One of three projects included examined the effects of combined speech and fingerspelling on the development of language and communication using a survey of over 200 subjects from six residential schools. The results showed that fingerspelling in combination with speech leads to improved achievement, shows no detrimental effects on the acquisition of oral skills, is best with young children, and is useful enough to indicate that those working with the deaf should be familiar with manual communication. A second study was conducted to determine the success of the deaf attending regular institutions of higher education. Results indicated that those attending regular institutions came from socioeconomic backgrounds similar to the general college population, their school background was generally in oral residential schools, and successful completion depended simply on academic ability. An ongoing project to investigate occupational status is mentioned. Results of a survey concerning supervision and supervisors in programs for the deaf indicated the following needs: increased supervision, improved quality of supervision, setting professional standards for supervisors, and discussion and resolution of problems in supervision by professional persons in education. (JM)