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Authors

Damien Howard

DOI

10.14221/ajte.2004v29n1.2

Abstract

The culturally shaped communicative context of classrooms has been documented to be an important influence on social and educational outcomes for Indigenous students. There is increasing evidence that it may be a critical factor in the outcomes of Indigenous students with conductive hearing loss (CHL) during their school years. This article describes research that explores social and educational disadvantage associated with conductive hearing loss in two remote schools with wholly Indigenous class groups taught in English by non-indigenous teachers.

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Link to publisher version (DOI)

10.14221/ajte.2004v29n1.2