The main points vary chapter by chapter, though all the chapters have to primarily deal with auditory disability. Specifically, in the fourth chapter, the main points have to do with: the effects of the hearing loss in the cochlear on loudness and perception; models being used to arrive at that which is perceived as loudness in perception; the effects that are brought about by the hearing loss in the cochlea, the model used to gauge the degree of loudness in regard to the cochlear hearing loss; and finally, the perceptual repercussions that come about as a result of altering the perceptive loudness.
A discussion on prior beliefs about supplemental services for children with disabilities and how the readings may have altered personal beliefs Prior beliefs towards supplemental services for disabled children are that disabilities are mainly permanent, untreatable and occurring in an impromptu fashion. Also held as conventional belief towards disabilities were fallacies that they were inherently inevitable. Shonkoff and Meisels (2000) point out that among many quarters; it was wrongly held that the disabled were incorrigibly penchant for recording unsatisfactory poor performance.
All the above conceptions being supported by “challenging” behavior by the disabled have underpinned the wrong policies that see the need to tamper supplemental services for children as inevitable. Likewise, it is these wrong beliefs that have seen the supplemental services adopt mainly, student containment policies whereby the disabled children are accorded programs in the educational curriculum that are divorced from the seemingly normal students. The readings remain sacrosanct by the virtue of helping reveal facts behind the disabled children’s behavior.
This has helped in the rethinking of the supplemental measures towards these students so that the modern society is witnessing a shift from “psycho- pharmacologically bent” form of intervention, to that which dabbles psychopharmacological forms of treatment with those that are both behavioral and child- and- parent centered. Application of this content to the classroom and instruction The reading has been instrumental in the inculcating the need to adopt an all- round approach in seeking to manage a classroom situation with a disabled student.
To this end, it is expedient that psychopharmacological modes of treatment be administered with the behavioral predisposition of the child in point. Similarly, findings by Shonkoff and Meisels (Ibid) postulate accurately that the best and fastest way of arriving at a solution in helping these children is to make the supplemental program parents- inclusive and child- centered.
Reference
Shonkoff, P. and Meisels, S. (2000). A Handbook for Early Childhood Education and Intervention. Cambridge: Cambridge University Press