NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1129776
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2325-7466
Guidelines for the Administration of Educational Programs for Students Who Are Deaf/Hard of Hearing, Visually Impaired, or Deafblind
Bruce, Susan; Ferrell, Kay; Luckner, John L.
Journal of the American Academy of Special Education Professionals, p47-59 Fall 2016
This paper presents the essential programming components resulting from a systematic review of research studies, legislation, and policy documents on the topic of administration issues in educational programming for students who are deaf/hard of hearing, visually impaired, or deafblind. It is recommended that educational teams should include a member whose educational preparation and credential matches the disability of the student who is deaf/hard of hearing, visually impaired, or deafblind to support assessment and instructional programming. Additional recommendations including limiting the caseloads of itinerant teachers of students with visual impairment to 8-20 and limiting the size of groupings that include children who are deafblind to support access and engagement. With the exception of the caseload recommendation, which is at the limited evidence level, all other essential programming components were determined to have an emerging level of evidence. The heterogeneity, low prevalence, and geographic disbursement of these disability groups create challenges for conducting educational research.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325A120003