SENSORY PROCESSES AND ENVIRONMENT
Theme Leader: Andree Durieux-Smith, University of Ottawa and Prudence Allen, University of Western Ontario
The development of language and literacy skills in children depends on adequate sensory input
and on the ability to process this input appropriately. Sensory input may be restricted or
altered by damage to the auditory and/or visual systems, or by a poor sensory (e.g., acoustic)
environment. Auditory or visual system processing limitations may also restrict the learning
and comprehension of language.
The goals of Theme II are to address such issues as 1) the early detection of, and improved
intervention programs for, children with hearing and vision deficits; 2) the improved understanding
of central auditory, visual and cognitive processes which affect the acquisition of language and
reading skills; and 3) the contribution of environment factors, such as the acoustical conditions
in classrooms, on learning.
Speech Recognition in Classrooms
Effective Intervention Through Amplification for Hearing Loss in Early Infancy
Impact of noise on academic skills and learning
Technically-Supported Auditory Verbal Therapy
The impact of screening and case finding on the functional status of children with a hearing impairment
A longitudinal study on the language, literacy and academic development of preschool children with hearing loss who participate in Auditory-Verbal Therapy
Individual Differences in auditory processing abilities: Implications for identification and treatment of disorders
Vision Screening In Preschool Children
Last Modified: January 31 2002 15:40:26.