Enrollment Trends in Deaf Education Teacher Preparation Programs, 1973-2009

Dolman, David

doi:10.1353/aad.2010.0013

Cited by 12 publications

(2 citation statements)

References 15 publications

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“…Equally important is recognition of another fact: there is a critical shortage of special education teachers nationwide and this shortage is acute in the specialty field of d/hh education (Dolman, 2010;Paul, 2015). This critical shortage has led to many states creating alternate access pathways to teacher licensure, sometimes with concerning results (Rosenberg & Sindelar, 2005).…”

Section: Resultsmentioning

confidence: 99%

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Pedersen¹,

Beste-Guldborg²

2019

JEL

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Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural D/HH students. Implications for social change pertain to education administrators, inservice educators, and D/HH students.

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Section: Resultsmentioning

confidence: 99%

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Pedersen¹,

Beste-Guldborg²

2019

JEL

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“…CED [31] further explains, "an important instruction impact is seen in the increasing ratios of D/deaf and hard-of-hearing students to teachers. In 1976, this ratio was at its lowest of 30:1 but has increased every year thereafter, with the most recent data (2006) showing a ratio of 56:1 [37]. Given the current number of D/dhh students and the number of graduates being only 54% to 43% of the 1994 levels, these ratios could be expected to rise to 144:1 this year" (p. 1).…”

Section: Teacher Trainingmentioning

confidence: 99%

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

Bowen

Probst²

2023

Education Sciences

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The population of students who are d/Deaf or hard of hearing (d/Dhh) with a disability have unique educational needs. Various terms have been used to describe this population, including “deaf plus”, “deaf with additional disabilities”, and most recently, “deaf with disabilities (DWD)”. Currently, there is no agreement on the percentage of DWD students in PreK-21 settings but is considered to comprise at least 40–50%. An individual who is DWD has a hearing loss and one or more disabilities, including (but not limited to) visual impairment or blindness, autism spectrum disorder, intellectual or developmental disabilities, specific learning disabilities, health impairments, etc. The critical consideration is that the interaction between hearing loss and the disability(ies) is not simply additive but rather multiplicative, impacting communication, cognition, social development, and behavior. Furthermore, the presence of hearing loss may decrease accurate identification of other disabilities and vice versa. Although the incidence of students who are DWD is quite high, there is inadequate research as these students are often excluded from studies focused on children who are d/Dhh. This article explores what we currently know about DWD students, and the knowledge and skills needed by teachers in the 21st century to meet the needs of these students and their families.

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The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives

Curle

Jamieson

Buchanan

et al. 2016

J. Deaf Stud. Deaf Educ.

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Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hindering, and 5 wish list categories. Findings are consistent with the Ecological and Dynamic Model of Transition (Rimm-Kaufman & Pianta, 2000), which conceptualizes the transition to school as being influenced by the pattern of interactions between the individuals, groups, and institutions connected to the child.

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Enrollment Trends in Deaf Education Teacher Preparation Programs, 1973-2009

Cited by 12 publications

References 15 publications

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives

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