Jill Duncan is an academic in deaf education and auditory-verbal practice. She has held educational leadership positions in Australia and the United States. Her research focuses on adolescents with hearing loss, their families and practitioners who serve them. She has received many national and international awards for innovation and service in the field of deaf education. Ellen A. Rhoades is an international consultant-lecturer-mentor whose awards include 'Outstanding Auditor-Verbal Clinician of the Year' from Auditory-Verbal International, 'Outstanding Professional of the Year' and 'Outstanding Program of the Year' from AG Bell, and 'Nitchie Award in Human Communications' from the League for the Hard of Hearing. An auditory-verbal therapist for 40+ years, she established and directed four auditory-verbal programs. Due to congenital deafness, she is a bilateral cochlear implantee.Elizabeth M. Fitzpatrick is an associate professor in audiology and auditory-verbal studies at the University of Ottawa. She worked clinically in auditory (re)habilitation and audiology for more than 25 years, holding positions as audiologist, therapist, and manager. Her research and publications cover the spectrum from infants to adults. She holds a Canadian Institutes of Health Research New Investigator Award.

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• Acknowledgements ; Chapter 1. Introduction to Auditory (Re)habilitation for Adolescents ; Chapter 2. Developmental Considerations Fundamental to Understanding Adolescents with Hearing Loss ; Chapter 3. Theories, Philosophies, and Perspectives Underpinning Auditory (Re)habilitation for Adolescents ; Chapter 4. Auditory (Re)habilitation Framework and Pedagogical Practices ; Chapter 5. Audiological Management for Adolescents with Hearing Loss ; Chapter 6. Adolescent Spoken Communication ; Chapter 7. Communication Assessment in Adolescent Auditory (Re)habilitation ; Chapter 8. Literacy and Auditory (Re)habilitation ; Chapter 9. Auditory-based Communication Skills ; Chapter 10. Adolescents with Hearing Loss: Enhancing Learning Potential via Personal Resources ; Chapter 11. Strategies For Facilitating Social Communication of Adolescents With Hearing Loss ; Chapter 12. Computer-Mediated Communication and Its Importance to Adolescents with Hearing Loss ; Chapter 13. Stakeholder Characteristics Influencing the Auditory (Re)habilitation Process For Adolescents With Hearing Loss ; Chapter 14. Theory To Practice In Auditory (Re)habilitation For Adolescents: Two Case Studies ; References

Jill Duncan is an academic in deaf education and auditory-verbal practice. She has held educational leadership positions in Australia and the United States. Her research focuses on adolescents with hearing loss, their families and practitioners who serve them. She has received many national and international awards for innovation and service in the field of deaf education. Ellen A. Rhoades is an international consultant-lecturer-mentor whose awards include 'Outstanding Auditor-Verbal Clinician of the Year' from Auditory-Verbal International, 'Outstanding Professional of the Year' and 'Outstanding Program of the Year' from AG Bell, and 'Nitchie Award in Human Communications' from the League for the Hard of Hearing. An auditory-verbal therapist for 40+ years, she established and directed four auditory-verbal programs. Due to congenital deafness, she is a bilateral cochlear implantee.Elizabeth M. Fitzpatrick is an associate professor in audiology and auditory-verbal studies at the University of Ottawa. She worked clinically in auditory (re)habilitation and audiology for more than 25 years, holding positions as audiologist, therapist, and manager. Her research and publications cover the spectrum from infants to adults. She holds a Canadian Institutes of Health Research New Investigator Award.

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• Acknowledgements ; Chapter 1. Introduction to Auditory (Re)habilitation for Adolescents ; Chapter 2. Developmental Considerations Fundamental to Understanding Adolescents with Hearing Loss ; Chapter 3. Theories, Philosophies, and Perspectives Underpinning Auditory (Re)habilitation for Adolescents ; Chapter 4. Auditory (Re)habilitation Framework and Pedagogical Practices ; Chapter 5. Audiological Management for Adolescents with Hearing Loss ; Chapter 6. Adolescent Spoken Communication ; Chapter 7. Communication Assessment in Adolescent Auditory (Re)habilitation ; Chapter 8. Literacy and Auditory (Re)habilitation ; Chapter 9. Auditory-based Communication Skills ; Chapter 10. Adolescents with Hearing Loss: Enhancing Learning Potential via Personal Resources ; Chapter 11. Strategies For Facilitating Social Communication of Adolescents With Hearing Loss ; Chapter 12. Computer-Mediated Communication and Its Importance to Adolescents with Hearing Loss ; Chapter 13. Stakeholder Characteristics Influencing the Auditory (Re)habilitation Process For Adolescents With Hearing Loss ; Chapter 14. Theory To Practice In Auditory (Re)habilitation For Adolescents: Two Case Studies ; References