CONCLUSIONS: COUNTING AND SIMPLE MATH

Research shows:


1) Hearing Impaired preschoolers are just as competent at some of the informal mathematical tasks as hearing preschoolers


2) When presented spatially, hearing impaired preschoolers are actually better than the hearing peers in presenting the right number of objects in an array


3) Teachers of Hearing Impaired preschoolers need to give them more opportunities to practice counting than would normally be offered to hearing peers.


4) It is very likely that Hearing impaired children start to fall behind simply from a lack of experience in counting. 


5) Current work on teaching Hearing Impaired children focuses on what informal mathematical methods hearing children invent and if the hearing impaired can do the same rather than on what informal mathematical methods the hearing impaired invent 


(recap of chapter 2; Nunes)