This study examines the effect of the action zone phenomenon on the classroom participation of mainstreamed, hearing-impaired students. They are constrained by their need for visual input to sitting on the sides of the classroom out of the action zone. Six mainstreamed classes were observed and coded for location of student-teacher interactions. Action zone patterns were found in two classes. It was concluded that hearing-impaired students who must sit on the periphery of the classroom have similar opportunities to hearing students for participation when no action zone exists. When one does exist however they are at a great disadvantage
