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UCTD (10)
Audiometry (2)
No keywords available (2)
Age groups (1)
Audiologist (1)
Auditory processing disorder (1)
Children with hearing loss (1)
Cochlear implants (1)
Collaborative team approach (1)
Communication -- Children (1)
Communication development (1)
Community needs (1)
Counseling of parents (1)
Cross-check principle (1)
Curricula (1)
Dichotic multiple assr (1)
Distortion product otoacoustic emissions (1)
Educational audiologist (1)
Educational audiology (1)
English as additional language (EAL) (1)
English as language of learning and teaching (ELoLT) (1)
Extensive diagnostic information (1)
Frequency of occurrence (1)
Frequency-specific hearing thresholds (1)
Grammar, Comparative and general -- Syllable (1)
Hearing disorders in infants (1)
Hearing impaired infants (1)
Hearing levels -- Children (1)
Hearing protection (1)
Inclusion (1)
Inclusive education (1)
Inclusive educational system (1)
Industrial noise (1)
Infants (1)
Infants (0-12 months) (1)
Literacy (1)
Monotic single assr (1)
Multilingualism (1)
Needs of teachers (1)
Noise-induced hearing loss (1)
Objective physiological procedures (1)
Parents (1)
Parents of deaf children (1)
Permanent threshold shift (1)
Phonological awareness (1)
Prediction of behavioural thresholds (1)
Primary prevention (1)
Reading (1)
Resilience (1)
Service delivery model (1)
Sound inventory (1)
South africa (1)
Speech development (1)
Speech sounds (1)
Speech therapy for children (1)
Speech-language therapist (SLT) (1)
Spelling (1)
Stimulation (1)
Syllable inventory (1)
Teacher support (1)
Teachers of children with hearing loss (1)
Temporary threshold shift (1)
Test battery (1)
Training institutions (1)
Video (1)
Zulu (1)
Zulu language -- Acquisition (1)
Zulu language -- Phonetics (1)
Zulu language -- Syllabication (1)
Zulu-speaking children (1)
“difficult-to-test” (1)