(1) Background: The physical fitness (PF) of hearing-impaired students has always been an international research hotspot since hearing-impaired students have difficulty in social interactions such as exercise or fitness programs. Sports interventions are proven to improve the fitness levels of hearing-impaired students; however, few studies evaluating the influence of Cha-cha (a type of Dance sport) training on the PF levels of hearing-impaired students have been conducted. (2) Purpose: This study aimed to intervene in hearing-impaired children through 12 weeks of Cha-cha dance training, evaluating its effects on their PF-related indicators, thus providing a scientific experimental basis for hearing-impaired children to participate in dance exercises effectively. (3) Methods: Thirty students with hearing impairment were randomly divided into two groups, and there was no difference in PF indicators between the two groups. The Cha-cha dance training group (CTG, n = 15) regularly participated in 90-min Cha-cha dance classes five times a week and the intervention lasted a total of 12 weeks, while the control group (CONG, n = 15) lived a normal life (including school physical education classes). Related indicators of PF were measured before and after the intervention, and a two-way repeated-measures analysis of variance was performed. (4) Results: After training, the standing long jump (CONG: 1.556 ± 0.256 vs. CTG: 1.784 ± 0.328, p = 0.0136, ES = 0.8081), sit-and-reach (CONG: 21.467 ± 4.539 vs. CTG: 25.416 ± 5.048, p = 0.0328, ES = 0.8528), sit-ups (CONG: 13.867 ± 4.912 vs. CTG: 27.867 ± 6.833, p < 0.0001, ES = 2.4677) and jump rope (CONG: 52.467 ± 29.691 vs. CTG: 68.600 ± 21.320, p = 0.0067, ES = 0.6547) scores showed significant differences. (5) Conclusions: After 12 weeks of Cha-cha dance training for hearing-impaired students, the PF level of hearing-impaired students in lower-body strength, flexibility, core strength, and cardiorespiratory endurance were effectively improved; however, there was no significant change in body shape, upper-body strength, vital capacity, and speed ability.

UNASSIGNED: Auditory impairment is one of the common sensory deficits that occur in humans. Hearing loss affects students\' ability to communicate and read, which eventually causes social and scholastic stigma. Reading relies heavily on phonics as well as visual attention. Students with normal hearing read by transforming phonic sounds into words. Hearing impaired has little to no phonic ability, making them visual readers who rely on visual cues while reading. Present study sought to investigate factors that affect reading skills in hearing-impaired children.
UNASSIGNED: A cross-sectional study was conducted in hearing- and hearing-impaired schools of Ludhiana, Punjab, India. After vision screening among all students, sixty students were enrolled via convenient sampling. Higher order of visual perception, attention, and reading ability was investigated.
UNASSIGNED: A total of 60 students were evaluated (30 hearing impaired and 30 age-matched hearing). The hearing group was statistically better than the hearing impaired (p = 0.001), Hearing impaired were better in visual attention (p = 0.001), whereas a correlation was found between reading ability and visual perception, attention skill of hearing- and hearing-impaired students (r = 0.80, P = 0.001).
UNASSIGNED: Present study concludes that hearing-impaired students exhibit issues with visual-motor integration, visual-spatial relationships, and visual sequential memory. Higher visual attention was demonstrated by hearing-impaired students. The results of the current investigation revealed a correlation between visual perception and attention skills and reading competency. Thus, the present study demands that the newly enrolled hearing-impaired students must undergo a thorough ocular evaluation.

OBJECTIVE: The present study aimed to detect the behavioral problems pre- and post-cochlear implantation in comparison to normal hearing group to be able to manage these problems to get more benefit from using cochlear implants.
METHODS: A case-control study included 53 children was done. They were divided into 2 groups, the control group included 28 healthy volunteers with normal hearing and the case group included 25 children with severe to profound hearing loss, fitted for cochlear implantation. The Arabic Child Behavior Checklist (CBCL) was used to detect different behavioral problems in both groups. Case group children were followed up and reassessed again by CBCL 3 months later after cochlear implantation.
RESULTS: There were highly significant differences regarding total scores of internalizing and externalizing domains of empirically based CBCL between the control group and the case group after cochlear implants (p=0.001). There were non-significant differences in children within case group (pre- and post-cochlear implantation) regarding emotional and behavioral problems on both empirically based and Diagnostic and Statistical Manual of Mental Disorders-based CBCL.
CONCLUSIONS: For better results, it is necessary to include a specialist of psychosomatic medicine in the cochlear rehabilitation teamwork.

BACKGROUND: Individuals with special needs may have great limitations in oral hygiene performance due to their potential motor, sensory, and intellectual disabilities. Thus, oral health care utilization is low among the disabled people. Hearing disorders affect the general behavior and impair the level of social functioning.
OBJECTIVE: The present study was conducted to assess the dental health outcomes following supervised tooth brushing among institutionalized hearing impaired and mute children in Jaipur, Rajasthan.
METHODS: The study followed a single-blind, parallel, and randomized controlled design. A total of 315 students were divided into three groups of 105 children each. Group A included resident students, who underwent supervised tooth brushing under the supervision of their parents. The non-resident students were further divided into two groups: Group B and Group C. Group B children were under the supervision of a caregiver and Group C children were under the supervision of both investigator and caregiver.
RESULTS: There was an average reduction in plaque score during the subsequent second follow-up conducted 3 weeks after the start of the study and in the final follow-up conducted at 6 weeks. There was also a marked reduction in the gingival index scores in all the three groups.
CONCLUSIONS: The program of teacher and parent supervised toothbrushing with fluoride toothpaste can be safely targeted to socially deprived communities and can enable a significant reduction in plaque and gingival scores. Thus, an important principle of oral health education is the active involvement of parents and caregivers.