The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

Findings of a new observational schedule--Cognitive Verbal Nonverbal Observation System, used in the evaluation of a New York Title I project, CREED III (Cooperative Research Endeavors in Education of the Deaf)--Inservice Teacher Training in Cognition, are presented and compared with findings of other observational schedules in schools for the…

The analysis of questionnaire responses of 888 teachers of the hearing impaired found that deaf teachers, teachers with less than six years of experience, and junior high and high school teachers reported incorporating fewer English grammatical features in their sign communication than other teachers. (Author/DB)

Participant observation of 118 teachers and interviews with 21 teachers examined teacher pupil control ideology in a residential school for the hearing impaired. Among three hypotheses supported was that deaf teachers held and were perceived by colleagues as holding more custodial views than their hearing colleagues. (Author/DB)

Teachers (N=39), administrators (N=9), and a speech therapist working with deaf students rated 240 competencies for teaching English as a symbol system. The top 38 competencies involved practical teaching skills and techniques. Competencies related to the oral-aural method, theory, and background information about deafness were not given high…

The 157 administrators responding to a questionnaire on criteria used in hiring teachers of the hearing impaired generally agreed on the importance of most criteria, including academic grades, professional involvement, and strong letters of recommendation. There were some differences of opinion among administrators of residential and day programs.…

Sixty-nine teachers of deaf and multihandicapped deaf children in a school were administered the Purdue Teacher Opinionaire, a standardized device used to measure teacher morale. Among results was that teachers of younger multihandicapped students had significantly higher morale than other groups. (Author)

Certification standards for teachers of the hearing impaired for the individual state education agencies are compared and reciprocal arrangements for teacher certificatiion are described and tabulated. The impact of state certification and reciprocity is addressed. Areas of concern that may be covered by teacher training programs are also…

A national survey of 610 teachers of students with hearing impairments found respondents were generally satisfied with their jobs. Relationships with colleagues were cited as the most enjoyable aspect of the job whereas paperwork, state assessment tests, and lack of family involvement were the least satisfying aspects. Analysis by group…

Experienced teachers (n=110) of students who are deaf or hard of hearing in Georgia were surveyed. More than half of respondents judged their teacher preparation program to be appropriate. However, respondents had few professional affiliations and identified general education courses that would have been beneficial but were not included in their…

Programs related to individuals with deafness are listed: federal programs, state vocational rehabilitation offices, regional and local programs, national professional organizations, the National Association of the Deaf, the Conference of Educational Administrators of Schools and Programs for the Deaf, and the Convention of American Instructors of…

This paper provides an overview of collaborative consultation, a service delivery model emphasizing mediated joint problem-solving efforts between individuals from different fields. Of special emphasis is the role of teachers of mainstreamed hearing-impaired students in providing ongoing support to regular classroom teachers, speech-language…

Educators of the deaf (n=55) and regular educators (n=48) evaluated the impact of full inclusion programs on deaf or hard-of-hearing children. The impact of full inclusion was judged more favorable if children received social encouragement, a full range of placement options was available, and teachers and parents supported the program. (Author/DB)

This report of the annual survey of programs for deaf-blind children and adults lists, by state, programs for deaf-blind children and youth, Helen Keller Centers for deaf-blind youth and adults, and programs for training teachers of deaf-blind students. Provided are program names, addresses, telephone numbers, and names of directors. (DB)