A Comparative Study of Learning Outcomes for Hearing-Impaired Foundation Phase Learners in South Africa

This study investigates the learning outcomes of foundation phase learners with severe to profound hearing impairment in South Africa comparing two early intervention approaches: Listening and Spoken Language (LSL-SA) and Traditional Speech-Language Therapy (TSLT). Findings show that children enrolled in LSL-SA achieved superior age-equivalent language and academic outcomes, highlighting the importance of early intervention in inclusive education.

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