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Increasing numbers of severely and profoundly hearing‐impaired children are receiving cochlear implants at an early age. The literature on cochlear implantation suggests that full mainstream schooling may be appropriate for many of these children, and government legislation encourages mainstream educational placement for children with special educational needs. This paper reports the findings of a small‐scale study which aimed to ascertain the incidence of implanted pupils being educated in mainstream schools at present. A detailed study was undertaken of the provisions made for two Year 2 implanted pupils being educated in their local primary schools. Some of the issues pertinent to the provision of an inclusive education for this new population of young implanted hearing‐impaired pupils are discussed. Copyright © 2001 Whurr Publishers Ltd.

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The recent and striking growth in the use of sign-systems with communication-handicapped children other than the deaf has not been monitored by systematic research. Sign-systems have been in use with deaf children, however, for a considerable number of years and much research has been undertaken aimed at evaluating their effectiveness as a means of developing communication. This research is discussed, and the conclusion is that using signs with deaf children is not unproblematic. The findings may well be applicable to the use of signs with any communicationhandicapped child. Thus enthusiasm for alternative communication approaches should not be mistaken for efficacy.