Involvement of parents in rehabilitation process is of vital importance. Parental perception and satisfaction from the available support and services are the indicators of their (un)met specific needs. The objectives of the study were to assess the parental perception about the level of available support from different personnel involved in the process of aural rehabilitation and to highlight the parental needs and recommendations for aural rehabilitation of children with hearing impairment (HIC). A survey was conducted from October 2014 to January 2015 to collect demographic data, information about level of support of different personnel as received by the parents, their opinion and recommendation about further required support. The sample comprised of 30 government special education institutes from which 308 questionnaires, filled by the parents of the HIC studying in these institutions were received back. The results highlighted the poor educational and income level of the parents, increasing incidence of hearing impairment in the families of HIC, lack of available support from personnel involved in aural rehabilitation and documented parental demands and recommendations. It was concluded that future planning of provisions for aural rehabilitation may be more effective, if aligned with the requirements and preferences expressed by parents of HIC.

The observational study was conducted to see the impact of teachers' nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers' both male and female working in English medium Federal Government Cantt Garrison schools, Army Public schools and Private schools and to find out the relationship between teachers' nonverbal behavior and academic achievement of students. 90 science teachers were randomly chosen through cluster sampling technique. An observation form with seven-point rating scale (semantic differential) based on Galloways' categories of nonverbal communication was developed. The rating scale complemented verbal dimension of Flanders' interaction categories through nonverbal dimension. Design of research was descriptive cum observational. The statistical techniques of frequency distribution, mean, standard deviation, and ANNOVA and t-test were used for analysis. The results were generalized to the population by means of appropriate inferential statistics. It was found that the nonverbal behavior of the teachers was found to be consistent with their verbal behavior.