ERIC Number: ED427484
Record Type: RIE
Publication Date: 1999-Feb-1
Education of Children and Youth Who Are Deaf and Hard of Hearing: Past, Present and Future Federal Support. Policy Forum Proceedings Document (September 14-15, 1998). Final Report.
National Association of State Directors of Special Education, Alexandria, VA.
This document contains the proceedings of a policy forum that reviewed past and present federal priorities regarding education of children and youth who are deaf and hard of hearing. Included in the document are prioritized goals and recommendations generated by the policy forum participants for the education of these children. Goals and recommendations are provided on personnel preparation, early identification and intervention, educational outcomes, language acquisition, literacy, communication, and transition. High priority recommendations for future federal support include: (1) require all applications for funding in the area of personnel preparation to show how teachers are prepared to enable students to meet state and local standards; (2) fund longitudinal studies on literacy development; (3) fund longitudinal studies that focus on employment; (4) prepare and disseminate a report on language acquisition in children with hearing impairments; (5) fund research and model demonstration projects that identify and demonstrate effective ways of meeting language and communication needs of infants and children with hearing impairments; (6) continue to identify, develop, and support communication technologies that facilitate interpersonal communication; and (7) fund projects that demonstrate and disseminate exemplary models of career education and school-to-work transition that incorporate technology. (CR)
Descriptors: Academic Standards, Communication Skills, Deafness, Early Identification, Elementary Secondary Education, Employment, Federal Aid, Hearing Impairments, Language Acquisition, Literacy, Models, Outcomes of Education, Research and Development, Research Needs, Student Needs, Teacher Education, Theory Practice Relationship, Transitional Programs
Publication Type: Collected Works - Proceedings
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.