21. REVOLUTIONIZING LANGUAGE USE IN ORAL DEAF EDUCATION will have a similar impact on oral education. I envision every classroom of deaf children whose many complete applications, which will teach specific vocabulary http://www.tmos.org/tech/papers/S0837.html

REVOLUTIONIZING LANGUAGE INSTRUCTION IN ORAL DEAF EDUCATION Patrick Stone Tucker-Maxon Oral School, Portland, OR, USA 97202 ABSTRACT This paper provides an overview of the challenges facing education of deaf children and results obtained thus far in the United States. It then describes Tucker-Maxon Oral School in Portland, Oregon and the introduction of an animated conversational agent, Baldi, into its classrooms and speech lab. The paper outlines ways in which the professional staff has utilized this technology and the reactions of the students to it. The paper concludes with observations about the potential impact on oral education of deaf children. 1. BACKGROUND The overriding consequence of prelingual deafness is a dramatically lessened ability to acquire language at a rate and level that is consistent with the expectations and demands of society. The large majority of deaf children achieve linguistic abilities that severely impact academic and vocational achievement. A wealth of research documents that the average deaf student leaving high school in the United States has, at best, a 3 rd to 4 th grade reading level . [2]. This has not changed in nearly 100 years. The dominant reason for this low achievement is the dramatically reduced amount of language input and thus language competence brought on by the hearing loss at precisely the time when the brain is most primed to take advantage of such information . [5].

22. Deaf Education Has Made Serious Leaps In The Quality Of Instruction Over The Las have been advancements, though, in musical education for the regards to teaching steady beats to deaf children. their feet, it becomes easier to teach them how http://tiger.towson.edu/users/dzezul1/ISTC201/Group_paper.htm

Deaf Education Technology Dave Zezulinski Sean Brown Arielle Gulywasz Technology has advanced our school systems and provides many new and helpful products into the classrooms. Technology has also provided specialized products for students that are hearing impaired. There is no lack of opportunities for the deaf and hard of hearing in the school system. There are many ways to innovate the way they learn. Children learn best through a visual mode. Providing an environment where the child can learn things through the use of their sense of vision is very important. They teach students to think, process, organize, and prioritize new information. It is also said that visual diagrams expose patterns interdependencies, interrelationships, and stimulate creative thinking. Video Chalk is a program used to communicate to your students using video imagery. It is one of the inexpensive choices used to enhance presentations, and classroom programs. The features of this program include marking over live or recorded video, instant switching among two video sources, drawing boards and six built-in background patterns. Teachers can also use the Internet as a tool to help them learn. One web cite I found was a Sign Language Dictionary available online it listed most words.

23. Deaf Today: Deaf Education In Jamaica deafconnection.org) is a nonprofit organization dedicated to improving deaf education in developing countries by providing deaf adult teachers to teach in the http://www.deaftoday.com/news/archives/004240.html

Bringing you the news daily from a to z from around the world! Main March 22, 2004 Deaf Education in Jamaica From: Global Deaf Connection - Mar 22, 2004 Author: Amber Martin Organisation: Global Deaf Connection (GDC) Country: Jamaica From the moment the meeting began it was obvious that the participants agreed on one thing: Deaf adults should be teaching deaf children. I was impressed by the thoughtfulness put into the discussion, as well as the openness with which Jamaicans discussed the issues. I was not there, as I had planned, to convince people that Deaf adults should be teaching the Deaf children. I was not preaching about the importance of using sign language in the classroom. Instead what I found was a well-organized Deaf community that has already made those most important steps toward improving Deaf education. About Global Deaf Connection Global Deaf Connection (GDC) (www.deafconnection.org) is a non-profit organization dedicated to improving Deaf education in developing countries by providing Deaf adult teachers to teach in the local sign language. Currently there are programs in three countries, Kenya, the Democratic Republic of Congo and most recently, Jamaica. Jason Sem Program Exchange Director Global Deaf Connection 2901 38th Ave.

24. Deaf Today: Polycom Improving Deaf Education Through Video Solutions And Commitm Development School that will use Polycom s ViewStation(R) and ViaVideo(R) communications solutions to teach educators in the field of deaf education. http://www.deaftoday.com/news/archives/003802.html

Bringing you the news daily from a to z from around the world! Main January 13, 2004 Polycom Improving Deaf Education Through Video Solutions and Commitment to Community From: Business Wire (press release) - Jan 13, 2004 PLEASANTON, Calif.(BUSINESS WIRE)Jan. 13, 2004 Polycom Executive Appointed to a Gallaudet University Board; Assoc. of College Educators Deaf/Hard-of-Hearing receives grant for Polycom-equipped Virtual Professional Development School Polycom(R), Inc. (Nasdaq:PLCM), the world's leader in video and voice conferencing, conference bridges, and integrated web collaboration solutions, today announced its continuing commitment to the field of deaf education with the appointment of Michael Baker, Polycom vice president of Vertical Markets, to the board of associates of prestigious Gallaudet University for deaf and hard-of-hearing students. The company also announced that the Association of College Educators Deaf/Hard-of-Hearing (ACE-D/HH) is creating a Virtual Professional Development School that will use Polycom's ViewStation(R) and ViaVideo(R) communications solutions to teach educators in the field of deaf education. "High-quality video conferencing is significantly improving deaf education for students throughout the world, whether it's the ability to sign and lip read over video, or programs like the Virtual Professional Development Network that uses video to train deaf educators across the United States," said Michael Baker. "I'm proud of the work Polycom has done in this area and personally honored to have been appointed to the Gallaudet University board of associates."

25. Deaf Education In this case, a deaf British Sign Language user school prior to entering the initial teacher education course, so a class and therefore was ‘fit to teach’. http://www.ssc.mhie.ac.uk/docs/defed.html

Scottish Sensory Centre Scottish Executive Consultation The Teachers Registration (Scotland) Amendment Regulations 2004Response from The Scottish Sensory Centre, Moray House School of Education, University of Edinburgh PROPOSAL: To abandon the requirements that a person must satisfy the medical officer of the relevant institution that (s)he is medically fit to teach, a) before being admitted to a course of initial teacher education, and b) before being recommended by the relevant institution for registration as a teacher by the General Teaching Council for Scotland. The SSC warmly welcomes this long overdue proposal. This response takes particular account of the ways in which visually impaired, deaf and deafblind people have been negatively affected in the past by these requirements: the removal of the requirements will constitute an important step in bringing about equity for these groups. Experiences of Visually Impaired, Deaf and Deafblind persons. As suggested in Paragraph 3 of the document, the organisation and administration of the medical examination process has been inconsistent across the seven universities that offer initial teacher education courses. What is more, it is likely that practices have been inconsistent even within the same institution, as they have been re-interpreted by different individuals and groups at different times. The regulations as they stand are based solely on a medical model of disability and take no account of the rights of the individuals concerned or of the principles of equity and social justice.

26. Hearing Exchange Links And Resources: Oral_Deaf_Education_Programs for the deaf Center for Oral education Located in Northampton, Massachusetts, for more than 130 years, CLARKE s mission has been to teach hearing-impaired http://www.hearingexchange.com/resources/Oral_Deaf_Education_Programs/

- CHOOSE YOUR CHANNEL - HOME About Us Chat Room Add a Resource Advertise Article Archive Article Submissions Ask the Experts Award Submission Award Winners BookStore Event Calendar Letters to the Editor Message Boards Send a Postcard Press Room Resource Directory Resumes/Jobs Staff Television Programs Tell A Friend Message Boards Cochlear Implants Deaf/Hard of Hearing Parenting Special Education Late Deafened Professional Section Moog Parents Students Our Experts Auditory-Verbal Therapist Cochlear Implant Parent Support Special Educator Past Questions Resource Directory Advocacy Assistive Devices Audiology Auditory Neuropathy Auditory Verbal Therapy Cochlear Implants Commercial Products Earmold Manufacturers Education Employment Resources Funding Sources Fundraising Genetics Health Websites Hearing Aid Manufacturers Insurance Media Medical Research Organization Oral Deaf Education Programs Organizations Parent Support Groups Parenting Sites Personal Web Pages - Adults Personal Web Pages - Children Professional Associations Publications Self Help for Hard of Hearing Service Providers State Organizations TTY Relay Services Teacher Education Travel for Hearing Impaired United Kingdom Resources HE Shop Message Boards Chat Resource Directory ... Top : Oral Deaf Education Programs Hearing Exchange Links and Resources: Oral Deaf Education Programs HOME Links Add a Site Modify a Site ... Search Links: Moog Center for Deaf Education - The Moog Center for Deaf Education, located in St. Louis, Missouri and founded in 1996, is a private, non-profit, oral school where deaf children talk. We provide a full-day program for children, ages 3 to 11. Our faculty-student ratio is better than 1 to 4, and allows us to provide a program that is specifically designed to fit the unique abilities and learning style of each child.

27. Lamar: News: LU Deaf Education Program Receives $900,000 Grant We are one of the largest deaf education programs in program in the US with special programming for training Hispanic teachers who wish to teach Hispanic deaf http://www.lamar.edu/news/story.asp?ID=46

28. About Deaf Education And Hearing Science The need increases every year for caring professionals to teach every child deaf education is considered an area of critical shortage, meaning that each year http://www.uthscsa.edu/sah/dehs/about.htm

DEHS HOME PROGRAM APPLICANT INFO SCHOLARSHIPS ... CONTACT US About Deaf Education and Hearing Science Career Opportunities About Auditory-Oral/Verbal Approaches Cochlear Implants Children who are deaf or hard-of-hearing have been taught to speak for several centuries but many do not have this opportunity because of the lack of qualified professionals. In Deaf Education and Hearing Science you will be trained in special techniques to help children learn to listen and speak using the latest in hearing technology. With digital hearing aids, cochlear implants and expert help, children with hearing loss can participate fully society. This program will prepare you to help children and their families make the best of current knowledge and technology so that the child learns to speak. Return to Top Opportunities for specialists in deaf education and hearing science Nationally, 3-4 in every 1,000 children are born with a hearing loss. Very rarely, however, is deafness total; the great majority of newborns with hearing loss have some trainable residual hearing. When given appropriate equipment, these infants can detect many of the sounds of speech and have the same opportunities as hearing children to develop listening, language, speech and reading skills. These opportunities will not happen without qualified teachers. As technological breakthroughs allow children with severe and profound hearing loss to hear sound, skilled teachers are critical to helping children make sense of this sound and use it to learn to speak.

29. Gifted Deaf Students when I go into the education system and I teach deaf students, I act as a role model and in doing that it raises the expectations of the deaf students http://www.nexus.edu.au/teachstud/gat/vial_pat.htm

Constructing a culturally sensitive education for gifted deaf students Authors: Dr Wilma Vialle (University of Wollongong) and Mr John Paterson (The Royal NSW Institute for Deaf and Blind Children) Introduction Deafness as Cultural Difference As recently as thirty years ago, the Deaf were presented as a population without a language (Furth, 1966). However, as a result of the work of modern linguists, Sign Languages are now recognised as legitimate languages in their own right. In Australia, Auslan-the language of the Australian Deaf community-was given this recognition in the White Paper, Australia's Language: The Australian Language and Literacy Policy (Dawkins, 1991). The Deaf have also been widely regarded as a disability group and the term, hearing impaired, is one of the most recent terms that has been employed to describe a range of conditions from mild hearing loss to profound deafness. Many members of the Deaf community, however, object strongly to this deficiency model and prefer the term, Deaf, as they do not consider themselves 'impaired' (Power, 1992). The Deaf community does not view deafness as a condition to be pitied and cured as is the view held by the 'medical condition' construct that has characterised much of deaf education in the past. According to Butow (1994), it is no longer appropriate to use the terminology that has been used historically now that there has been a shift from the welfare focus to a human rights focus. Power (1992) has suggested that the notion of 'a handicapping society' defining the Deaf is evident in such inequalities as the disproportionate funding for cochlear implant programs compared to funding for Telephone Typewriter services and poorly supported aboriginal ear health programs. Further evidence of the attitudinal handicap adopted by the wider society towards the Deaf community is the assumption that deafness is a condition to be cured either by technology or by education in a listening-speaking environment so that the deaf person becomes as indistinguishable as possible from a hearing person.

30. Department Of Human Services to major in deaf education may obtain a Bachelor of Science in the School of education. This major is designed to prepare the student to teach kindergarten http://www.sfasu.edu/hs/deaf.htm

Generic 4 Year Plan Course Availability PROGRAM: Deaf Education Students wishing to major in deaf education may obtain a Bachelor of Science in the School of Education. This major is designed to prepare the student to teach kindergarten through grade 12 in programs for the deaf and hard of hearing. Courses in Speech and Hearing (SPH) SPH 130 Introduction to Speech Language Pathology - An overview of various types of communication disorders. Observation in the Speech and Hearing Clinic. SPH 172 Beginning American Sign Language (ASL) - An introductory course of the language of the deaf community, ASL, designed to teach principles, methods and techniques of visual-manual communication, including development of vocabulary, grammar and cultural awareness. Emphasis will be on the development of expressive and receptive language skills in American Sign Language. SPH 173 Manual Communication Beginning - Emphasis on development of signing skills. Mastery and practice, finger spelling and reading 1200-1400 signs.

31. International Deaf Children's Society - Improving Connection (GDC) is a nonprofit organization dedicated to improving deaf education in developing countries by providing deaf adult teachers to teach in the http://www.idcs.info/professionals_at_work/improving.html

PRINT CONTACT Submit a case study SEARCH Improving education for Jamaica’s deaf children 29 March 2004 Country: Jamaica Organisations involved Global Deaf Connection (GDC) The Jamaican Association of the Deaf Synopsis The Global Deaf Connection (GDC) is a non-profit organization dedicated to improving Deaf education in developing countries by providing Deaf adult teachers to teach in the local sign language. Currently there are programs in three countries, Kenya, the Democratic Republic of Congo and most recently, Jamaica. The Jamaican Association of the Deaf in Kingston invited GDC, along with representatives from the Ministry of Education, Deaf culture facilitators and other representatives to discuss the next step in improving education for Jamaica’s Deaf children. I went as a volunteer Global Ambassador for GDC. I expected that a large part of my work would be devoted to convincing people that Deaf can. I was wrong. From the moment the meeting began it was obvious that the participants agreed on one thing: Deaf adults should be teaching deaf children. I was impressed by the thoughtfulness put into the discussion, as well as the openness with which Jamaicans discussed the issues. I was not there, as I had planned, to convince people that Deaf adults should be teaching the Deaf children. I was not preaching about the importance of using sign language in the classroom. Instead what I found was a well-organized Deaf community that has already made those most important steps toward improving Deaf education.

32. Deaf And Hard/Hearing that anyone wishing a credential to teach any type of candidates can complete a special education training program State, we have implemented the deaf and Hard http://sweeneyhall.sjsu.edu/sers/deaf_hard_of_hearing.html

Department of Special Education, College of Education, San Jose State University College of Education SJSU Homepage Go To Home Introduction Vision Orientation Information New Information Programs Deaf and Hard/Hearing Early Childhood Mild/Moderate Moderate/Severe Intern Option Masters Degree Option RSP Certificate Admission Graduate Studies Forms Faculty Schedule Course Syllabi Resources FAQs Professional Preparation Requirements Preliminary Credential (Level I) Courses Professional Clear Credential (Level II) and Master's Degree Courses Minor in Deaf Education Form Program Requirements BA or BA from an accredited university Passing score on CBEST (Prior to admission) Sign Language proficiency in either SEE sign or ASL Appropriate subject matter competency Interview with Program Coordinator The Deaf and Hard-of-Hearing Education Credential Preparation program prepares teachers of deaf and hard of hearing youth with a strong focus on individual differences. All approaches, whether in terms of communication, placement or educational options are a part of the program curriculum. As a result, graduates from SJSU are prepared with a wide repertoire of skills and knowledge in communication, curriculum and a respect for individual differences and choices. SJSU also offers a Deaf Education minor for undergraduates with a strong focus on education deaf children and development of ASL and/or SEE sign language skills. For students entering into the graduate program, certain majors are approved at SJSU. Students may begin some of this coursework at the undergraduate level with a minor in Deaf Education. Go to

33. Services For Deaf People In A Rural Setting: Issues And Recommendations For Teac equipment to teach the child. deaf children need extra support. Share your experience with others in similar situation. Initiative for deaf education in the http://www.eenet.org.uk/deaf/initiat/teachers.shtml

Deafness Services for Deaf People in a Rural Setting: Issues and Recommendations for Teachers You are a teacher. Your school is in a rural area and the people are poor. There is a deaf child in your class of hearing children. Your are not a specialist in teaching deaf children. What do you do? Helpful Hints Remember Deaf children can benefit from school just like hearing children Deaf children can be taught Deaf children need extra support 1. How do I get to know the child? Relationships Put the child at ease by: Developing a positive relationship with the child. Finding out about his/her interests. Developing a positive relationship with his/her family and their wider community. Communication Get information from the family about their communication with the child. How do they communicate? In the beginning use the same kind of communication. If it works for the family it will work for you. Reading and Writing Concentrate on thinking, reading and writing skills. These are the key to the development of the child. Reading and writing can enhance future development. Later in life they can read newspapers, books, etc. to educate themselves further.

34. USAO Division Of Education, Deaf Education Graduates are eligible for certification by both the Oklahoma State Department of education and the council on education of the deaf to teach deaf students in http://www.usao.edu/~usao-divedu/deafeducation.htm

USAO Home Education Home Faculty Judy Brawner , M.S. Education of the Deaf This program prepares individuals to teach deaf and hard-of-hearing children. Graduates are eligible for certification by both the Oklahoma State Department of Education and the council on Education of the Deaf to teach deaf students in grades K-12. Bachelor of Science in Education of the Deaf Required Professional Education Core (26 hours): Course Title Hours Required EDUC 2002 Orientation to Teaching EDUC 2022 Education of the Exceptional Child EDUC 2103 Human Development and Learning EDUC 3102 Educational Psychology EDUC 3343 Educational Media and Technology EDUC 4305 Student Teaching in Elementary School EDUC 4405 Student Teaching in Secondary School EDUC 4452 Evaluation in Education DFED 4412 Classroom Management Required Core for Education of the Deaf (40 hours): DFED 1102 Foundations I DFED 1203 Foundations II DFED 1213 American Sign Language I DFED 2042 Practicum I DFED 2113 American Sign Language II DFED 2123 Language Development I

35. KU's Deaf Education Program Becomes Part Of School Of Education one in Kansas to offer master s and doctoral degrees in deaf education, as well as an undergraduate minor for education students preparing to teach in regular http://www.ur.ku.edu/News/01N/JulyNews/July31/deaf.html

July 31, 2001 Contact: Tom Skrtic, special education, (785) 864-4954 KU's deaf education program becomes part of School of Education LAWRENCE Elizabeth "Beth" Yoder, Lawrence master's student in deaf education at the University of Kansas, may not notice an administrative change in the deaf education program at KU and that's just fine with her and 23 other students in deaf education. Administration of the KU deaf education program, the only such program offered in Kansas, has moved from the School of Allied Health at the KU Medical Center campus in Kansas City, Kan., to the School of Education on the Lawrence campus. Angela Lumpkin, KU dean of education, said, "KU will continue to serve the education needs of the deaf and hard of hearing in Kansas through our special education department, which ranks number one in the country." Tom Skrtic, KU chair of special education, said change will help KU expand the research component to make it consistent with other graduate programs in special education. KU also plans to revise the teacher education component of deaf education to meet new state certification standards to be issued this fall. In addition to teacher certification, KU's nearly 50-year-old program is the only one in Kansas to offer master's and doctoral degrees in deaf education, as well as an undergraduate minor for education students preparing to teach in regular classrooms. Although allied health faculty had administered the program, KU's School of Education has granted the degrees in deaf education.

36. Home Graduates of the program are eligible for certification by the Council on education of the deaf (CED) Certification to teach in Arizona is granted after http://www.ed.arizona.edu/dhh/

Department of Special Education, Rehabilitation and School Psychology Graduate Teacher Preparation Program: Deaf/Hard of Hearing Currently under construction - some links below may not work. LINK TO COURSES FAQs when applying Internships Student Group Pictures Student Portfolio Websites Opportunities for Cultural Experiences at UA and in our DHH Program DHH L inks Chapter: Inclusion Challenges Living in Tucson links The link below is for our current students only! Current Students Our program has been awarded a 5-year Federal Grant which provides stipends for graduate students in the Master's degree program. Click here to find out more about our new Southwestern Project Grant. The D/HH Program at the U of A .... The Department of Special Education, Rehabilitation, and School Psychology (SERSP) at the University of Arizona supports a concentration in the preparation of graduate students who wish to become teachers of children who are deaf or hard of hearing (D/HH) The program is interdisciplinary within the University, utilizing faculty from several departments to provide students with appropriate core and elective course work:

37. Deaf Ed Teacher Prep Outof-state students and students wishing to teach in a state other than North Carolina should check with the education of deaf Children faculty concerning http://www.uncg.edu/ses/under/teach.html

Specialized Education Services Undergraduate Programs: Specialized Education Services Education of Deaf Children – Teacher Preparation Program Handbook The K-12 Hearing Impaired “A” licensure program provides preparation at the undergraduate level for students planning to teach children who are deaf or hard of hearing. Upon completion of the program, graduates are eligible for “A” licensure from the North Carolina Department of Public Instruction (K-12 Hearing Impaired). Out-of-state students and students wishing to teach in a state other than North Carolina should check with the Education of Deaf Children faculty concerning whether North Carolina has a reciprocal agreement with the state in which they are interested. • The program is designed to be completed in four years (15-18 hours a semester). • Students who transfer into the program may require additional semesters to complete the program. • Fieldwork and internship experiences take place in area public school program with students who are deaf or hard of hearing. The K-12 Hearing Impaired “A” “licensure degree program is a North Carolina Department of Public Instruction approved teacher licensure program, and listed coursework cannot be waived. The Bachelor of Science degree will not be awarded until all requirements; including student teaching have been completed in adherence with UNCG policies, procedures, and guidelines.

38. Rathwell Story deaf history, deaf culture and deaf psychology. She did not benefit from education classes, however. I didn t learn anything about how to teach children until http://www.utexas.edu/courses/tankard/Rathwell.story.html

A Hearing Teacher Can Survive in the Deaf Community By Anne-Marie Rathwell The school resembled any other school. Children were darting out of the doors, ready to head home on the school bus. Some stopped by the playground to play with their friends one last time. The second-grade classroom seemed small and cozy with just a few desks. A mathematics book lay on one of the desks waiting to be read, while marker boards filled with vocabulary words sat on the floor. One girl stepped into the classroom to give the teacher a picture of a bunny rabbit she had drawn. Then the two started to talk in sign language. The classroom belonged to Becca Gulian, a 26-year-old hearing teacher at Texas School for the Deaf (TSD) in Austin. Gulian has entered her third year of teaching second grade at TSD, and has managed to become part of the deaf community. "I am a part of it because this is where I teach everyday; this is what I love to do," she said. As a hearing person, Gulian adds a unique perspective to teaching because she can talk and listen to students who have the potential to develop speech and partial hearing. Gulian said she decided to become a teacher of the deaf after doing a career fair project in seventh grade. "My mom brought me to a school for the deaf in New Jersey and I said, `this is what I want to do when I grow up'."

39. Untitled Document deaf education graduates receive a Bachelor of Arts degree in Speech and Hearing and are certified in the state of New Jersey to teach in public, private and http://www.kean.edu/~cdd/pages/HandBook2.html

STUDENT HANDBOOK The Deaf Education program at Kean University prepares its graduates to become teachers of the deaf and hard of hearing. Deaf Education graduates receive a Bachelor of Arts degree in Speech and Hearing and are certified in the state of New Jersey to teach in public, private and residential programs serving students who are deaf and hard of hearing from kindergarten through high school. Graduates are able to infuse speech and auditory training into their teaching curriculum, as well as to use multiple forms of signed communication. Language is the primary challenge faced by any child who is deaf so the Deaf Education program is housed within the Department of Communication Disorders and Deafness in the College of Education at Kean University. The focus throughout the program is on language development in two languages: Standard English and American Sign Language. If you are considering a career in Deaf Education, please read this handbook. It is designed to help you see how the courses are sequenced in the program and it outlines the kinds of knowledge, skills and values that will be expected of you prior to graduation. It also highlights some of the additional activities and requirements that are offered to facilitate your learning experience. Students have fun in this major while learning how to impact the lives of others in a positive, constructive manner.

40. Research -Dissertations In Deafness & Hard Of Hearing Factors influencing the motivation to teach in deaf education, preschool through fifth grade, as identified by teachers in selected oral schools. http://www.nclid.unco.edu/Research/dissertations_deaf.html

Aramburo, J. (2003). Transition outcomes of students who are deaf or hard of hearing one to three years after leaving high school. Dissertation Abstracts International, 64 (05), 1595A. (UMI No. 3093157) Beaton-Vazquez, P. (2003). The sign language skills of hearing mothers and their relationship to the sign language skills of deaf adolescents. Dissertation Abstracts International, 41 (06), 1585. (UMI No. MQ78190) Benedict, B. S. (2003). Perceptions of family involvement in schools among families with deaf and hard of hearing children. Dissertation Abstracts International, 64 (09), 3243A. (UMI No. 3106422) Biederman, Y. M. (2003). Literacy learning in a bilingual classroom for deaf students: Negotiating between New Zealand Sign Language and English. Dissertation Abstracts International, 64 (09), 3167A. (UMI No. 3106370) Coco-Ripp, J. A. (2003). The effect of awareness training and planned contact on the provision of an inclusive environment for persons who are deaf. Dissertation Abstracts International, 64 (06), 2631B. (UMI No. 3094280) Devenow, P. S. (2003). A study of the CBM Maze procedure as a measure of reading with deaf and hard of hearing students. Dissertation Abstracts International, 64 (02), 478A. (UMI No. 3080382)

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