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Fitzpatrick, Michael; Theoharis, Raschelle – Odyssey: New Directions in Deaf Education, 2014
The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be…
Descriptors: Expectation, Federal Legislation, Deafness, Partial Hearing
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Heitin, Ruth C. – Odyssey: New Directions in Deaf Education, 2013
Early in 1992, Ruth Heitin embarked upon her career as a private special education consultant. As a special education advocate, she serves as an independent specialist, offering a second opinion on educational issues. In general, this type of advocate works for parents, either directly or through a nonprofit group, but their real clients are…
Descriptors: Deafness, Partial Hearing, Special Education, Individualized Education Programs
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Raimondo, Barbara – Odyssey: New Directions in Deaf Education, 2013
The United States is more accessible to deaf and hard of hearing individuals and people with disabilities today than it was 50, 20, or even 10 years ago. A variety of laws ensures equality in the treatment of deaf and hard of hearing people. Communication barriers have been addressed, and wider opportunities are available in education, employment,…
Descriptors: Deafness, Screening Tests, Individualized Education Programs, Individualized Family Service Plans
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Mulholland, Jane – Odyssey: New Directions in Deaf Education, 2013
Child First is a national campaign to ensure that deaf children have their right to language recognized and fulfilled regardless of which educational method is specified in the Individualized Education Program (IEP). Whether the child's family embraces American Sign Language (ASL), speech reading, a system of signs that encodes English, or a…
Descriptors: Deafness, Special Schools, American Sign Language, Individualized Education Programs
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DesGeorges, Janet – Odyssey: New Directions in Deaf Education, 2013
The Individuals with Disabilities Education Act (IDEA) has always had "individual" as part of its spirit and its letter. However, as a parent and an advocate who has attended many Individualized Education Program (IEP) meetings, Janet DesGeorges has discovered that getting to "individual" can sometimes be a challenge,…
Descriptors: Deafness, Partial Hearing, Federal Legislation, Educational Legislation
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Zwerger, Natalie; Greninger, Elizabeth – Odyssey: New Directions in Deaf Education, 2012
Educators, academics, and social scientists conduct educational research across the globe, producing scientific evidence that can inform teaching practice. How can such research aid teachers in using effective practices in their classrooms? How can teachers ensure that educational research is applicable to the diverse groups of learners in their…
Descriptors: Evidence, Communities of Practice, Educational Research, Federal Legislation
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Easterbrooks, Susan R.; Stephenson, Brenda H. – Odyssey: New Directions in Deaf Education, 2012
In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or…
Descriptors: Evidence, Federal Legislation, Partial Hearing, Researchers
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Sees, Jennifer – Odyssey: New Directions in Deaf Education, 2012
At the beginning of the 2011-2012 school year, the Alaska State School for the Deaf and Hard of Hearing (ASSDHH) was informed that they had met Alaska's Annual Yearly Progress as required by No Child Left Behind (NCLB) for the first time ever. This was incredibly exciting and worth celebrating since teachers had invested so much "blood,…
Descriptors: Federal Legislation, Partial Hearing, Educational Technology, Achievement Gains
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Sass-Lehrer, Marilyn; Benedict, Beth S.; Hutchinson, Nicole – Odyssey: New Directions in Deaf Education, 2011
A shortage of well-prepared professionals imposes limits on access to comprehensive and effective early intervention services to deaf and hard of hearing children. The Individuals with Disabilities Education Act expects states to ensure that professionals working with infants and toddlers have relevant skills, however, there are very few…
Descriptors: Early Intervention, Deafness, Toddlers, Infants
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Raimondo, Barbara – Odyssey: New Directions in Deaf Education, 2010
Parents of children who are deaf and who have disabilities often face barriers in ensuring that their children receive the services they need. Some of these barriers include lack of awareness about deafness-disability constellations, shortages of professionals knowledgeable about how deaf children learn or the impact of the disability on deaf…
Descriptors: Teacher Effectiveness, Deafness, Disabilities, Parents
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Rider, Matthew; Ward, Charlene – Odyssey: New Directions in Deaf Education, 2010
Parents of deaf and hard of hearing children in the special education system may feel overwhelmed by the amount of information they need to learn. This article aims to give parents a place to begin in the effort to work with the school to ensure that their child receives an appropriate education. There are three broad areas that parents need to be…
Descriptors: Deafness, Partial Hearing, Parents, Child Advocacy
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Forney, Joan M. – Odyssey: New Directions in Deaf Education, 2009
When administrators, teachers, and other professionals join parents in developing meaningful goals for deaf and hard of hearing students, it is exciting, rewarding, and fun; it is also considerable work. However, the result is critical. These goals can be the key to success for deaf and hard of hearing students, especially when delineated in each…
Descriptors: Cognitive Style, Teacher Effectiveness, Individualized Education Programs, Federal Legislation
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Luft, Pamela – Odyssey: New Directions in Deaf Education, 2009
LeRoy was a deaf sixth grader who used signs and his voice to communicate. Yanetta was a deaf eighth grader who had deaf parents and preferred American Sign Language (ASL). Michael was a deaf fifth grader in a suburban school who attended an oral program and used his voice exclusively to communicate. All three students struggled with reading. They…
Descriptors: Reading Comprehension, Teacher Effectiveness, Federal Legislation, Deafness