Guest Editor's Message Working a pediatric hospital clinic, I find that heavy emphasis is placed on diagnosis for the simple reason that appropriate intervention (surgery or habilitation) cannot occur without accurate diagnoses. Habilitation, by no means has lesser value, but the medical world/model creates this false emphasis on diagnosis. The topics in ... Editorial
Editorial  |   August 01, 1997
Guest Editor's Message
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Article Information
Editorial
Editorial   |   August 01, 1997
Guest Editor's Message
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, August 1997, Vol. 7, 2. doi:10.1044/hhdc7.2.2-a
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, August 1997, Vol. 7, 2. doi:10.1044/hhdc7.2.2-a
Working a pediatric hospital clinic, I find that heavy emphasis is placed on diagnosis for the simple reason that appropriate intervention (surgery or habilitation) cannot occur without accurate diagnoses. Habilitation, by no means has lesser value, but the medical world/model creates this false emphasis on diagnosis.
The topics in this issue relating to the educational environment are tangential to the pediatric audiologist in the clinic. Yet they were chosen because parents often want us to advise them about and/or have input into their child’s educational environment. We sometimes get our toes stepped on as well as step on others’ toes when we cross out of our main area of expertise. I think that this occurs because we don’t always effectively communicate with each other. In order to communicate better we need to share our knowledge and experiences. I think that as audiology subspecializes itself, communication between subspecialities becomes very important, not only to the patient but to the profession as well.
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