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This chapter fills in the French situation and complements chapter 5’s questioning about the linguistic achievement of homesigners by asking whether homesigns are sufficient to help the child develop a mature cognition. Several studies on theory of mind in deaf children and adults suggest that language-communication (not just gestural communication) is a critical variable in proper cognitive development. Additionally, the age of ten appears to be a significant time — an earlier critical period than Wood’s studies found. These findings, while not constant, are relatively persistent, regardless of whether children eventually receive hearing aids or cochlear implants (where no difference between the two types of aids is noted).

While aids to hearing were ubiquitous in nineteenth century middle class culture, they have only recently attracted attention among historians.Many such devices were inscribed with patent markings officially approved by the London Patent Office. Others instead simply bore claims to expired patents or the name of apparent ‘patentees’: such inscriptions served to persuade prospective purchasers that certain devices were ‘genuine’ inventions. The purchase of hearing aids was thus subject to complex relationships between designers, users, and user-designers centred on issues of trust, identity and efficacy. Drawing on patent records, advertising, the writings of ‘deaf’ journalists and artefacts, this chapter explores the selling of hearing aids as both a commercial and cultural encounter. First it looks at how the Rein and Hawksley companies adopted different strategies with regard to patenting and engaging prospective customers. Second it examines how hard-of-hearing journalists critiqued the opportunist vendors that often cited patents in their ‘advertising’ as a guarantor of effectiveness. The chapter concludes by examining the lived experiences of hearing aids purchasers, showing how such research affords historians the opportunity to investigate the histories of the deaf and hard of hearing through the material culture they accessed, whether designed for them or sometimes even by them.

It is clear that management of tinnitus requires alterations of neural activity in the CNS. The neural substrates of tinnitus suggest various approaches to modify neural processing and change the properties of tinnitus and so obtain some alleviation of it. The interventions for tinnitus include compensation of missing activity in the output of the cochlea via specially tailored acoustic environments, and via amplification of environmental sounds in the hearing frequency range, i.e., by hearing aids. In deaf persons the missing sounds can be applied by a cochlear implant. A non-invasive method that may be useful to suppress tinnitus is based on trans cranial magnetic stimulation. Tinnitus Retraining Therapy and cognitive behavioral therapy are effective in reducing the annoyance and impact of tinnitus. Pharmacological approaches have so far produced disappointing results in humans and the somewhat more promising findings in animals.

This chapter presents various modern hearing aids and assistive listening devices (ALD) in order to help parents choose the proper apparatus. Hearing aids are medical devices used to increase sound waves for better hearing and speech understanding. These are selected in accordance with the mode of communication, as per advice of the child's audiologist. The chapter provides a list of steps for parents and guardians to ensure the proper functioning of the child's device. It also discusses the assistive listening technology used at home or in a school setting, which includes FM systems, sound field amplification systems, loop systems, infrared systems, and other music sensory devices.

This chapter presents essential components of audiological management in adolescence. The chapter begins with a brief introduction to the range and characteristics of hearing disorders including type, degree and laterality. It provides information on candidacy issues for hearing aids and cochlear implants as well as the fitting, evaluation and ongoing management of these hearing technologies. Clinical and functional measures of hearing are described. The importance of using classroom amplification technology is discussed. Recent advances and options for hearing technology are considered throughout the chapter and the inclusion of adolescents with hearing loss as decision-makers in their care is highlighted. The chapter discusses factors that may affect adolescents’ ability to access the best possible acoustic information and implications for practice.

This chapter explores the decline of Soviet deaf identity in the era of “developed socialism.” The technological and social advances of this period came close to realizing the utopian dreams of the early Soviet period, which had predicted that science and medicine would ultimately rid the world of deafness, and Soviet deaf people would rise to the heights of their professions. Yet these anticipated achievements had far reaching implications, destabilizing the social reality of the deaf community and chipping away at the institutional frameworks of VOG. Widespread anxiety over deaf people’s “path in life” (particularly among the young) revealed emerging new understandings of deafness: as a physical, rather than a social, reality; as a “tragedy” of fate; and as a barrier to integration that prevented them from feeling at home in either the deaf or the hearing worlds.

To appreciate the challenges that deaf learners experience in education and the opportunities that parents and teachers have to help them reduce or overcome these challenges, one needs to understand what hearing and hearing loss are all about and, more importantly, what it means to be deaf. At one level, this includes understanding the basic characteristics of sound, hearing, and speech as well as hearing loss. The discussion of those issues in this chapter yields possibilities for rehabilitation or habilitation, but also possible limitations. At a different level, for many individuals, being deaf is much more than an audiological condition. It is also a way of life.

Students with hearing loss often use hearing aids to boost their hearing. Students who are deaf have no residual hearing and sometimes have cochlear implants. DeaF culture rejects the label disability. American sign language interpreters can aid in communication and are also able to interpret music for these students.

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