bluuebunny/crossref_metadata_2025 huggingface dataset:
Deaf High School Students' Vocational Interests and Attitudes
Authors: Farrugia David L.
Published: April 2013

The purpose of this study was to determine the manner in which deaf persons aged 16-19 differed from hearing persons of the same age group when vocational interests and attitudes were compared using the Wide Range Interest and Opinion Test (WRIOT). As a group, the deaf students in this study showed lower interests in educational and cultural-related vocational interest scales than hearing students. Manual activities were preferred over verbal learning areas. In attitudes, the deaf students tended to aspire toward lower levels of ambition and skill development than hearing students. The patterns of deaf males and deaf females differed. The implications of deafness are discussed as contributing factors in the differences found between the groups. Programming needs in vocational education are discussed, and the use of the WRIOT in a group process to increase vocational awareness is suggested.
Reflections of a Deaf-Blind Adult
Authors: Smithdas Robert J.
Published: April 2013

Deaf-blindness is among the most severe of all handicaps. Compared with the progress made with other handicapped groups, the education and rehabilitation of deaf-blind children and adults is in some respects still in its infancy. There is a high incidence of additional physical defects among children whose deaf-blindness is due to rubella, and for many, adequate educational and rehabilitation solutions have not yet been found. Additional support services for deaf-blind adults are urged, perhaps requiring new legislation, to foster greater independence and self-fulfillment.
Emotionally Disturbed Hearing-Impaired Children: A Review of the Literature
Authors: Cohen Beverley K.
Published: April 2013

In the light of literature written about emotionally disturbed children, this paper focuses on the causes and characteristics of emotional disturbance among the hearing-impaired school-age population. Included in the discussion is the impact a hearing loss has on both the child and family and the degree to which this impact can be a cause of emotional disturbance. The size and prevalence of the emotionally disturbed hearing-impaired population is discussed as well as characteristic behaviors of these children. Consideration has also been given to the various strategies and techniques that may effectively be used with these children in an educational setting.
Interactions of Deaf Mothers and Deaf Preschool Children: Comparisons with Three Other Groups of Deaf and Hearing Dyads
Authors: Meadow Kathryn P. , Greenberg Mark T. , Erting Carol , Carmichael Heather
Published: April 2013

Videotaped samples of interaction were collected from seven deaf mothers and deaf children, 14 hearing mothers and deaf children using oral-only communication, 14 hearing mothers and deaf children using simultaneous (oral + sign language) communication, and 14 hearing mothers and hearing children. Transcripts were coded for dyadic interaction and for functional communication. Deaf children and hearing mothers using oral-only communication spent significantly less time engaged in interaction than did mothers and children in the other three groups. These dyads also had the least numbers of child-initiated bouts and the highest proportion of nonelaborated bouts. Deaf mothers and deaf children were similar to hearing mothers and hearing children; hearing mothers and deaf children using simultaneous communication were intermediate in interactional complexity. The major finding is that which affirms the similarities between the deaf-mother/deaf-child pairs and the hearing-mother/hearing-child pairs. The children in these two groups share an ability to carry on conversations about themselves, their mothers, and nonpresent objects and events.
An Investigation of Speechreading With and Without Cued Speech
Authors: Gregory James F.
Published: April 2013

The speechreading of deaf individuals familiar with Cued Speech was tested with and without the benefit of cues. With cues, the subjects correctly identified nearly twice as many phonetically balanced monosyllabic words as under the non-cued condition. This difference was highly significant statistically. Analyses of speechreading scores before and after a three-day "brush-up" Cued Speech workshop revealed insignificant improvement in both the cued and non-cued conditions. An informal item analysis of responses to cued words suggested that vowel-type in general was linked to accuracy in speechreading with cues whereas consonant-type was not, that vowel-initial words were more difficult to speechread with cues than were consonant-initial items with cues, and that one vowel-related cue position was less effective in clarifying speech than were the other cued vowel positions.
The Selection of Competencies for Certifying Teachers in Hearing Disabilities in Florida
Authors: Venn John J. , Serwatka Thomas S. , Shreve Anne R.
Published: April 2013

The problem of identifying competencies for Florida's competency-based teacher certification system was investigated in this study utilizing a consensus model for identifying necessary competencies. Two groups of professionals conducted the study. Group 1 consisted of nine professionals who developed a list of 55 competencies to be submitted to a second, larger group of professionals for rating. Group 2 consisted of 190 professionals including teachers, administrators, and support services personnel serving hearing-impaired students in public and residential schools. Thirty-seven of the 55 competencies rated by Group 2 met the predetermined criteria for retention. Several conclusions concerning the types of competencies which were retained and not retained were drawn based on the results of the study. Overall, the results indicated that the consensus model was a valuable method of generating an initial list of competencies.
Projections for Deaf Students with Maternal Rubella: College and Other Alternatives
Authors: Stuckless E. Ross
Published: April 2013

Three studies are reported. The first two were conducted with students at NTID, a postsecondary program for the deaf. Eight percent of approximately 1,800 deaf students, all born before 1963, were identified as rubella. Few major differences were observed between rubella and nonrubella deaf students. The third study was conducted in 20 residential and day programs for the deaf. Results suggest that 6,000 or more "1963-65" rubella students are presently enrolled in such programs nationally at the junior and senior high school levels. Most will graduate between 1983 and 1985. Projections are given for the likely activities of these students following high school.
Assessment and Use of Vision: Critical Needs of Hearing-Impaired Students
Authors: Caccamise Frank , Meath-Lang Bonnie , Johnson Donald D.
Published: April 2013

This paper stresses the significant role of vision in the general developmental and educational processes for hearing-impaired students with and without visual impairments. Recommendations based on the results of a project on identification of visual impairments conducted by the National Technical Institute for the Deaf (NTID) are summarized, and suggestions are made for optimizing the use of vision for communication and learning by hearing-impaired students who do and do not have visual impairments. Cooperative efforts by professionals whose expertise is vision with professionals whose expertise is audition are essential if hearing-impaired students are to have the opportunity to use their vision as effectively as possible for communication and learning.
Modification of Communication by a Small Deaf Girl
Authors: Preisler Gunilla
Published: April 2013

A 4-year-old deaf girl of hearing parents was observed during communication with (a) adults, (b) an infant, and (c) a deaf peer. In order to assure meaningful communication, this girl who had the advantage of early exposure to communication in signs modified and altered her way of signing, depending on who was being addressed. This study serves as an illustration of the language competence attainable for deaf children when opportunities for early communication are granted.
"Our Eyes Are Always on T.V."—Deaf Teens Survey Peers
Authors: Andrews Jean
Published: April 2013

Ten junior-high deaf teenagers surveyed 140 schoolmates with the guidance of the language arts teacher as to pupils' T.V. interests and habits. Students found their peers liked Tom and Jerry Cartoons, Chips, Love Boat, Incredible Hulk , and Charlie's Angels . This article describes the content of the project and discusses the classroom dynamics which occurred in the development of the project. Finally, suggestions are made for teachers interested in promoting intellectual growth in students by giving them challenging classroom activities.
A Model Program for Training Teachers of the Deaf
Authors: Akamatsu Carol Tane , Stewart David A.
Published: April 2013

The teacher training program at Michigan State University, which focuses on bilingual/bicultural education of deaf children, is described. Students enrolled in this program graduate with a master's degree, endorsement in education of the hearing impaired. This program is suggested as a model training program in education of the deaf.
The Factors Affecting the Gender Connotations of Language for the Deaf Child
Authors: Murphy-Berman Virginia , Jean Paula J.
Published: April 2013

The generics (man, he) have been demonstrated to evoke predominately masculine imagery in female and male hearing students. Recommendations have been made to replace, whenever possible, these generics with more gender neutral terms like someone or people. These words, however, may also carry masculine connotations and limit sex-inclusive imagery. The present study examined the adequacy of this replacement strategy for hearing-impaired students. Results show that generally the neutral terms enabled students to limit masculine bias. However, a closer examination of the different patterns of associations to singular and plural words and to word presentation formats (name vs. picture options) suggests that there may be an important difference between the ability to be sex-inclusive and the ability to be self-relevant. The implications of this finding and suggestions for further research are discussed.
A Review of Trends in Visual Instructional Media for the Deaf -or- What Do You Do If Your Budget Is Cut?
Authors: Clark Deborah P.
Published: April 2013

A brief overview of various trends in captioned instructional media is given, focusing on the development of captioned films, the use of captioned television, the availability of nonverbal films, and the state of captioned filmstrips. The appropriateness of these materials for the deaf learner is discussed. Some predictions are made as to future trends based on the current economic situation. A list of sources for captioned films and filmstrips is included.
Multihandicapped Deaf Students in Postsecondary Programs: Guidelines for Planning Services
Authors: Griffing Barry L.
Published: April 2013

The numbers of rubella students who are multihandicapped coupled with the high incidence of additional handicaps among other deaf students forces attention on the responsibility of postsecondary institutions serving deaf students to plan services for more of these students. Services should be planned for three groups of multihandicapped deaf students: those needing independent living skills, those seeking direct occupational preparation, and those seeking and able to profit from an academic program. Seven guidelines are suggested for program planning and delivery.
A Description of a Residential Deaf School Population: Four Years after P.L. 94-142
Authors: Baker Rita M.
Published: April 2013

The intellectual test performance of acoustically handicapped children and youth applying for enrollment in a state school for the deaf during a 7-month period was analyzed. We hypothesized that the applicants' test results would be significantly depressed as the multiply-handicapped are thought to be the developing mission of such "restrictive" settings. Results on psychological testing contraindicated this notion and suggested that older, brighter hearing-impaired children are seeking enrollment or re-enrollment in this particular state residential school for the deaf. Research data confirm the need for such schools to maintain strong academic and educational programs and to continue to be an important vehicle in meeting the total needs of the bright, deaf child.
The Effectiveness of Hearing-Impaired Teachers' Judgment Of Relative Text Difficulty for Deaf Students
Authors: LaSasso Carol
Published: April 2013

This study examined variables that hearing-impaired teachers of hearing-impaired students use to judge text difficulty for their students and evaluated the effectiveness of that judgment. The 107 hearing-impaired teachers who participated in the study ranked four narrative passages whose difficulty levels had been predetermined by (a) readability formulas and (b) hearing-impaired students' comprehension test performance. Teachers also listed variables they believed accounted for the difficulty of the passage they determined to be most difficult. Findings revealed fairly good correspondence between teacher judgment of text difficulty and students' performance on the comprehension measures. Variables identified as influencing text difficulty included vocabulary, sentence complexity, complexity of plot/story line, and number of characters and characters' names. Implications of these findings are discussed.
Handicapping Conditions Associated with the Congenital Rubella Syndrome
Authors: Vernon McCay , Grieve Bonnie-Jo , Shaver Kathleen
Published: April 2013

The authors discuss the incidence of impairments diagnosed among children with congenital rubella syndrome. Approximately 73% are hearing impaired, at least 35% have congenital heart disorders, and 33% have visual defects. Over one-half may have urogenital disorders, and there is increasing evidence of a high incidence of endocrine disorders, and particularly diabetes. A high incidence of psychoneurological involvements has also been reported. In some instances these disorders are progressive, and in other instances they appear to lessen in severity with the child's development and medical intervention. The authors urge thorough examinations of these youth, both for purposes of medical attention and for planning their educational and rehabilitation programs.
Rationale and Strategies for Planning Communication Individualized Education Programs (CIEP) for Deaf Students
Authors: Johnson Donald D. , Caccamise Frank
Published: April 2013

The concept of individualized education is discussed in relation to Public Law 94-142 (P.L. 94-142), the Education for all Handicapped Children Act passed by Congress in 1975. This law provides for individualized educational programs (IEP) for students and emphasizes that the development of an IEP should include a statement of the present levels of educational performance of the child based on appropriate assessment procedures. This paper emphasizes the importance of planning communication individualized education programs (CIEP) for all deaf students if they are to achieve their communication and academic potentials. The rationale for CIEP planning for deaf students is explained and demonstrated in terms of the great variation in potential and achieved student expressive and receptive communication skill levels. Communication assessment instruments appropriate for deaf students at both the secondary and postsecondary levels are recommended. These recommendations are based on data from assessments performed with more than 1,000 entering students at the National Technical Institute for the Deaf (NTID)1 at Rochester Institute of Technology (RIT) and a field test of 420 secondary-level students at two residential schools for the deaf. Finally, strategies for developing CIEPs for students are discussed in terms of a team approach and application of communication assessment and other communication-related information. A sample CIEP is developed for a deaf secondary-level student to demonstrate the efficacy of this approach to communication program planning.
The Grammaticality of Manual Representations of English in Classroom Settings
Authors: Kluwin Thomas N.
Published: April 2013

This study examined the ability of teachers to produce grammatical manual representations of English under normal classroom conditions. Three groups of teachers—inexperienced signing hearing teachers, experienced signing hearing teachers, and deaf teachers—were observed three times using a live-observation system. Twenty-three teachers were observed with an inter-coder reliability of .896. Differences in teachers' ability to use separate signs for English grammatical endings and the use of ASL-like signing were found. The general conclusion of the study is that increased experience leads to increased use of natural language features in classroom communication.
Meeting the Challenge of Professional Social Work Education of the Hearing Impaired
Authors: Gavin Arlene
Published: April 2013

The Center for the Graduate Social Work Education of the Hearing Impaired stresses the use of a proper support system which enables a hearing-impaired person to be admitted and study in a hearing system with no reduction in standards or quality of education. The support system includes: interpreters, notetakers, tutors, captioned tapes, and teletypewriters. Professors are trained to cope with necessary adjustments in teaching methods through workshops which instruct them about teaching methods for the hearing impaired. Graduates are initiating services to the hearing impaired where none existed before.
Barriers to the Teaching Profession for Hearing-Impaired Adults
Authors: Moulton Robert D. , Roth Lane , Jiang Jiang
Published: April 2013

This article discusses aspects of state teacher certification standards which could present barriers to the teaching profession for hearing-impaired adults. The contributions of hearing-impaired teachers and administrators to the educational system and the deaf community are delineated and a case is made for the removal of barriers.
Genetic Aspects of Deafness: Understanding the Counseling Process
Authors: Boughman Joann A. , Shaver Kathleen A.
Published: April 2013

Genetic factors play a major role in the etiology of nearly one-half of all cases of profound prelingual deafness, with more than 100 distinct genetic forms of hearing loss now recognized. It is important for the deaf community and professionals working with the deaf to be aware of basic genetic concepts and the numerous steps involved in the genetic diagnostic and counseling process. An understanding of the genetic concepts applicable to individual cases, as well as an appreciation of the complex nature of determination of recurrence risks in families, will facilitate the referral of individuals and families for genetic evaluation and counseling.
The Validity and Reliability of the Cloze Procedure as a Measure of Readability for Prelingually, Profoundly Deaf Students
Authors: LaSasso Carol
Published: April 2013

In a previous study, it was noted that fewer than 20% of programs educating hearing-impaired students use formal procedures for making appropriate instructional matches between students and printed materials. It was speculated that teachers of deaf children are wary of readability procedures since none of them have been validated with deaf subjects. This study examined the validity and reliability of the cloze procedure as a readability measure for deaf students. The validity of the cloze procedure was examined by relating cloze scores on passages of varying difficulty with estimates of relative passage difficulty calculated by the Fry and Dale-Chall readability formulas. Although the cloze procedure was shown to be satisfactorily reliable with deaf subjects, cloze scores did not relate to the predicted passage difficulty: Therefore, the validity of the cloze procedure as a readability measure was not confirmed. It was concluded that further research is needed with other criteria of passage difficulty before the cloze procedure can be used with confidence as a readability measure with deaf students.
Profile of Psychological Service Providers to Hearing-Impaired Students
Authors: Spragins Anne B. , Karchmer Michael A. , Schildroth Arthur N.
Published: April 2013

This paper summarizes major results of a study of 808 providers of psychological services to hearing-impaired students enrolled in a variety of educational settings in the United States. These professionals are described in terms of their general demographic characteristics, salary, educational background and qualifications, communications skills, and the roles and functions they perform. Of particular importance to the analysis is the difference between individuals working full-time with hearing-impaired students and those working part-time or on a consulting basis.
Due Process: A Status Report on Schools for Deaf Children
Authors: Holman Gary L.
Published: April 2013

The due process provision of Public Law 94-142 is intended to provide parents and educators with new avenues for resolving educational differences and for providing a mechanism for optimum program development. This article presents the current status of the use and effectiveness of due process procedures by parents and educators as reported by 54 administrators of schools for the deaf. The article addresses two major concerns of parents and educators—pupil placement and appropriateness of the individual educational program (I.E.P.) issues.
An Analysis of Cognitive Studies With Deaf Subjects
Authors: Ottem Ernst
Published: April 2013

A new way of classifying tasks and problems used in studies with deaf people is presented. It is claimed that this classification system allows for the specification of tasks on which deaf people perform equally well as hearing people and of tasks on which they fail in comparison. The classification system is based on certain routines of steps which a subject is required to follow to show his/her understanding of the solution of nonverbal problems. These routines are identified by focusing on the very minimum of data needed by a person outside the experimental situation to decide whether a subject has shown his or her understanding of the solution of a problem. Deaf and hearing people perform equally well when required to show their understanding by referring to one of two such minimum data. The deaf perform worse when required to refer to both of two such data. It seems likely that the difficulties met by the deaf represent a fundamental communication problem which has its roots in the way the deaf are taught or trained.
Health Care Delivery for Deaf Patients: The Provider's Role
Authors: DiPietro Loraine J. , Knight Connie H. , Sams Jeffrey S.
Published: April 2013

Deafness can and often does present obstacles to the delivery of quality health care. These obstacles are not insurmountable. Overcoming them, however, does require that the health care system and the practitioners in the system make some adaptations and acquire additional information about deafness. This article will look at some of the barriers which impede health care delivery for deaf persons and will offer suggestions for physicians and other medical personnel to use in reducing these barriers.
The Impact of 504 on Schools for the Deaf
Authors: Salem James M. , Karn Stewart A.
Published: April 2013

A questionnaire was directed to the chief administrators of 140 day and residential schools for the deaf across the United States to ascertain their awareness of and compliance with Section 504 of the Rehabilitation Act of 1973, and to measure the financial impact of the Act upon such schools. The questionnaire dealt with the general provisions of the regulations adopted pursuant to Section 504 and explored the employment practices and program accessibility of the schools surveyed. Responses from the 82 schools reporting indicated near universal awareness of Section 504, a reasonable degree of compliance with its requirements, and the financial impact that is not yet unduly burdensome.
Recent Legislation Affecting Hearing-Impaired Persons
Authors: Duncan Jack G.
Published: April 2013

During the past decade, the disability community has witnessed and helped bring about tremendous strides in the recognition of the many and diverse needs of disabled persons and in the establishment of programs and services designed to meet those specific needs. This article provides a broad overview of some of the major legislation which has established programs of particular interest to deaf, hard-of-hearing, and deaf-blind persons. Recent legislative changes and regulatory developments of these laws are also discussed.
Occupational Therapy at the North Carolina School for the Deaf
Authors: Bittick Karen A. , Haigwood John C.
Published: April 2013

The paper reports the development of an occupational therapy program at the North Carolina School for the Deaf. Currently employed evaluation and intervention techniques are discussed, and the population served by the program is described. Also reported are plans for the 1979-80 school year.
Otologic Survey of Schools for the Deaf
Authors: Rood Stewart R. , Stool Sylvan E.
Published: April 2013

This is the first of a two part report on the results of a survey of schools for the deaf in the United States on otologic health care. The report details the awareness and diagnostic elements of middle ear disease in the school-aged deaf child. The survey indicated, among several other factors, that a greater number of deaf children with an overlaid middle ear pathology are being identified and treated due primarily to two factors: increased awareness on the part of the schools' staffs and the use of impedance audiometry as a screening tool. However, the frequency of otologic screening in schools for the deaf, and the reported use of otolaryngologists in the admission and reevaluation processes, are still quite low.
A Study of Social-Emotional Adjustment Patterns of Hearing-Impaired Students in Different Educational Settings
Authors: Farrugia David , Austin Gary F.
Published: April 2013

The purpose of this study was to examine the difference in social-emotional adjustment patterns among hearing-impaired students in different educational settings. Some 200 subjects were divided into four groups: (a) deaf students in public schools, (b) deaf students in residential schools, (c) hard-of-hearing students in public schools, and (d) hearing students in public schools. The results indicate that deaf students in residential schools and hearing students in public schools were the most similar in all areas of development. Hard-of-hearing students and deaf students in public schools appear to demonstrate lower levels of self-esteem than other students. Deaf students in public schools also appeared to demonstrate lower levels of social, emotional, and mature behaviors.
Courts Interpret Mainstreaming: How Residential Schools Can Adapt
Authors: DuBow Sy
Published: April 2013

This article explores how courts are weighing the mainstreaming preference of the Education for All Handicapped Act in deciding appropriate placements for deaf students. Suggestions are made on how residential and day schools can provide a mainstreaming component meeting the concerns of judges and hearing officers.
Psychiatric Consultation in a School Program for Multihandicapped Deaf Children
Authors: Gerber Bernard M. , Goldberg Herbert K.
Published: April 2013

Mental health consultation to teachers of handicapped children is becoming increasingly important as schools expand their programs for these special students. Effective consultation requires attention to factors which influence the consultant-consultee relationship. This paper explores the issues of role identity and role negotiation in establishing a viable consultation contract with a school program for multihandicapped deaf children and discusses guidelines for dealing with the consequences of role confusion and conflict in this consultation relationship.
Hearing-Impaired Children from Non-Native Language Homes
Authors: Delgado Gilbert L.
Published: April 2013

A national survey was conducted to obtain basic demographic data and other characteristics of hearing-impaired children who come from home environments where the spoken language is unlike that used in the school. The results indicate that there is a steady increase in the number of these children nationwide. A higher incidence of additional handicaps are reported for this group. Though educators express a deep concern for these children, relatively little was reported by way of accommodating their needs.
Driver Simulator Communication Mode for Hearing-Impaired Students
Authors: Sendelbaugh Joseph W.
Published: April 2013

The purpose of this study was to compare three methods that could be used to modify driver simulator films for hearing-impaired students. A modification using graphics indicating various driving commands with the use of some captioning proved to be the most effective of the methods studied.
The Application of Minimum Competency Testing to Deaf Students
Authors: Randall Kenneth D.
Published: April 2013

This article highlights literature on minimum competency testing, with particular emphasis on the application of such testing programs to deaf students. General background information regarding the nature of minimum competency testing programs is provided, as well as an identification of major issues regarding implementation and use of testing procedures. Information regarding the development of minimum competency testing programs for deaf students in Florida is given, along with a report on the status of its application. Recommendations concerning implementation are offered.
A Technique for Teaching the Unmotivated Reader
Authors: Mothner Henry
Published: April 2013

Teachers of the hearing impaired often find themselves attempting to teach reading to unmotivated readers. The student may be capable of decoding words, yet not demonstrate any effort at reading. It becomes tedious and boring working with this kind of reader. Problems are compounded by the need to teach thinking skills related to the reading process. This paper introduces a technique for motivating the unmotivated reader and incorporating thinking skills activities into the lesson. This is one technique for motivating the unmotivated reader.
Academic Integration of Hearing-Impaired Students: Demographic, Handicapping, and Achievement Factors
Authors: Allen Thomas E. , Osborn Tamara I.
Published: April 2013

Statistical analyses were performed on data containing demographic, handicapping, and achievement information for 1,465 hearing-impaired students sampled from a data base created through the Annual Survey of Hearing-Impaired Children and Youth. The analyses describe and compare achievement levels, age, ethnic status, sex, hearing loss, age at onset of hearing loss, and additional handicapping characteristics of students who were integrated with hearing students during academic instruction with those of non-integrated students who received instruction in special education settings only. Results showed that the integrated students and the nonintegrated students differed with respect to their age, ethnic status, hearing loss, age at onset, and additional handicapping characteristics. They also differed with respect to their achievement levels in reading and mathematics. These achievement differences were apparent when each demographic and handicapping variable was held constant. Analysis of covariance revealed that integrated students performed significantly higher than non-integrated students, even when the other factors included in the analysis were taken into account. Although statistically significant, it was noted that integration status alone accounted for a very small proportion of achievement variation. Discussion focuses on the methodological problems in differentiating placement factors and causal effects in the study of integration as an effective educational practice.
The Effects of Reviewing Class Notes for Deaf and Hearing Students
Authors: Osguthorpe Russell T. , Long Gary L. , Ellsworth Richard G.
Published: April 2013

Some 53 deaf and 33 hearing college students observed a videotaped lecture followed by a 15-minute period of reviewing prepared class notes. Two days later half of each group again reviewed the notes before taking a test measuring learning outcomes in four areas: (a) recall, (b) recognition, (c) concept acquisition, and (d) problem solving. Multivariate analysis of variance showed that repeated review was much more helpful to deaf students than to hearing students on the recall and recognition measures, but not on the higher level learning outcomes. It was further shown that hearing students outperformed deaf students on each of the four dependent measures. It was concluded that repeated review is more beneficial to deaf than to hearing students and that it selectively affects memory tasks (recall, recognition) more than tasks requiring higher level processing (concept acquisition, problem solving).
Public Residential Schools for Deaf Students in the United States, 1970-1978
Authors: Schildroth Arthur N.
Published: April 2013

Enrollment reported by 62 public residential schools to the Annual Survey of Hearing Impaired Children and Youth between 1970-71 and 1978-79 is examined nationally and in four distinct regions of the country and is compared to enrollment patterns in the general school population during the same period. Also discussed here are ethnic background, handicapping conditions in addition to the hearing impairment, and age of the students in these schools for the same period.
Salient Features from the Literature, with Implications for Parent-Infant Programming
Authors: Simmons-Martin Audrey
Published: April 2013

This article highlights literature on parent-infant programming, with particular emphasis on the role of parents in the process. The studies in this area have demonstrated a direct and positive relationship between the gains achieved by very young children and the extent to which their parents were taught to participate in their early education. The implications of various findings from these studies for programming with hearing-impaired infants, and with their parents, are discussed. The generative role of the Federal government in stimulating research on early intervention is also described.
Psycho-Educational Evaluation of Hearing-Impaired Preschool Children
Authors: Scherer Patricia
Published: April 2013

This paper summarizes the results of extensive psychoeducational evaluation on 40 hearing-impaired preschool children ages 2.5 to 3.7. Background data are presented on age of identification of hearing loss, employment patterns of parents, additional handicapping conditions, etiology, and degree and type of hearing loss sustained. Assessment data are then provided on intellectual functioning, language development, visual-motor development, and social-emotional development. Implications for parents and educators are discussed.
Current Trends in High School Graduation and College Enrollment of Hearing-Impaired Students Attending Residential Schools for Deaf Persons
Authors: White Corinne S. , Karchmer Michael A. , Armstrong David F. , Bezozo Cathy E.
Published: April 2013

Results of a telephone survey of administrators at all 53 public residential high schools serving hearing-impaired students indicate that (1) the size of the graduating classes for 1983, 1984, and 1985 will be substantially larger than those in the recent past; and (2) approximately 30% of the graduates in each of these 3 years are expected to enter academic postsecondary programs. The results are shown in both national and regional terms. Increases in graduating class size are particularly noteworthy in the South and the West.
Certification Standards for Professionals Involved in the Education of Hearing-Impaired Children and Youth
Authors: On Council
Published: April 2013

The following document is the final draft of the new CED standards for certification of professionals involved in educating hearing-impaired children and youth. The AD-HOC Committee on Revision of Standards has prepared three drafts for consideration by the Executive Boards of the organizations of CED-the Alexander Graham Bell Association for the Deaf (AGBAD), the Conference of Educational Administrators Serving the Deaf (CEASD), and the Convention of American Instructors of the Deaf (CAID)-and has sought input from the members of these organizations. It is anticipated that the draft appearing below will be approved by all these organizations by the end of June, 1985. If further changes are made prior to adoption, these will be printed in the April 1986 Reference Issue of the American Annals of the Deaf .
Parent-Infant Education in Schools for Deaf Children: Results of CEASD Survey
Authors: Craig Helen B.
Published: April 2013

This report presents the results of a nationwide survey of schools for deaf persons regarding their programming for parent-infant (P-I) education. Widespread involvement was demonstrated: 94 schools (88% of the respondents) reported programs for 1,901 hearing-impaired children 0 to 4 years—44 schools with both on-campus and home-based instruction, 44 with school-based only, and 6 with home-based only. Data summarized include the extent and location of these P-I programs, student characteristics, early background, characteristics of both school- and home-based programs, evaluation, and program variants.
Career Education: The Position Paper of The Conference of Educational Administrators Serving the Deaf
Authors: Development Ceasd , Lauritsen R. , Bishop M.E. , Galloway V. , Hicks T.J. , Updegraff D.R. , Wyks H.W.
Published: April 2013

It is the official position of the Conference of Educational Administrators Serving the Deaf that Career Education must be a comprehensive and an appropriately infused part of every educational program serving hearing-impaired students. In order to enhance communication among CEASD member-schools; and between the schools and their local, state, and federal agencies; the CEASD advocates usage of the USOE definition of Career Education. In doing so, it is necessary to also accept key operational definitions of terms which may not always agree with how member-schools currently use them. While CEASD does not endorse any specific model for implementing Career Education, it does take the position that hearing-impaired students, like normally hearing students, need to: (a) develop an appreciation for their own values and for the values of work; (b) become oriented to the concept of careers; (c) explore vocations and occupations; (d) learn to assess their strengths and weaknesses realistically; (e) be prepared to make sound, reasonable decisions; and (f) be prepared to enter an occupation commensurate with their abilities and interests. To accomplish these six things, it is understood that the development of appropriate communication and personal/social attitudes, knowledge, and skills must become integral to the program. The following paper provides substantive information on definitions of key terms, objectives for a Career Education program, priorities for the implementation of a Career Education program, and accompanying discussion and rationale.
Early Identification of Hearing Loss: Practices and Procedures
Authors: Garrity James H. , Mengle Heidi
Published: April 2013

Early identification and management of hearing loss is of critical importance for maximizing a hearing-impaired child's language-learning potential. This article discusses the benefits of early identification. The process of identification of hearing loss in preschool children, including infant screening techniques, audiological testing methods, and other tests used to determine the kind and degree of hearing loss, are discussed. Appropriate habilitation and educational placement is also discussed, including hearing aid selection and parent participation.
Instructional Program
Authors: Moog Jean S.
Published: April 2013

A central feature of the EPIC Project was development of a "best possible" instructional program for a group of deaf children, that is, a program that we believed would provide maximum academic achievement for each child under optimum teaching conditions. We were challenged not to be bound by what existed in the CID School nor what had been observed in other schools for deaf children, but also to consider the organizational structures, instructional procedures and curriculum materials being used in various kinds of educational programs and clinics, and then to consider, as well, innovative and sometimes still theoretical proposals for educational programming of the future. In this section of the report we describe the instructional program that was developed for the EPIC Project. First we explain the rather different, overall program organization. Then we discuss separately each area of instruction, including the rationale for the focus of instruction, a description of the primary objectives and teaching strategies for that area, and the ways in which we believe the EPIC instructional program differed from what is in practice in many school programs for deaf children. The EPIC Project's instructional program was not based on any one new method, new teaching technique, new apparatus, nor new set of materials. Rather, it was an attempt to draw from methods, techniques, and materials of the past and of the present those what would be effective for our children. The organizational schema of the program was an obvious, highly visible differentiating feature and the one most frequently commented about by observers. Because it was most readily abstracted, it was often assumed to "make the difference." However, the organization of the program was merely the vehicle that facilitated implementation of the teaching strategies by providing opportunity for more individualization and a greater intensity of instruction.
Evaluation and Results
Authors: Geers Ann E. , Kuehn Ginger , Moog Jean S.
Published: April 2013

Two types of evaluation of the results of this Project will be reported in this section. The first type consists of the objective evaluation. Standardized tests were selected to measure absolute change in each child's skills from the beginning of the Project to the end of the second year of the Project. A comparison group was provided for that period so that changes in the experimental group could be viewed in perspective. Also included in this section are results of standardized testing after the third year which are reported for the experimental group only. The second type of evaluation reports subjective impressions and observations of the EPIC children obtained from teachers, parents, and visitors to the Project. These impressions, though neither well-controlled nor presented with the perspective of a comparison group, are included to expand and enrich the report of the outcome of this Project beyond that possible by test data alone. The five target areas selected for objective evaluation were the following: Expressive Language, Receptive Language, Reading and Academic Achievement, Speech Production, and Speech Perception. Rationale for these areas, as well as the sample selection procedures, were described in the INTRODUCTION to this report. In this section the measures selected for assessing each of the target areas are described. The measures consisted primarily of standardized tests which were administered to the group of 16 EPIC children and 21 comparison children at the beginning (pre-test) and end (post-test) of the 21-month period of the core project. Test scores are reported at the end of an additional school year for the experimental group only. Test scores of the experimental and comparison groups are summarized following the description of each test. The following data are included in the summary: 1. Pre-test scores: The mean, standard deviation, and range of scores obtained at the beginning of the Project. 2. Post-test scores: The mean, standard deviation, and range of scores obtained 21 months after the pre-test. 3. Difference scores (D): The mean, standard deviation, and range of each child's post-test score minus his or her pre-test score. This score summarizes the actual gain made by the two groups of children from pre-test to post-test. Tests of statistical significance were performed between the experimental and comparison groups: (a) for pre-test scores, (b) for post-test scores, and (c) for difference scores.
Conclusions
Authors: Moog Jean S. , Geers Ann E. , Calvert Donald R.
Published: April 2013

We began with the question, Can a school realistically increase the concentration of its teaching effort so that typical deaf children achieve at a level well above the average, beyond that of our private school classes, similar to individual cases mentioned in the literature, or even approaching the achievement of hearing children? From our experience in this Experimental Project in Instructional Concentration, the answer appears to be yes, at least in part . We described what we did to increase the concentration of teaching effort in the section of this report on INSTRUCTIONAL PROGRAM, and in the section on EVALUATION AND RESULTS we described the level of achievement of our deaf children. From these sections the reader may draw conclusions about cause and effect and from the data infer the degree of positiveness of our answer to the initial question. Here we amplify our basic conclusion by further interpreting the data and suggest some additional conclusions and ramifications of the Project.
Legislative Trends and the Deaf Consumer
Authors: Duncan Jack G. , Owens Major R. , Wagner Judy , Morrissey Patricia A.
Published: April 2013

An overview of the current legislative climate and prevailing trends in legislation which will affect hearing impaired consumers in the years to come.
Lifelong Learning and Employment
Authors: DeCaro James , Miller Paul , Melton W. Calvin , Russell Harold , Frisina D. Robert
Published: April 2013

The entire lifelong spectrum of learning from infancy through adulthood is discussed, including elementary school, high school, higher education, job training and continuing education. The panelists present an overview of the present and projections for the future. Rehabilitation and related services, emerging medical technologies, career education, transitioning and other educational programs and services for people with hearing impairment are covered.
Educational, Social, Technological and Scientific Trends and the Deaf Consumer
Authors: Denton David M. , Trybus Raymond J. , Boothroyd Arthur , Baker Eva , Griffing Barry
Published: April 2013

Predictions for the future of the nation's hearing impaired population and the organizations in their service are made. The entire social, political, technological, philosophical and financial spectrum is addressed.
Quality Educational Programming
Authors: Corson Harvey Jay , Marlowe Judith , Brownley Jack , Lowell Edgar L. , Watson Douglas , Gjerdingen Dennis
Published: April 2013

What are the distinguishing characteristics of a quality educational program for deaf children and adults? What will those characteristics be in the future? The panelists discuss the programs, processes and technologies involved in early identification, diagnosis, intervention, monitoring, treatment and education of hearing impaired individuals. The panelists present evaluation and prognostication on teacher preparation, certification and evaluation; placement models; accreditation criteria and processes for educational programs; educational support services; and the impact of current and emerging legislation.