The purpose of this study is to explore the early specialized school experiences of young children who have cochlear implants, hearing aids, and varying degrees of deafness. This study explores how aspects such as speech, technology, curriculum, and behavior play a part in the child's development in preparation for general elementary school settings, whether it be mainstream or a specialized school. The participants in this study include teachers, a speech pathologist, a curriculum specialist, and an audiologist. Data will be collected through classroom observation forms, interviews, and an assessment. Results from the study will be analyzed based upon comparisons in the curriculums, assessment as well as observation outcomes, and information from interviews to examine the process. This study seeks to answer the following questions; “How does speech therapy aid in the development of social skills in Deaf and Hard of Hearing (DHH) students?”, “Which curriculums and resources are found to be most beneficial for students with assistive listening devices?” and “What are some improvements that can be made to enhance pre-k programs for students with hearing exceptionalities?” The goal of this research is to understand the overall experiences of young students who are DHH within a specialized school setting.
