It is obvious, however, that systematic research should be done on the process of educational change and the progress of deaf and hard of hearing children in these and other developing countries as they are provided increased educational access. It appears that the children I observed are profiting from changes in their educational system that are based on experiences of more developed countries. However, professionals in countries with longer experience in deaf education may also learn by observing these emerging systems. Might we find that our expectations for academic performance of deaf and hard of hearing children are lower than they need be? Might we discover that limitations related to age of language acquisition are more theoretical than real and that, in fact, the opportunity for significant effects from intervention is never lost? Might we find new insights about relations between communication modes and literacy as we watch the development of children from cultures (and with languages) very different from our own? Systematic documentation and study can provide the answer to these questions and enrich our knowledge.
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