It is important to understand the nature of the effect that the COVID-19 pandemic had upon student learning, especially those at risk such as deaf students. The limited communication that many deaf students have at home may mean less support is available for learning remotely. Reading may be one of the areas where progress was diminished. We…

Few American Sign Language (ASL) assessments are readily available for educators to administer and score to document deaf students' skill levels and direct ASL instruction. Even fewer studies include deaf students with intellectual disabilities or document deaf students' ASL skills across time. The present study reports deaf school-aged students'…

While many people assume that students with cochlear implants have placements in mainstream schools, almost 25 percent of the approximately 175 students at the Model Secondary School for the Deaf (MSSD), the residential high school on the campus of Gallaudet University in Washington, D.C., have an implanted listening device. Working with these…

This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the…

This article describes and evaluates one residential school for the deaf and hard of hearing, Eastern North Carolina School for the Deaf (ENCSD), and their experience in implementing the Fairview Learning program. The program consists of five components (Schimmel & Edwards, 2003). Two of the components--phonemic awareness and literature-based…

A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade…

In this Information Research Cadre, Teresa Blythe responds to the following research question: For those states that have residential schools for the Blind/VI and Deaf/HI students, have they developed policies and procedures for residential placement of these students? To develop this response Blythe conducted web research utilizing numerous…

This manuscript analyzed a survey of programs providing transition services to deaf and hard-of-hearing (D/HH) students. Quantitative analyses compared services offered by residential, large (35+ D/HH students), and small (<35 students) programs. Correlations across Employment Preparation, Post-school Preparation, and Transition Assessments…

From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse.…

The purpose of this study was to examine demographic and educational variables as well as the variable of number of books read through a motivational reading program, Accelerated Reader, in a residential school for the deaf in the southeast and determine the relationship of these variables to reading comprehension as measured by the STAR Reading…

The development and implementation of a microcomputer program at Mill Neck Manor School for the Deaf is traced from a preliminary introduction of the concept to decisions regarding the role of the teachers, selection of software, teacher training, and functions of a consultant. (CL)

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique…

Practices thought to be conducive to desirable living and effective education in residential schools for deaf children are noted briefly. (CB)

While hearing impaired students integrating into regular public school classes in the past are said to have usually come from day classes for the hearing impaired, it is recommended that residential schools also program students into public schools on a part-time or full-time basis. (Author)