,Knox Central High School

'Lexington Deaf Oral School*Louisville Deaf Oral Institute*Louisville Public Schools

LOUISIANAAcadia Parish School BoardBaton Rouge Speech & Hearing FoundationDelgado CollegeJefferson Parish School BoardLafayette Parish School Board

*Louisiana School for the DeafSpeech & Hearing Center of Southwest

Louisiana, Inc.

'State School for the Deaf Southern Branch'Sunset Acres School

MAINEBangor Regional Speech & Hearing Center

*Governor Baxter State School for the DeafNortheast Hearing & Speech Centel, Inc.Pine Tree Society

MARYLAND*William S. Baer School No. 301Baltimore County Department of Special

EducationBoard of Education of Harford County

*Forest Park Senior High SchoolGateway Preschool

*Maryland School for the Deaf*Montgomery County Public Schools

MASSACHUSETTS*Beverly School for the Deaf*Boston School for the Deaf*Peter Bulkeley School*Clarke School for the DeafDay Class for Preschool Deaf, Lowell

*"arah Fuller FoundationHabilitation Center for the Pre-School

Hard-ofHearing & Deaf Children, CantonHaverhill Preschool Class for DeafKennedy Junior High SchoolMercer SchoolMyrtle Street SchoolPage School

*Perkins School for BlindThayerLindsley Parent Centered Nursery

*Upsala Street SchoolWoburn Day Class Program

MICHIGANHoward D. Crull Intermediate SchoolDetroit Day School for DeafDouglas SchoolDurantTuurl-Mott SchoolFarmington Public School DistrictHandley SchoolIda Public SchoolsThomas Jefferson School

*Ann J. Kellogg SchoolLakeview Public ScnoolsLansing Public Schools

*Lapeer State Home & Training School

Vtogreins that participated the Anna Savoy of theft impaired Chikhes and Yooth during the 196849 school yen. Theother ptegronajoised the Surrey aerie. the 1969-70 tebool yes/.

35

3itr,

John A. Lemmer School*Lutheran School for the DeafMarquette Elementary

*Michigan School for the BlindMott Foundation Children's Health CenterOakland County SchoolsPreschool Physically Handicapped Program,

WyomingPontiac City School DistrictPublic School Program for Ded& Hard-of-F.earing,

JacksonRedford Union Hard-of-Hearing ProgramShawnee Park SchoolsTecumseh Public Schools

*Trerse City Public SchoolsTrenton Public Schools

*Tri-County PreschoolUtica SchoolsWarren Consolidated SchoolsWaterford School District Deaf ProgramWest Hills Junior High School

MINNESOTADuluth Public SchoolsLutheran High School

*Minneapolis Public Schools*Minnesota School for the DeafSt. Paul Area Program for Impaired HearingTechnical Vocational Institute

MISSISSIPPI'Magnolia Speech SchoolMississippi State College for Women

MISSOURIDelaware Elementary SchoolHearing & Speech Center, Kansas Ci'yHumboldt School

'Missouri School for the Deaf'St. Louis County Spxial School District for the

Handicapped Litzsinger SchoolSt. Louis University Speech & Hearing Clinic

*Troost School

MONTANA*Montana State School for the Deaf & BlindRoosevelt School School District #1

NEBRASKA'Nebraska School for the DeafOmaha Hearing School for Children, Inc.

*Prescott Acoustically Handicapped Unit

NEVADA*Ruby Thomas Elementary School

NEW HAMPSHIRE*Crotched Mountain School for the DeafPortsmouth Rehabilitation Center

NEW JERSEYAvon School

*Bruce Street SchoolCiass for the Hard-of-Hearing, KearnyClifton Pu'Aic SchoolsDouglas Nursery for Hearing HandicappedHelmbold Education CenterHunterdon Medical Center Nursery fcr Hearing

Impaired ChildrenJackson Avenue School

*Marie H. Katzenbach School for the DeafMillburn Avenue SchoolNewark State CollegeSummit Speech SchoolTownship Public Schools, NeptuneWoodbridge Public School System

NEW MEXICONew Mexico School for the Deo f

NEW YORKAlbany Medical Center Hospital

'Catholic Charities Day Classes For Deaf ChildrenCerebral Palsy PreschoolChildren's Hospital & Rehabilitation CenterDutch Broadway SchoolGrasslands Hospital

*Hebrew Institute for the Deaf*Junior High 47-M School for DeafNew York Institute for the Education of the

BlindNew York School for the Deaf, White PlainsNew York State School for the Deaf, Rome

*Public School #20, Albany*Rochester School for the Deaf*St. Joseph's School for the Deaf*St. Mary's School for the Deaf*School for Language & Hearing Impaired

Children Public School 158'Suffolk School for Deaf ChildrenUnion-Endicott Central School District

NORTH CAROLINACharlotte Speech & Hearing Center, Inc.Duke University Medical Center

*Pregame that perticipale M Ow Muni %Ivey of Hew* !smoked Olden sod Yoeth derby the D686; cahoot yew. Theoffer Pogroms joised the Survey dories the 1969-70 ecitoci yew. :

36

39

ras ..

*Eastern North Carolina School for the Deaf'The Governor Morehead SchoolPath School, nc.

North Carolina School for the DeafWake County Preschool for the Hearing Impaired

NORTH DAKOTALongfellow School*North Dakota School for the DeafUniversity of North Dakota Speech & Hearing

Clinic

OHIOAkron Board of Education

Alexander Graham Bell SchoolBetty Jane Oral SchoolCanton Public Schools

*Cincinnati Educational CenterCleveland Hearing & Speech Center

Hearing & Speech Center of Columbus andCentral Ohio

L. B. Kean Preschool Deaf ClassKennedy School for the DeafKent Public SchoolsKent Sta',e UniversityLitchfield. Rehabilitation CenterMansfield City Schools

'Melridge SchoolMillridge Center for Hearing Impaired

Ohio School for the DeafProgram for Physically Handicapped, Toledo

St. Rita School for the DeafTrumbull County Hearing SocietyWarren City SchoolsYoungstown Publ+c Schools

Zanesville Classes for Deaf

OKLAHOMAlane Brooks FoundationCommunity Speech & Hearing Center, EnidEastside SchoolThe Juniur Learn Program for Children with

Hearing LossesOklahoma City Public Schools

Oklahoma School for the DeafUniversity of Oklahoma Medical Center

OREGONEugene Regional Facility for tl,e DeafHearing and Speech Center, Eugene

Oregon State School for the Deaf

Portland Center for Hearing & Speech, Inc.',Portland Public SchoolsTucker-Maxon Oral School

PENNSYLVANIAArchbishop Ryan Memorial institute for the DeafDe Paul InstituteFriends of the Deaf Nursery SchoolWillis and Elizabeth Martin SchoolPennsylvania School for the DeafPennsylvania State Oral School for the DeafProg,rtms for Speech & Hearing Handicapped,

State Department of EducationWestern Pennsylvania School for the Deaf

RHODE ISLANDRhode Island School for the DeafWindmill Hearing Therapy Class

SOUTH CAROLINABennettsville ElementaryCharleston County SchoolsFlorence County School District #3Pate Elementary School

South Carolina School for the Deaf & BlindUnited Speer & Hearing Services

SOUTH DAKOTASouth Dakota School for the Deaf

TENNESSEEEast Tennessee Stage University Speech &

Hearing ClinicHamilton County Speech & Hearing Center

Knox County Public SchoolsMemphis City SchoolsMemphis Parents' School for Deaf & Aphasic

Memphis Speech & Hearing CenterSunnyside School

Tennessee School for the DeafUniversity of Tennessee Preschool Deaf

ProgramWilkerson Hearing 6c Speech Center

TEXASAustin Independent School DistrictBaylor Speech & Hearing Clink:P. F. Brown Elementary School

The Callier Hearing & Speech CenterCorpus Christi Independent School DistrictCounty-YAde Area Day School, El PasoCrippled Children's Center

thogruna Out participated in the Mittel Surrey of Hearing impaired Children and You during the 196869 school year. The°dm Prolgamajoined due Surrey durhsg the 1969-70 school yes. t. r.

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*Dallas Independent School DistrictDallas Society for Crippled ChildrenHouston Independent School District

*Houston School for Deaf ChildrenHelen Kelle, Special Education SchoolMulti-County School for the DeafPasadena Independent School DistrictSunnyside Speech & Hearing Center

'Sunshine Co ttag4 School for Deaf ChildrenTarrant County Day chool for DeafTexas Christian University Speech & Hearing

Clinic*Texas School for the DeafWaco Independent School District

' Wichita Falls Independent School District

UTAHBrigham Young University -- Communicative

Disorders Clinic* Utah Schools lb; the Deaf & BlindUtah State University Edith Bowen Laboratory

School

VERMONT'Austine School for the Deaf

VIRGINIA*Arlington County Public SchoolsBlue Ridge Speech & Hearing Center, Inc.Diagnostic, Adjustive & Corrective Center for

LearningDiagnostic Special Education School of

Tidewater Rehabilitation Institute'St. Paul's Oral School

*Virginia School for the Deaf & Blind* Virginia State School for the Deaf at Hampton

WA SHING1Bellingham School District #501

*birney SchoolBremerton School District 100.0

'Edna E. Davis SchoolNorthwest Regional Program for Deaf-Blind-

Multi-Handicapped Children*Seattle Public Schools*Seattle Speech & Hearing CenterUniversity of Washington Experimental

Education Unit*Washington State School for the DeafYakima School District #7

WEST VIRGINIA*West Virginia School for the Deaf & the Blind

WISCONSINBartlett SchoolBerryville SchoolCity District Public Schools, La Crosse

*Cooper Day School for DeafDay School for Deaf, Wausau

'Madison Public Schools* Milwaukee Hearing Society, Inc.School for the Deaf, Green Bay

'E. H. Wadewitz SchoolWashington School

"iiisconsin School for the Deaf

WYOMING'Wyoming School for the Deaf

*Programs that participated hi the Mussel Sauey of Mathis Impaired Childrea end Youth duties the 1968.69 school year Theother proven., joined the Surrey darks the 1969-70 school year.

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REPORTS FROM THE ANNUAL SURVEY OFHEARING IMPAIRED CHILDREN AND YOUTH

SERIES DNo. 1 Academic Achievement Test Performance of Hearing Impaired Students

United States: Spring 1969

No. 2 Item Analysis of Academic Achievement Tests Hearing Impaired StudentsUnited States: Spring 1969

No. 3 Additional Handicapping Conditions, Age at Onset of Hearing Loss, and OtherCharacteristics of Hearing Impaired StudentsUnited States: 1968-69

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