In a synthesis of the research, the authors present findings from communication and literacy studies conducted with children and youth with deafblindness, ages 0-22 years, and published in peer-reviewed journals, 1990-2015. Findings are organized within the structure of the four aspects of communication: form, function, content, context. The…

Research on deafblindness and families is scant. The few available studies, in combination with research in the areas of visual impairment, hearing impairment, and significant support needs, help paint a picture of the services and other assistance required by families, including siblings of a child with deafblindness. In the present article, the…

In a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing…

The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment…

A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…

The article reviews research on the effects of the three components of instructional time--allocated time, used time, and engaged time. Evidence that use of time is a powerful variable in student learning is applied to the instruction of hearing impaired students. (Author/DB)

A review of 287 references describing computer applications with deaf children found 74 percent concerned academic applications, 7 percent were psychological investigations, and 19 percent were about general education. Analysis of the academic instruction references found only 9 percent reported efficacy data with degree of computer-assisted…

The article begins with a brief overview of P.L. 94-142, (The Education For All Handicapped Children Act), legal principles used by courts and hearing examinors in decisions about day versus residential placement, reviews the use of the factual record in determination of appropriate placements, and presents conclusions from case law. (CL)

The development of the deaf community in the mid-nineteenth century was intimately linked to schooling. To counter alienation faced by deaf persons, proposals emerged throughout the nineteenth century for the formation of a separate deaf state. The most significant of these was the plan of J. Flournoy in the late 1850s. (Author/CL)

This article discusses the importance of fostering the development of a "first language" as demonstrated by each hearing impaired student. Nine factors are presented for consideration by educators working with children who do not have a strong first language base on which to build second language (i.e., English) skills. (Author/CB)

Research indicates that deaf individuals do not develop the usual hemispheric specialization for verbal and nonverbal processing and that early severe hearing impairment influences the lateral organization of the brain for interpreting linguistic information. Possible instructional implications include encouraging an early symbol system for…

A review of linguistic research on the nonmanual components of American Sign Language shows that the signer's face, head, torso, and eyegaze have important linguistic roles. The author's study illustrates how different combinations of facial and head movements signal different kinds of questions: yes-no, wh-, and rhetorical. (Author/CL)

It is argued that Oralism and Total Communication underestimate the profound nature of deafness and the potential value of fundamental research. The evolution of these philosophies is described, and changes in philosophy are discussed. (Author)

The article provides an overview of some of the major legislation which has established programs of particular interest to deaf, hard-of-hearing, and deaf-blind persons. Recent legislative changes and regulatory developments of these laws are also discussed. (Author/CL)

Criticism of Manually Coded English (MCE) with deaf children is examined in terms of its classification as a language, its inadequate rate of information flow, and its inexact use. Research on MCE is reviewed, and it is suggested that MCE systems are not being used to their best advantage. (CL)