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The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language. [ABSTRACT FROM AUTHOR]

A directory for schools and programs in Canada that enroll or provide educational services to children with hearing disabilities is presented.

A directory for special schools and center programs for deaf children offered by various special schools in the U.S. is presented.

A directory lists schools in the U.S. that provide educational services for the deaf and hard of hearing including the Alabama Institute for the Deaf and Blind, The Alaska State School for the Deaf and Blind, and the Virginia School for the Deaf and Blind is presented.

This directory notes schools and educational resources for deaf children in Canada including the Alberta School for the Deaf, The Vancouver, British Columbia Oral Centre for Deaf Children and the Manitoba School for the Deaf.

This article discusses trends in the themes of research articles on education published by this journal between 2001 and 2008. These research articles are divided into sections on literacy, Instruction, teacher/professional characteristics, teacher training, social aspects of education, health and education, deaf culture, and vocational training for deaf people. Literature reviews in these article content areas are presented and research options are noted. Issues relating to the replication of study findings and the tailoring of research to meet the current priorities in education in the U.S. including the regulations of the No Child Left Behind Act and the state of regulatory funding is explored.

The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign language assessment at their schools, participants responded to items concerning their motivation to use a test for sign language measurement. Of the 100 distributed surveys, 85 were completed and returned. Results showed overweening agreement among respondents concerning the importance of sign language assessment, along with the need for tools that appropriately measure signing skills. [ABSTRACT FROM AUTHOR]

The study examined school functioning of Israeli Arab children with hearing impairment (HI) who were included in regular education classrooms, in comparison to their classmates with normal hearing (NH). Ninety-three children (60 NH and 33 HI), grades 1-6, participated. Teachers evaluated the children using the Arabic version of the Screening Instrument for Targeting Educational Risks (SIFTER; Anderson, 1989); they also reported children's achievement levels in Arabic and mathematics. Results demonstrated that the HI children's functioning was lower than that of the NH children. Children with unilateral and minimal hearing losses had lower functioning than those with more severe hearing loss. As grade level increased, functioning decreased among HI children. Use of the SIFTER was beneficial in detecting children with difficulties. Regular, ongoing SIFTER use and appropriate follow-up on the results may better enable each child to perform optimally in class. [ABSTRACT FROM AUTHOR]

The study examined the role of sign language and flngerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition. [ABSTRACT FROM AUTHOR]

Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach—a master teacher working with a teacher trained in Brazilian Sign Language (BSL)—was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs. [ABSTRACT FROM AUTHOR]

Investigates the development of the concept of fractions in a group of 11- and 12-year-old students who were deaf or hard of hearing using structured games. Emphasis on the development of appropriate language to facilitate and understand the notion of fractions through the investigation of concrete materials, pictorial representations and interactions between students and teachers.

Identifies alterable patterns and factors for success for individuals who are deaf and recommends raising and educating a child who is deaf based on the collective experiences and perceptions of successful adults who are deaf.

Discusses the role of interpreters in the general education classroom in the United States. Information on inclusive models of special education delivery; Responsibilities of classroom interpreters; Discussion on role perceptions.

Examines practical knowledge among teachers of deaf and hard of hearing students in the United States. History of research on teaching and teacher research; Evaluation of changes in the field of the education of deaf and hard of hearing students; Discussion of the categories and characteristics of practical knowledge.

Presents a national survey of social work services in schools for the deaf in the United States. Difference of the functions of social workers in schools for the deaf from other social workers; Responsibility of social worker in schools for the deaf; Challenges faced by school social workers.

Documents the literacy development of a deaf child in preschool setting. Case study of a deaf child in a preschool deaf class for nine months; Focus on pictures and illustrations; Reading development of familiar words in context; Interest in sign print books; Ability to relate sign print to written English; Ability to read English independently.

Lists postsecondary programs for deaf people and other postsecondary programs with supportive services for deaf students in the United States. Program and service information; Contact information and program director of each institution.

Presents a chart depicting schools and programs in the United States that offer services for the deaf. Program and service information; Communication methodology used in the classroom.

Lists schools and programs in the United States for preschool, elementary and secondary children who are deaf or hard of hearing. Program and service information; Contact information and program director of each institution.

Discusses the impact of childhood deafness on family dynamics, with particular attention given to the influence and role of grandparents. Historical context for extended family underinvolvement in the education of the deaf child; Family systems theory that help explain the underutilization of the extended family.

Investigates the degree of involvement among bilingually educated deaf children in educational tasks in Rotterdam, Netherlands. Influence of the type of task on the level of involvement; Significance of the type of teacher and the kind of language used in instruction on the level of participation; Implications for the assessment of quality of education.

Provides information on a study which examined a reading program for elementary school children at a residential school for the deaf in the United States. Components of the reading program; Purpose of the study; Results; Discussion.

Provides information on schools and programs for deaf and hard of hearing children and youth in Canada. Directory of schools for 1999; Chart on program and services offered by the schools.

Provides information on schools and programs for deaf and hard of hearing children and youth in the United States. Directory of schools for 1999; Chart on program and services offered by the schools.

Presents a study which reported a set of questions added to the Annual Survey of Deaf and Hard of Hearing Children and Youth from 1997 to 1998 in the United States. Areas on functioning of children in classrooms; Methodology; Results.

Presents a study which examined the demography of school counselors and the roles and skills of counselors working with deaf children. Reference to the national survey of school counselors for deaf children in 1975 by Marie Curtis; Methodology used to conduct the study; Discussion on the results of the study.

Presents a study which examined if differences exists in levels of educational involvement betwen hearing parents and hearing children and hearing parents of deaf children. Indication that parents of hearing children volunteered more in their child's classroom; Method used to conduct the survey; Finding of no significant differences between the level of educational involvement.

Presents a study which examined the need for mathematics reform in the education of deaf and hard of hearing students. Information on standards documents issued by the National Council of Teachers of Mathematics (NCTM); Examination of mathematics performance in deaf education; Method used to conduct the study; Development of the National Action Plan for Mathematics Reform for the Deaf.

The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension-constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted. [ABSTRACT FROM AUTHOR]

Lists schools and programs in Canada for preschool, elementary and secondary children who are deaf or hard of hearing. Program and service information; Contact information and program director of each institution.

The author comments on Bilingual-Bicultural (Bi-Bi) instruction for deaf children. Bi-Bi instruction is explained as an approach in which American Sign Language (ASL) is taught first and used to learn English for reading and writing. As of 2007, only 11% of deaf children were taught using sign language alone. The author contends that if Bi-Bi spreads to general education, that a base of supporting research for the approach is needed.

Editorial. Discusses the results of a survey conducted among the teachers of children who are deaf or hard of hearing. Academic preparation; Satisfaction over student placement; Reaction to the mandate to provide access to the general education curriculum.

Editorial. Focuses on the importance of educating deaf children in the U.S. Improvements seen at day care centers and residential schools for the deaf; Comparison of the learning processes found in deaf and hearing children; Instructional system used by deaf students in a regular curriculum.

Editorial. Comments on the impact of educational testing on deaf children. Implications of the testing for the education of the children; Propositions on testing deaf teachers; Formulation of policies on the certification of deaf teachers according to the Americans with Disabilities Act.

Presents a chart depicting schools and programs in Canada that offer services for the deaf. Program and service information; Communication methodology used in the classroom.

Comments on the effectiveness of phonology or phonological base English as the basis for the deaf student's literacy. Comparison between phonology base education and hand symbolism; Use of American Sign Language; Need for teachers to teach the sound system for the development of reading skills.