Numerous reports identify critical learning
needs of deaf and hard of hearing students,
but there is a growing recognition that these
students' ability to achieve academic success
is tied to the instructional effectiveness of
teachers. Developments in deaf and hard
of hearing education include (a) a shift
toward educating students in local public
schools; (b) a conceptual reorientation toward
establishing effective learning environments;
and (c) a critical, nationwide shortage of
qualifi ed teachers. The result has been a
growing acceptance of the need to examine
and redesign the way teachers are prepared to
educate deaf and hard of hearing students.
The present article is an examination of key
redesign issues.