Note about the book:

In the monograph, the authors carried out a comparison of the systemic and institutional solutions adopted in selected European countries: Poland, Germany, Slovakia, Switzerland and France, in the field of support for the early development and education of children with hearing impairment in the broad sense.
The researchers’main goal was to identify, analyse and interpret the effectiveness of support systems, taking into account the social and historical conditions influencing the systems adopted in particular countries. This approach provides material that can be the basis for measuresto improve educational and therapeutic practice in each of the countries discussed. It can also become the basis for a discussion on the development of general, perhaps even supranational, systemic solutions.
The volume is divided into three parts, preceded by an extensive introduction. The first part of the monograph is devoted to current diagnostic solutions and early-development support for children with hearing impairment. The diversity of the individual chapters of this part reflects the diversity of cultures, value systems, historical experiences, and hence – the needs and social expectations of particular countries. The second part of the volume focuses on the education systems of the countries in question and the place of people with hearing impairment in these systems. The common denominator of the five positions presented here was the concept of inclusion in education.
The third part of the monograph is a summary. Despite the existence of relatively good programs and systemic solutions, there is still a lack of reflection of theory in practice. Reasons vary from country to country, related to their wealth, teacher education systems, etc. Finally, the authors formulated postulates concerning the prospects for activities supporting hearing-impaired children and adolescents.
The monograph is aimed at academics and professionals involved in the therapy and education of children and adolescents with hearing impairment.