2008 - Gallaudet University

Transcription

Gallaudet University
1864 - 2008
Annual Report of Achievements
Instructional Programs
Research & Outreach
Laurent Clerc National Deaf Education Center
Dear Readers:
The FY 2008 Annual Report is a transitional document that departs from previous years’
practice of emphasizing process through narrative descriptions of activities. This report is results
oriented with an emphasis on numerical data. Because of the reorganization of some units, as well as
the university’s emphasis on documented results, not all units were able to complete the process of
defining specific goals, setting up sustainable data collection procedures, and generating quantitative
data in a single year. Future reports will reflect the university’s commitment to demonstrating
verifiable outcomes and results.
Summary
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A new, five-point strategic plan with specific targets and indicators was developed with
the community’s full participation and approved by the Board of Trustees.
The university successfully addressed accreditation issues identified by MSCHE. This
work was a major focus of the faculty and staff during FY 2007 and 2008 and resulted in
MSCHE’s reaffirming the university’s complete accreditation.
As predicted during the summer of 2007, undergraduate enrollment declined while the
quality of the admitted and enrolled students increased.
In response to the need to increase enrollments, recruitment initiatives targeted students
in mainstreamed programs and transfer students.
The university launched several new initiatives to improve recruitment and retention
through a commitment to better understand and respond to the needs of specific groups
of students.
To improve retention, the JumpStart Program provides additional support to help newly
admitted freshmen acclimate to collegiate life during the summer before their first term.
To improve retention and graduation rates, a new General Studies program was initiated
that reduced the total number of required credits while introducing multidisciplinary
courses.
Specific new student learning outcomes were developed, and all undergraduate degree
programs, down to the level of individual courses, were aligned with the outcomes.
Other recent initiatives include the introduction of capstone courses, internship
requirements, and the increasing integration of service learning in academic programs.
The university began a process of introducing specific standards for student support
services as a first step toward increased accountability in this area.
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Graduate student retention, completion, and ensuing employment remained strong
although applications and enrollments were down due to negative publicity associated
with the reaccreditation process.
Student Life units expanded their system of reporting the quantity and quality of services
provided as part of the university-wide commitment to accountability.
The faculty is facing significant retirements and an inability to replace faculty due to
budget constraints, thus producing some local instructional resource problems.
Scholarly activities remained strong as seen in the number of projects undertaken by the
faculty and the number of faculty publications and presentations.
Of special note was the continuation of two large externally funded research centers: the
Science of Learning Center on Visual Language and Visual Learning (VL2) and the
Rehabilitation Engineering Research Center on Hearing Enhancement.
Outreach activities were reorganized under the new College of Professional Studies and
Outreach, which began the process of increased accountability as seen in other units.
The Laurent Clerc National Deaf Education Center continued to make significant
contributions to the improvement of educational results for deaf and hard of hearing
children throughout the United States, especially through its national mission projects.
The goal of improving campus climate through engendering greater appreciation for
diversity was accomplished through the activities of the President’s Diversity Council.
In 2009 Gallaudet University will be engaged in a presidential search process led by the
Board of Trustees. Also, the Board of Trustees and the president have initiated a long-range
strategic planning process called “Gallaudet’s 2020 Vision.” This process will involve many
members of the campus community and stakeholders. The outcome of this process will help the
Board of Trustees define a long-range vision and strategic plan for Gallaudet and will help to
identify the qualifications, qualities, skills, and knowledge that the next president will need to lead
Gallaudet into the next decade.
Sincerely,
Robert R. Davila
President, Gallaudet University
Washington, D.C.
December 19, 2008
Table of Contents
INTRODUCTION ...............................................................................................................................................1
ACCREDITATION .................................................................................................................................................................................2
THE GALLAUDET MISSION AND VISION STATEMENTS ........................................................................ 3
NEW STRATEGIC PLAN FOR THE UNIVERSITY ....................................................................................... 4
FIVE STRATEGIC GOALS ....................................................................................................................................................................6
STRATEGIC PLAN I NDICATORS .........................................................................................................................................................8
PERFORMANCE INDICATORS....................................................................................................................... 9
GALLAUDET UNIVERSITY ORGANIZATION CHART .............................................................................. 11
ADMISSIONS, ENROLLMENT, RETENTION, AND GRADUATION ....................................................... 12
HIGHLIGHTS AND CHALLENGES ...................................................................................................................................................12
UNIVERSITY, UNDERGRADUATE, AND FRESHMAN STATISTICS...............................................................................................13
STRATEGIES TO ENHANCE ENROLLMENT ...................................................................................................................................20
UNDERGRADUATE EDUCATION ................................................................................................................ 21
HIGHLIGHTS AND CHALLENGES ...................................................................................................................................................21
ALIGNING COURSES WITH STUDENT OUTCOMES .....................................................................................................................21
UNDERGRADUATE A CADEMICS: STUDENT DEMOGRAPHICS, MAJORS, AND S TUDENT PERFORMANCE ........................22
GOALS FOR THE FUTURE .................................................................................................................................................................27
ACADEMIC SUPPORT SERVICES ......................................................................................................................................................28
GRADUATE EDUCATION...............................................................................................................................33
GRADUATE DEGREE PROGRAMS AND HIGHLIGHTS .................................................................................................................33
GRADUATE PROGRAM STATISTICS ................................................................................................................................................34
GRADUATE EDUCATION GOALS AND CHALLENGES.................................................................................................................39
STUDENT LIFE ................................................................................................................................................40
STUDENT ORGANIZATIONS ............................................................................................................................................................40
SELECTED N ONACADEMIC S UPPORT SERVICES..........................................................................................................................40
LIVING ON CAMPUS ..........................................................................................................................................................................42
UNIVERSITY FACULTY AND STAFF ............................................................................................................43
FACULTY AND STAFF HIGHLIGHTS ...............................................................................................................................................43
EMPLOYEE AND FACULTY CHARACTERISTICS ............................................................................................................................44
CHALLENGES AND PLANS FOR THE FUTURE ...............................................................................................................................46
RESEARCH ........................................................................................................................................................47
RESEARCH HIGHLIGHTS ..................................................................................................................................................................47
RESEARCH AT G ALLAUDET .............................................................................................................................................................47
THE PROJECT TABLE: A USER’S G UIDE .......................................................................................................................................49
PUBLICATIONS AND PRESENTATIONS ...........................................................................................................................................60
OFFICE OF SPONSORED PROGRAMS ..............................................................................................................................................71
UNIVERSITY OUTREACH ..............................................................................................................................79
UNIT ACTIVITIES ...............................................................................................................................................................................79
SPECIAL OUTREACH I NITIATIVES ..................................................................................................................................................85
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LAURENT CLERC NATIONAL DEAF EDUCATION CENTER .................................................................87
NATIONAL MISSION .........................................................................................................................................................................87
HISTORY .............................................................................................................................................................................................88
INTRODUCTION .............................................................................................................................................89
PUBLIC INPUT PROCESS ...................................................................................................................................................................89
PHASES OF NATIONAL MISSION PROJECTS ..................................................................................................................................90
GOVERNMENT PERFORMANCE AND RESULTS ACT (GPRA): CLERC CENTER ...............................92
INTERNAL OBJECTIVES ....................................................................................................................................................................94
NATIONAL MISSION PROJECTS...................................................................................................................95
NATIONAL MISSION DATA SUMMARY: TRAINING, TECHNICAL ASSISTANCE, INFORMATION
DISSEMINATION, AND EXHIBITS ...............................................................................................................97
TRAINING, TECHNICAL ASSISTANCE, AND I NFORMATION DISSEMINATION OVERVIEW ..................................................97
TRAINING AND TECHNICAL ASSISTANCE ....................................................................................................................................98
INFORMATION DISSEMINATION ....................................................................................................................................................98
PUBLICATIONS .................................................................................................................................................................................102
EDUCATIONAL PROJECTS ..............................................................................................................................................................103
DEMONSTRATION ELEMENTARY AND SECONDARY SCHOOL INITIATIVES ................................111
ACCREDITATION FOR GROWTH ...................................................................................................................................................111
KDES INITIATIVES ........................................................................................................................................................................112
MSSD I NITIATIVES .........................................................................................................................................................................114
KDES STUDENT CHARACTERISTICS, RELATED EDUCATIONAL SERVICES RECEIVED, AND
ACHIEVEMENT ............................................................................................................................................. 116
ENROLLMENT ..................................................................................................................................................................................116
KDES STUDENT CHARACTERISTICS ...........................................................................................................................................116
SUPPORT SERVICES .........................................................................................................................................................................120
MSSD STUDENT CHARACTERISTICS, RELATED EDUCATIONAL SERVICES RECEIVED, AND
OUTCOME ....................................................................................................................................................... 127
ENROLLMENT ..................................................................................................................................................................................127
MSSD S TUDENT CHARACTERISTICS ...........................................................................................................................................127
SUPPORT SERVICES .........................................................................................................................................................................131
MSSD S TUDENT OUTCOMES .......................................................................................................................................................136
DIVISION OF ADMINISTRATION AND FINANCE .................................................................................. 142
APPENDIX: RESEARCH SUMMARIES AND REGIONAL CENTER ACTIVITIES................................. A-1
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List of Figures and Tables
Figures
Figure 1. Total university enrollment, 2004–2008 ............................................................................................................................13
Figure 2. University enrollment by percent female, 2004–2008.....................................................................................................13
Figure 3. Percentage undergraduate enrollment by racial/ethnic background, 2004–2008 ......................................................14
Figure 4. Information on undergraduate hearing, 2004–2008........................................................................................................14
Figure 5. First-time freshmen applications, admissions, enrollments, 2004–2008 .....................................................................17
Figure 6. First-time freshmen, by last school attended, 2004–2008 ..............................................................................................17
Figure 7. Percentage freshmen who are female or from traditionally underrepresented groups (TUG), 2004–2008..........18
Figure 8. Freshman English and math placement test performance in percentages, 2004–2008 ............................................18
Figure 9. Freshman 25th, 50th, and 75th percentile scores, ACT composite, English, reading, and math tests,
2004–2008.....................................................................................................................................................................................19
Figure 10. First-time freshman retention rate in percentages by matriculation year, 2002–2007 ............................................19
Figure 11. First-time freshman 4-year and 6-year graduation rates in percentages by matriculation year, 1999–2004........20
Figure 12. Spring undergraduate enrollment by ethnicity, 2004–2008..........................................................................................22
Figure 13. Sophomore English and math performance by matriculation year, 2002–2006......................................................26
Figure 14. Demographics of degree recipients, AY 2003-2004 to AY 2007-2008 .....................................................................26
Figure 15. Senior academic performance, 2004–2008 .....................................................................................................................27
Figure 16. Students per advisor, 2004–2008......................................................................................................................................28
Figure 17. Number of undergraduate internships, AY 2007-2008 ................................................................................................28
Figure 18. Internship information, AY 2007-2008...........................................................................................................................29
Figure 19. English Language Institute enrollment, Fall 2004–Fall 2008 ......................................................................................30
Figure 20. Percentage of student body served by Mentoring Program, AY 2005-2006 to AY 2007-2008............................30
Figure 21. Percentage of student body served by OSWD, AY 2003-2004 to AY 2007-2008 ..................................................31
Figure 22. Visits to Tutorial Center per undergraduate, AY 2003-2004 to AY 2007-2008.......................................................32
Figure 23. Graduate applications, admissions, enrollments, 2004–2008 ......................................................................................34
Figure 24. Percentage new graduate students who are female or from traditionally underrepresented groups (TUG),
2004–2008.....................................................................................................................................................................................34
Figure 25. Percentage graduate enrollment by racial/ethnic background, 2004–2008 ..............................................................35
Figure 26. Graduate enrollment by hearing status, 2004–2008 ......................................................................................................35
Figure 27. Number of community service projects completed, AY 2005-2006 to AY 2007-2008 .........................................40
Figure 28. Visits to Hearing and Speech Center per student, AY 2004-2005 to AY 2007-2008 .............................................40
Figure 29. Percentage of student body served by Mental Health Center, AY 2003-2004 to AY 2007-2008.........................41
Figure 30. Patient visits to Student Health Services per student, AY 2003-2004 to AY 2007-2008 .......................................41
Figure 31. Students living on campus, AY 2003-2004 to AY 2007-2008.....................................................................................42
Figure 32. Employee demographics by employee category, 2003–2007 .......................................................................................44
Figure 33. Faculty statistics, 2003–2007 .............................................................................................................................................44
Figure 34. Regular and full-time temporary faculty by rank in percentages, 2003–2007...........................................................45
Figure 35. Faculty sign language proficiency by tenure status in percentages, 2003–2007 .......................................................45
Figure 36. Dollar amounts (in millions) for proposals and awards, FY 1999–2008...................................................................71
Figure 37. Research at Gallaudet, 2003–2007....................................................................................................................................72
Figure 38. Percentage of award funding in FY 2008 by sponsor...................................................................................................72
Figure 39. PST course information, AY 2004-2005 to AY 2007-2008.........................................................................................81
Figure 40. Percentage of courses by delivery method, 2005–2008................................................................................................82
Tables
Table 1. Degree-seeking Undergraduates by State, 2004–2008......................................................................................................15
Table 2. Degree-seeking Undergraduates by Country of Origin, 2004–2008..............................................................................16
Table 3. Undergraduate Declared Majors, Fall Semester, 2004–2008...........................................................................................23
Table 4. Average Class Size by Department, Fall Semester, 2004–2008 ......................................................................................24
Table 5. Average Class Size by Department, Spring Semester, 2005–2008 .................................................................................25
Table 6. Graduate Degree Program Enrollment by Degree Type and Discipline, Fall Semester, 2004–2008 ......................36
Table 7. Average Graduate Class Size by Department, Fall Semester, 2004–2008 ....................................................................37
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Table 8. Average Graduate Class Size by Department, Spring Semester, 2005–2008 ...............................................................37
Table 9. Graduate Degrees Awarded by Program, 2004–2007 ......................................................................................................38
Table 10. The Project Table: FY 2008 Research Projects, Categorized by Research Priorities ...............................................50
Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008....................................................................73
Table 12. FY 2008 Proposals: Report Period October 1, 2007 - September 30, 2008 ..............................................................76
Table 13. International Student Services Activities, Fall 2007–Summer 2008 ............................................................................80
Table 14. Gallaudet Leadership Institute Courses and Participants, AY 2007-2008..................................................................81
Table 15. Number of Enrichment Programs and Participants, AY 2007-2008 ..........................................................................82
Table 16. Services Provided by Gallaudet University Regional Centers, FY 2008 .....................................................................83
Table 17. ASL Program Classes and Participants, FY 2008 ...........................................................................................................83
Table 18. CAEBER Programs and Participants, AY 2007-2008 ...................................................................................................84
Table 19. Summer Contract Programs and Participants, 2008.......................................................................................................84
Table 20. Participation in Regional and National Academic Bowl Competitions, FY 2008.....................................................84
Table 21. Continuing Education Enrollment by State, AY 2004-2005 to AY 2007-2008 ........................................................85
Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products Dissemination, and Web Hits.........104
Table 23. FY 2008 Publications and Information Dissemination, Product Distribution .......................................................105
Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and Exhibits and Performances....106
Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas Served .......................................107
Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served ...................................................107
Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served.........................................108
Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served .....................................................108
Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted?......................................109
Table 30. FY 2008 Clerc Center Web Hits ......................................................................................................................................110
Table 31. KDES Enrollment, AY 2007-2008 .................................................................................................................................116
Table 32. Percentage of KDES Students by Hearing Level and Instructional Team, September 2007 ...............................117
Table 33. Number of KDES Students by Hearing Level and Instructional Team, September 2007 ...................................117
Table 34. Percentage of KDES Students by Race/Ethnicity and Instructional Team, September 2007 .............................118
Table 35. Number of KDES Students by Race/Ethnicity and Instructional Team, September 2007 .................................118
Table 36. Percentage of KDES Students With Disabilities by Instructional Team, September 2007 ..................................119
Table 37. Number of KDES Students With Disabilities by Instructional Team, September 2007.......................................120
Table 38. Percentage of KDES Students Receiving Support Services by Instructional Team, AY 2007-2008 ..................121
Table 39. Number of KDES Students Receiving Support Services by Instructional Team, AY 2007-2008.......................122
Table 40. Percentage of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 .........................123
Table 41. Number of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 ............................124
Table 42. Percentage of KDES Students Reading at Different Grade Levels by Instructional Team, AY 2007-2008 .....125
Table 43. Number of KDES Students Reading at Different Grade Levels by Instructional Team, AY 2007-2008 .........126
Table 44. MSSD Enrollment, AY 2007-2008..................................................................................................................................127
Table 45. Percentage of MSSD Students by Hearing Level and Grade, September 2007 ......................................................128
Table 46. Number of MSSD Students by Hearing Level and Grade, September 2007...........................................................128
Table 47. Percentage of MSSD Students by Race/Ethnicity and Grade, September 2007 ....................................................129
Table 48. Number of MSSD Students by Race/Ethnicity and Grade, September 2007.........................................................129
Table 49. Percentage of MSSD Students With Disabilities by Grade, September 2007..........................................................130
Table 50. Number of MSSD Students With Disabilities by Grade, September 2007..............................................................131
Table 51. Percentage of MSSD Students Receiving Support Services by Grade, AY 2007-2008..........................................132
Table 52. Number of MSSD Students Receiving Support Services by Grade, AY 2007-2008 ..............................................133
Table 53. Percentage of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 .........................134
Table 54. Number of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008..............................135
Table 55. Percentage of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008 ....................................136
Table 56. Number of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008.................................137
Table 57. Percentage of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008..........138
Table 58. Number of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008...................................139
Table 59. Percentage of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008...................................140
Table 60. Number of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008 ..................................141
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Introduction
Gallaudet University had its beginning in 1856 when Amos Kendall, postmaster general
during President Andrew Jackson’s administration and a well-known journalist and philanthropist,
established a school for children who were deaf and blind. He donated two acres of land and a
house located on one corner of his estate in northeast Washington, D.C. In 1857, he persuaded
Congress to incorporate Kendall School as the Columbia Institution for the Instruction of the Deaf
and Dumb and the Blind. The president of the United States (then James Buchanan) was the
school’s patron. Congress also agreed to pay the expenses of poor children from the District of
Columbia to attend the school.
Following Congress’ action, Kendall hired Edward Miner Gallaudet to be superintendent of
the institution. Gallaudet was the son of Thomas Hopkins Gallaudet, founder of what became the
oldest school for deaf children in the United States. Both Gallaudets believed that a national college
should be established for deaf students. Persuaded by Edward Miner Gallaudet and Amos Kendall,
Congress voted in 1864 to authorize the Board of Directors of the Columbia Institution “to grant and
confer such degrees in the liberal arts and sciences as are usually granted and conferred in Colleges.”
President Abraham Lincoln signed the bill and became the first patron of the National Deaf
Mute College. Edward Miner Gallaudet became president of both the institution and the college.
The institution retained its private status and has been governed continuously by a board that
includes both private citizens and members of Congress.
In 1865, blind students attending the Columbia Institution were transferred to the Maryland
School for the Blind, and the words “and the Blind” were dropped from the institution’s title.
The first class of what became Gallaudet University graduated in 1869. President Ulysses S.
Grant signed the diplomas of the three graduates. Since then, the president of the United States has
signed all Gallaudet diplomas.
Women were first admitted to the college in 1887. In 1891, a graduate department was
started to prepare graduates of other colleges to become teachers of deaf children.
In 1894, at the request of the alumni, the Board of Trustees renamed the college Gallaudet
College in honor of Thomas Hopkins Gallaudet. The corporation, including Kendall School, which
served children from first grade through high school, continued to be known as the Columbia
Institution until 1954, when Public Law 420 of the 83rd Congress changed the name of the entire
institution to Gallaudet College. Public Law 420 also stated Congress’ intent to continue adequate
financial support of Gallaudet and affirmed the importance of higher education for deaf people. In
1957, the Middle States Association of Colleges and Secondary Schools granted Gallaudet
accreditation. Every 10 years, this association reexamines Gallaudet, and the school has always
retained its accreditation.
Over the years, the campus and its facilities have grown to meet the needs of students, and
programs have evolved to serve deaf and hard of hearing individuals nationally and internationally.
In 1969, the Model Secondary School for the Deaf was established on the campus of
Gallaudet and Kendall School to devise, develop, and test innovative and exemplary courses of
study for deaf and hard of hearing high school students. In 1970, Kendall School was similarly
authorized by Congress to become a national demonstration school, and its name was changed to
Kendall Demonstration Elementary School.
Congress acted during the 1985-1986 academic year to recognize the growth and
development that has been an integral part of Gallaudet history. On August 4, 1986, President
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Ronald Reagan signed into law the Education of the Deaf Act of 1986, which bestowed university
status upon Gallaudet.
The Education of the Deaf Act, a section of the Higher Education Act, requires
reauthorizing Gallaudet University to receive federal appropriations every five years, and the
institution was reauthorized by the Education of the Deaf Act Amendments of 1992. These
amendments recognized and strengthened the role of the Model Secondary School for the Deaf and
the Kendall Demonstration Elementary School as exemplary schools designed to develop and
disseminate innovative programs to improve the education of deaf and hard of hearing children
throughout the nation. The 1992 amendments also established enhanced reporting requirements for
both the university and its precollege programs division. That division, known as Pre-College
National Mission Programs, changed its name effective Dec. 1, 1999, to the Laurent Clerc National
Deaf Education Center (or the Clerc Center) in honor of Laurent Clerc, a deaf Frenchman who was
instrumental in establishing the education of deaf people in the United States.
The Education of the Deaf Act Amendments of 2008 are the most recent amendments
reauthorizing the university to receive federal appropriations.
This report presents information concerning the university’s most important accomplishments
from October 1, 2007 to September 30, 2008 (henceforth FY 2008).
Accreditation
Gallaudet University is fully accredited by the Commission on Higher Education of the
Middle States Association of Colleges and Schools, and many of its programs also have full
accreditation from professional accrediting bodies, including: the American Psychological
Association (APA); American Speech-Language-Hearing Association (ASHA); Association of
Collegiate Business Schools and Programs (ACBSP); Conference of Educational Administrators of
Schools and Programs for the Deaf (CEASD); Council for Accreditation of Counseling and Related
Educational Programs (CACREP); Council on Education of the Deaf (CED); Council on Social
Work Education (CSWE); National Association of School Psychologists (NASP); National
Association of State Directors of Teacher Education and Certification (NASDTEC); and National
Council for Accreditation of Teacher Education (NCATE).
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The Gallaudet Mission and Vision Statements
As part of the process to reaffirm Gallaudet’s accreditation, the university rewrote its
mission and vision statements as follows:
Gallaudet Mission Statement
Gallaudet University, federally chartered in 1864, is a bilingual, diverse,
multicultural institution of higher education that ensures the intellectual and
professional advancement of deaf and hard of hearing individuals through American
Sign Language and English. Gallaudet maintains a proud tradition of research and
scholarly activity and prepares its graduates for career opportunities in a highly
competitive, technological, and rapidly changing world.
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Gallaudet Vision S tatement
Provide the highest quality liberal and professional education through
undergraduate and graduate programs for deaf, hard of hearing, and hearing
students.
Offer a welcoming, supportive, and accessible bilingual educational environment
for teaching and learning through direct communication.
Embrace diversity within the university community by respecting and appreciating
choices of communication while guiding students through their process of linguistic
and cultural self-actualization.
Pursue excellence in research, pedagogy, scholarship, and creative activity.
Lead the advancement of intellectual, social, linguistic, and economic vitality in
deaf people through educational, outreach, regional, international, and leadership
development programs.
Preserve deaf history and use visual media to promote the recognition that deaf
people and their signed languages are vast resources with significant contributions
to the cognitive, creative, and cultural dimensions of human diversity.
Position our community to reach its full human potential and assume its role as a
progressive global entity committed to civic responsibility and social justice.
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New Strategic Plan for the University
Gallaudet has maintained an evolving strategic plan since the mid-1990s. One of the many
unique aspects of Gallaudet is its relationship with the federal government (see “Introduction”) that
has included an annual appropriation since the mid-1800s. As a result of the Government Performance
and Results Act, Gallaudet has filed a strategic plan annually with the federal government since 1995
that includes quantitative goals and indicators to measure progress.
During the late 1990s and into the first few years of the new century, the university increased
the level of sophistication of the plan and the extent of community involvement in its planning
process. In 2004, this inclusive process resulted in the publication of a planning document entitled
“New Directions for Academic Affairs,” which laid the groundwork for subsequent planning and
culminated in spring 2005 with the announcement of eight institutional strategic goals. Implementation
of these goals was interrupted by a period of turmoil on campus that began with the appointment of
the university provost as the successor to the outgoing president in May 2006. Protests against the
appointment led to a campus closure in October 2006, the termination of the president-designate’s
appointment by the Board of Trustees, and the appointment of Dr. Robert Davila as interim
president, effective January 2, 2007.
As a result of issues raised during the protest and concerns about the adequacy of
Gallaudet’s accreditation reporting, the Middle States Commission on Higher Education (MSCHE),
the university’s regional accrediting agency, in November 2006 warned Gallaudet that it might be
out of compliance with several of the commission’s accreditation standards. The commission also
requested a report from Gallaudet addressing six concerns:
1. The effectiveness of shared governance, including the presidential search process
2. Nurturance of a climate that fosters respect among students, faculty, staff, and
administration for a range of backgrounds, ideas, and perspectives
3. Mission review and implementation of a comprehensive institutional strategic plan
4. Implementation of a comprehensive enrollment management plan that addresses student
recruitment, retention, graduation, and placement
5. Evidence of the academic rigor of the degrees offered
6. Procedures for ensuring accurate and timely disclosure of changes and issues affecting
the institution to the commission
Gallaudet reported to the commission on these issues in April 2007, and issue 6 was completely
resolved. In March 2007 President Davila established six work groups to address aspects of the
remaining issues. Following the appointment of Dr. Stephen Weiner as provost, President Davila
also established a coordinating council to guide the work groups and oversee compliance with all 14
MSCHE standards. Although one entire MSCHE standard (Standard 2: Strategic planning, resource
allocation, and institutional renewal) addresses strategic planning processes, continuous improvement
through planning and assessment permeates many of the other standards. Therefore, developing a
meaningful strategic planning process became a core responsibility of the coordinating council.
As a first step in planning and addressing the full range of MSCHE concerns, the work
group on mission developed a refocused mission statement. The group presented drafts of the
statement to the entire university community for review and feedback, and in June 2007 it presented
a revised statement to the Board of Trustees. Following the board’s review and further review by the
campus community, the new mission and vision statements emerged (see “Mission and Vision
Statements”), and they are guided by a rededication to Gallaudet’s heritage as a bilingual, signing
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community of students, teachers, and scholars. The board approved the revised mission and vision
statements in November 2007.
With the new statements adopted, the campus community then engaged in a brief discussion
of the challenges and opportunities that confront Gallaudet at the beginning of a new century. The
coordinating council then presented five strategic goals that respond to these challenges in carrying
out the university’s mission. These goals were distilled from both the eight original goals from “New
Directions for Academic Affairs” and the MSCHE’s issues of concern. President Davila decided
early in the planning process to reduce the number and complexity of the original eight goals to
enhance the prospects of achieving them.
This plan has been presented to the campus community and reviewed by the faculty and by
deans, directors, and budget unit heads; it has been revised in accordance with the president’s
initiatives on diversity, campus climate, pedagogy, and the use of the consortium. In fall 2007, the
MSCHE Coordinating Committee became the Academic Quality and Accreditation Committee of
the Academic Affairs Management Team. The Graduate School and Professional Program’s
Assistant Dean for Accreditation and Certification became its chair, and its membership now
includes the interim deans of Enrollment Management and General Studies, the Graduate School
and Professional Programs, the College of Professional Studies and Outreach, and the College of
Liberal Arts, Sciences, and Technologies; the chairs of the Council on Undergraduate Education and
the Council on Graduate Education; the Director of International Programs and Services; the
Executive Director for Assessment and Innovative Programs; the Executive Director of Gallaudet
University Press and External Affairs; and the Director of the Office of Institutional Research. The
current draft, which includes revised goals, draft objectives, and draft indicators, is the product of that
group. In the future, the plan will be expanded to include strategies, baseline data, and benchmarks.
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Five Strategic Goals
1. Gallaudet maintains and strengthens its unique position as a place in which higher
education, research, and scholarly pursuits of all kinds are conducted in an inclusive
environment where the American Sign Language (ASL)/English bilingual
communication abilities and potential of deaf students are fully realized.
• Gallaudet University expects levels of fluency and literacy in English and ASL that permit
unfettered communication on any topic at the level required in a university setting.
• Gallaudet commits to supporting the enhancement of ASL and English skills among all
members of its community through curricular innovation and positive learning experiences
that include intensive and continuous training and modeling.
• Gallaudet will play a preeminent role in research and publication regarding Deaf communities
and their signed languages, with special attention to academic uses of ASL.
• Gallaudet will assume a nationally leading role in promoting best practices in bilingual ASL
and English education.
• Gallaudet is committed to encouraging the widespread acquisition of ASL among all
populations, from infancy through adulthood.
2. Gallaudet enrolls a diverse and talented student body by establishing rigorous academic
programs and effective co-curriculum and services that support recruitment, retention,
graduation, and life-long learning.
• In order to improve the quality of its undergraduate offerings and increase the probability of
success of its students, Gallaudet will increase its admissions standards and recognizes that
this may reduce its undergraduate enrollment.
• Gallaudet will increasingly focus its undergraduate recruitment efforts on students who do
not attend residential programs for the deaf.
• Gallaudet will intensively assess and improve its recruitment and retention programs in order
to maximize undergraduate enrollment and graduation rates.
• In all of its programs, Gallaudet will seek to improve recruitment and retention to graduation
of students from traditionally underrepresented groups.
• Gallaudet will continue as the world leader in graduate programs training teachers of the
deaf and other professionals who work with deaf populations.
• Gallaudet instructional programs will demonstrate continuous improvement in the quality of
their offerings.
• Gallaudet will improve its undergraduate and graduate placement programs in order to
optimize postgraduation outcomes for all students
• Gallaudet leverages its location in Washington, D.C. so as to optimize opportunities for its
students.
6
3. Gallaudet creates and sustains a climate that fosters respect among students, faculty,
staff, and administrators for the full range of human diversity, educational backgrounds,
ideas, and perspectives.
• Gallaudet recognizes and rewards behaviors that promote and support the free exchange and
critical evaluation of ideas.
• Gallaudet creates, conducts, and assesses a program of educational activities for students,
faculty, teachers, and staff that promote understanding of and respect for the full range of
human diversity.
• Gallaudet’s human resources policies lead to the recruitment, hiring, retention, and promotion of
a workforce that reflects the face of America.
• Gallaudet enhances its position as the cultural heart of the world deaf community.
4. Gallaudet conducts exemplary programs of research, scholarship, and outreach within
the context of its visually oriented learning environment and with respect to its unique
service population.
• Gallaudet leverages its NSF Science of Learning Center on Visual Language and Visual
Learning (VL2) to enhance its position as the leading center for the study of the language
and educational needs of deaf people.
• Gallaudet integrates the educational and outreach responsibilities of the Clerc Center with
the research and outreach programs of the university to maximize the potential of both.
• Gallaudet encourages and rewards independent research and scholarship by its faculty and staff.
5. Gallaudet obtains the financial and other resources necessary to support excellence in its
programs and uses these resources effectively and efficiently.
• Gallaudet preserves and improves its priceless educational, cultural, and historical assets that
are the cornerstones of its educational programs and a treasured repository of materials for
the world-wide deaf community.
• Gallaudet enhances its image with the U.S. Department of Education and Congress and
becomes more responsive to the needs of the public.
• Gallaudet develops staffing plans that are consistent with its enrollment future and its other
public responsibilities.
• Gallaudet assesses its development activities continuously so as to maximize the potential for
private support of its programs, activities, and facilities.
• Gallaudet University is committed to the preservation of its extraordinary legacy of
landscape and architecture while reshaping the campus to build a collegial setting of lively
intellectual and cultural exchange in a visually engaging environment.
7
Strategic Plan Indicators
GOALS AND INDICATORS
Target:
End of AY 08-09
1. INCLUSIVE BILINGUAL ENVIRONMENT FOR REALIZING POTENTIAL
ASL undergraduate student learning outcomes assessments
(% Undergraduates receiving B or above in GSR 103 during first year)
English undergraduate student learning outcomes assessments
Campus Climate Survey: Bilingualism subscale
50%
3 out of 5
2. RIGOROUS PROGRAMS TO SUPPORT RECRUITMENT, RETENTION,
GRADUATION
Total undergraduate enrollment (GPRA)
Total graduate enrollment (GPRA)
First-year retention rate for first-time, full-time freshmen (GPRA)
Six-year graduation rate (GPRA)
Academic challenge (NSSE subscale: Seniors)
Active and collaborative learning (NSSE subscale: Seniors)
Content area licensure examination pass rate (Title II report)
BA/BS employment or postgraduate study rate (GPRA)
Graduate employment rate (GPRA)
Undergraduate internship rate (disaggregated by type of experience)
1,180
550
75%
31%
57.1
52.6
80%
82%
90%
3. CLIMATE OF RESPECT FOR DIVERSE PERSPECTIVES
Residence hall incidents per undergraduate
Drug or alcohol incidents per undergraduate
Supportive campus environment (NSSE subscale: Seniors)
Demographic profile of faculty/staff
Climate Survey: Respect and Trust subscale
Climate Survey: Freedom of Expression subscale
1.54
0.19
61
3.5 out of 5
3 out of 5
4. EXEMPLARY RESEARCH, SCHOLARSHIP, OUTREACH & CREATIVE ACTIVITIES
Research and scholarship activities
Continuing Education enrollment
750
5. RESOURCE UTILIZATION
Assets in deaf collection, archives, digital video
Facilities management
Educational cost per graduate (GPRA)
Student-to-faculty ratio
Student-to-staff ratio
Climate Survey: Communication subscale
8
$280,000
7.2
5
3.5 out of 5
Performance Indicators
Objective 1 of 4: The University programs, the Model Secondary School for the Deaf, and the
Kendall Demonstration Elementary School will optimize the number of students completing
programs of study.
Measure 1.1 of 11: The enrollment in Gallaudet University’s undergraduate degree-seeking
programs
FY 08 Target: 1,180
FY 08 Performance: 973
Measure 1.2 of 11: The enrollment in Gallaudet University’s graduate degree-seeking
programs
FY 08 Target: 425
Measure 1.3 of 11: The enrollment in Gallaudet University’s non-degree seeking programs
FY 08 Target: 295
Measure 1.4 of 11: The enrollment in the Model Secondary School for the Deaf
FY 08 Target: 225
Measure 1.5 of 11: The enrollment in the Kendall Demonstration Elementary School
FY 08 Target: 140
Measure 1.6 of 11: First-year persistence rate of first-time, full-time freshmen at the
university
FY 08 Target: 75%
FY 08 Performance: 64%
Measure 1.7 of 11: Graduate student persistence rate
FY 08 Target: 87%
Measure 1.8 of 11: Undergraduate cohort-based, 6-year graduation rate
FY 08 Target: 32%
Measure 1.9 of 11: Undergraduate graduation rate
(Note: Former method of calculation was a cumulative rate with no time limit.)
This indicator is no longer reported because of change to 6-year cohort measure
Measure 1.10 of 11: Graduation rate of graduate students
FY 08 Target: 84%
Measure 1.11 of 11: Graduation rate of Model Secondary School students
FY 08 Target: 90%
Objective 2 of 4: Gallaudet works in partnership with others to develop and disseminate educational
programs and materials for deaf and hard of hearing students.
Measure 2.1 of 1: The number of other programs and/or institutions adopting
Model/Kendall innovative strategies/curricula or modifying their strategies as a result of
Model and Kendall’s leadership
FY 08 Target: 55
9
Objective 3 of 4: Curriculum and extracurricular activities prepare students to meet the skill
requirements of the workplace or to continue their studies.
Measure 3.1 of 6: The percentage of bachelor’s degree graduates who were employed
during their first year after graduation
FY 08 Target: 82%
Measure 3.2 of 6: The percentage of bachelor’s degree graduates who were in advanced
education or training during their first year after graduation
FY 08 Target: 37%
Measure 3.3 of 6: The percentage of bachelor’s degree graduates who were not employed or
in advanced education or training during their first year after graduation
FY 08 Target: 10%
Measure 3.4 of 6: The percentage of Model Secondary School graduates who were in jobs
within four months to one year after graduation
FY 08 Target: New baseline to be set
Measure 3.5 of 6: The percentage of Model Secondary School graduates who are in
advanced education or training programs within four months to one year after graduation
Measure 3.6 of 6: The percentage of Model Secondary School graduates who were not in
jobs or postsecondary (advanced education or training) programs within four months to one
year after graduation
Objective 4 of 4: Improve the efficiency of operations at Gallaudet as defined by the cost per
successful student outcome, where the successful student outcome is graduation.
Measure 4.1 of 2: Federal cost per Gallaudet graduate
FY 08 Target: None
FY 08 Performance: $233,301
Measure 4.2 of 2: Total educational cost per Gallaudet graduate
FY 08 Target: None
FY 08 Performance: $292,279
10
11
Gallaudet University Organization Chart
Admissions, Enrollment, Retention, and Graduation
Highlights and Challenges
For specifics on graduate students, please refer to the section on graduate education.
In October 2007, the interim dean of Enrollment Management and General Studies
presented a strategic enrollment plan as part of the MSCHE reporting process. This plan is based on
recommendations from the president’s Enrollment Work Group, which reviewed various
documents including enrollment reports from 2002 to 2007. The goal of the plan is to return
Gallaudet to an undergraduate enrollment of 1,180 by fall 2008 and to increase the six-year
graduation rate to 55% by fall 2014 while maintaining a diverse student body. To do this, the
university must recruit a minimum of 295 academically qualified new students each year and retain
75% in the first year.
Mindful of the need to broaden recruitment opportunities to increase applications,
recruitment initiatives have targeted students in mainstreamed programs and transfer students. In
recruiting new freshman, the Office of Admissions organized 37 visits to schools for the deaf, 51
visits to local public school programs and 20 visits to postsecondary programs. It also attended 32
conferences or camps for recruitment purposes. Sixteen faculty or staff members were actively
involved in these recruiting efforts. Recruitment efforts have also focused on understanding and
responding better to the needs of specific groups of students. For example, the university has new
Web pages to answer questions students typically ask when considering applying to Gallaudet. These
pages include: “New to Sign Language?” “Academic Bowl for Deaf and Hard of Hearing High
School Students,” and a parents and families Web site. Also, a new Web-based software tool,
Hobsons, has allowed for more customized approaches to student recruiting as well as the ability to
track student communications.
To support the mission of a high quality education, ACT standards were raised to scores of
14 in reading, English, and Math (composite or average) for AY 2007-2008 admissions. This
admission requirement was based on the Office of Institutional Research’s analyses of characteristics
likely shared by successful Gallaudet students. Increased ACT admissions requirements have
resulted in a 25% smaller pool of fall 2007 applicants who meet eligibility requirements than pools
from the past ten years.
Another innovation was the design of an admissions assessment process using multiple
measures that weigh and balance characteristics, such as high school GPA and ACT scores, with
quality of courses taken and letters of recommendation, thus enabling the admissions team to make
decisions based on the total student profile. Whenever student admissions decisions are in question,
a faculty review committee is convened to make decisions. Admissions simulations were run using
this new rubric to further define the efficacy of the admissions criteria.
Although increased ACT admissions requirements resulted in a 25% smaller pool of eligible
fall 2007 applicants, the number of students accepted from that fall applicant pool for AY 2007-2008
is similar to that of the past five years. This data supports the current direction of recruitment
strategies, particularly given the challenge of raising standards and accreditation concerns. All
students who have been accepted have met either the new criteria or have been reviewed and
approved by a faculty admissions committee. Efforts to increase the yield of admitted to enrolled
students from 73% to 85% are in place. For example, faculty have made significant connections
through telephone and video conferencing campaigns with admitted students.
12
University, Undergraduate, and Freshman Statistics
The following charts and tables provide an overview of the university’s student body, with
an in-depth look at its undergraduate and first-time freshman students.
University Enrollment
Figure 1. Total university enrollment, 2004–2008
Figure 2. University enrollment by percent female, 2004–2008
13
Undergraduate Enrollment
Figure 3. Percentage undergraduate enrollment by racial/ethnic background, 2004–2008
Figure 4. Information on undergraduate hearing, 2004–2008
a. Number of undergraduates
b. Percentage of undergraduates
by hearing status
with cochlear implants
14
15
47
Connecticut
District of Columbia
94
26
20
24
1
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
0
14
Maine
10
Louisiana
7
Kansas
Kentucky
8
24
Indiana
Iowa
0
36
4
Hawaii
Illinois
19
Georgia
Idaho
50
Florida
6
12
Colorado
Delaware
1
107
23
Arizona
California
4
Alaska
Arkansas
5
Alabama
2004
2
33
27
25
105
1
13
9
12
7
32
48
1
7
21
54
8
66
12
9
113
4
25
2
5
2005
2
21
23
30
103
2
8
8
11
5
27
27
0
8
24
54
5
66
14
6
104
4
29
2
5
2006
3
23
28
16
92
0
6
7
11
5
34
53
0
7
21
45
5
61
14
3
99
5
25
2
3
2007
2
28
24
22
105
0
14
8
14
5
31
43
0
10
25
49
4
52
12
4
83
8
17
1
3
2008
Table 1. Degree-seeking Undergraduates by State, 2004–2008
15
Wisconsin
West Virginia
Washington
Virginia
Vermont
Utah
Texas
Tennessee
South Dakota
South Carolina
Rhode Island
Pennsylvania
Oregon
Oklahoma
Ohio
North Dakota
North Carolina
New York
New Mexico
New Jersey
New Hampshire
Nevada
Nebraska
Montana
Missouri
27
6
21
42
1
3
52
11
6
13
3
51
10
3
35
1
14
74
3
26
2
3
5
1
15
2004
21
3
21
41
2
3
47
13
5
14
6
55
10
1
38
1
14
76
8
35
1
1
3
1
13
2005
13
3
11
36
2
4
45
11
5
11
6
50
9
6
32
1
16
75
7
35
2
1
3
1
13
2006
13
1
10
38
1
5
48
10
2
6
4
43
11
1
36
1
12
57
4
35
1
0
2
2
13
2007
9
3
9
44
2
4
48
13
1
6
5
36
15
1
29
1
9
49
5
34
2
1
3
1
16
2008
1
0
2
0
0
Belarus
Bermuda
Botswana
Burkina Faso
Cameroon
2
6
1
0
0
0
0
1
0
4
1
1
0
0
2
Chile
China
Congo
Denmark
Gabon
Germany
Ghana
Great Britain
Greece
India
Ireland
Israel
Italy
Jamaica
Japan
53
1
Barbados
Canada
1
Argentina
2004
0
1
0
0
1
5
0
1
0
0
1
0
1
5
2
46
0
0
0
0
0
1
0
2005
6
1
0
1
1
3
0
0
0
0
1
0
0
4
2
40
0
0
1
0
0
1
0
2006
4
1
0
0
1
2
0
0
0
0
2
0
0
3
1
37
0
1
1
1
0
0
0
2007
3
0
0
0
0
1
0
0
1
0
2
0
0
3
2
28
0
1
1
1
0
0
1
2008
United Arab Emirates
Thailand
Taiwan
Switzerland
Sweden
Spain
South Korea
South Africa
Slovenia
Slovakia
Saudi Arabia
Rwanda
Philippines
Paraguay
Norway
Nigeria
Netherlands
Mexico
Lebanon
Kuwait
Korea
Kenya
Table 2. Degree-seeking Undergraduates by Country of Origin, 2004–2008
16
0
1
1
0
3
2
3
1
0
1
2
1
2
0
0
4
3
0
1
1
0
1
2004
3
0
2
0
3
1
4
1
0
0
2
1
2
0
1
5
2
0
1
1
0
0
2005
0
0
1
1
2
0
2
1
0
0
2
0
2
0
1
5
1
0
0
0
0
0
2006
0
0
1
2
2
0
1
0
1
0
2
0
0
0
1
3
0
0
0
0
0
1
2007
0
0
1
0
2
0
0
0
1
0
1
0
0
1
1
2
0
0
0
0
1
1
2008
Freshman Admissions, Enrollment, and Retention
Figure 5. First-time freshmen applications, admissions, enrollments, 2004–2008
Figure 6. First-time freshmen, by last school attended, 2004–2008
17
Figure 7. Percentage freshmen who are female or from traditionally underrepresented groups
(TUG), 2004–2008
Figure 8. Freshman English and math placement test performance in percentages, 2004–2008
18
Figure 9. Freshman 25th, 50th, and 75th percentile scores, ACT composite, English, reading, and
math tests, 2004–2008
a. Composite
b. English
c. Reading
d. Math
Figure 10. First-time freshman retention rate in percentages by matriculation year, 2002–2007
19
Figure 11. First-time freshman 4-year and 6-year graduation rates in percentages by matriculation
year, 1999–2004
Strategies to Enhance Enrollment
Programs and services for conditionally admitted students have been redesigned for the
entering class of 2008. These programs include:
JumpStart Program. This program is intended for newly admitted first-year students who
would be required to attend either Summer Bridge Program or New Signers Program (NSP), based
on their entering characteristics (e.g., ACT test scores, GPA, inexperience with ASL). In the past,
these programs were not optional. The two component programs are:
Summer Bridge Program. Students enroll in a one-credit personal discovery course that
promotes problem solving, communication, cultural awareness, and critical thinking skills. In
addition, participants take seminars in student success, wellness/physical fitness, and leadership
training. They also volunteer as student ambassadors during New Student Orientation.
New Signers Program. The New Signers Program (NSP) offers new students a four-week
immersion program in ASL and Deaf culture. This program is offered primarily for mainstreamed
students who do not use sign language as their primary language and have not experienced learning
in a deaf-centric environment. For the entering class of 2008, NSP will be strongly recommended
for some, but not all, students, depending on entry characteristics and direct assessment of student
skills rather than self-report. The effect on recruitment and subsequent admissions, enrollment, and
retention must be assessed before this becomes a requirement for all new signers.
Program Leading to Undergraduate Success. This program will be in place for all new
students in fall 2008 (and continuing students on academic warning or probation), who have been
identified as needing either extra academic support or study skill support. Students will be in special
sections of GSR 101 (formerly First Year Seminar) and will be required to access support services
such as tutoring, coaching, and time management. Presently the university is exploring policies to make
a one-credit student success course mandatory for students on academic warning or probation.
20
Undergraduate Education
Highlights and Challenges
The new general studies program requires students to take 40 credits in general studies
courses. Previously, students took 60 credit hours. Research shows that having fewer required
credits benefits students by giving them opportunities to explore more courses in their personal
interests. As a result, students can choose a minor in addition to their major or even double major or
double minor. Because the 21st century world is increasingly interdisciplinary, our graduates should have
skills in more than one area. Students will be able to pursue their interests with more elective courses.
All courses in the new curriculum emphasize skill development in critical thinking, language,
and communication. These abilities are at the heart of every course students take. The three
components of the new general studies curriculum are:
•
•
•
Freshman Foundation courses (4 courses, total 12 credits)
Integrated courses, including one service learning course (5–6 courses, total 24 credits)
Capstone Experience (1 course, total 4 credits)
The first general studies component, Freshman Foundation, gives students the fundamental
tools to progress toward the five competencies (see “Aligning courses with student outcomes”).
Through four courses—GSR 101: First Year Seminar, GSR 102: Critical Reading and Writing, GSR
103: American Sign Language and Deaf Studies, and GSR 104: Quantitative Reasoning Approach—
freshmen work to improve communication and problem-solving skills and begin thinking about
their own identity and college life. The four courses also have linked content.
Multidisciplinary and interdisciplinary courses have become common practice with many
colleges and universities across the nation. Courses are traditionally taught alone as isolated
disciplines with singular perspectives: for example, as a history course, an English course, or a
mathematics course. However, with integrated multi- or interdisciplinary courses, two or three
faculty from different departments (e.g., history, English, or sociology) co-teach a course, focusing
on a central topic. Faculty members can voluntarily design and offer integrated courses as long as
they meet the appropriate five competencies. The multi- or interdisciplinary approach to exploring a
specific topic from different perspectives hones critical thinking skills and introduces students to a
broad array of academic disciplines.
Aligning Courses With Student Outcomes
The Gallaudet University Student Learning Outcomes comprise five distinct competencies in
which all undergraduate students, irrespective of major, are expected to achieve proficiency at graduation:
•
•
•
•
•
Language and communication
Critical thinking
Identity and culture
Knowledge and inquiry
Ethics and social responsibility
In addition, individual academic programs have defined program-specific competencies in
which students in the major are expected to achieve proficiency at graduation.
The learning outcomes will be rigorously assessed, and the results will be used to evaluate
and improve the effectiveness of academic programs in a continuous cycle. All courses in the general
studies curriculum have been aligned with the university student outcomes. Courses required in the
21
majors, minors, and general elective courses are in the process of being aligned with both the
Gallaudet University Student Learning Outcomes and applicable individual program learning
outcomes. Thus, the entire undergraduate curriculum is being redesigned to be explicitly and
intentionally outcomes-based, with systematic outcomes assessment. The ongoing efforts to
establish a sustainable culture of outcomes assessment across all academic programs and academic
support services will enable the faculty, staff, and administrators to continuously monitor program
quality and initiate improvements as necessary.
Other recent initiatives include the introduction of capstone courses, internship requirements,
and the integration of service learning in more academic programs—all intended to better prepare
Gallaudet students for employment after graduation, graduate studies, and lifelong learning.
Undergraduate Academics: Student Demographics, Majors, and Student
Performance
Undergraduate Demographics
Figure 12. Spring undergraduate enrollment by ethnicity, 2004–2008
22
Undergraduate Majors and Class Information
Table 3. Undergraduate Declared Majors, Fall Semester, 2004–2008
Bachelor of Arts
American Sign Language
Art
Art History
Biology
Chemistry
Communication Studies
Computer Science
Deaf Studies
Digital Media
Education
English
French
Government
Graphic Design
History
Interpretation
Mathematics
Philosophy
Psychology
Self-Directed Major
Social Work
Sociology
Spanish
Studio Art
Television & Photography
Theatre Arts
Bachelor of Science
Accounting
Biology
Business Administration
Chemistry
Computer Information Systems
Computer Science
Economics
Economics & Finance
Family and Child Studies
Finance
Mathematics
Physical Education
Recreation & Leisure Studies
Total Declared Majors
2004
2005
2006
2007
2008
7
4
3
0
8
1
36
1
11
11
33
6
4
18
1
12
25
6
1
38
0
5
5
33
5
3
15
9
14
0
9
3
16
3
29
25
3
1
8
7
16
6
0
34
2
5
10
43
4
1
18
14
13
2
14
5
24
1
35
31
2
11
3
7
5
5
2
6
1
49
2
6
6
45
13
0
11
15
11
15
15
2
36
3
26
24
3
7
2
6
3
3
2
11
2
56
0
8
5
45
12
1
16
13
14
19
15
3
35
5
27
19
3
7
0
5
16
11
28
5
6
4
4
2
19
1
3
19
11
396
16
14
31
10
15
4
1
2
22
0
1
27
9
456
19
14
21
15
11
4
1
0
21
1
4
44
11
482
20
12
26
8
10
2
1
0
14
1
5
37
13
478
10
3
23
4
40
17
8
39
9
20
1
34
1
14
5
2
18
1
0
24
14
436
23
Table 4. Average Class Size by Department, Fall Semester, 2004–2008
Accounting (ACC)
American Sign Language (ASL)
Applied Literacy (ALT)
Art (ART)
Biology (BIO)
Business Administration (BUS)
Chemistry (CHE)
Ctr for Acad Pgms & Student Svcs (CAP)
Communication Studies (COM)
Computer Information Systems (CIS)
Computer Science (CSC)
Counseling (COU)
Deaf Studies (DST)
Economics & Finance (ECO)
Edu Foundations & Research (EDF)
Education (EDU)
English (ENG)
Family and Child Studies (FCS)
Foreign Lang, Lit & Culture (FLC)
French (FRE)
General Studies Requirements (GSR)
German (GER)
Government (GOV)
Hearing, Speech & Language Sci (HSL)
History (HIS)
Honors Program (HON)
Interpretation (INT)
Italian (ITA)
Latin (LAT)
Linguistics (LIN)
Mathematics (MAT)
Philosophy (PHI)
Physical Education (PED)
Physics (PHY)
Psychology (PSY)
Recreation (REC)
Religion (REL)
Social Work (SWK)
Sociology (SOC)
Spanish (SPA)
Theatre Arts (THE)
Womenʼs Studies (WMS)
Undergraduate Average
Note. NA = Class not offered that semester.
24
2004
8.9
8.3
NA
9.2
13.6
10.4
6.5
7.6
12.8
7.6
4.8
27
15.7
7.9
8.5
6.1
12
9.3
7.7
12.3
NA
5.3
10.5
10
12.9
1.3
NA
16
6.8
14.7
13.9
13.5
11
7.4
10.4
3.4
3.8
7.8
13.2
7.8
9.2
NA
9.8
2005
9.5
9.4
NA
7.7
12.8
14.9
11.3
10.1
13.3
7.2
5.8
47
11.3
7.4
12
9.9
12.9
12
3.3
16.3
NA
19
10.8
9.8
14.2
5.1
8
17
9.5
9.1
16.2
13.5
11.5
9.7
12.6
6
10
10.9
16.8
12.6
10.5
1
11.7
2006
9
9
8.9
9.5
13.6
16.7
6.8
9.4
11.4
5.4
4.3
21.5
13.4
12.4
8
10.1
11.1
10.9
5.5
10.4
NA
11.6
12.5
10.5
12.5
5.5
5
13
12.6
12
14.6
12.9
10.8
10.3
13.7
4.4
8.5
12.1
13.2
13.1
7.9
8
10.5
2007
8.1
9.5
7.6
7.5
12.7
14.8
6.1
1.8
11.8
6.8
3
5
11.8
8.3
9
8.9
11.8
6.8
6
8
13.6
13.7
8.1
8
13
1.3
5.6
NA
10
12.7
11.9
12.8
9.5
10.4
13.2
3.8
3.3
9.9
13.7
11.2
7.2
5
8.9
2008
12
9
9.8
7.8
14.2
12.4
6
1.9
13.3
5.9
2.6
25
13.1
16.3
13.5
8.3
11.6
8.7
10
8.6
12.9
1
6.9
13
14.2
8
6.2
8
NA
12
10.9
9.5
11.5
10.4
12.7
8.7
8
9.1
9.9
13.2
9.6
0
9.9
Table 5. Average Class Size by Department, Spring Semester, 2005–2008
Accounting (ACC)
American Sign Language (ASL)
Applied Literacy (ALT)
Art (ART)
Biology (BIO)
Business Administration (BUS)
Chemistry (CHE)
Ctr for Acad Pgms & Student Svcs (CAP)
Communication Studies (COM)
Computer Information Science (CIS)
Computer Science (CSC)
Counseling (COU)
Deaf Studies (DST)
Economics & Finance (ECO)
Edu Foundations & Research (EDF)
Education (EDU)
English (ENG)
Family and Child Studies (FCS)
Foreign Languages, Lit & Culture (FLC)
French (FRE)
General Studies Requirements (GSR)
German (GER)
Government (GOV)
Hearing, Speech & Language Sci (HSL)
History (HIS)
Honors Program (HON)
Interpretation (INT)
Italian (ITA)
Latin (LAT)
Linguistics (LIN)
Mathematics (MAT)
Philosophy (PHI)
Physical Education (PED)
Physics (PHY)
Psychology (PSY)
Recreation (REC)
Religion (REL)
Social Work (SWK)
Sociology (SOC)
Spanish (SPA)
Theatre Arts (THE)
Womenʼs Studies (WMS)
Note. NA = Class not offered that semester.
2005
10.1
7.5
NA
8.5
13.8
16.5
7.7
3.9
13
6.1
4.9
28
13.2
6.7
9
8.1
11.6
10.4
3.4
8.9
NA
5.3
10.9
8.8
15.9
13.4
NA
11
4.5
12.7
15.1
13.9
10.6
8.3
12
7.5
14
8.8
16.7
9
10.1
12
2006
7.5
12.6
NA
7.9
16.1
17.5
9.8
3.1
14.3
6
5.8
28
11.8
8.7
19
8.5
11.4
13.3
7.6
10.3
NA
14
10.6
11
15.3
5
8
9
4
12.2
13.1
9.3
13.4
10.3
15
4.7
19
9.9
15.7
11.1
9.5
NA
2007
8.9
6.2
9.6
8.3
10.7
16.3
7.1
3.9
11.1
6.1
3.5
26.5
15.2
7.7
18
10.7
11.5
6.1
4.2
8.6
NA
10
9.5
11
13.8
2.5
6.3
11
14
12.6
13.9
9.9
12.1
11.9
16.2
4.8
18
12.8
17.2
8.8
8
1
2008
9.5
6.6
6.2
8.7
10.8
14.9
5.4
2.2
11
7.3
2.8
6
15.6
8.9
18
9.9
11.4
9.8
11.3
9.4
12.4
8.8
8.2
NA
11.5
2.5
4.1
NA
5
16
10
8.7
10.2
13
15.7
7.4
8
11.3
10.5
10.1
9.8
1
25
Upperclassmen Demographics and Performance
Figure 13. Sophomore English and math performance by matriculation year, 2002–2006
a. Percentage completing English 102
b. Percentage completing Math 101
or above
or above
Figure 14. Demographics of degree recipients, AY 2003-2004 to AY 2007-2008
a. Gender
b. Ethnicity
c. Hearing status
26
Figure 15. Senior academic performance, 2004–2008
a. Degree applications and awards
b. Cumulative GPA by degree status
Goals for the Future
Realignment of resources to support the new general studies curriculum. The
transition in the general studies curriculum from 60 credits to 40 credits is proceeding smoothly,
despite some challenges as resources are realigned to support the new curriculum. The transition will
take several years as the students admitted under the old curriculum graduate. Although the new
general studies curriculum comprises fewer credits, the adoption of interdisciplinary and multidisciplinary
teaching and learning methods, as well as the explicit commitment to bilingualism (ASL and English),
may require more resources for its successful implementation during the first few years. However, the
transition is being achieved primarily with existing resources, and the intention is to implement a
successful transition without compromising program quality.
In addition to resources realignment, considerable faculty development is necessary to
increase the number of faculty members who are proficient at teaching the interdisciplinary courses
offered in the general studies curriculum and at integrating outcomes assessment into the
curriculum. As with the transition to the new general studies curriculum, the faculty development
initiatives will require several years of focused and sustained efforts to achieve the objectives.
Establishing a sustainable culture of outcomes assessment. Although many academic
programs at Gallaudet University have already implemented outcomes assessment, often as part of
their accreditation requirements, the practice is not yet completely infused throughout the
undergraduate curriculum. Plans to integrate outcomes assessments into all academic and academic
support programs are in place, but it generally takes several years of focused efforts to successfully
make outcomes assessment part of an institution’s culture. The Office of Academic Quality, the
Council on Undergraduate Education (CUE), the Council on Graduate Education (CGE), and the
academic deans are spearheading these efforts.
Implementing successful program reviews. As part of the initiatives to foster academic
excellence, plans are underway to resume reviews of academic and academic support programs. The
legislative councils (CUE and CGE) and the academic deans will collaborate to implement the
program reviews. The new cycle of reviews is expected to commence during spring 2009 and to
cover all academic and academic support programs by the completion of the cycle. Successful
program reviews require meticulous planning and execution by all stakeholders, so this initiative will
present considerable challenges over the next few semesters. However, the end results will be
academic and academic programs that reflect the university’s mission and are closely aligned with the
university’s strategic plan.
27
Academic Support Services
Figure 16. Students per advisor, 2004–2008
Academic Advising.
Academic Advising provides
academic and career advising for
pre-major students and walk-in
service for all other students.
When they arrive at Gallaudet
University during New Student
Orientation, each student is
assigned a professional advisor in
Academic Advising. Pre-major
academic and career advising
includes individual and group
advising for new students,
interviews, academic planning
meetings, course registration,
interest and personality testing
(such as Self-Directed Search and the Myers-Briggs Type Indicator), computerized career guidance
programs, and assistance in selecting an academic major that best matches the student’s values,
interests, personality, and skills.
Academic advisors work extensively with academic departments on academic policy,
procedure, and curriculum. They are available to faculty for information sharing and other academic
and career advising concerns. Academic advisors also work closely with other student support
offices to enhance students’ academic performance and general welfare.
Figure 17. Number of undergraduate internships, AY 20072008
Career Center. The
Career Center offers students
cooperative education, internship,
and job search advising. It also
maintains contact with hundreds
of employers for recruiting and
career education of students and
alumni. Employers visit the
campus annually to conduct
information sessions and oncampus recruiting and to
participate in classes, workshops,
and career fairs. Through the
internship program, students can
acquire work experience related to
their major studies and career
goals. Through job search advising,
students learn how to look for a job and are guided in seeking part-time, summer, and full-time
employment.
Both the internship and job search programs offer students guidance with exploring career
options, refining job search techniques, networking, preparing resumes and/or federal job
28
applications, developing portfolios, interviewing, working with interpreters, and understanding
accommodation strategies. The emphasis is on empowering students to pursue and achieve career
goals in the business and professional world. Among the Career Center’s resources for students and
alumni is an extensive career library.
The internship program places students in private industry, government agencies, social
service organizations, and educational institutions. Working with Career Center staff, students can
arrange placement locally, nationally, and internationally. Also with staff guidance, students learn
how to research and develop their own placements. Examples of placement sites include premier
university research centers, the White House, federal agencies and research facilities, congressional
offices, hospitals, public and private schools, and deafness-related educational and social
organizations. Many students participate in more than one placement, supplementing their academic
studies with valuable hands-on experience. Students may earn up to 12 academic credits for their
internship placements.
Figure 18. Internship information, AY 2007-2008
a. Internships by type of work site
b. Average hours worked per internship
The Career Center collaborates with academic departments and employers to help students
achieve internship requirements for select majors. The center also sponsors or cosponsors a variety
of career-related seminars, conferences, classes, and programs throughout the year. A career fair, an
on-campus student employment fair, and a graduate school fair are often among those offered. The
center also provides graduate school admission testing (Miller Analogies Test and Graduate Record
Examination).
29
English Language
Institute. The English Language
Institute offers full-time
instruction in English as a
second language, ASL, and
cultural studies to international
deaf students. Intensive study
throughout the academic year
helps students become proficient
in English and ASL, prepare for
academic study in the United
States, and enhance their
employment potential.
Figure 19. English Language Institute enrollment, Fall 2004–
Fall 2008
Figure 20. Percentage of student body served by Mentoring
Program, AY 2005-2006 to AY 2007-2008
30
Mentoring Program.
The purpose of the mentoring
program is to support new
students. These relationships are
flexible and are defined by the
interests of the student and his
or her mentor. Mentors and
students can meet casually to
chat, have lunch together, or
attend campus functions. They
can also have serious discussions
about choosing a major, planning
for a future career, and achieving
academic success.
Office for Students
Figure 21. Percentage of student body served by OSWD, AY
2003-2004 to AY 2007-2008
With Disabilities. The Office
for Students With Disabilities
(OSWD) provides individually
tailored, comprehensive support
services and programs for
students with disabilities. OSWD
empowers eligible students to
succeed in their pursuit of higher
education by working to ensure
equal access and opportunity to
curricular and extra-curricular
activities. Faculty and staff,
administrators, alumni,
paraprofessionals, and parents
and families also benefit from
services and programs. Support
services and programs are designed to meet the individual needs of those being served and are
coordinated with services offered on campus and in the community.
OSWD coordinates with both on- and off-campus entities to provide:
•
•
•
•
Psychoeducational and psychological
evaluations to assess learning disabilities,
attention deficit hyperactivity disorders,
and psychological disorders
Individualized support service plan
development
Support service counseling/advising
Advocacy training
•
•
•
•
•
•
•
•
Academic advising
Career development interpreting
Note taking
Specialized testing
Study lab
Orientation and mobility training
Reader/scribe services
Accessibility consultation
Information and referral services include assistance in attendant care, wheelchair repair,
Seeing Eye dog training, tutoring, mental health care, medical services, and legal advice.
Programs and services offered by OSWD include: adaptive technology assessment and
training, Braille/large print services, faculty development seminars, scholarships, public service and
outreach, support groups and advisory boards, and compensatory/study skills training.
31
Figure 22. Visits to Tutorial Center per
undergraduate, AY 2003-2004 to AY 2007-2008
32
Tutorial and Instructional Programs.
The Tutorial Center is a free academic support
service for Gallaudet students who have
academic difficulties or wish to improve their
grades. Tutoring is available individually or in
small groups for all courses except English.
English Works! provides English language
tutoring. Tutors help students improve in their
courses by working on specific problem areas
and teaching course-specific study skills.
Graduate Education
Graduate Degree Programs and Highlights
Gallaudet’s Graduate School continues to offer degree programs that are accredited by their
respective accrediting bodies and continues to attract and retain students with the academic quality
of its programs. In FY 2008, the following programs were reaccredited:
•
•
•
Ph.D. in Clinical Psychology (American Psychological Association, APA)
M.A. in Mental Health Counseling and M.A. in School Counseling and Guidance
(Council for Accreditation of Counseling and Related Educational Programs, CACREP)
M.A. in Deaf Education (Council on Education of the Deaf, CED)
The Graduate School’s recruiting efforts included the following:
•
•
•
•
Sponsorship of the university’s presence at Deaf Youth USA camp and the National
Association of the Deaf convention (both in New Orleans, La., July 2008)
Attendance at the National Association of Graduate Admissions Professionals annual
conference (Denver, Colo., April 30–May 3, 2008)
Creation of outreach materials for prospective graduate students, including a new
financial aid brochure, Facebook account and incoming and exit survey
Presentation at Bowie State University, Bowie, Md., and a visit to Towson State
University, Towson, Md.
In addition, the Council on Graduate Education (CGE) adopted a mission statement aligned
with the university’s new mission:
The Graduate School at Gallaudet University draws on Gallaudet’s rich heritage, distinguished
faculty and staff, and ASL-English bilingual environment to carry out its multifaceted mission to:
(a.) prepare deaf, hard of hearing, and hearing scholars, leaders, and practitioners from diverse
backgrounds to excel in their professions and disciplines; and
(b.) generate knowledge, via research and other scholarly activities to inform theory and practice in
the professions and disciplines represented by graduate programs.
The knowledge, skills, and dispositions addressed in the various graduate programs are
aligned with professional accreditation standards as well as the Graduate School’s own high
academic expectations.
All graduate programs aligned their own mission statements with that of the Graduate
School and developed student learning outcomes at the program level. CGE, which has primary
responsibility for graduate curriculum and policies, created new course proposal forms and syllabus
guidelines requiring: (a) course-level student learning outcomes be stated in clearly observable terms
and be aligned with program-level outcomes; (b) learning opportunities for achieving these
outcomes be specified; and (c) assessments of these learning outcomes be clearly delineated. Efforts
are now underway to ensure that all programs and courses are revised in accordance with these
requirements according to CGE-mandated timelines.
33
Graduate Program Statistics
Graduate Applications, Admissions, and Enrollment
Figure 23. Graduate applications, admissions, enrollments, 2004–2008
Figure 24. Percentage new graduate students who are female or from traditionally underrepresented
groups (TUG), 2004–2008
34
Figure 25. Percentage graduate enrollment by racial/ethnic background, 2004–2008
Figure 26. Graduate enrollment by hearing status, 2004–2008
35
Graduate Program Performance Statistics
Table 6. Graduate Degree Program Enrollment by Degree Type and Discipline, Fall Semester, 2004–2008
Doctorate
Administration: Special Education
Hearing, Speech & Lang. Sci.: Au.D.
Hearing, Speech & Lang. Sci.: Ph.D.
Deaf Education
Linguistics
Psychology: Clinical
Masterʼs
Administration
Counseling: Mental Health
Counseling: School
Deaf Studies
Developmental Psychology
Deaf Education: Advanced Studies
Deaf Education: ASL/English Bilingual
Deaf Education: Elementary
Deaf Education: Family-Child Centered
Deaf Education: Multiple Disabilities
Deaf Education: Secondary
Deaf Education: Special Programs
International Development
Interpretation
Leisure Services
Linguistics
Social Work
Speech-Language Pathology
Specialist
Administration & Supervision
Change Leadership in Education
Deaf Education
School Psychology
Certificate
Deaf History
International Development
Leadership
Management
*Program not begun
**Program terminated
36
2004
2005
2006
2007
2008
27
34
*
13
14
34
27
33
6
20
18
32
20
38
8
20
16
34
23
39
9
17
16
38
20
41
13
14
15
36
12
24
27
21
11
0
*
12
15
17
4
5
*
17
8
19
31
25
12
20
24
24
17
1
6
16
10
21
10
7
*
10
6
17
37
24
7
17
25
27
6
0
9
6
13
9
10
5
8
13
6
11
41
23
5
13
25
22
6
1
10
12
8
6
7
7
18
19
3
11
39
23
5
13
21
18
**
0
10
9
8
5
10
12
20
22
9
10
33
24
0
*
0
19
1
14
1
21
0
14
1
16
0
8
0
15
0
12
0
16
1
15
3
3
4
16
0
2
3
11
0
6
12
9
0
4
13
3
1
2
Table 7. Average Graduate Class Size by Department, Fall Semester, 2004–2008
Counseling
Deaf Studies
Educational Foundations & Research
Education
Government
Hearing, Speech & Language Sciences
History
Interpretation
Linguistics
Psychology
Recreation
Social Work
Graduate Average
2004
3.6
5
9.2
0
9.9
7.7
8
6.9
0.5
5.9
4.8
4.9
1
8.5
6.1
2005
4.9
7
7.7
8
7.6
2.8
7
8
3
5
4.6
4.6
2
10.2
5.1
2006
3.9
5.1
7
6.3
10.6
5.5
12
6.7
3.3
5.2
2.9
4.2
1.4
9.3
5.5
2007
3.9
2.7
6.1
5.7
8.1
6
10
7.7
3.5
9.1
2.2
4.4
2.5
13.9
5.8
2008
5.7
2.8
7.2
7.4
8.2
5.2
13
8.3
5.5
9.9
2.3
4.5
7
8.1
6
Table 8. Average Graduate Class Size by Department, Spring Semester, 2005–2008
Biology
Counseling
Deaf Studies
Economics & Finance
Educational Foundations & Research
Education
Hearing, Speech & Language Sciences
History
Interpretation
Linguistics
Psychology
Recreation
Social Work
Graduate Average
Note. NA = Class not offered that semester
2005
6.5
1.4
5
8.5
10.2
NA
7.5
4.8
7.8
13
7.4
5.5
4.8
2.8
6.7
5.8
2006
3.2
3.3
11
5.9
6.9
NA
7.6
4.7
6.3
8.3
3.8
2.9
4
1
8.1
4.8
2007
4.7
4
0
4.8
7.8
5
7.3
5.8
7.8
5
4.2
3.1
4.8
3
8.1
5.6
2008
3.1
5
11
5.5
4.8
9
8
4
5.6
2
8.6
1.9
4.2
0.3
11.3
4.8
37
Table 9. Graduate Degrees Awarded by Program, 2004–2007
2004
Doctorate
Administration: Special Education, Ph.D. (SPEDNADM)
Audiology, Au.D. (AUD)
Audiology, Ph.D. (AUDPH)
Deaf Education, Ph.D. (PHD DEAFED)
Linguistics, Ph.D. (LIN PHD)
Psychology: Clinical, Ph.D. (CLINIC PSY)
Masterʼs
Administration, M.S. (ADMIN)
Audiology, M.S. (AUDMS)
Counseling: Mental Health, M.A. (MH COUNSEL)
Counseling: School, M.A. (SCHOOL COU)
Deaf Studies, M.A. (DST)
Developmental Psychology, M.A. (DEVPSY)
Deaf Edu: Advanced Studies, M.A. (ADVAN STUD)
Deaf Edu: ASL/English Bilingual, M.A.T. (ASL/ENG)
Deaf Edu: Elementary M.A. (ELEMENTARY)
Deaf Edu: Family-Child Centered, M.A. (FCCE)
Deaf Edu: Multiple Disabilities, M.A. (MULTI)
Deaf Edu: Secondary, M.A. (SECONDARY)
Deaf Edu: Special Programs, M.A. (SPECIAL MA)
HSL: Non-Clinical, M.S. (HSLNC)
Interpretation, M.A. (INTERPRET)
Leisure Services Admin, M.S. (LSA)
Linguistics, M.A. (LINGUISTIC)
Psychology, M.A. (PSYCHMA)
Social Work, M.S.W. (SOCIAL WRK)
Speech-Language Pathology, M.S. (SLP)
Specialist
Admin & Supervision, Ed.S. (ADM & SUPV)
Change Leadership in Edu (CHLED)
Deaf Edu: Specialist, Ed.S. (EDS DEAFED)
Psychology: School, Psy.S. (SCHOOL PSY)
Certificate
Deaf History, Certificate (CERT-HIS)
International Development, Certificate (CERT-INTLD)
Integrating Tech in the Classroom, Certificate (CERT-ITC)
Management, Certificate (CERT-MGMT)
Grand Total
*Program not begun
38
2005
2006
2007
4
9
0
1
1
5
1
7
1
1
2
3
1
5
0
3
0
1
3
6
1
1
0
5
10
0
5
13
12
5
2
*
8
5
2
1
5
1
6
2
8
5
7
12
5
5
10
6
7
7
1
0
8
2
8
3
4
7
6
2
11
1
16
12
4
6
8
13
12
6
0
3
1
5
0
1
5
0
2
3
5
5
15
10
5
10
7
7
10
6
1
4
3
4
0
1
3
0
6
1
6
7
19
11
5
0
1
3
1
7
1
9
0
5
1
5
0
7
0
4
0
6
6
0
150
1
0
0
2
157
1
0
0
0
126
0
0
0
1
139
Graduate Education Goals and Challenges
Concerns about Gallaudet’s accreditation status had a negative effect on the Graduate
School’s FY 2008 enrollment. Graduate students are keenly aware of the importance of
accreditation, and when applicants who did not accept Gallaudet’s offer of admission were queried,
concerns about accreditation were paramount. On the other hand, according to a survey conducted
by the Graduate Admissions Office, those applicants who matriculated did so because (a) the
program offerings matched their main interests, (b) the reputations of the graduate faculty were a
significant draw, and (c) Gallaudet offered a bilingual ASL/English learning environment. These
factors contributed to steady enrollment despite MSCHE’s placing Gallaudet on probation and
delaying reaccreditation until June 2008.
Goals for the Graduate School in FY 2009 are to maintain the quality of current programs
and to implement continuous improvement based on assessment of student learning outcomes at
the program level. Curriculum revisions are currently underway to streamline some programs. In
addition, graduate programs are developing alternative formats of study including online degrees,
hybrid degrees, and certificates to serve constituencies who wish to pursue graduate education at
Gallaudet but are unable to be in residence. Some programs are expected to grow. For example, the
Department of Hearing, Speech, and Language Sciences has moved into its new facilities in the
Sorenson Language and Communication Center (SLCC) and plans to admit a larger number of
students as a result of the enhanced infrastructure supporting the program. The Department of
Interpretation plans to expand its bachelor’s degree program by entering into partnerships with
community colleges. The NSF-supported Science of Learning Center on Visual Language and Visual
Learning (VL2) and the Rehabilitation and Engineering Research Center on Hearing Enhancement
(RERC-HE), both housed in the SLCC, offer students numerous opportunities for research
internships, assistantships, and fellowships. These interdisciplinary research centers are expected to
attract graduate students and enhance the quality of the graduate experience at Gallaudet. An
interdisciplinary doctoral degree is being developed to take full advantage of the opportunities
offered by these research centers.
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Student Life
Student Organizations
In addition to the active Student Body Government, the university supports 28 clubs and
other organizations including fraternities, sororities, and special student unions such as the AsianPacific Organization and the Rainbow Society.
Selected Nonacademic Support Services
Community Service
Figure 27. Number of community service projects completed,
AY 2005-2006 to AY 2007-2008
Programs. This office
coordinates community service
opportunities for students and
organizations. Students perform
community service hours each
year as part of their graduation
requirements, and student
organizations must provide
services to stay in good standing.
Figure 28. Visits to Hearing and Speech Center per student,
AY 2004-2005 to AY 2007-2008
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Hearing and Speech
Center. Students, faculty, and
staff, as well as their immediate
family members, can take
advantage of the center’s many
services. Services include, but are
not limited to, audiological
evaluations; hearing aid
evaluations, purchase, and/or
servicing; walk-in clinic; cochlear
implant services; and
communication, speech, and/or
language enhancement services.
Speech-language services are also
offered for hearing family
members.
Mental Health Center.
The center provides mental
health services to students.
Through its training programs,
the center also serves deaf and
hard of hearing individuals and
their families in the Washington,
D.C. area.
Figure 29. Percentage of student body served by Mental
Health Center, AY 2003-2004 to AY 2007-2008
Figure 30. Patient visits to Student Health Services per student,
AY 2003-2004 to AY 2007-2008
Student Health
Services. Student Health
Services provides primary health
care to students, staff, and
faculty and also assists with
access to specialty or emergency
services.
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Living on Campus
Many students opt to live on campus and use that time to study, work part-time, and
participate in campus activities. Living on campus provides more social and learning opportunities;
flexible study schedules; and convenient access to Gallaudet’s library, computer labs, and
Washington, D.C. All rooms are wired for telephone, computer, and cable TV with free Internet and
cable access for residents.
The residence hall staff works together with residents to provide a sense of community
through educational programs and living arrangements. Students may opt to live in themed
communities such as “Sports and Recreation” or “Leadership.” These communities group together
residents who have common interests and goals on the same floor or wing, thereby encouraging
students to interact in a socially and educationally supportive environment.
The university campus has six residence halls. For safety and security reasons, they are
locked 24 hours a day, 7 days a week and require a resident’s access card for entry. Each building has
vending machines and laundry facilities in the basement for residents’ use. Washers and dryers are
card operated, and students can purchase cards for $1.00 per load from the Department of Public
Safety in Carlin Hall.
Figure 31. Students living on campus, AY 2003-2004 to AY 2007-2008
a. Number of students by semester
b. Percentage of students living on campus
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University Faculty and Staff
Faculty and Staff Highlights
Gallaudet University faculty teach undergraduate, graduate, and continuing education
courses through the College of Liberal Arts, Sciences, and Technologies; the Graduate School and
Professional Programs; and the College for Professional Studies and Outreach. An increasing number
of undergraduate faculty members are developing and teaching courses in the new general studies
curriculum, which offers interdisciplinary courses for freshmen, pre-major, and major students.
Several faculty members have been named Faculty Fellows, responsible for special initiatives.
One is responsible for operationalizing the bilingual mission; others are working with the interim
dean of Enrollment Management to conceptualize and implement new programs, such as a first-year
study abroad tour, a general studies degree program, and an adult completion program.
The university welcomed 14 new faculty members this year, one in January 2008 and 13 in
August 2008. The offices of the Provost and Public Relations developed and distributed a brochure,
New Faculty 2008-2009.
Gallaudet will host four visiting professors during academic year 2008-2009, two in fall 2008
and two in spring 2009. Both fall 2008 visiting professors are published authors; one is affiliated
with the Department of English and the other with the Department of ASL and Deaf Studies. In
addition to teaching, they are working on special projects. The Department of ASL and Deaf Studies
and the Department of Linguistics will host the spring 2009 visiting professors.
The President’s Fellows and pre-tenure track faculty programs provide alternate avenues to
full-time regular faculty status for people who are studying for terminal degrees. There are 11
President’s Fellows this year. Several past President’s Fellows are now full-time regular faculty
members, and two have been awarded continuous tenure.
The faculty continues to use cutting-edge technology in their teaching. The vast majority of
courses have online components, including Blackboard (academic portal), dedicated Web sites,
multimedia presentations, videoconferencing, and collaboration with other departments and institutions.
Academic Technology, Library, and Archive Services has robust e-learning resources, and e-learning
facilitators are assigned to each academic department and unit to assist faculty and students.
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Employee and Faculty Characteristics
Figure 32. Employee demographics by employee category, 2003–2007
a. Percentage who are deaf or
b. Percentage who are from traditionally
hard of hearing
underrepresented groups
Figure 33. Faculty statistics, 2003–2007
a. Number of faculty by tenure status
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b. Percentage of regular faculty by
highest completed degree
Figure 34. Regular and full-time temporary faculty by rank in percentages, 2003–2007
Figure 35. Faculty sign language proficiency by tenure status in percentages, 2003–2007
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Challenges and Plans for the Future
Senior faculty are retiring in increasing numbers and, in times of decreased enrollment and
lean budgets, are not always replaced. Some departments have been severely affected as a result. The
new general studies curriculum has its own full-time faculty as well as faculty on long- and shortterm loan from academic departments. In some cases, this has resulted in fewer faculty being
available to teach in their original disciplines. Also, the vagaries of initial class placement have made
it a challenge for some departments to plan course offerings realistically. These issues are all being
examined through departmental and institutional research.
At Gallaudet, faculty performance is evaluated in teaching, research, service, professional
integrity, and proficiency in ASL. The university is currently conducting research on the American
Sign Language Proficiency Interview (ASLPI) and other measures. Until this research is complete,
the ASLPI is not being used in faculty personnel actions, such as reappointment, merit increases,
promotion, and tenure.
The Division of Academic Affairs will conduct a reorganization study from January to June
2009, which will affect both the administrative and faculty structure.
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Research
Research Highlights
The funding or continued funding of two major research centers, the Science of Learning
Center on Visual Language and Visual Learning (VL2) and the Rehabilitation Engineering Research
Center on Hearing Enhancement, were some of the highlights of this year.
VL2 is an interdisciplinary, collaborative center funded under the National Science
Foundation’s Science of Learning Centers program. VL2 brings together deaf and hearing
researchers and educators from a variety of national and international schools and universities. The
center advances and transforms the science of learning by investigating how humans acquire and use
language and literacy when audition is not an available mode for learning. The interdisciplinary
nature of this center brings together individuals from different fields and theoretical perspectives to
explore how deaf individuals learn to read and investigate how to extend such visually based learning
strategies to general educational practice. During FY 2008, NSF increased Gallaudet’s funding to $4
million a year for the next three years. During the summer, the management team solicited,
reviewed, and selected a number of new project initiatives, which will commence in FY 2009.
The Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE), a
national project funded by the U.S. Department of Education’s National Institute on Disability and
Rehabilitation Research in the Office of Special Education and Rehabilitation Services, was
continued through September 2008. The objective of the project is to conduct research programs
that promote technological solutions to problems confronting people with hearing loss. The mission
of the RERC-HE is to build and test components of a new model of aural rehabilitation tools,
services, and training to improve assessment and fitting of hearing technologies and to increase the
availability, knowledge, and use of hearing enhancement devices and services to ensure a better
match between individuals in their natural environments. The RERC-HE is a partnership between
Gallaudet University and the New York University School of Medicine.
Research at Gallaudet
Faculty at Gallaudet pursue a full range of research interests related to their own academic
disciplines. However, as an institution, Gallaudet has a unique obligation to contribute knowledge
and scholarship likely to benefit the nation’s deaf and hard of hearing people on campus and
beyond, particularly in the areas of education and human services. The university continues to
support the Gallaudet Research Institute (GRI), a unit of the Graduate School and Professional
Programs within the Division of Academic Affairs. Not only does the GRI conduct studies of deaf
and hard of hearing students in the United States, it also helps manage research resources on
campus, stimulating and supporting work directed toward priorities consistent with Gallaudet’s
national mission and internal strategic objectives.
National advisement and Gallaudet’s research priorities. The faculty, staff, and students
who make up the Gallaudet research community are committed to the creation of knowledge
through research and scholarship. Research is a key component for meeting the university’s stated
goal of identifying and providing educational services to deaf and hard of hearing people of all ages
in ways that reflect best available practices.
The university continues to recognize that in conducting research of importance to deaf
people, it must strive to incorporate the talents of those likely to be affected. Research on issues of
47
importance to deaf and hard of hearing people should reflect the meaningful involvement and
leadership of deaf and hard of hearing people themselves.
Gallaudet’s research priorities are listed below. Note that the order of this listing does not
necessarily reflect ranking by importance and that some areas overlap. In addressing the priorities,
the university understands the importance of applying a broad range of quantitative and qualitative
research methodologies and encourages both basic and applied research.
1. Literacy. Basic research into the sensory, cognitive, linguistic, and sociocultural processes
involved in deaf and hard of hearing people’s acquisition of language and literacy from infancy
through adulthood, as well as applied research concerning ways to achieve English literacy. This may
include the study of how ASL literacy supports English literacy.
2. Teaching, Learning, and the School Environment. Research on such areas as effective strategies
for teaching deaf and hard of hearing students; the impact of students’ cognitive processes, learning
styles, and linguistic, cultural, and educational backgrounds on learning; and the ways school
environments affect accessibility of information and educational success. Studies may focus on
particular content areas, such as mathematics, history, science, art, etc.
3. Assessment. Development and validation of tools, techniques, and models (including
standardized and authentic approaches) for assessing a wide range of characteristics of deaf and hard
of hearing people from infancy through adulthood, including specific academic knowledge, skills,
interests, aptitudes, and social and emotional characteristics.
4. ASL Acquisition in New Signers. Research aimed at understanding the processes by which
individuals acquire ASL. This priority applies both to first-language learners acquiring ASL in
childhood and to second-language learners acquiring sign language later in life. Basic research may
examine naturalistic learning situations, and applied research may seek to determine optimal
strategies for ASL instruction.
5. Home, School, and Work Transitions. Research aimed at understanding and improving the
transitions of children from home to school, or students from high school to work or postsecondary
education, and from postsecondary education to employment. Studies may also address issues
pertaining to emotional intelligence, peer relations, self advocacy, community involvement, and
career advancements.
6. School and Family Relationships. Research aimed at understanding family-school relationships
and family dynamics in families with deaf or hard of hearing members. Studies might include parentchild interaction, sibling relationships, and intergenerational research as well as family involvement
focusing on successful strategies for encouraging the active participation of parents of deaf and hard
of hearing children within school environments.
7. Studies That Inform Public Policy Development and Educational Planning. Research and
dissemination of data essential to the development and evaluation of educational planning and
public policies on education, medicine, counseling, social work, interpreting, and other services used
by deaf and hard of hearing people throughout their lives. Studies may focus on specific groups, on
agencies and institutions providing services, or on the social, economic, and political processes in
which deaf and hard of hearing people are involved. The role of genetic discoveries, the increasing
use of cochlear implants, and the affect of federal and state education legislation on deaf and hard of
hearing individuals are particularly timely areas of study.
8. Language, Culture, and History of Deaf People. Research aimed at linguistic, sociolinguistic,
anthropological, and historical studies of Deaf culture, sign language, and the experiences of deaf
people in the United States and cross-culturally. Studies may focus on the construction of diverse
deaf or deaf-related identities (such as deaf/blind people, deaf people from racial/ethnic minority
48
groups, deaf individuals with multiple disabilities, and children of deaf adults); deaf ways of knowing;
and the emerging field of visual epistemologies. Studies of literature, the visual arts, and other
creative, political, and social contributions of deaf people may be included.
9. Development and Evaluation of Technologies That May Benefit Deaf and Hard of Hearing People.
Studies of technology and media aimed at enhancing the education and communication access of
deaf and hard of hearing people. This would include evaluation of emerging technologies, studies of
innovative applications of technology, and evaluation of the accessibility to deaf and hard of hearing
consumers of new technology, media, and collaborative efforts that shape the direction of future
technological developments and accessibility. Applies to a broad range of visual and audiological
technologies.
10. Hearing Loss and Aging. Studies of the nature and consequences of hearing loss in
adulthood and within the elderly population.
11. Psychosocial Development and Mental Health Needs. Research aimed at identifying issues that
affect deaf and hard of hearing people’s cognitive and psychosocial development and at describing
and meeting the mental health needs of deaf and hard of hearing individuals throughout their lives.
Studies might evaluate strategies to facilitate adjustment in different settings and address issues of
psychological assessment, diagnosis, and accessibility of mental health services for deaf and hard of
hearing people.
12. Interpretation. Research examining the cognitive, linguistic, technical, ethical, sociocultural
processes, and practices involved in interpreting for deaf, hard of hearing, deaf/blind, and hearing
individuals in a broad range of workplace, medical, legal, educational, social, and cultural settings.
This priority may address situations involving use of and access to English and ASL, other spoken
and signed languages, or other visual or tactile communication systems.
The Project Table: A Userʼs Guide
Table 10 provides useful information concerning the project summaries found in the
Appendix. Projects are listed alphabetically by title in the first column on the left side of each page.
The remaining columns are aligned with headings indicating the twelve areas of research priority. A
mark in one of these columns indicates that the project addresses that priority area. In many cases, a
single project may address more than one research priority area.
On the table, scanning a single column from page to page can give a rough idea of the
amount of research underway in a certain research priority area. Also, it is hoped that the table will
give individuals interested in certain aspects of research and development at Gallaudet a way of
finding the information they need quickly and easily.
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50
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Interpretation
Psychosocial Development and
Mental Health Needs
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Hearing Loss and Aging
Studies That Inform Public Policy...
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Language, Culture, and History of
Deaf People
Development and Evaluation of
Technologies …
School and Family Relationships
Home, School, and Work Transitions
ASL Acquisition in New Signers
Assessment
Teaching, Learning, and the School
Environment
Project Title
(PIs listed alphabetically)
Adolescents and Cochlear
Implants: Psychosocial Issues
(Christiansen, Leigh, MaxwellMcCaw)
Alternative Perspective in
Research and Evaluation:
Feminists, Minorities, and Persons
With Disabilities, An (Mertens)
American Annals of the Deaf:
Reference Issue (Hotto)
Annual Survey of Deaf and Hard of
Hearing Children and Youth (Hotto,
Lam, Woo)
Appropriateness of the N.Y. State
Mandated 8th Grade Reading
Competency Test for Deaf Students
(LaSasso, Martin)
Assessment of Deaf and Hard of
Hearing Children and Adolescents
(Miller, Thomas-Presswood)
Assimilation Patterns in
Fingerspelling (Fuller)
Attachment State of Mind and
Parental Resolution of the
Diagnosis of Child (Adams, Brice)
Auditory Self-Monitoring (BaracCikoja)
Auditory Temporal Processes,
Speech Perception, and Aging
(Fitzgibbons)
Autism Spectrum Disorders and
Deafness: Cultural Influence or
Cultural Confusion (Brice,
Szymanski)
Literacy
Table 10. The Project Table: FY 2008 Research Projects, Categorized by Research Priorities
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Automatic Fitting Algorithm for
Cochlear Implants, An (Bakke)
Basic Grammar of Croatian Sign
Language (HZJ), A (Chen Pichler,
Wilbur)
CDI Training (Brunson)
Cochlear Implants and Gallaudet
University (Christiansen, Leigh)
Comparing Localization Abilities of
Children With Bilateral Cochlear
Implants to Those With Bimodal
Stimulation (Crowley, Tamaki)
Comparison of Lexical Versus
Morphological Grouping of
Graphemes in Learning New Words
(Barac-Cikoja, Kelly)
Comparison of Traumatic Stress
Symptoms in Deaf and Hearing
College Students (Nead)
Conceptualizing Disability*
(Barnartt)
Core Survey (Francavillo)
Cracking the Code: An
Investigation of MVL and SVO
Teaching Approaches With Deaf
ESL Students (Brinks, Gore,
Thornley)
Creation of a DNA Repository to
Identify Deafness Genes (Arnos,
Nance)
Crossing the Divide: Helen Keller
and Yvonne Pitrois Dialogue on
Diversity (Hartig)
Cued Language Structure
(Fleetwood, Metzger)
Deaf and Hard of Hearing Social
Workers: Licensing and Employment
Equity (Mason, Mounty)
Deaf Childrenʼs ASL and English
Acquisition of Novel Fingerspelled
Words Using a Fast Mapping
Paradigm (Hile)
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Deaf People and Employment
(Barnartt)
Deaf User Perspective on the Use
of American Sign Language or
Contact Sign When Using Video
Relay Services (Brooks)
Demographic Characteristics of
Deaf Persons With Schizophrenia
(Gutman, Mompremier)
Developing a Theoretical
Framework for American Sign
Language Assessment Tests
(Dudis, Hauser, Paludneviciene)
Development of Phonological
Awareness in Moderately-toProfoundly Deaf Developing
Readers: The Effect of Exposure to
Cued American English, The (Crain,
LaSasso)
Disability Interest Groups in Europe
(Olson, Penna, Veith)
Disability Protests (Barnartt)
Discourse Analysis (Focus on
Nonmanual Signals in ASL)
(Andrews, Bridges, Metzger)
District of Columbia Space Grant
Consortium (Snyder)
Drinking Among Deaf and Hard of
Hearing College Students (Mason,
Schiller)
Effect of Stimulus Repetition Rate
on Vestibular-Evoked Myogenic
Potential Thresholds, The (Ackley,
Tamaki)
Effectiveness of Cochlear Hydrops
Analysis Masking Procedure
(CHAMP) in Identifying Patients
With Meniereʼs Disease, The
(Follett, Tamaki)
Effects of Bilingualism on Word
Order and Information Packaging in
ASL (Chen Pichler)
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Effects of Stigma on Employment,
Mental Health, and Health Services
Upon the Sadomasochism
Population* (Collins)
Electroacoustic Analysis of FM
Systems and Hearing Aid Pairs
(Hipskind, Tamaki)
Emerging Themes in the Study of
Deaf Adolescents (Sheridan)
Empowering Deaf Communities in
Latin America (Berdichevsky)
Equivariant Cross Sections of
Quaternionic Stiefel Manifolds*
(Obiedat)
Examination of Personality Traits
and Self-Esteem Across Gender,
Ethnicity, and Hearing Status of
Deaf College Students, An (Mason)
Explorations of Sounds: Language
Contact and Lexical Borrowing of
Onomatopoeias in ASL (Dyke, Jones)
Exploring the Experiences of Deaf
Parents Who Raise Hearing
Children: A Qualitative Study Using
Phenomenological Methods
(Lawson)
Families Who Are Deaf: A
Photographic Essay (Benedict,
Bodner-Johnson)
French Primary School Moral and
Civic Instruction Textbooks, 19001914* (Bergen)
Gender Issues in the Writings of
Mme De Gouges and Mme De
Stäel* (Berdichevsky)
Gender Preference and Interpreting
(Brooks, Cox, Jones, Mathers)
Genetic Deafness in Alumni of
Gallaudet University (Arnos)
Gesture and ASL Acquisition
(Emmorey, Galvan, Holzrichter,
Mather, Piñar)
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Grave and Gracious Woman: Deaf
People in Colonial New England, A
(Carty, Macready, Sayers)
GRI First Wednesday Seminar
(Benaissa)
Guessing Game: The Effect of
Morpho-Graphemic Organization on
Word Attack Skills, The (Clark)
Hearing Parents of Deaf Children:
The Effects of Health Professionalsʼ
Advice on Parental DecisionMaking (Day)
High Frequency (1000 Hz) Acoustic
Stapedial Reflexes in Neonates
(Hanks, Kleindienst)
History and Structure of Black ASL,
The (Bayley, Lucas, McCaskill)
ICARE Schools: A Research Study
of Meaningful Parent Involvement
in the Individual Education Plan
(IEP) Process (Gerner de Garcia,
Morocco)
Impact of Education Reforms and
Juvenile Programs on French Deaf
Youth, 1936-1945, The (Ryan)
Implementing Bilingual Education
for the Deaf in Catalonia: Beliefs
About Critical Knowledge Needed
in Bilingual Classrooms With Deaf
Children (Fernandez-Viader, Gerner
de Garcia)
Interactive Interpreting (Metzger,
Roy)
Interference in Hearing Aids From
Digital Wireless Telephones:
Improved Predictive Methods
(Bakke, Kozma-Spytek, Levitt)
Internal Consistency and Factor
Structure of the Revised Conflict
Tactics Scales With a Sample of
Deaf Female College Students
(Anderson)
Interpretation of I. King Jordanʼs
Sign Name, The (Ktejik)
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Interpreting in Educational Settings
(Fleetwood, Metzger)
Investigating the Social, Economic,
Political, and Cultural Issues That
Affect the Lives of Deaf People in
Argentina, Costa Rica, and Mexico
(Berdichevsky)
Investigation Into the Oral and
Written Narrative Skills of Implanted
Children Who Communicate via
Cues, Signs, or Speech, An
(LaSasso, Moreno-Torres)
Investigation of Variables From the
Adult Attachment Interview With Deaf
and Hearing Parents in Predicting
Child Attachment, Adjustment, and
Self-Concept, An (Brice)
Is There Such a Thing as a
“Sentence” in ASL? (Hochgesang)
It Takes a Village (Gates, Sayers)
Jump Searching of Lattice Data
Structures* (Obiedat)
Language and Gesture in CrossLinguistic Perspective (Galvan,
Piñar, Taub)
Latin American and the Caribbean
Newborn Hearing Screening
Survey, The (Gerner de Garcia)
Lexical Variation in Chinese Sign
Language: Language Planning and
Standardization for Postsecondary
Education (Chen-Pichler, Gerner de
Garcia, Lin)
Medical Students, Cancer Control,
and the Deaf Community (Lytle,
Sadler)
Motivations and Goals of Owners,
Managers, and Counselors of
Planned Recreational Programs for
Deaf and Hard of Hearing Children
(Oliva)
Mrs. Sigourney in Deaf Hartford
(Gates, Sayers)
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Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Nature of News: Donʼt Shoot the
Messenger, Deaf Style, The (Kobek
Pezzarossi)
New Scholarship on Analysis of
Modern Plant Exudates and Fossil
Resins With Nuclear Magnetic
Resonance Spectroscopy: Plants
From the Southern Hemisphere,
New Plant Families, New Types of
Exudates, and Rare Ambers*
(Santiago-Blay)
Newborn Hearing Screening and
Early Intervention: An Investigation
of Family and Child Outcomes
(Sass-Lehrer)
Not-So-Strange Career of John
Howard Griffin, The* (Brune)
Older Adopted Deaf Children
(Hulsebosch, Mounty)
Parental Attachment Representations
and Child Attachment, Self-Concept,
and Adjustment in Hearing Families
With Deaf Children (Brice, Buchanan)
Parsing Sentences in Two
Languages II (Eye-Tracking Study)
(Dussias, Piñar)
Perception of Left vs. Right Handed
Signers (Riddle)
Perception of Phonological
Structure in American Sign
Language (Mathur)
Possessives and Existentials in
ASL (Chen Pichler, Wilbur)
Potential Societal Impact of
Advances in Genetic Deafness
(Arnos, Pandya)
Practice and Organization of Sign
Language Interpreting: An
Institutional Ethnography of
Access, The (Brunson)
Preparing Tomorrowʼs Teachers for
Technology (Mertens)
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Mental Health
Aging
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Technologies …
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Deaf People
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ASL Acquisition
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Relationships
Assessment
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Transitions
Teaching
Literacy
Project Title
Production of Movement in Users
of American Sign Language and Its
Influence on Being Identified as
“Non-Native” (Chen Pichler, Goeke)
Psycholinguistic Investigation of
Deaf Readersʼ Activation of
Orthography-Phonology
Correspondences in Two
Languages, A (Gerfen, Kroll, Piñar)
Reflective Journal Writing: Deaf PreService Teachers With Hearing
Children (Bailes, Hulsebosch, Martin)
Rehabilitation Engineering Research
Center on Hearing Enhancement
(RERC-HE) (Bakke, Neuman)
Rehabilitation Engineering Research
Center on Telecommunications
Access (Harkins, Vanderheiden)
Relationship Between Perceived
Parenting Style and Sexual Health
in Deaf and Hard of Hearing College
Students, The (Klein)
Research Stipends to Support
Senior Capstone Projects for Deaf
and Hard of Hearing Students at
Gallaudet University (Solomon)
RIG: Broadening Participation of
Deaf and Hard of Hearing Scientists
Through Laboratory Studies of a
Harmful Algal Species (Solomon)
SCAN – A Competing Words
Subtest: Effect of Asynchronous
Word Alignment on Test
Performance in Children With
Learning Disabilities* (Ackley,
Brewer, Hanks, Karch)
SCAN – A Competing Words
Subtest: Effect of Stimulus Onset
Asynchrony on Test Performance
of Adults* (Ackley, Hanks, Holley)
School Psychology Practicum
Candidates and Interns: An
Analysis of Time in Roles
(Blennerhassett)
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
57
58
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














Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
School Psychology Transition
Points in Training: Candidate
Assessment and Predictors of
Graduate Knowledge, Skills, and
Dispositions (Blennerhassett)
Science of Learning Center on
Visual Language and Visual
Learning (VL2) (Allen, Corina, Eden,
Padden)
Signing With an Accent: ASL L2
Phonology (Chen Pichler)
Signs of Literacy: A Longitudinal
Study of ASL and English Literacy
Acquisition (Bailes, Erting)
Speech-Language Pathology
Graduate Studentsʼ Knowledge and
Awareness of and Experience With
African-American English (AAE)*
(Wilson)
Spouses and Caregivers:
Communication Strategies Used
With Individuals With Aphasia and
Their Perceived Effectiveness*
(Gamon)
Study of the Impact of Hearing
Families With Deaf Children, A
(Rarick)
Successful Science Teaching:
Problem Solving Strategies of
Outstanding Science Teachers of
the Deaf (Mangrubang)
Suggested Criteria for
Recommending a Personal FM
System or a Sound Field FM
System for a Child With Mild to
Moderate Sensorineural Hearing
Loss (SNHL) in a Typical Classroom
(Literature Review) (ComptonConley, Miller, Tamaki)
Survey of Technology Use and
Audiological/Aural Rehabilitation
Services for Persons Who Are Deaf
and Hard of Hearing (Adamovich,
Verhoff)

Interpretation

Mental Health

Aging
Public Policy...

Technologies …
Relationships

Deaf People
Transitions

ASL Acquisition
Teaching

Assessment
Literacy
Project Title
Teacher/Parent Reading Study
(VL2/Research/ Practice Integration
Study) (Mounty, Nover)
Texas State Survey of Deaf and
Hard of Hearing Students, 20072008 (Hotto, Lam, Woo)
Theatrical Team Interpreting: Two
Parts to One Whole (Gumpl, MillsLopez)
Through Deaf Eyes Documentary
(Baynton, Bergey, Gannon)
Trained to Provide Access
(Barnartt, Brunson)
Training of Social Workers to Meet
the Educational and Emotional
Needs of Deaf Children in Schools,
The (Betman)
Types of Communication Used by
Professionals With Pediatric
Cochlear Implant Clients in Aural
Rehabilitation Therapy (Bickley,
Moseley, York)
Understanding Sentences in Two
Languages* (Dussias, Piñar)
Use of Candidate Exit Survey
Results to Improve Program
Performance: Evaluation of Faculty,
Program, and Candidate
Knowledge and Skills, 2005-2006
(Blennerhassett)
Using Corona Program Imagery to
Study Bolivian Deforestation and
Mexican Butterfly Habitat in the
1960s* (Snyder)
Visual and Haptic Self-Monitoring
During Sign Production (BaracCikoja)
What Are Indicators of Questions in
ASL and Tactile ASL? (Dively,
Petronio)
What Is the Effect of Higher VEMP
Repetition Rates on the Amplitude
of the Response at Two Intensity
Levels? (Ackley, Fleming)
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59
Interpretation
Mental Health
Aging
Technologies …
Deaf People
Public Policy...
Relationships
Transitions
ASL Acquisition
Assessment
Teaching
Literacy
Project Title
Whatʼs Up With Helen Keller?
(Sayers)
Working Memory in the Visual
Modalities: Use of Digit Span With
Speechreading and American Sign
Language (Brownfield)
Working Memory Strategies and
Serial Order Recall for Written
Words and Cued Words in Deaf
Native Cuers of English, Hearing
Cuers, and Hearing Non-Cuers
(Ketchum, LaSasso)
Working Towards Equivalency: The
Social Organization of Deaf
Interpretersʼ Work (Brunson)
Number of Projects Reported
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19
28
30
15
13
21
29
41

24
3
17
16
*Because Gallaudet’s 12 priority areas all relate to aspects of deafness, projects unrelated to deafness are indicated with
an asterisk (*) after the title.
Publications and Presentations
The following list of publications and presentations are the products associated with the
research project summaries presented in the Appendix.
Publications
Al-Fityani, K., & Padden, C. (2007). A lexical comparison of sign languages of the Arab world. In Electronic Proceedings of
the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora Arara Azul.
Allen, T.E. (2008, May). Literacy and deafness: Visual and written languages as complex learning. Paper presentation at the
Principles of Complex Learning Symposium of the Association for Psychological Science, Chicago.
Arnos, K.S. (2008). Ethical and social implications of genetic testing for communication disorders. Journal of
Communication Disorders, 41, 444-457.
Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S., Pandya, A., et al. (2008). A comparative analysis of the
genetic epidemiology of deafness in the United States in two sets of pedigrees collected more than a century apart.
American Journal of Human Genetics, 83, 200-207.
Aronoff, M., Meir, I., Padden, C., & Sandler, W. (2008). Roots of linguistic organization in a new language. Interaction
Studies: Special Issue on Holophrasis, Compositionality and Protolanguage, 9(1), 131-150.
Bailes, C.N., Erting, C.J., Erting, L.E., & Thumann-Prezioso, C. (in press). Language and literacy acquisition through
parental mediation in American Sign Language. Sign Language Studies.
Bakke, M. (2008). Devices for people with hearing loss. In A. Helal, M. Mokhtari, & B. Abdulrazak (Eds.), The engineering
handbook of smart technology for aging, disability, and independence (pp. 191-202). Hoboken, NJ: John Wiley & Sons.
Bakke, M., Bernstein, C., Bally, S., & Pray, J. (2007). Managing hearing loss in older adults: Assessment, intervention and
technologies for independence and well being. In R. Felder & M. Alwan (Eds.), Eldercare technology: A handbook for
practitioners (pp. 143-185). Totowa, NJ: Humana Press, Inc.
Barnartt, S. (in press). Advocacy/activism. In Encyclopedia of American disability history. New York: Facts on File.
Barnartt, S. (in press). Protest. In Encyclopedia of American disability history. New York: Facts on File.
60
Barnartt, S. (2008). Social movement diffusion? The case of disability protests in the U.S. and Canada. Disability Studies
Quarterly, 28(1).
Barnartt, S., & Rotman, R. (2007). Disability policies and protests in Israel. Disability Studies Quarterly, 27(4).
Bavelier, D., Newman, A., Mukherjee, M., Hauser, P., Kemeny, S., Braun, A., et al. (in press). Encoding, rehearsal and
recall in signers and speakers: Shared network but differential engagement. Cerebral Cortex.
Best, C., Mathur, G., Miranda, K., & Lillo-Martin, D. (submitted). Effects of sign language experience on categorical
perception of dynamic ASL pseudosigns. Perception and Psychophysics.
Boothroyd, A. (2008). The acoustic speech signal. In J. Madel & C. Flexer (Eds.), Pediatric audiology (pp. 159-167). New
York: Thieme.
Boothroyd, A., Fitz, K., Kindred, J., Kochkin, S., Levitt, H., Moore, B.C.J., et al. (2007). Hearing aids and wireless
technology. Hearing Review, 14(6), 44-48.
Brooks, E. (2007). Deaf user perspective on the use of American Sign Language or contact sign when using video relay services. Final
project, Department of Interpretation, Gallaudet University, Washington, DC.
Brune, J.A. (submitted). The not-so-strange career of John Howard Griffin. American Quarterly.
Carreiras, M., Gutiérrez-Sigut, E., Baquero, S., & Corina, D. (in press). Lexical processing in Spanish Sign Language
(LSE). Journal of Memory and Languages.
Carty, B., Macready, S., & Sayers, E.E. (in press.) A grave and gracious woman: Deaf people in colonial New England.
Sign Language Studies.
Chaikind, S. (in press). The battle for wine and love or how I saved the world from Parkerization. The Journal of Wine
Economics, 3(2).
Chen Pichler, D. (submitted). Signing with an accent: Second language (L2) ASL phonology. In D.J. Napoli & G.
Mathur (Eds.), Deaf around the world: Papers from the conference at Swarthmore College.
Chen Pichler, D. (submitted). Using early ASL word order to shed light on word order variability in sign language. In A.
Merete, K. Bentzen & M. Westergaard (Eds.), Optionality in the input: Papers from the GLOW XXX workshop. New
York: Springer.
Chen Pichler, D., & Hochgesang, J. (in press). An overview of possessives and existentials in American Sign Language.
In U. Zeshan & P. Perniss (Eds.), Sign Language Typology Series: No. 2. Possessive and existential constructions in sign
languages. Nijmegen, The Netherlands: Ishara Press.
Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, Lj., & Vulje, M. (2007). Possession et existence en trois langues
signées. In A.M. Berthonneau, G. Dal, & A. Risler (Eds.), Silexicales: No. 5. Syntaxe, interpretation, lexique des langues
signées. Villeneuve d’Ascq, France: Université Charles-de-Gaulle–Lille 3.
Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2008). Possession and existence in three sign languages. In
R.M. de Quadros (Ed.), Sign languages: Spinning and unraveling the past, present, and future from TISLR9. Petropolis, Brazil:
Editorar Arara Azul.
Choi, B.Y., Stewart, A.K., Madeo, A.C., Yang, Y., Pryor, S.P., Lenhard, S., et al. (in press). SLC26A4 variants associated
with nonsyndromic hearing loss and enlargement of the vestibular aqueduct: Genotype-phenotype correlation or
coincidental polymorphisms? Human Mutation.
Clark, M. D., & Carroll, M. R. (2008). Acquaintance rape scripts of women and men: Similarities and differences. Sex
Roles, 58, 616-628.
Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (submitted). The Guessing Game: The effect of morpho-graphemic
organization on word attack skills. American Annals of the Deaf.
Conley, W. (2007). Personal email communication (pp. 182-184, 218). In H. Lang (author), Teaching from the heart and soul:
The Robert F. Panara story. Gallaudet University Press: Washington, DC.
Conley, W. (2008). [Review of the book With enthusiasm—All things great]. Journal of Deaf Studies and Deaf Education, 13, 453.
Corina, D. P., Chiu, Y.S., Knapp, H., Greenwald, R., San Jose-Robertson, L., & Braun, A. (2007, June). Neural correlates
of human action observation in hearing and deaf subjects. Brain Research, 1152, 111-29.
Corina, D.P., & Knapp, H.K. (in press). Neurobiology of signed languages. In P.C. Hogan (Ed.), The Cambridge
Encyclopedia of the Language Sciences.
Corina, D.P., & Knapp, H.K. (in press). Signed language and human action processing: Evidence for functional
constraints on the human mirror neuron system. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York
Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of
Sciences.
DeLuca, D., Leigh, I.W., Lindgren, K., &, Napoli, D.J. (2008). Introduction. Access: Multiple avenues for deaf people (pp. xixix). Washington, DC: Gallaudet University Press.
DeLuca, D., Leigh, I.W., Lindgren, K., &, Napoli, D.J. (Eds.). (2008). Access: Multiple avenues for deaf people. Washington,
DC: Gallaudet University Press.
61
Dussias, P.G., & Piñar, P. (in press). Effects of language proficiency and plausibility in the reanalysis of wh-gaps by
Chinese-English bilinguals. Second Language Research.
Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual attention in deaf children and adults: Implications for
learning environments. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York:
Oxford University Press.
Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible
implications for acquiring meaning from print. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York Academy
of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of Sciences.
Easterbrooks, S., Stephenson, B., & Mertens, D.M. (2007). Master teachers’ responses to twenty literacy, science, or
math practices in deaf education. American Annals of the Deaf, 151(4), 398-409.
Gabbard, S.B., Shryer, J.D., & Ackley, R.S. (in press). Assessment of children with mild or unilateral hearing loss.
Seminars in Hearing.
Gallaudet Research Institute. (2007, December). Regional and national summary report of data from the 2006-2007 Annual Survey
of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at:
http://gri.gallaudet.edu/Demographics/2006_National_Summary.pdf.
Gallaudet Research Institute. (2007, December). State summary report of data from the 2006-2007 Annual Survey of Deaf and
Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at:
http://gri.gallaudet.edu/Demographics/States/2006.pdf.
Gallaudet Research Institute. (2008, August). Comparison by ESC (Education Service Center), region, and state for
selected variables, 2007-2008 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC:
Gallaudet University.
Gallaudet Research Institute. (2008, August). Comparison by region and state for selected variables, 2007-2008 school
year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University.
Gallaudet Research Institute. (2008, August). Individual program summary, 2007-2008 school year. Texas State Survey of
Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University.
Gerner de Garcia, B., Morocco, C., & Mata-Aguilar, C. (in preparation). How signing deaf children learn to read. To be
submitted to Journal of Deaf Studies and Deaf Education.
Gerner de Garcia, B., Morocco, C., & Mata-Aguilar, C. (in preparation). Language and literacy in Latino families with
deaf children. To be submitted to Journal of Deaf Studies and Deaf Education.
Ginsberg, P.E., & Mertens, D.M. (in press). Frontiers in social research ethics: Fertile ground for evolution. In D.M.
Mertens & P. Ginsberg (Eds.), Handbook of social research ethics. Thousand Oaks, CA: Sage.
Ginsberg. P., & Mertens, D.M. (Eds.). (in press). Handbook of social research ethics. Thousand Oaks, CA: Sage.
Glibert, P.M., Solomon, C.M., et al. (2008). Ocean urea fertilization for carbon credits poses high ecological risks. Marine
Pollution Bulletin, 56, 1049-1056.
Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (2007). Recognition of time compressed and natural speech with
selective temporal enhancements in young and elderly listeners. Journal of Speech, Language, Hearing Research, 50, 11811193.
Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (in press). Identification of temporal cues in speech segments
embedded in sentence contexts by younger and older adult listeners. Journal of the Acoustical Society of America.
Harkins, J. (2008). Progress in 2007: Location-based emergency alerting to mobile devices. In 2008 TDI National Directory and
Resource Guide for Deaf and Hard of Hearing People (pp. 51-52). Silver Spring, MD: Telecommunications for the Deaf, Inc.
Harkins, J. (contributing author). (2008, October 12). Requirements and recommendations on needs of users, including
individuals with disabilities and the elderly. In Commercial Mobile Alert Service Architecture and Requirements (Federal
Communications Commission, Commercial Mobile Service Alerting Advisory Committee Report, sect. 5.5).
Harkins, J., & Strauss, K.P. (2008). Access to emergency number services. Assistive Technology, 20(1), 13-25.
Harkins, J., & Williams, N. (Producers). (2008). Alfred Sonnenstrahl on Deaf telecommunications history: A memoir [Video].
(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/sonny/.)
Harkins, J., & Williams, N. (Producers). (2008). Greg Hlibok interview on FCC purpose, functions, and relevancy to
telecommunications accessibility [Video]. (Available on Gallaudet University Technology Access Program Web site:
http://tap.gallaudet.edu/articles/FCC/.)
Harkins, J., & Williams, N. (Producers). (2008). Karen Peltz Strauss interview: Lessons from 20+ years of legal advocacy [Video].
(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/KarenPeltzStrauss/.)
Harris, R., Holmes, H., & Mertens, D.M. (in press). Research ethics in sign language communities. Sign Language Studies.
Hartig, R. (2007). [Review of the book When I am dead: The Writings of George M. Tergarden (1852-1936), Raymond Luczak
edition]. Deaf History International Newsletter, No. 33.
Hartig, R. (2007). Crossing the divide: Helen Keller and Yvonne Pitrois dialogue on diversity. Sign Language Studies, 7(2),
177-185.
62
Hauser, P.C., Cohen, J., Dye, M.W.G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native
signers. Journal of Deaf Studies and Deaf Education, 12, 148-157.
Hauser, P.C., Dye, M.W.G., Boutla, M., Green, C.S., & Bavelier, D. (2007). Deafness and visual enumeration: Not all
aspects of attention are modified by deafness. Brain Research, 1153, 178-187.
Hauser, P.C., Lukomski, J., & Hillman, T. (in press). Development of deaf and hard of hearing students’ executive
function. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford
University Press.
Hauser, P.C., & Marschark, M. (in press). What we know and what we don’t know about cognition and deaf learners. In
M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press.
Hauser, P.C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-sentence reproduction
test: Development and implications. In Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language
Research. Florianopolis, Brazil: Editora Arara Azul.
Holmes, H., Harris, R., & Mertens, D.M. (in press). Deaf people in a transformative research context. In S. Foster (Ed.),
Researching in the deaf community. London: Oxford Press.
Hotto, S. (2008). Schools and programs in Canada: Canada directory listing and Canada program and services chart.
American Annals of the Deaf, 153(2), 186-191.
Hotto, S. (2008). Schools and programs in the United States: U.S. directory listing and U.S. program and services chart.
Hotto, S., Lam, K., Woo, J., Dunning, L., & Golden, J. (2008, August). Texas State Survey of Deaf and Hard of Hearing
Students 2007-2008 (Final Report). Washington, DC: Gallaudet University.
Isaradisaikul, S., Strong, D.A., Moushey, J., Gabbard, S.A., Ackley, R.S., & Jenkins, H.A.. (in press). Reliability of
vestibular evoked myogenic potentials in healthy subjects. Otology and Neurotology.
Kaslow, N., Rubin, N., Bebeau, M., Leigh, I.W., Lichtenberg, J., Nelson, P., et al. (2007). Guiding principles and
recommendations for the assessment of competence. Professional Psychology: Research and Practice, 38(5), 441-451.
Kelly, A.B., Jarashow, B., Malzkuhn, B., & Cole, J. (in press). Academic ASL-q. In The Proceedings of Deaf Studies Today,
2008. Orem: Utah Valley State College.
Koo, D., Crain, K., LaSasso, C., & Eden, G. (in press). Phonological awareness and short-term memory in hearing and
deaf individuals of different communication backgrounds. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New
York Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of
Sciences.
Kozma-Spytek, L. (2007). Did you say cordless telephone interference? The GA-SK, 38(1), 11.
Kozma-Spytek, L. (2007). What the HAC Act means for consumers. The GA-SK, 38(1), 1, 10, 11, 13, 17.
Krentz, U., & Corina, D.P. (in press). Infant perception of American Sign Language and non-linguistic biological
motion: The language instinct is not speech specific. Developmental Science.
Lambert, J.B., Santiago-Blay, J.A., & Anderson, K.B. (in press). Chemical signatures of fossilized resins and recent plant
exudates (Mini Review). Angewandte Chemie.
Lambert, J.B., Wu, Y., Kozminski, M.A., & Santiago-Blay, J.A. (2007). Characterization of Eucalyptus and chemically
related exudates by nuclear magnetic resonance spectroscopy. Australian Journal of Chemistry - an International Journal for
Chemical Science, 60, 862-870.
Lawson, A.M. (2008). Exploring the experiences of culturally deaf parents who are raising hearing children. Gallaudet University,
Washington, DC.
Leigh, I.W. (2008). Who am I? Deaf identity issues. In K.A. Lindgren, D. Deluca, & D.J. Napoli (Eds.), Signs and voices:
Deaf culture, identity, language, and arts (pp. 21-29). Washington, DC: Gallaudet University Press.
Leigh, I.W. (in press). A lens on deaf identities. New York: Oxford University Press.
Leigh, I.W., McCaw, D., Bat-Chava, Y., & Christiansen, J.B. (in press). Correlates of psychosocial adjustment among
deaf adolescents with and without cochlear implants: A preliminary investigation. Journal of Deaf Studies and Deaf
Education.
Leigh, I.W., Smith, L., Bebeau, M., Lichtenberg, J., Nelson, P., Portnoy, S., et al. (2007). Competency assessment models.
Professional Psychology: Research and Practice, 38(5), 463-473.
Lichtenberg, J., Portnoy, S., Bebeau, M., Leigh, I.W., Nelson, P., Rubin, N., et al. (2007). Challenges to the assessment of
competence and competencies. Professional Psychology: Research and Practice, 38(3), 474-478.
Lin, C., Gerner de Garcia, B., & Chen Pichler, D. (in press). Lexical variation in Chinese Sign Language: Language
planning and standardization for postsecondary education. Current Issues in Language Planning.
Marschark, M., & Hauser, P.C. (in press). Cognitive underpinnings of learning by deaf and hard-of-hearing students:
Differences, diversity, and directions. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes.
New York: Oxford University Press.
63
Marschark, M., & Hauser, P.C. (Eds.). (in press). Deaf cognition: Foundations and outcomes. New York: Oxford University
Press.
Mathur, G., & Rathmann, C. (submitted). Verb agreement in sign language morphology. In D. Brentari (Ed.), Sign
Languages: A Cambridge Language Survey. Cambridge University Press.
Meir, I., Padden, C., Aronoff, M., & Sandler, W. (2007). Body as subject. Journal of Linguistics, 43, 531-563.
Meir, I., Padden, C., Sandler, W., & Aronoff, M. (2007). Rethinking sign language verb classes: The body as subject. In
Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora
Arara Azul.
Mertens, D.M. (2007). Mixed methods and the politics of human research: The transformative-emancipatory
perspective. In V.L. Plano & J. Creswell (Eds.), Mixed methods reader. Thousand Oaks, CA: Sage.
Mertens, D.M. (2007). Representation of stakeholders in culturally complex communities. In N. Smith & P. Brandon
(Eds.), Fundamental issues in evaluation. New York: Guilford Press.
Mertens, D.M. (2007). Transformative considerations: Inclusion and social justice. American Journal of Evaluation, 28(1),
86-90.
Mertens, D.M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3),
212-225.
Mertens, D.M. (in preparation). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative
and mixed methods, 3rd ed. Thousand Oaks, CA: Sage.
Mertens, D.M. (in press). Transformative psychological research in pursuit of social justice. Eye on Psi Chi. Washington,
DC: APA.
Mertens, D.M. (in press). Transformative research and evaluation. New York: Guilford Press.
Mertens, D.M. (in press). Youth resilience research and the transformative paradigm. In M. Ungar & L. Lieberberg
(Eds.), Researching youth across cultures and contexts. University of Toronto Press.
Mertens, D.M., & Ginsberg, P. (Eds). (in press). Ethics in social work qualitative research. Qualitative Social Work.
Mertens, D.M., Ginsberg, P., & Harris, H. (2007). Join together: Preparing tomorrow’s teachers for technology (Summative
Evaluation Report). Washington, DC: Gallaudet University.
Mertens, D.M., Harris, R., Holmes, H., & Brandt, S. (2007). Project SUCCESS (Summative Evaluation R). Washington
DC: Gallaudet University.
Mertens, D.M., & Hopson, R. (2007). Advancing evaluation of science, technology, engineering, and mathematics efforts
through attention to diversity and culture. In D. Huffman & F. Lawrenz (Eds.), New directions in evaluation. San
Francisco: Jossey Bass.
Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity and students with disabilities. In B. Bank (Ed.),
Encyclopedia on Gender and Education. Westport, CT: Greenwood Press.
Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity for people with disabilities. In S. Klein (Ed.), Handbook
for Achieving Gender Equity Through Education (pp. 583-604). Mahwah, NJ: Lawrence Erlbaum.
Metzger, M., & Fleetwood, E. (in press). No sound no (cued) speech: A linguistic discussion of how Deaf people
process cued language. In C. LaSasso & J. Leybaert (Eds.), Studies of cued language and cued speech. San Diego, CA:
Plural Publishing.
Obiedat, M. (submitted). Jump searching of lattice data structures. Acta Informatica.
Padden, C. (2007). The decline of Deaf clubs in the U.S.: A treatise on the problem of place. In H.-D. Bauman (Ed.),
Sightings: Explorations in deaf studies. Minneapolis: University of Minnesota Press.
Padden, C. (in press). History and genetics: Stories of Deaf people. In M. Zaurov & K.-B. Günther (Eds.), Proceedings of
the Sixth Deaf History International Conference. Hamburg, Germany: Signum Verlag.
Padden, C., Meir, I., Aronoff, M., & Sandler, W. (in press). The grammar of space in two new sign languages. In D.
Brentari (Ed.), Sign languages: A Cambridge survey. New York: Cambridge University Press.
Padden, C., Meir, I., Sandler, W., & Aronoff, M. (in press). Against all expectations: Encoding subjects and objects in a
new language. In D. Gerdts, J. Moore, & M. Polinsky (Eds.), Hypothesis A/Hypothesis B: Linguistic explorations in honor
of David M. Perlmutter. Cambridge, MA: MIT Press.
Pajka-West, S. (2008). New deaf mystery available [Review of the book Deception’s Full Circle]. ASL News, 9, 14-16.
Paludneviciene, R., Dudis, P., & Hauser, P.C. (submitted). Issues in sign language assessment. In M. Marschark & P.E.
Spencer (Eds.), Oxford handbook of deaf studies, language and education, Vol. 2. New York: Oxford University Press.
Ross, M. (2007). A hearing aid research summit: A path to the future. Hearing Loss, 28(6), 26-29.
Ross, M. (2007). Evaluating the performance of a hearing aid in the real-ear: What a little hearing aid tweaking can do.
Hearing Loss, 28(5), 28-32.
Ross, M. (2007). Reflections on my cochlear implant: Part 2. Hearing Loss, 28(4), 14-17.
Ross, M. (2008). Listening to music through a cochlear implant: Part 1. Hearing Loss, 29(3), 20-23.
Ross, M. (2008). Premium digital hearing aids. Hearing Loss, 29(2), 22-25.
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Ross, M. (2008). What did you expect? Hearing aids—expectation and aural rehabilitation. Hearing Loss, 29(1), 20-24.
Rubin, N., Bebau, M., Leigh, I.W., Lichtenberg, J., Nelson, P., Portnoy, S., et al. (2007). A history of the need for
competency assessment. Professional Psychology: Research and Practice, 38(5), 452-462.
Sayers, E.E. (in press). What’s up with Helen Keller? In The Proceedings of Deaf Studies Today, 2008. Orem: Utah Valley
State College.
Sheridan, M. (2007). Deaf adolescents: An overview. Odyssey: New Directions in Deaf Education, 8(1), 4-5.
Sheridan, M. (2008). Deaf adolescents: Inner lives and lifeworld development. Washington DC: Gallaudet University Press.
Sheridan, M. (in press). Deaf and hard of hearing children and adolescents–Lifeworld development. Gallaudet Today.
Sheridan, M., & White, B. (2008). Deaf and hard of hearing people. In T. Mizrahi, L. E. Davis, & D.M. Henderson
(Eds.), The encyclopedia of social work (20th ed.). New York: Oxford University Press.
Solomon, C.M., & Glibert, P.M. (2008). Urease activity in five phytoplankton species. Aquatic Microbial Ecology, 52, 149157.
Strauss, K.P. (2007, October 24). DTV, HAC, CAC, VoIP, VRS certification and end of wireless analog service. Available on
Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/Policy/FCC/CCL-10-24-07.asp.
Strauss, K.P. (2008, August 28). In the Matter of Hearing Aid Compatible Mobile Handsets, De Minimis Exception. (WT Docket
No. 07-250).
Strauss, K.P., & Harkins, J. (2007, October 5). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid
Compatible Telephones, Report on the Status of Implementation of the Commission’s Hearing Aid Compatible Requirements. (WT
Docket No. 01-309, WT Docket No. 06-203, DA 07-4151).
Strauss, K.P., & Harkins, J. (2007, December 21). In the Matter of Amendment of the Commission’s Rules Governing Hearing AidCompatible Mobile Handsets. (WT Docket No. 07-250, WT Docket No. 01-309).
Szymanski, C., & Brice, P. (2008). Know the signs: Characteristics of autism in deaf children. Odyssey: New Directions in
Deaf Education, 9(1), 12-13.
Szymanski, C., & Brice, P. (2008). When autism and deafness coexist in children: What we know now. Odyssey: New
Directions in Deaf Education, 9(1), 10-15.
Taub, S., Galvan, D., & Piñar, P. (in press). The role of gesture in cross-modal typological studies. Cognitive Linguistics.
Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J.P. (2007). Construction of graphic symbol utterances
by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language and Hearing
Research, 50, 1314-1329.
Vernon, M., & Leigh, I.W. (2007). Mental health services for people who are deaf. American Annals of the Deaf, 152(4),
374-381.
Weiselberg, E., & Leigh, I.W. (submitted). Medical and psychosocial perspectives on deafness. In M. Fisher, E.
Alderman, R. Kreipe, & W. Rosenfeld (Eds.), The textbook of adolescent health care. Elk Grove, IL: American Academy
of Pediatrics.
Wilcox, S., & Morford, J.P. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I.
Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp. 173-202). Amsterdam: Benjamins.
Williams, N. (2007). Multi-Text Chats [Proof of concept software for integrating real-time text and instant messaging].
Concept adopted by AOL in AIM 6.8, June 2008. Patent pending.
Williams, N. (2008, January 10). Automatic voicemail transcription services. Retrieved June 26, 2008, from Gallaudet University
Technology Access Program Web site: http://tap.gallaudet.edu/articles/simulscribe/.
Williams, N. (2008, January 10). Camfrog review. Retrieved June 26, 2008, from Gallaudet University Technology Access
Program Web site: http://tap.gallaudet.edu/articles/camfrog/.
Williams, N. (2008, January 10). How to start NetMeeting on Microsoft Windows XP and Vista. Retrieved June 26, 2008, from
Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/startnetmeeting/.
Williams, N., & Vanderheiden, G. (Producers). (2008). Real-time and line-by-line texting comparison demonstration videos [Two
videos]. (Available on Gallaudet University Technology Access Program Web site:
http://tap.gallaudet.edu/articles/momandchild/ and http://tap.gallaudet.edu/articles/aim911/.)
Wilson, S.M. (2008). Speech-language pathology graduate students’ knowledge and awareness of and experience with African-American
English (AAE). Unpublished master’s thesis, Department of Hearing, Language, and Speech Sciences, Gallaudet
University, Washington, DC.
Withrow, K.R., Burton, S., Arnos, K.S., Kalfoglou, A., & Pandya, A. (2008). Consumer motivations for pursuing genetic
testing and their preferences for the provision of genetic services for hearing loss. Journal of Genetic Counseling, 17(3),
252-260.
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Presentations
Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness.
Presentation at the annual convention of the American Psychological Association, Boston.
Arnos, K.S. (2007, October). Deaf culture: Is there more to communication than can be seen or heard? Lecture for the seminar
series of the Johns Hopkins University/National Human Genome Research Institute Genetic Counseling Program,
Bethesda, MD.
Arnos, K.S. (2007, November). Ethical and social implications of genetic testing for communication disorders. Presentation at the
17th Annual Research Symposium at the annual meeting of the American Speech-Language-Hearing Association, Boston.
Arnos, K.S. (2007, November). Genetics for the practitioner in EHDI. Invited presentation at the Southeast Regional
Genetics Conference, Birmingham, AL.
Arnos, K.S. (2008, March). Early childhood deafness: Clinical and molecular aspects. GENE 500 Clinical Genetics, National
Institutes of Health, Bethesda, MD.
Arnos, K.S. (2008, March). Genetics of hearing loss for the practitioner. Presentation at the annual conference of the Speech
and Hearing Association of Virginia, Portsmouth, VA.
Arnos, K.S. (2008, September). Genetics of childhood hearing loss. Presentation at the Iowa Symposium on Hearing Loss,
Ames, IA.
Arnos, K.S., & Norris, V. (2007, December). Introduction to the genetics of deafness and hearing loss. Presentation at the winter
conference of the Prince Georges County Teachers of the Deaf, Largo, MD.
Arnos, K.S., & Norris, V. (2007, December). Syndromes for deafness: What educators need to know. Presentation at the winter
Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S.H., Pandya, A., et al. (2008, March). Secular trends in the
frequency of deafness in the U.S.: A comparison of proband matings in two populations. Abstract and platform presentation at
the annual meeting of the American College of Medical Genetics, Phoenix, AZ.
Bailes, C.N., Erting, C.J., & Fischgrund, J. (2008, May). Our future teachers: Who will they be, where will we find them, what will
they need to know? Presentation at the Conference of Education Administrators of Schools for the Deaf, Great Falls, MT.
Barac-Cikoja, D., Reyes, J., & Sonnemann, S. (2008, August). Psychophysical approach to investigating relative loudness of selfgenerated speech. Poster presentation at the International Hearing Aid Research Conference, Lake Tahoe, CA.
Barnartt, S. (2008, April). Comparing protests at Gallaudet University: 1998 and 2006. Presentation at the meeting of the
Western Social Science Association, Denver, CO.
Barnartt, S. (2008, April). Problems in cross-cultural comparability of disability measures. Presentation at the meeting of the
Berdichevsky, C., & Rogers, B. (2008, June). The global Deaf community: Deaf people in Latin America. Paper presentation at
the conference of the Society for Disability Studies, New York.
Bergey, J., & Duhon, S. (2007, October). Through Deaf Eyes. Film screening and presentation at the Environmental
Protection Agency, Washington, DC.
Betman, B. (2008, June). Sandtray therapy techniques with deaf and hard of hearing children. Presentation at the Clerc Center
Summer Institute, Washington, DC.
Betman, B. (2008, June). To see a deaf child’s world in a tray of sand. Presentation at the conference of the National Deaf
Counselors Association, Washington, DC.
Brice, P.J., & Leigh, I.W. (2008, January). Issues in working with deaf populations. Presentation at the Springfield Hospital
Center, Sykesville, MD.
Brooks, E. (2007, December). Deaf user perspective on the use of American Sign Language or contact sign when using video relay
services. Presentation to the Department of Interpretation, Gallaudet University, Washington, DC.
Chen Pichler, D. (2008, February 29–March 1). Signing with an accent: Second language (L2) ASL phonology. Presentation at
Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil Rights, Creativity,
Swarthmore College, Swarthmore, PA.
Chen Pichler, D. (2008, September). Bimodal bilingualism. Presentation at Gallaudet Research Institute First Wednesday
Seminar Series, Gallaudet University, Washington, DC.
Chen Pichler, D., & Quinn, L. (2008, August). Two sources for ASL-English mixing by young bimodal bilinguals. Poster presentation at
the XI International Congress for the Study of Child Language (IASCL), University of Edinburgh, Scotland.
Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (2008, May). The Guessing Game: The effect of morpho-graphemic organization on
word attack skills. Presentation at the annual convention of the Association for Psychological Science, Chicago.
Clark, M.D., & Williams, L.A. (2007, November). Study strategies—Do deaf college students do it differently? Presentation at the
48th annual meeting of the Psychonomic Society, Long Beach, CA.
Clark, M.D., Williams, L., Aponte, C., Beaulaurier, R., Brown, K., & Schmidt, W. (2008, February). “I thought I knew what
they were doing”: An exploration of deaf students’ study skills. Presentation at the annual meeting of the Association of
College Educators of the Deaf and Hard of Hearing, Monterey, CA.
66
Corina, D. (2007, September). Deafness and brain plasticity: Perspectives from studies of signed and spoken languages. Paper
presentation at the Dual Language of Deaf and Hearing-Impaired Children Nordic Conference, Göteborg, Sweden.
Corina, D. (2007, September). Neural representation for ASL; Evidence from aphasia, CSM and neuroimaging studies. Paper
presentation at the Department of Special Education and Linguistics, University of Oslo, Norway.
Corina, D. (2007, September). Neural representation of sign language and non-linguistic gestures in deaf signers. Paper presentation
at the Department of Special Education and Linguistics, University of Oslo, Norway.
Crume, P., & Singleton, J.L. (2008, February). Structuring eye-gaze and literacy development in a preschool setting. Poster
presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA.
Crume, P., & Singleton, J.L. (2008, February). Teacher practices for promoting visual engagement of deaf children in a bilingual
preschool. Paper presentation at the annual meeting of the Association of College Educators of the Deaf and Hard of
Hearing, Monterey, CA.
Day, L. (2008, February). Hearing parents of deaf children: The effects of health professionals’ advice on parental decision-making. Poster
presentation at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA.
Dodson, K.M., Welch, K.O., Norris, V.W., Nuzzo, R., Marin, R., Nance, W.E., et al. (2008, June). Vestibular function and
tinnitus in connexin deafness. Abstract and poster presentation at the 2nd International Conference on Newborn
Hearing Screening, Como Lake, Italy.
Dudis, P. (2007, October). Iconicity in ASL grammar: A cognitive linguistics view. Invited presentation at the 2007 Margaret
Stobie Lecture, Linguistics Department, University of Manitoba, Winnipeg, Canada.
Dudis, P. (2007, November). Analyzing ASL descriptions of things and actions. Workshop presentation at the conference of
the American Sign Language Teacher Association, Tampa, FL.
Dudis, P. (2007, November). ASL research: Current trends—Depiction research. Invited speaker at the conference of the
American Sign Language Round Table, Gallaudet University, Washington, DC.
Dudis, P., Mulrooney, K., Langdon, C., & Whitworth, C. (2007, November). Identification of types of depiction in ASL. Poster
presentation at the conference of the American Sign Language Round Table, Gallaudet University, Washington, DC.
Friedner, K., & Kozma-Spytek, L. (2008, April). Digital cordless telephone interference in hearing aids. Poster presentation at the
annual meeting of the American Academy of Audiology, Charlotte, NC.
Gerner de Garcia, B. (2008, February). The Latin American and the Caribbean Newborn Hearing Screening Survey: Process and
results. Presentation at the conference of the Association of College Educators of the Deaf and Hard of Hearing,
Monterey, CA.
Gerner de Garcia, B., Gaffney, C., Chacon, S., & Gaffney, M. (2008, February). A new frontier: Current EHDI activities in
Latin America. Poster presentation at the 2008 National Early Hearing Detection and Intervention Conference, New
Orleans, LA.
Gerner de Garcia, B., Gaffney, C., & Gaffney, M. (2008, June). The next frontier: An overview of EHDI activities in Latin
America. Presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy.
Gordon-Salant, S., & Fitzgibbons, P. (2007, October). Aging and auditory temporal processing: Implications for speech
communication. Invited presentation at the International Research Conference on Aging and Speech Communication,
Indiana University, Bloomington.
Gutman, V., Mompremier, L. (2008, June). Demographics of deaf persons with schizophrenia. Poster presentation at the 1st
conference of the Schizophrenia International Research Society, Venice, Italy.
Harkins, J. (2007, December). Emergency communications through cellular wireless: Tools and accessibility issues. Presentation at the
G3ict Roundtable on Digital Inclusion, W2i Digital Cities Conference, Washington, DC.
Hartig, R. (2007, November). Crossing the divide: Discovering French deaf literature: The story of a personal journey. Lecture at the
Martin Luther King Library, Washington, DC.
Hartig, R. (2008, June). How I came to research and write “Crossing the Divide.” Presentation at the annual retreat of the
Northern Virginia Ethical Society, Sharpsburg, MD.
Hauser, P.C., & Lukomski, J. (2008, January). Deaf and hard of hearing college students’ self-perceptions of their behavior regulation
and metacognition. Presentation at the Department of Research and Teacher Brown Bag Lecture Series, National
Technical Institute for the Deaf, Rochester, NY.
Kelly, A.B., Jarashow, B., Malzkuhn, B., & Cole, J. (2008, April). Academic ASL-q. Presentation at Deaf Studies Today!
2008: Montage, Utah Valley State College, Orem.
Kelly, L., & Barac-Cikoja, D. (2008, February). Elements of skill crucial for deaf readers: What we know, what we don’t know, and
promise (not promises) for the future. Presentation at the Visual Language and Learning (VL2) Series, Gallaudet
Kocher, K., Williamson, R., Arnos, K., Crow, K., Reiss, J., & Morton, C.C. (2007, October). Cytogenetic approaches for
identifying novel genes and regulatory elements associated with hearing loss. Abstract and platform presentation at the annual
meeting of the American Society of Human Genetics, San Diego, CA.
67
Koo, D. (2007, October 31–November 3). The neural signature of reading in deaf individuals. Presentation at the 2007
conference of the International Dyslexia Association, Dallas, TX.
Langdon, C. (2008, February). Flowchart for coding depictions in ASL. Poster presentation at the first annual inter-Science of
Learning Centers Conference, Pittsburgh, PA.
Leigh, I.W. (2007, October). Genetics: Ethical concerns/family worries. Presentation at the Investing in Family Support
Conference, Nashville, TN.
Leigh, I.W. (Panelist). (2008, February). Through Deaf Eyes. Plenary session at the Early Hearing and Detection
Intervention Conference, New Orleans, LA.
Leigh, I.W. (2008, April). What’s in the label? The meanings of deaf/hard-of-hearing identities. Workshop at Health Partners,
Minneapolis, MN.
Lillo-Martin, D., & Chen Pichler, D. (2008, June). Development of sign language acquisition corpora. Presentation at the 3rd
Workshop on the Representation and Processing of Sign Languages: Construction and Exploitation of Sign
Language Corpora, Marrakesh, Morocco.
Listman, J.D., Hauser, P. C., Supalla, T., Paludneviciene, R., & Bavelier, D. (2008, February). Development of a sign language
competency measure: American Sign Language Sentence Reproduction Test. Poster presentation at the first annual inter-Science
of Learning Centers Conference, Pittsburgh, PA.
Lucas, C. (2008, April). The history and structure of Black ASL. Presentation at the eastern regional meeting of the National
Black Deaf Advocates, Washington, DC.
Mata-Aguilar, C., Brigham, N., McTigue, A., Fox, M., & Corrado, F. (2008, April). ICARE Schools: Successful strategies.
Presentation at the annual convention of the Council for Exceptional Children, Boston.
Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, April). ICARE Schools: A study of meaningful parent
involvement in the IEP process. Presentation at the annual convention of the Council for Exceptional Children, Boston.
Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, July). ICARE Schools: A study of meaningful
parent involvement in the IEP process. Poster presentation at the meeting of the Office of Special Education Programs
Project Directors, Washington, DC.
Mathur, G. (2008, February). Does gesture have phonology? Insights from signed languages. Presentation at the annual meeting of
the German Linguistic Society (DGfS), University of Bamberg, Germany.
Mathur, G. (2008, February 29–March 1). What are signs made of? Perspectives from signed languages from around the world.
Presentation at Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil
Rights, Creativity, Swarthmore College, Swarthmore, PA.
Mathur, G. (2008, June). Investigating phonological structure in ASL through experimental techniques in psycholinguistics. Presentation
at the Deafness, Cognition and Language (DCAL) Research Centre, University College London, England.
Mathur, G. (2008, June). Primed phonological matching in ASL: Experimental design. Presentation at the first SignTyp
Conference, University of Connecticut, Storrs.
McCaskill, A. (2008, May). The impact of high stakes graduation tests on deaf and hard of hearing students. Presentation at the
annual convention of the Association for Psychological Science, Chicago.
Mertens, D.M. (2007, November). Identifying critical processes and outcomes across evaluation approaches. Invited lecture at the
annual meeting of the American Evaluation Association, Baltimore.
Mertens, D.M. (2007, November). International development and transformative evaluation. Invited presentation at the
InterAction Evaluation Interest Group (EIG) Round Table, Baltimore.
Mertens, D.M. (2007, November). The contours of inclusion: Arts learning outcomes and evaluation strategies. Presentation at the
VSA Arts Symposium, Baltimore.
Mertens, D.M. (2008, February). Project SUCCESS: Preparing teachers for diverse deaf students. Presentation at the conference
of the Association of College Educators of the Deaf and Hard of Hearing, Monterey, CA.
Mertens, D.M. (2008, April). Transformative mixed methods in education. Invited presentation at American Educational
Research Association, New York.
Mertens, D.M. (2008, May). Transformative research and evaluation: Framework for social justice. Presentation at the Perspectives
on Evaluating Programs, Policies, and Organizations Colloquium Series, University of Delaware, Newark.
Mertens, D.M. (2008, May). Transformative research in the disability community. Presentation at the 4th International Congress
of Qualitative Inquiry, University of Illinois at Urbana-Champaign.
Mertens, D.M. (2008, July). Transformative mixed methods: Ethical implications. Presentation at the University of Cambridge,
England.
Mertens, D.M. (2008, August). Transformative research and ethics in psychological research. Presentation at the annual convention
of the American Psychological Association, Boston.
Mertens, D.M. (2008, September). Social transformation and research ethics. Presentation at the interims meeting of the
International Sociological Association [Research Committee 33 on Logic and Methodology in Sociology], Naples, Italy.
68
Mertens, D., Holmes, H., & Harris, R. (2007, November). Presidential strand: Transformative evaluation in service of social justice.
Presentation at the annual meeting of the American Evaluation Association, Baltimore.
Metzger, M. (2008, September). Educational interpreting defined. Presentation to the Fairfax County Public Schools, VA.
Metzger, M., & Roy, C. (2008, March). Telling stories and building bridges: Narratives and identity in interpreters’ discourse. Paper
presentation at the Georgetown University Round Table on Languages and Linguistics, Washington, DC.
Nakaji, M. (2008, June). Training medical students in Deaf culture, American Sign Language, and cancer control. Presentation at a
meeting of the National Counselors of the Deaf Association, Washington, DC.
Norris, V.W. (2007, October). Advanced topics in genetics and deafness. Presentation at the annual conference of the New
Mexico Speech-Language and Hearing Association, Santa Fe.
Norris, V.W. (2007, October). Fundamentals of genetics. Presentation at the annual conference of the New Mexico SpeechLanguage and Hearing Association, Santa Fe.
Norris, V.W. (2008, February). Genetic counseling and the genetics of deafness. Presentation to the Audiology Doctoral (Au.D.)
Program, Towson University, Towson, MD.
Norris, V.W. (2008, February). Genetic counseling in the deaf community. Presentation to the Genetic Counseling Master’s
Program, University of Maryland, Baltimore.
Norris, V.W. (2008, September). Genetic evaluation and counseling: What to expect. Presentation at the annual conference of
the Maryland Academy of Audiology, Baltimore.
Norris, V.W., & Arnos, K.S. (2007, November). Genetic counseling for deafness. Presentation to the Genetic Counseling
Master’s Program, Howard University, Washington, DC.
Oliva, G. (2008, April). Children with hearing loss and inclusion: Language impact and implications. Presentation at the conference
of Missouri Deaf Educators, Columbia.
Oliva, G. (2008, April). Psychosocial theory and research: Avoiding the Bowling Alone Syndrome. Presentation at the conference
of Missouri Deaf Educators, Columbia.
Oliva, G. (2008, July). Summer programs for deaf and hard of hearing youth: Where they are, what they do, what they need.
Presentation at the National Association of the Deaf Youth Leadership Camp, Stayton, OR.
Oliva, G. (2008, September). Afterschool/weekend/summer/programs—Keys to healthy, happy hard of hearing and deaf children.
Presentation at the 5th annual banquet of WHOLE ME Inc., Syracuse, NY.
Oliva, G., Hossler, T., & Hossler, E. (2008, February). Long term consequences of language and educational options. Presentation
at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA.
Oliva, G., & Ostrove, J. (2008, June). Identifying allies: Explorations in the domains of disability and race. Presentation at a
meeting of the Society for Disability Studies, New York.
Padden, C. (2007, November). Word order in a spontaneously created new language: The case of Al-Sayyid Bedouin Sign Language.
Invited colloquium for the Linguistics Department, University of Texas, Austin.
Padden, C., Aronoff, M., Meir, I., & Sandler, W. (2008, January). Instrument vs. handling in sign language lexicalization patterns.
Poster presentation at the annual meeting of the Linguistic Society of America, Chicago.
Pajka-West, S. (2008, February). Move over Carson McCullough: The portrayals and perceptions of deaf characters in contemporary
adolescent literature. Presentation at the conference of Georgia Council of Teachers of English, Callaway Gardens.
Pajka-West, S. (2008, April). Analyzing deaf characters in young adult literature. Presentation at the 2008 conference of
Teachers of English to Speakers of Other Languages, Inc. (TESOL), New York.
Pajka-West, S. (2008, April). Deaf characters in adolescent literature. Presentation at the 2008 conference of Teachers of
English to Speakers of Other Languages, Inc. (TESOL), New York.
Pajka-West, S. (2008, August). Discovering deaf characters in adolescent literature: The portrayals and perceptions. Presentation at the
Conference for Working With Students Who Are Deaf or Hard of Hearing and Pathways to Possibilities, Virginia
Beach, VA.
Pajka-West, S. (2008, July). Deaf characters in adolescent literature: The portrayals and perceptions. Presentation at the Midwest
Conference on Deaf Education, Sioux Falls, SD.
Paludneviciene, R., & Hauser, P.C. (2007, November). American Sign Language assessment: Formal versus curriculum based
assessment. Presentation at the conference of the American Sign Language Round Table, Gallaudet University,
Washington, DC.
Pandya, A., Withrow, K., Tracy, K., Norris, V.W., Maes, H., & Arnos, K.S. (2008, June). Universal newborn molecular
screening for select causes of hearing loss: Consumer attitudes based on a national survey in the U.S. Abstract and platform
presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy.
Piñar, P., Galvan, D., & Mather, S. (2007, November). Gesture and mental imagery in ASL L-2 acquisition. Paper presentation
at the 32nd Boston University Conference on Language Development, Boston.
Rathmann, C., & Mathur, G. (2008, June). Constraints on numeral incorporation in signed languages. Presentation at the first
SignTyp Conference at the University of Connecticut, Storrs.
69
Sass-Lehrer, M. (2008, February). Communication decisions and services. Online presentation to the Deaf Education Program,
Michigan State University, East Lansing.
Sass-Lehrer, M. (2008, July). Decisions, decisions: Guiding and supporting families from the start. Presentation at the Statewide
Conference on Education of the Deaf and Hard of Hearing, Galveston, TX.
Sass-Lehrer, M. (2008, July). Impact of hearing loss on the family. Training modules for Texas early intervention service
coordinators and deaf education parent advisors, Austin, TX.
Sass-Lehrer, M. (2008, July). Informed decision making. Training modules for Texas early intervention service coordinators
and deaf education parent advisors, Austin, TX.
Sass-Lehrer, M., & Wainscott, S. (2008, March). Decision making processes of EHDI families. Presentation at the 2008
National Early Hearing Detection and Intervention Conference, New Orleans, LA.
Sayers, E.E. (2008, April). What’s Up With Helen Keller? Presentation at Deaf Studies Today! 2008: Montage, Utah Valley
State College, Orem.
Strauss, K.P. (2007, October). Emergency access issues related to Sections 255 and 508. Presentation to the Wireline Division of
the Federal Communications Bar Association, Washington, DC.
Strauss, K.P. (2007, December). New mandates for accessible wireless emergency services. Presentation at the G3ict Roundtable on
Digital Inclusion, W2i Digital Cities Conference, Washington, DC.
Strauss, K.P. (2008). Communication access and people with disabilities: An overview. Presentation at the monthly policy
luncheon, Wilkinson, Barker, Knauer, LLP, Washington, DC.
Strauss, K.P. (2008, February). The need for access to products and services in the 21st century. Presentation at the policy forum of
the Alliance for Public Technology, Washington, DC.
Strauss, K.P. (2008, May). The need for access to products and services in the 21st century. Presentation at the spring policy summit
of the Telecommunications Industry Association, Washington, DC.
Strauss, K.P. (2008, September). TRS and emergency services panel: The need to address emerging technologies for people who are deaf or
hard of hearing. Presentation at the National Association for State Relay Administration, Lowell, MA.
Sutton, A., Trudeau, N., Morford, J.P., Rios, M., & Poirier, M. (2007, November). Constructing utterances of three symbols is
hard for pre-school aged children. Poster presentation at the annual meeting of the American Speech-Language-Hearing
Association, Boston.
Szymanski, C. (2008, February). Deaf children with Autism Spectrum Disorders: Cultural influence or cultural confusion? Presentation at
Gallaudet Research Institute First Wednesday Seminar Series, Gallaudet University, Washington, DC.
Szymanski, C. (2008, July). When autism and deafness coexist. Presentation at the national conference and exposition of the
Autism Society of America, Orlando, FL.
Szymanski, C. (2008, August). Autism and deafness: What do we really know? Presentation at the annual convention of the
American Psychological Association, Boston.
Taliaferro, G., Leigh, I.W., Schulz, I., Coble-Temple, A., & Goldberg, A. (2008, August). Ethical practice issues and persons
with disabilities. Presentation at the annual convention of the American Psychological Association, Boston.
Tamaki, C. (2008). VEMP 101: Getting started. Invited presentation at the annual conference of the Maryland Academy of
Audiology, Baltimore.
Trudeau, N., Sutton, A., & Morford, J.P. (2007, November). Interpretation of graphic symbol utterances by children, teenagers and
adults. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston.
Villanueva, M. (2008, February). A cognitive approach to ASL/English teaching and learning: Construal and expression of defocused
agents. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA.
Villanueva, M. (2008, March). A cognitive approach to ASL/English pedagogy: Construal and expression of defocused agents. Paper
presentation at the 33rd International LAUD Symposiumy, Landau/Pflaz, Germany.
Whitworth, C. (2008, February). Markedness vs. transfer in cross-modal language learning. Paper presentation at the first annual
inter-Science of Learning Centers Conference, Pittsburgh, PA.
Williams, N. (2008, September). Digital television transition issues. Presentation at the monthly meeting of Maryland Deaf
Senior Citizens, Silver Spring.
70
Office of Sponsored Programs
The Office of Sponsored Programs (OSP), a unit within the Graduate School and
Professional Programs, provides services and support to Gallaudet faculty and professional staff
seeking external sponsorship of scholarly projects. The OSP disseminates information concerning
possible funding sources via the Community of Science and offers guidance in the development of
proposals and budgets and in the negotiation and finalization of grants and contracts. In addition, it
assists with various administrative issues arising from extramurally funded projects and acts as the
liaison with the university’s Institutional Review Board for the Protection of Human Subjects for
projects funded through grants. The OSP is also a member of the Grants Management Committee.
The OSP is committed to augmenting institutional resources to enhance the university’s research
and educational programming. Through a coordinated effort to match Gallaudet’s faculty and
professional staff with possible extramural collaborators and sponsors, the OSP functions as a
catalyst, transforming the creativity of the Gallaudet community into the reality of funded research,
training, and technical assistance projects.
For more information, consult the OSP’s Web site at: http://osp.gallaudet.edu/.
Figure 36. Dollar amounts (in millions) for proposals and awards, FY 1999–2008
Sponsored Programs: An overview. Throughout the campus, Gallaudet faculty and
professional staff compete for grants and contracts where sponsored projects are awarded on the basis
of rigorous review by experts in the field. Such efforts to secure extramural project support have been
increasing due to heightened campus awareness of the opportunities for additional resources and of
the importance of sponsored projects to the quality of the institution’s intellectual life.
71
Figure 37. Research at Gallaudet, 2003–2007
a. Number of faculty involved
in funded research
b. Comparison of unique investigators to
funded research projects
The Gallaudet community’s participation in the sponsored programs process this past fiscal
year has resulted in a number of significant opportunities for the institution, particularly in
establishing collaborative relationships with other major universities, nonprofits, and for-profit
organizations including: Advanced Hearing Concepts; American University; Boston University; the
District of Columbia Space Grant Consortium; Georgetown University; Hearing Loss Association
of America; National Science Foundation; Northeastern University; New York University School of
Medicine; Rochester Institute of Technology; Rutgers University; University of California, Davis;
University of California, San Diego; University of Illinois at Urbana-Champaign; University of
Maryland, College Park; University of New Mexico; University of Wisconsin-Madison; Virginia
Commonwealth University; and Vcom3D, Inc. The pie chart in Figure 38 shows the dollar amount
of awards received by sponsor. In the past, the U.S. Department of Education has been the largest
grantor agency over time. This fiscal year the National Science Foundation is the largest grantor.
Individual awards and proposals for FY 2008 are listed in tables 11 and 12.
Figure 38. Percentage of award funding in FY 2008 by sponsor
*Federal pass-through and other sponsors: University of Wisconsin-Madison (ED) 58.8%; American University (NASA)
12.1%; University of California, San Diego and University of Maryland (NIH) 26.1%; and Vcom3D, Inc. (NSF) 3%.
72
CLAST
GSPP
GSPP
CLAST
CLAST
GSPP
Bakke,
Matthew
Fitzgibbons,
Peter
Gutman,
Virginia;
Brice,
Patrick
Harkins,
Judith
LaSasso,
Carol
School
GSPP
Arnos,
Kathleen
Project
director(s)
Allen,
Thomas
Hearing,
Speech, and
Language
Sciences
Communication
Studies
Psychology
Hearing,
Speech, and
Language
Sciences
Hearing,
Speech, and
Language
Sciences
Biology/
Genetic
Service Center
Department
Office of the
Dean
Preparation of Clinical (Au.D.) Audiologists
With a Pediatric-Educational Audiology
Program Emphasis to Serve Culturally and
Linguistically Diverse 0–21 Populations:
Focusing on Recruitment of Individuals With
Disabilities or From Underrepresented RacialEthnic Groups
Rehabilitation Engineering Research Center
on Telecommunication Access
Dwight David Eisenhower Department of
Transportation Project: A Partnership Between
the U.S. Department of Transportation and
Gallaudet University
Auditory Temporal Processes, Speech
Perception, and Aging
An Automatic Fitting Algorithm for Cochlear
Implants
Genetic Deafness in Alumni of Gallaudet
University
Awarded project title
Science of Learning Center on Visual
Language and Visual Learning (VL2)
U.S. Department of Education: Office of
Special Education and Rehabilitative
Services
University of Wisconsin-Madison (U.S.
Department of Education)
U.S. Department of Transportation:
Federal Highway Administration
University of Maryland (National
Institutes of Health)
U.S. Department of Education: National
Institute on Disability and Rehabilitation
Research
National Institutes of Health: National
Institute on Deafness and Other
Communication Disorders
Sponsor
National Science Foundation:
Directorate for Social, Behavioral and
Economic Sciences
Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008
73
09/01/08–
08/31/09
10/01/07–
09/30/08
09/01/08–
09/01/09
03/15/08–
01/31/09
10/01/07–
09/30/08
03/01/08–
02/29/09
Begin/
end dates
10/01/08–
09/30/09
$236,683
$254,322
$15,000
$92,048
$149,895
$339,853
Award
amount
$3,999,112
07/25/08
01/22/08
06/04/08
06/26/08
08/13/08
02/07/08
Award
date
09/16/08
GSPP
GSPP
GSPP
GSPP
CPSO
Lucas, Ceil
Lytle, Linda
Mahshie,
James;
Bakke,
Mathew
Nover,
Stephen
School
GSPP
Lewis,
Jeffrey
Project
director(s)
LaSasso,
Carol
Center for
ASL/English
Bilingual
Education and
Research
Hearing,
Speech, and
Language
Sciences
Counseling
Linguistics
Counseling
Department
Hearing,
Speech, and
Language
Sciences
Center for ASL/English Bilingual Education
and Research (CAEBER)
Rehabilitation Engineering Research Center
on Hearing Enhancement (RERC-HE)
Medical Students, Cancer Control, and the
Deaf Community
The History and Structure of Black ASL
The Rehabilitation of Individuals Who Are
Deaf, Deaf-Blind, and Hard of Hearing
Project SLP PrePARED: Preparation of
Speech-Language Pathologists With a
Pediatric Aural Rehabilitation Emphasis
(PARE) to Work With Culturally and
Linguistically Diverse Deaf/HH 0–21
Populations: Focusing on Recruitment of
Individuals With Disabilities or From
Underrepresented Racial-Ethnic Groups
Services
Research
University of California, San Diego
(National Institutes of Health)
National Science Foundation
Services
Sponsor
Services
Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008 (continued)
74
01/01/07–
12/31/09
10/1/08–
9/30/09
09/1/08–
08/31/09
09/01/08–
08/31/10
09/01/08–
08/31/09
Begin/
end dates
09/01/08–
08/31/09
$74,950
$949,935
$20,596
$143,571
$99,333
Award
amount
$169,248
03/19/08
08/13/08
07/16/08
08/22/08
05/29/08
Award
date
06/04/08
GSPP
CLAST
CLAST
CLAST
Clerc
Center
GSPP
Snyder,
David
Solomon,
Caroline
Solomon,
Caroline
Stifter,
Rosemary
Zieziula,
Frank
School
CPSO
Roy,
Cynthia
Project
director(s)
Nover,
Stephen
Counseling
Educational
Technology &
Training
Biology
Biology
Chemistry/
Physics
Interpretation
Department
CAEBER
A Master of Arts Degree Program in School
Counseling: Summers Only Option
Life-Like, Expressive Avatars for the
Instruction of Young Learners Who Are Deaf
RIG: Broadening Participation of Deaf and
Hard of Hearing Scientists Through Laboratory
Studies of a Harmful Algal Species
National Space Grant College and Fellowship
Program - Research Stipends to Support
Senior Capstone Projects for Deaf and Hard of
Hearing Students at Gallaudet University
National Space Grant College and Fellowship
Program
Training of Interpreters for Individuals Who Are
Deaf or Hard of Hearing and Individuals Who
Are Deaf-Blind
CAEBER—Grant Transfer Agreement From
New Mexico School for the Deaf
Grand Total (20 awards)
Services
Vcom3D, Inc. (National Science
Foundation)
National Science Foundation
American University (National
Aeronautics and Space Administration)
American University (National
Aeronautics and Space Administration)
U.S. Department of Education:
Rehabilitation Services Administration
Sponsor
Services
Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008 (continued)
75
01/01/08–
12/31/09
01/01/07 –
06/30/07
08/01/08–
07/31/10
05/01/08–
04/30/09
05/15/07–
11/30/08
10/01/08–
09/30/09
Begin/
end dates
01/01/07–
12/31/09
06/02/08
04/30/07
08/17/08
11/27/07
11/16/06
07/23/08
Award
date
03/19/08
$7,804,796
$168,224
$13,056
$189,947
$26,927
$25,452
$296,644
Award
amount
$540,000
CLAST
GSPP
Chen
Pichler,
Deborah
Biology/
Genetic
Service
Center
Linguistics
Biology/
Genetic
Service
Center
CLAST
Arnos,
Kathleen
Office of the
Dean
GSPP
Allen,
Thomas;
Corina,
David;
QuintoPozos,
David
Arnos,
Kathleen
Office of the
Dean
Department
Office of the
Dean
GSPP
School
GSPP
Allen,
Thomas;
Corina,
David
Project
director(s)
Allen,
Thomas
The Development of Bimodal Bilingualism
Genetic Deafness in Alumni of Gallaudet
University
A Collaborative Search for New Forms of
Syndromic and Non-Syndromic Deafness
VL2—Examining Linguistic and Non-Linguistic
Uses of Space in Children With Signed
Language Disorders
VL2—The Role of Visual Language Input in the
Development of Auditory Cortical Responses
and Linguistic Competencies
Proposed project title
VL2—Interpreting
University of Connecticut (National Science
Foundation)
National Institutes of Health: National
Institute on Deafness and Other
Communication Disorders
Virginia Commonwealth University
(National Institutes of Health)
National Science Foundation: Directorate
for Social, Behavioral and Economic
Sciences
Sciences
Sponsor
Sciences
Table 12. FY 2008 Proposals: Report Period October 1, 2007 - September 30, 2008
76
01/01/08–
12/31/12
04/01/09–
03/31/14
07/01/08–
06/30/09
10/01/08–
09/30/09
10/01/08–
09/30/09
Begin/end
dates
10/01/08–
09/30/09
$884,471
$1,563,466
$67,535
$299,953
$300,000
Requested
amount
$61,832
11/01/07
06/23/08
09/24/07
06/06/08
06/06/08
Submit
date
12/10/07
CPSO
CLAST
GSPP
GSPP
GSPP
CLAST
GSPP
GSPP
Gutman,
Virginia
LaSasso,
Carol
Lucas, Ceil
Mahshie,
James
Nickerson,
James
Roy,
Cynthia
Simms,
Laurene
School
GSPP
Guteng,
Simon
Project
director(s)
Clark,
Diane
Education
Interpretation
Mathematics
and Computer
Science
Hearing,
Speech, and
Language
Sciences
Linguistics
Hearing,
Speech, and
Language
Sciences
Psychology
Gallaudet
Leadership
Institute
Department
Office of the
Dean
Baby Early Sign: Developing Multimedia Visual
Language Materials for the Deaf
Training of Interpreters for Individuals Who Are
Deaf or Hard of Hearing and Individuals Who
Are Deaf-Blind
BPC-AE: Access Computing Extension
Proposal for a Rehabilitation Engineering
Research Center on Hearing Enhancement
Project GUCCI - Gallaudet University Cross
Cultural Initiative (GUCCI): Preparing Future
Clinical Audiology Faculty and Researchers
Eisenhower People With Disabilities
Fellowships
Project Soar to Excellence in Educational
Leadership
VL2—REU Site: Deaf Access for
Undergraduates
Lamar University (U.S. Department of
Education, Office of Special Education and
Rehabilitative Services)
U.S. Department of Education:
Rehabilitation Services Administration
University of Washington (National Science
Foundation
Research
Sciences
Services
U.S. Department of Transportation: Federal
Highway Administration
Services
Sponsor
Sciences
Table 12. FY 2008 Proposals: Report Period October 1, 2007–September 30, 2008 (continued)
77
09/01/09–
08/31/11
10/01/07–
09/30/09
10/01/08–
09/30/09
10/01/08–
09/30/13
07/01/08–
01/30/10
08/01/09–
07/31/13
09/01/08–
09/01/09
09/01/08–
08/31/12
Begin/end
dates
10/01/09–
09/30/11
$46,677
$294,434
$65,643
$4,749,754
$143,571
$1,502,453
$15,000
$791,136
Requested
amount
$258,035
09/02/08
12/03/07
05/21/08
04/01/08
12/19/07
09/29/08
06/10/08
01/04/08
Submit
date
08/18/08
CLAST
CLAST
Clerc
Center
Solomon,
Caroline
Sorensen,
Charlene
Stifter,
Rosemary
Educational
Technology &
Training
Chemistry/
Physics
Biology
Biology
Biology
CLAST
CLAST
Biology
Department
Education
CLAST
School
GSPP
Solomon,
Caroline
Snyder,
David
Snyder,
David
Project
director(s)
Simms,
Laurene
Life-Like, Expressive Avatars for the Instruction
of Young Learners Who Are Deaf
Pay It FORWARD
RIG: Broadening Participation of Deaf and Hard
of Hearing Scientists Through Laboratory
Studies of Harmful Algal Species
Research Stipends to Support Senior Capstone
Projects for Deaf and Hard of Hearing Students
at Gallaudet University
National Space Grant College Fellowship
Program
The Asian Monsoon
Diversify the Future: Preparing Highly Qualified
Diverse Deaf and Minority Teachers for
Deaf/Hard of Hearing School Age Children
(ages 3–21)
Grand Total (22 proposals)
Vcom3D, Inc. (National Science
Foundation)
Sciences
for Biological Sciences, Division of
Biological Infrastructure, Human Resources
Cluster
National Aeronautics and Space
Administration
National Aeronautics and Space
Administration
American University (National Aeronautics
and Space Administration)
Sponsor
Services
Table 12. FY 2008 Proposals: Report Period October 1, 2007–September 30, 2008 (continued)
78
10/01/07–
09/30/09
10/01/08–
09/30/12
06/01/08–
11/30/10
05/01/08–
04/30/09
06/01/09–
11/30/11
05/01/08–
04/30/09
Begin/end
dates
06/01/08–
05/31/12
11/16/07
01/17/08
01/14/08
11/27/07
04/01/08
07/09/08
Submit
date
01/10/08
$12,655,368
$27,433
$424,889
$189,947
$26,927
$26,532
$131,464
Requested
amount
$784,216
University Outreach
The College of Professional Studies and Outreach (CPSO) supports Gallaudet’s mission to
ensure the intellectual and professional advancement of deaf and hard of hearing individuals by
providing a comprehensive array of exemplary professional development and outreach programs
and services designed to promote career development, advocacy and leadership abilities, and other
life-long learning skills.
Programs and services address the needs and interests of diverse internal and external
constituencies and include both credit and noncredit offerings via a bilingual (ASL/English) learning
environment. To meet participants’ learning needs, instruction is conducted in multiple formats—
traditional classroom settings, online and distance learning, or a hybrid approach—delivering various
professional development, enrichment, and leadership programs both on campus and at sites around
the country. During the summer, CPSO’s youth programs offer educational, student development, and
experiential learning opportunities for deaf and hard of hearing middle and high school students.
Through its regional, national, and international programs, CPSO is further able to extend
university programs and services through:
• Delivery of graduate, undergraduate, and professional studies courses across the United
States, often in collaboration with sponsoring schools, programs, and agencies, providing
opportunities to study with experts in such fields as American Sign Language, deaf
education, Deaf studies, interpreting, and linguistics.
• Direct programming and outreach services to schools, agencies, and corporations
actively engaged in the provision of education and/or human services to deaf and hard
of hearing individuals.
• Coordination of international exchange programs, such as the study abroad, Fulbright,
and global internships, and the English Language Institute, which provide rich academic
and cultural opportunities for visiting students, scholars, researchers, and professionals.
• Hosting of Gallaudet University’s regional and national Academic Bowl competitions,
which recognize academic achievement among deaf and hard of hearing high school
students and also serve as significant recruitment and enrollment tools for the university.
• Approval and provision of continuing education credits for noncredit learning
opportunities as an International Association for Continuing Education and Tracking
(IACET) authorized provider.
FY 2008 was a year for establishing benchmarks within CPSO. The following narratives
highlight the activities of CPSO’s units and subunits.
Unit Activities
Center for International Programs and Services (CIPS). The center serves as Gallaudet’s
one-stop office for all things international. Its strategic approach to international education includes:
providing education and professional development, disseminating information, offering excellent
outreach programs, fostering international alliances, and acting as an international catalyst for change
in the self-determination of deaf individuals worldwide. The four CIPS subunits are: Global
Education and Scholar Services, International Student Services, International Outreach, and the
English Language Institute.
Global Education and Scholar Services (GESS) arranges study abroad opportunities for Gallaudet
students, faculty, and professionals. It also assists visiting students, scholars, researchers and
79
professionals who are interested in coming to Gallaudet University for various short- and long-term
programs. International Student Services (ISS) is responsible for maintaining the university’s compliance
with the Student and Exchange Visitor Information System (SEVIS). ISS works with university
departments to ensure all current international students and scholars are in compliance with
immigration regulations. It also works with students to update them on regulations and guide them
through immigration status change or maintenance procedures.
Table 13. International Student Services Activities, Fall 2007–Summer 2008
Activity
Tracking of studentsʼ attendance, performance
and immigration rules compliance; submitting
reports to the U.S. Department of Homeland
Securityʼs SEVIS
Face-to-face student advising for all students
holding F-1 visa
Completing visa applications for students and
potential students
Fall 2007
141
Spring 2008
79
Summer 2008
20
272
284
63
32
35
46
International Outreach (IO) disseminates Gallaudet materials and resources around the world,
enhancing the university’s position as a global leader in deaf education. During FY 2008, IO efforts
reached nearly 1,000 people through three trips abroad—to India, Bulgaria, and China—laying the
groundwork for future collaborations to meet the educational and training needs of deaf and hard of
hearing people in those countries. The English Language Institute (ELI) joined CPSO in summer 2008.
For information about ELI’s activities, see “Academic Support Services.”
Gallaudet Leadership Institute, Professional Studies, and Enrichment Programs
(GLIPSEP). Gallaudet Leadership Institute, Professional Studies, and Enrichment Programs
(GLIPSEP) is dedicated to improving the quality of the personal and professional lives of deaf and
hard of hearing individuals by (a) developing the leadership abilities of these individuals, their
families, and other individuals in their personal and professional communities and (b) developing
and enhancing the professional leadership abilities of individuals who administer programs and
services that work with the deaf and hard of hearing population.
Gallaudet Leadership Institute (GLI). Established in October 2002, GLI addresses acute
leadership shortages in education and other social service professions, including deaf-centric forprofit and nonprofit agencies and corporations. GLI programs focus on seven areas: (a) association
leadership and management; (b) business entrepreneurship; (c) consumer, family, and community
advocacy; (d) deaf women leadership; (e) early education professional development leadership;
(f) educational leadership focused on change leadership; and (g) enhancing deaf education: language
planning and leadership.
GLI programs are tailored to address specific needs and are usually distinct in content and
focus compared to general academic disciplines. Program instructors are subject matter experts.
80
Table 14. Gallaudet Leadership Institute Courses and Participants, AY 2007-2008
Program Title
Fall 2007
Educational Leadership
Spring 2008
Summer 2008
Merrill Lynch
Early Education
Language Planning
Deaf Women Leadership
TOTAL
Number of
Courses
(face-to-face)
Number of
Courses
(online)
12
5
3
12
5
3
5
8
23
12
7
79
6
2
1
1
4
24
0
2
0
0
0
8
Number of
Participants
Professional Studies. Professional Studies (PST) courses and certificate programs are offered in
various formats to students from all over the world. From traditional classroom settings to online or
on-site instruction, these courses cover topics designed to meet students’ professional training needs
or general education interests.
Most courses carry university credit. Some offer regular graduate or undergraduate credit,
while others offer professional studies, or nondegree, credit. Many courses offer a choice of credit
type. While professional studies credits do not apply to degree programs at Gallaudet University,
they may be transferable to other universities to satisfy requirements for certification and employment.
In addition, some PST courses lead to a professional certificate. A PST certificate program
generally consists of 4–6 courses related to a specific field of study and/or service area. Offered
primarily through GLI, certificate programs can be conducted either face-to-face only, online only,
or in a hybrid format. Transferred credits cannot be applied toward certificate programs.
Figure 39. PST course information, AY 2004-2005 to AY 2007-2008
a. Total students enrolled in PST courses
b. Average PST class size by semester
Finally, Gallaudet University offers a selection of online courses for undergraduate, graduate,
or PST credits. These courses cover topics from writing to education and allow students to study
and participate in courses at the time and place of their choosing. Readings, assignments, and
activities are posted on the course Web site. Students are required to log on to the course Web site
81
to post assignments and participate in discussions. Students are responsible for obtaining their own
Internet access and are expected to have basic computer and Internet literacy.
Figure 40. Percentage of courses by delivery method, 2005–2008
Enrichment Programs. The summer
enrichment programs at Gallaudet offer a
number of exciting learning experiences for deaf,
hard of hearing, and hearing youth as well as
personal, professional, and academic enrichment
experiences for adults.
Table 15. Number of Enrichment Programs
and Participants, AY 2007-2008
Semester
Fall 2007
Spring 2008
Summer 2008
Programs
6
1
7
Participants
38
34
186
Gallaudet University Regional Centers (GURCs). The Gallaudet University Regional
Centers (GURCs) bring the resources and expertise of Gallaudet University to five major regions of
the United States and its territories. GURCs are located at Flagler College in Florida (Southeast
region), Johnson County Community College in Kansas (Midwest region), Kapi’olani Community
College in Hawaii (Pacific region), Northern Essex Community College in Massachusetts (Northeast
region), and Ohlone College in California (Western region). Previously, the GURC for the MidAtlantic region was the Clerc Center; beginning in FY 2009, it will be relocated to CPSO. The
GURCs address the educational, transition, and professional development needs of deaf and hard of
hearing individuals, their families, and the professionals who work with them.
Through the GURCs, Gallaudet University offers extension courses, training workshops,
consultation services, conferences, and technical assistance, including national mission program
offerings from the Clerc Center. The GURCs also host the regional High School Academic Bowl
competitions that culminate in Gallaudet’s National Academic Bowl competition (see “Program
Services Unit”). For information on specific activities hosted by each GURC, see the Appendix.
82
Table 16. Services Provided by Gallaudet University Regional Centers, FY 2008
Training, Technical Assistance,
GURC Region
Information Dissemination*
Northeast
6,210
Southeast
20,749
Midwest
2,718
Western
9,175
Pacific
1,990
TOTALS
40,842
*Source: Activity summaries and contact logs
Materials Distributed*
(not including listservs)
11,120
507
25
541
2,304
14,497
Language Planning Institute (LPI). Language planning is the purposeful effort to
identify, describe, and influence the nature of language acquisition, learning, and use. The Language
Planning Institute (LPI) provides research, professional development, and language planning
development to the faculty, teachers, and staff of Gallaudet University, as well as to teacher
preparation programs and schools for deaf and hard of hearing learners throughout the country. The
LPI’s goal is to improve students’ learning and academic achievement in both ASL and English. The
LPI comprises two programs: the ASL Program and the Center for ASL/English Bilingual
Education and Research.
ASL Program. The ASL Program serves Gallaudet University faculty, staff, and students as
well as students from other area schools and colleges, federal government employees, area
businesses, and other individuals interested in learning the language. It offers ASL I–VI, non-degree
credit courses, and other ASL learning opportunities, such as short courses focusing on aspects of
ASL (e.g., nonmanual markers, fingerspelling) or tailored for specific disciplines, departments, or
units on campus (e.g., Bon Appetit food service providers). The ASL Program also contracts with
entities to provide classes at other locations that meet clients’ unique ASL learning needs. ASL
professional development offerings can also be developed to meet unique individual or department
needs in keeping with Gallaudet University’s bilingual mission.
Table 17. ASL Program Classes and Participants, FY 2008
ASL classes offered
Actual classes
Number of instructors
Number of students
Fall 2007
On site
Off site
(Gallaudet
(Contract
University)
classes)
23
NA
Spring 2008
On site
Off site
(Gallaudet
(Contract
University)
classes)
25
NA
Summer 2008
On site
Off site
(Gallaudet
(Contract
University)
classes)
36
0
17
51
12
65
26
0
9
NA
7
NA
10
0
148
NA
131
NA
274
0
NA = Data not available
Center for ASL/English Bilingual Education and Research (CAEBER). CAEBER focuses on three
areas: professional development, language planning development, and research and development.
Through the ASL/English Bilingual Professional Development project (AEBPD), which is funded
by the U.S. Department of Education, CAEBER provides professional development in ASL/English
bilingual assessment, curriculum, and instructional strategies. CAEBER staff also present guest
lectures to undergraduate and graduate classes at Gallaudet University on topics related to bilingualism,
83
its effect on language acquisition, and its application in classroom instruction. Language planning
development is offered as part of AEBPD to school and state-level administrators nationwide and
through presentations and seminars to higher education institutions internationally. CAEBER’s
research and development activities include collaboration with Gallaudet University’s Science of
Learning Center on Visual Language and Visual Learning. Research findings are incorporated into
CAEBER’s professional development seminars with direct benefit to curriculum and instruction.
Table 18. CAEBER Programs and Participants, AY 2007-2008
Program
ASL/English Bilingual Professional Development
(AEBPD) at schools (2-year in-service program)
AEBPD mentors
AEBPD participants
Summer Institute participants (mentor training)
Summer Institute lead mentors
Language Planning and Leadership participants
(GLI collaboration)
TOTAL
Fall
2007
Spring
2008
Summer
2008
Total
52
193
0
0
52
201
0
0
0
0
30
7
104
394
30
7
0
0
27
27
245
253
64
562
Program Services Unit (PSU). The
Table 19. Summer Contract Programs and
Participants, 2008
Program Services Unit provides logistical
support for all programs offered through CPSO,
Program
Participants
including public relations and marketing, course
Experience in Democracy
329
management and evaluation, registration and
LeadAmerica
616
Team
Development
Camp
60
records management, and office support. PSU
D.C.
Gear
Up
44
also coordinates the university’s summer
Total
1,049
contract programs and the National Academic
Bowl for Deaf and Hard of Hearing
Table 20. Participation in Regional and National
High School Students, provides
Academic Bowl Competitions, FY 2008
conference and special event planning
Competition
Teams
Coaches Players
and support, and serves as the
Regional
university’s authorized provider of
Mid-Atlantic/At-Large
16
30
76
IACET CEUs. CPSO’s public relations
Midwest
15
28
71
efforts include the planning and
Northeast
16
32
77
development of marketing and
Southeast
16
29
77
program materials, project mailings
Western
16
28
72
and distributions, and Web site
National
10
20
45
maintenance.
Total
89
167
418
84
Table 21. Continuing Education Enrollment by State, AY 2004-2005 to AY 2007-2008
AL
AR
AZ
CA
CO
CT
DC
DE
FL
GA
HI
IA
IL
IN
KS
KY
LA
MA
MD
ME
MI
MN
MO
MT
AY
04-05
1
0
1
12
2
1
40
0
6
2
1
6
4
4
3
3
1
8
53
1
4
2
4
0
AY
05-06
1
0
2
14
3
1
49
0
8
5
1
2
6
1
2
0
0
4
82
0
6
2
2
0
AY
06-07
1
2
5
12
2
2
40
1
10
3
0
3
5
4
0
2
1
14
69
1
4
4
1
0
AY
07-08
0
1
2
17
0
4
31
0
10
6
7
4
8
3
2
0
2
7
75
3
7
5
1
1
NC
NE
NH
NJ
NM
NV
NY
OH
OR
PA
RI
SC
SD
TN
TX
UT
VA
VT
WA
WI
WV
WY
Unknown
AY
04-05
4
0
3
6
1
0
14
5
0
7
3
1
0
1
4
2
37
1
4
4
1
1
67
AY
05-06
1
0
0
9
0
2
17
5
2
13
2
1
2
2
6
3
38
0
4
3
1
0
35
AY
06-07
3
2
2
4
2
1
8
7
2
10
2
0
0
4
4
1
28
1
2
6
1
0
31
AY
07-08
1
0
1
2
0
2
12
8
2
11
0
2
0
0
5
0
27
0
2
2
1
0
17
Special Outreach Initiatives
Quest at Gallaudet. During FY 2008, Gallaudet partnered with the nonprofit organization,
Quest: arts for everyone, and created “Quest at Gallaudet.” Through this collaboration Quest
conducted a series of theater-based community engagements involving schools, programs, and
organizations as local partners. Highlights included:
• Baltimore and Towson, Md. Quest produced an international visual theater festival,
QuestFest, in partnership with Gallaudet University, Towson University, and several
professional theaters in the Washington, D.C. and Baltimore areas. QuestFest served 6,000
people and included 52 performances of 17 different productions, 12 experiences in
schools, and 25 workshops, master classes, seminars, facilitated discussions, and
postshow discussions.
• Clearwater, Fla. In partnership with the Safety Harbor Public Library Deaf Literacy
Program, Quest conducted three residencies in three different schools, gave
performances of Road Signs in area schools, conducted a visual theater workshop for
families with deaf children, and produced a public performance of Alice.
• Fort Lauderdale, Fla. Hosted by the Alliance of Families With Deaf Children, Quest gave a
public performance of Alice and participated in the Alliance’s ASL Festival, performing
Road Signs, and conducting three visual theater workshops.
85
•
Culver City, Calif. Quest conducted a visual theater workshop for families, with
participants ranging in age from 1 year to 67 years, in collaboration with a local parent
organization serving families with deaf and hard of hearing children as well as a CODA
organization.
• Irvine, Calif. Hosted by the Orange County School System, Quest conducted a two-day
residency with middle school students, a visual theater workshop for high school
students, and a public performance of Alice.
Through Deaf Eyes Project. During FY 2008, Gallaudet focused on capitalizing on the
extensive network of new connections formed during the Through Deaf Eyes broadcast year and
expanding outreach efforts to include new audiences and topics. Highlights included:
• Screenings of Through Deaf Eyes. Public screening events brought more than 5,400 people to
libraries and schools and theaters to see the film. Educational use is more complicated to
determine, as reporting by educators is voluntary. Of note are the international uses of
the film in Thailand and the Philippines, and broadcast events in England, Ireland, and
Denmark.
• Awards. The Through Deaf Eyes project was honored this year with multiple awards
including: the Organization of American Historians’ Erik Barnouw Award; the Alfred I.
DuPont-Columbia University Award for journalistic excellence; the Laurent Clerc
Cultural Fund’s Alice Cogswell Award; and a CINE Golden Eagle Award.
• Preservation. Project staff completed sorting Deaf Eyes’ extensive footage, both interview
and resource tapes, and distributing them to secure storage in the Gallaudet University
Media Department or Archives. Log books of the tapes were shared with these units as
well as the departments of ASL and Deaf Studies, and Government and History.
Becoming Helen Keller Project. Becoming Helen Keller is a 90-minute television documentary
to be launched nationally on PBS in 2010. A cross-platform project, the broadcast will be
accompanied by an online exhibit, a searchable database, and several educational products. Gallaudet
University is working in partnership with PBS and other sponsors to develop the outreach
components for Becoming Helen Keller. FY 2008 was a development year, making preliminary contacts
with dissemination partners and collaborating with educators to secure official endorsement of the
educational products. Outreach plans include pre-broadcast forums in eight cities, which will be
filmed, edited, and made available online via American Masters (WNET New York) to serve as
model programs. Specific contacts/meetings and ongoing exchanges are occurring with: National
Council for the Social Studies; Federation of State Humanities Councils; American Library
Association Video Round Table; American Federation for the Blind; American Association of the
Deaf-Blind; National Association of the Deaf; the Library of Congress’ National Library Service for
the Blind and Physically Handicapped, and Archive of Folk Culture; and VSA arts.
World Federation of the Deaf (WFD) History. CPSO staff contributed to an in-progress
book on the WFD, which focuses on the organization’s 50-year history. Staff were also involved in
research of and writing about deaf international individuals who predated the WFD’s 1951 founding.
A CPSO-authored article related to this project, “Life and deaf: Language and the myth ‘balance’ in
public history,” was published in the summer 2008 issue of Sign Language Studies.
86
Laurent Clerc National Deaf Education Center
National Mission
The Laurent Clerc National Deaf Education Center (“Clerc Center”), a unit of Gallaudet
University’s Division of Academic Affairs, includes Kendall Demonstration Elementary School
(KDES); the Model Secondary School for the Deaf (MSSD); and associated research, evaluation,
training, and dissemination services. The primary purpose of the Clerc Center is to fulfill the
national mission of improving the quality of education afforded to deaf and hard of hearing students
from birth to age 21 across the United States. While providing an exemplary education to the
students attending KDES and MSSD, the Clerc Center works in partnership with a network of
programs and schools throughout the nation to identify and share best practices in the field.
The partnership of the Clerc Center with schools and programs throughout the United
States is the cornerstone for activities designed to have national impact. The goal of collaborative
partnerships is the provision of quality educational opportunities to all students, with emphasis on
students who are lower achieving academically, who come from families that speak a language other
than English in the home, who have additional disabilities, who are members of diverse racial or
cultural groups, or who live in rural areas. The Clerc Center provides training and technical
assistance, publishes and disseminates materials and information, establishes and publicizes its
research priorities through a process allowing for public input, and provides technical assistance to
families of children who are deaf or hard of hearing and the professionals who work with them.
87
History
1857 Amos Kendall establishes a school on his estate for deaf and blind children in the
metropolitan Washington, D.C. area.
1864 Congress grants Kendall School a charter to operate a collegiate program, Gallaudet College.
1966 President Lyndon B. Johnson signs the Model Secondary School for the Deaf Act (P.L. 89-694).
1969 The secretary of the U.S. Department of Health, Education, and Welfare and the president of
Gallaudet College sign an agreement enabling the implementation of P.L. 89-694, authorizing
the establishment and operation of MSSD at the college to devise, develop, and test innovative
and exemplary courses of study for deaf and hard of hearing high school students.
1970 Congress passes the Kendall Demonstration Elementary School Act (P.L. 91-587), transforming
the historic Kendall School into a demonstration elementary school with programs for students
from birth through age 15, expanding its role to include research and dissemination.
1986 The Education of the Deaf Act (EDA; P.L. 99-371) reauthorizes KDES and MSSD under one
act, establishes a national commission to study the education of students who are deaf and hard
of hearing across the United States, and accords university status to Gallaudet College.
1992 The EDA Amendments of 1992 (P.L. 102-421) identify the primary purpose of the
demonstration schools: The Clerc Center’s clear and compelling national mission is to work
together with parents, educators, deaf and hard of hearing students, and adults throughout
the country to improve the quality of deaf education nationwide. To this end, the Clerc
Center provides technical assistance and outreach to meet the training and information
needs of its constituency in various educational environments.
1994 The National Mission Advisory Panel establishes literacy, family involvement, and
transition as the priority areas for the Clerc Center.
1998 Congress reauthorizes the EDA.
1999 Pre-College National Mission Programs is renamed the Laurent Clerc National Deaf
Education Center.
2008 The reauthorized EDA (P.L. 110-315) charges the Clerc Center to comply with the major
components of the No Child Left Behind Act.
88
Introduction
The Clerc Center continued to make significant contributions to the improvement of
educational results for deaf and hard of hearing children throughout the United States during FY
2008. This report is divided into four sections:
Government Performance and Results Act. Gallaudet University, including the Clerc
Center, works with the U.S. Department of Education to determine appropriate performance
indicators for the Government Performance and Results Act. Clerc Center progress on these
indicators is reported in this section.
National Mission Projects and Data Summary. This section lists the FY 2008 national
mission projects that are either in development, initial dissemination, or moving into ongoing
dissemination. It also summarizes the data on training, technical assistance, information dissemination,
exhibits, new products, and publications.
Demonstration Elementary and Secondary School Initiatives. Highlighted in this
section are initiatives underway in FY 2008 at KDES and MSSD.
KDES/MSSD Student Characteristics, Services Received, and Achievement. This section
describes student characteristics, support services, and student achievement at KDES and MSSD.
The information that follows provides a framework for the four main sections listed above.
Background on the public input process and the movement of national mission projects through the
multi-phase progression offers context for the remainder of the report.
Public Input Process
The Clerc Center has been charged by the U.S. Congress “to establish and publish priorities
for research, development, and demonstration through a process that allows public input”
(Education of the Deaf Act Amendments of 1992). Since 1994, the Clerc Center has devoted
significant resources toward developing and implementing a structured process for gathering public
input, starting with the establishment of the National Mission Advisory Panel (NMAP), whose
membership represents the constituencies served by the Clerc Center. The constituencies include
center/residential schools for the deaf, day schools for the deaf, mainstream programs with deaf and
hard of hearing students, regular elementary/secondary education programs, university training
programs, members of the deaf community, alumni of KDES and MSSD, and parents of deaf and
hard of hearing students. The constituency representatives act in an advisory capacity to the Clerc
Center. In 1994, the NMAP narrowed the priority areas to three: literacy for all, family involvement,
and transition from school to postsecondary education and employment. The Clerc Center has the
responsibility of defining and elaborating on each of these priorities.
The Clerc Center developed Partners for Progress as a mechanism for identifying areas of
critical need in each of the three priority areas and for developing collaborations with programs and
individuals to address those needs. In FY 2003, the Clerc Center expanded its public input process
to include conducting surveys with constituents, including individuals at national conferences, in
order to reach individuals who might not be reached by more traditional approaches. The survey of
critical needs was sent to the leaders of schools for the deaf in each state as well as to conferences
that included the American Society for Deaf Children and the National Latino Deaf Conference. In
FY 2004, the survey of critical needs was conducted at the National Symposium on Deafness, the
National Black Deaf Advocates regional conference, and the National Asian Deaf Congress
89
conference. More than 300 people responded to the survey. In FY 2005, the initial analysis of the
results was shared with the NMAP and in FY 2006, the analyses were completed. The results, along
with feedback from the NMAP and from workshops, conferences, and internal stakeholders, were
central to discussions with constituents invited to national stakeholder meetings in FY 2007 and FY
2008. To date, the public input process has focused on obtaining input on critical needs in the field
of deaf education. The newly expanded process will allow the Clerc Center to obtain additional input
on how the critical needs will be addressed.
The Clerc Center is moving toward a revised model for public input that will be better
designed to:
•
•
•
identify the critical needs of children who are deaf and hard of hearing and of their
families,
establish and refine priorities to address those needs, and
ensure Clerc Center resources are committed to research and development projects in
the priority areas and are relevant and useful to consumers and constituents.
For each phase, the Clerc Center must make decisions about:
•
•
•
which stakeholders and stakeholder groups will be solicited for public input;
what types of public input strategies are most appropriate, effective, and efficient for
soliciting input at this step; and
how summaries, syntheses, and use of public input received will be communicated to the
Clerc Center’s constituencies and used to guide work.
Satisfaction with the input process. Satisfaction with the public input process will be
determined at each step using strategies appropriate for the input collection activities used at each
level. This is a departure from how satisfaction has been determined previously, where general
surveys were used to assess satisfaction with the overall input process. Assessing satisfaction at each
step, whether the input activity is cyclical or ongoing, will provide information that can be used for
continuous improvement of the input process.
Phases of National Mission Projects
From the point of conception to the finished product, Clerc Center national mission
projects progress through three main phases. In past years, the Clerc Center reported projects in the
phases of Development, Evaluation, or Dissemination. After careful analysis, the evaluation
components were found to occur as a part of development or as a part of dissemination. Since FY
2005, projects have been reported with evaluation components included under development or
dissemination activities. In addition, the Ongoing Dissemination Phase was added. In this phase,
projects are no longer listed in this report. Projects completing the Initial Dissemination Phase in a given
fiscal year are noted as moving into ongoing dissemination and will not be listed in subsequent reports.
Projects are said to be in a particular phase when one or more of the following are underway:
•
90
Development Phase
o Conceptual exploration
o Specification of information use
o Product development
o Formative evaluation
•
Initial Dissemination Phase
o Provision of training programs on request
o Dissemination of materials in print, audiovisual, and/or electronic formats
o Evaluation at external sites
•
Ongoing Dissemination Phase
o Advertised in the Clerc Center catalog or on the Clerc Center Web site
o Offered at established times through the Gallaudet University Regional Centers
or through Clerc Center mechanisms
Although each national mission project will complete all three phases, each progression is
unique. Some projects may complete the Development Phase entirely before moving into the Initial
Dissemination Phase; others may have activities in both phases simultaneously.
91
Government Performance and Results Act (GPRA): Clerc Center
The Government Performance and Results Act (GPRA) requires that federally supported
programs establish performance measures to monitor progress toward objectives. Gallaudet
University, including the Clerc Center, works with the U.S. Department of Education to determine
such measures. Data for these indicators are collected and reported annually. The goals, objectives,
and performance measures reported below are those that apply to the Clerc Center. These results
come in part from data in the tables presented later in this report (see National Mission Data
Summary). The FY 2008 performance results follow.
The U.S. Department of Education’s program goal for Gallaudet University (excerpt)
To challenge students who are deaf to achieve their academic goals and obtain productive employment,
provide leadership in setting the national standard for best practices in education of the deaf and
hard of hearing, and establish a sustainable resource base.
Objective 1: The Model Secondary School for the Deaf (MSSD) and Kendall Demonstration
Elementary School (KDES) will optimize the number of students completing programs of study.
Measure 1.4: The enrollment in the Model Secondary School for the Deaf
FY 08 Target: 225
Measure 1.5: The enrollment in the Kendall Demonstration Elementary School
FY 08 Target: 140
Discussion: The official enrollment date is September 15 preceding the October 1 start
of the fiscal year.
Measure 1.11: Graduation rate of Model Secondary School students
FY 08 Target: 90%
Discussion: This indicator was revised to accommodate MSSD’s fifth-year extended
senior program option. It is a cohort-based, cumulative senior graduation rate. Each senior
cohort includes those students who enroll as first-year seniors each academic year. These
seniors are then followed for two years, with the cumulative on-time and extended-time
graduation rate reported at the end of the second year. These calculations remove members
of the senior cohort who transfer to other diploma-granting high school programs but retain
senior withdrawals who drop out or whose destination is unknown.
The FY 2008 cohort was formed from FY 2007 new seniors who were expected to
graduate no later than the end of FY 2008. By the end of FY 2007, 64% of this cohort had
completed the MSSD program on time. By the end of FY 2008, an additional 27% of the
cohort had completed the MSSD program in extended time. The FY 08 performance, then,
is the two-year cumulative graduation rate.
92
Objective 2: Gallaudet University works in partnership with others to develop and disseminate
educational programs and materials for deaf and hard of hearing students.
Measure 2.1: The number of other programs and/or institutions adopting Model/Kendall
innovative strategies/curricula or modifying their strategies as a result of Model and
Kendall’s leadership
FY 08 Target: 55
Discussion: The Clerc Center will work with the U.S. Department of Education to
develop a new outreach outcome measure for this objective.
Objective 3: Curriculum and extracurricular activities prepare students to meet the skill
requirements of the workplace and/or to continue their studies.
Measure 3.4: The percentage of Model Secondary School graduates who were in jobs within
four months to one year after graduation
Discussion: For MSSD students who graduated in 2007, 33% reported being employed
one year after graduation. For MSSD students who graduated in 2008, 7% were employed
four months after graduation.
In FY 2007, this measure was changed to reflect only the percentage of graduates in
jobs. Calculations are based on the number of respondents to each survey.
Measure 3.5: The percentage of Model Secondary School graduates who are in advanced
education or training programs within four months to one year after graduation
Discussion: For MSSD students who graduated in 2007, 75% reported being enrolled
in postsecondary programs one year after graduation. For MSSD students who graduated in
2008, 71% were enrolled in postsecondary programs four months after graduation.
In FY 2007, this measure was changed to reflect only the percentage of graduates in
advanced education or training programs. Calculations are based on the number of
respondents to each survey.
Measure 3.6: The percentage of Model Secondary School graduates who were not in jobs or
postsecondary (advanced education or training) programs within four months to one year
after graduation
Discussion: For MSSD students who graduated in 2007, none reported not being in
jobs or enrolled in postsecondary programs one year after graduation. For MSSD students
who graduated in 2008, 21% were not in jobs or enrolled in postsecondary programs four
months after graduation.
In FY 2007 this measure was changed to reflect only the percentage of graduates
who were neither in jobs nor postsecondary education programs. Calculations are based on
the number of respondents to each survey.
Note for measures 3.4, 3.5, and 3.6. Because some graduates may be both working and attending
postsecondary education programs, the U.S. Department of Education has requested that
the total percentage be disaggregated to show the percentages of graduates who are (a)
working, (b) attending postsecondary education or training, and (c) neither working nor
attending postsecondary programs. Targets for this disaggregated reporting have not yet
been set.
93
Survey sample for measures 3.4, 3.5, and 3.6. FY 2007 MSSD graduates were surveyed one
year after graduation; the response rate was 31% (12 out of 39). FY 2008 MSSD graduates were
surveyed four months after graduation; the response rate was 91% (42 out of 46).
Internal Objectives
Internal objectives are additional objectives the U.S. Department of Education uses to
monitor programs.
Internal Objective 1: KDES and MSSD will optimize the number of students completing
programs of study.
Measure 1.1: The MSSD dropout rate
FY 08 Results: The dropout rate for FY 2008 was 13%.
Discussion: At MSSD, a dropout rate will now be used as an indicator of MSSD
students’ persistence in school. It provides information about the rate at which high school
students leave school without a successful outcome.
“Event dropout rate” is used for this measure. It is defined as the percentage of
MSSD students included in the official September 15 enrollment who indicated that they
were dropping out of school, or who withdrew from the program or did not return the
following year and who did not transfer to another high school program or whose
disposition after leaving MSSD could not be determined.
The Clerc Center’s Program Monitoring and Evaluation team analyzes data from the
PeopleSoft and Power School databases, withdrawal forms from the Clerc Center
Admissions Office, and transcript requests from the MSSD Principal’s Office.
A target has not yet been set. The Clerc Center is working to complete systems that
will ensure the collection of valid, reliable dropout data.
Measure 1.2: The KDES persistence rate
Discussion: The U.S. Department of Education and Gallaudet University have agreed
to drop this indicator because the concept of persistence at the postsecondary level does not
translate appropriately to elementary education. Students leaving KDES are placed in other
programs through the appropriate local educational agency.
Internal Objective 2: Gallaudet University offers students at every level effective educational
programs, supplemented by appropriate student support services, administrative services, and extracurricular activities that contribute directly to academic achievement and quality of student life.
Measure 2.1.2: Literacy skills (MSSD): The average reading comprehension grade equivalent
of MSSD graduates
FY 08 Results: The average reading comprehension grade equivalent level of 2008
MSSD graduates was 8.4 (FY 08 Target: 5.8).
Discussion: The reported average reading level is based on MSSD graduating seniors’
scores on the Reading Comprehension subtests of the Stanford Achievement Test, 10th
Edition and the Stanford Test of Academic Skills.
94
Internal Objective 4: Gallaudet University works in partnership with others to develop and
disseminate educational programs and materials for deaf and hard of hearing students.
Measure 4.1: Number of MSSD/KDES projects and programs
FY 08 Results: The Clerc Center had 33 total development and dissemination
programs and projects underway for FY 2008 (FY 08 Target: 15 projects).
Measure 4.2: Number of people served and number of products distributed
FY 08 Results: People served = 62,574 (FY 08 Target: 50,000)
Products distributed = 222,799 (FY 08 Target: 212,350)
Note for Measure 4.1. The summaries of the 33 development and dissemination programs and
projects for FY 2008 can be found in the Appendix.
National Mission Projects
The Clerc Center focuses national mission projects in three priority areas: literacy, family
involvement, and transition. From the point of conception to the finished product, Clerc Center
national mission projects progress through three main phases: development, initial dissemination,
and ongoing dissemination. Evaluation activities may occur during project development or during
dissemination. After the initial dissemination of information, projects become a part of the Clerc
Center’s ongoing dissemination mechanisms and are no longer described in this report.
The following is a list of the FY 2008 national mission projects. Detailed information about
each project appears in the Appendix.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Celebrate!
Children With Cochlear Implants: A Study of Their Communication Profiles
Cochlear Implant Education Center
Early Potential in Young Deaf Children: Supportive Family Contexts Study
Emotional Intelligence (EQ) Take-Out Series: Adolescent Sexuality Education: What You
Don’t Know Can Hurt Them
EQ Take-Out Series: Going With the Resistance: A Paradoxical Approach to Power
Struggles With Teens
EQ Take-Out Series: The Unheard Cry: Suicide Among Deaf and Hard of Hearing
Adolescents
GLOBE
Honors Program
I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With Deaf and Hard of
Hearing Students (Manual and DVD)
I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With Deaf and
Hard of Hearing Students (Online training)
KidsWorld Deaf Net
Language Experience
95
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
96
A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and Hard of
Hearing Students
Literacy—It All Connects
NCLB Implementation at the Clerc Center
News and Notables
Portfolios for Student Growth
Postsecondary Life Experiences of Deaf and Hard of Hearing High School Graduates—An
Exploration (formerly the Longitudinal Graduate Study)
Reading to Deaf Children: Learning From Deaf Adults
Read It Again and Again
Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing
Students
Shared Reading Project: Book Bags and Bookmarks
Shared Reading Project: Keys to Success—Training for Site Coordinators
SOAR-High Earth System Science
Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes
Technology in Education Can Empower Deaf Students
There’s a Deaf Child in Our School: A Practical Guide
Transition Resources
Transition Skills Guidelines
Transitions: Learning to Work—Working to Learn (A Career Education Curriculum)
World Around You
National Mission Data Summary: Training, Technical Assistance,
Information Dissemination, and Exhibits
The Clerc Center documents the activities and contacts of its personnel with individuals outside the
Clerc Center throughout the fiscal year. The documentation is organized into the following tables:
By what mechanisms is the Clerc Center serving its constituents?
Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products
Dissemination, and Web Hits
How many products and publications are distributed by the Clerc Center?
Table 23. FY 2008 Publications and Information Dissemination, Product Distribution
How is the Clerc Center reaching its constituents and distributing materials
in each region?
Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and
Exhibits and Performances
In what ways is the Clerc Center addressing the three priority areas through
training and technical assistance and information dissemination efforts?
Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas
Served
Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served
What types of programs are being served by the Clerc Center through training
and technical assistance and information dissemination efforts?
Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served
Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served
By what mechanisms were Clerc Center personnel contacted for information?
Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted?
How often are Clerc Center documents accessed via the World Wide Web?
Table 30. FY 2008 Clerc Center Web Hits
The following section highlights excerpts of the information contained in the tables.
Training, Technical Assistance, and Information Dissemination Overview
Based on the records of activities and contacts that were documented by teachers and staff
during FY 2008, the Clerc Center supported 397 training and technical assistance activities that
served 9,720 parents and professionals working with deaf and hard of hearing students. Clerc Center
personnel also documented 2,715 contacts, providing information to 3,635 people. Thirty exhibits or
performances were held, serving an additional 26,642 people. A total of 260,002 products were
disseminated throughout the nation, and hits to the Clerc Center Web site totaled over 2.7 million
(see tables 22 and 23).
97
The numbers reflected in tables 22–29 are the activities and contacts that teachers and staff
documented; however, some contributions go undocumented. Therefore, in reviewing all the
training and technical assistance, information dissemination, and exhibits that were documented (see
Table 22), the Clerc Center sponsored in excess of 3,142 activities or contacts and served at
minimum 39,997 people.
Individuals and programs that requested services from the Clerc Center were identified
based on the educational settings with which they were affiliated. Tables 27 and 28 report the
educational setting by region. Beginning in FY 2004, the documentation procedures used to derive
the numbers in tables 27 and 28 were modified to reflect the types of programs represented by the
participants involved in each activity. In past years, the documentation allowed only for the nature of
the requesting site. These figures more accurately reflect the programs the Clerc Center is serving
with activities and information dissemination. The Clerc Center continues to explore systems to
improve data quality in this area.
Highlighted here is the total of the types of programs served through both training and
technical assistance and information dissemination:
•
•
•
•
•
•
464 schools for the deaf – public, private, residential, and/or day
237 public/private schools – regular class, resource room, separate class, residential,
and/or day
767 postsecondary programs
378 organizations/agencies
11 hospitals/homebound programs
1,180 programs receiving services were documented as “other,” “unknown,” or not specified
Training and Technical Assistance
Clerc Center personnel participated in 863 training and technical assistance activities
throughout FY 2008. Each training and technical assistance activity was coded according to the
priority area it addressed (see Table 25):
•
•
•
Literacy: 85 activities serving 2,745 people
Family involvement: 48 activities serving 2,672 people
Transition: 51 activities serving 3,090 people
A given activity may have addressed more than one priority area or addressed areas outside
of the priorities; therefore, these figures do not total to 863 and differ from those in Table 24.
In FY 2008 fewer activities served the same number of people as those served in FY 2007,
reflecting the move toward centralized trainings.
Information Dissemination
The Clerc Center uses a variety of strategies to disseminate information to individuals,
schools, and organizations around the country. One of the primary distribution channels is the Clerc
Center Web site, which includes information on the national mission, an online catalog of products
and services, the Info to Go information service, information on KDES and MSSD, and
information on Clerc Center sponsored workshops, trainings, and institutes. In addition, the Clerc
Center exhibits at conferences and distributes press releases through its electronic newsletter, News
and Notables, through Gallaudet University’s Daily Digest, and through a regular column in On the
Green, Gallaudet’s campus newsletter. Working and occasional papers are distributed online, through
the catalog, and at conference exhibits and workshops. Odyssey magazine carries news from around
98
the country and from the Clerc Center as well as advertising for Clerc Center products. World Around
You is an online magazine for deaf and hard of hearing teens that focuses on providing information
about deaf role models.
When Clerc Center personnel met with visitors and/or responded to requests for
information, the national mission priority areas were addressed as follows (see Table 26):
• Literacy: 462 contacts serving 40,412 people
• Family involvement: 165 contacts serving 15,608 people
• Transition: 180 contacts serving 5,544 people
A given activity may have addressed more than one priority area or addressed areas outside
of the priorities.
Clerc Center Web site. The Clerc Center Web site provides extensive information to online
users and is becoming an increasingly important mechanism for information dissemination. Between
October 1, 2007 and the end of September 2008, the Clerc Center Web pages averaged 226,988 hits,
or visits, per month. The total number of Web hits during FY 2008 was 2,723,865 (see Table 30).
People around the world are looking to the Clerc Center Web site and finding the information they
need without directly contacting Clerc Center personnel.
In addition to the information on hits, the Clerc Center examined the number of papers that
were downloaded as a complete PDF file to document how Web availability of information has
affected how individuals obtain information from the Clerc Center. The criterion of downloading a
complete document rather than Web hits or a partial document provides a conservative estimate of
Web dissemination. More than 138,000 complete PDF files of Clerc Center materials were
downloaded in FY 2008.
In collaboration with experts in the field, the Clerc Center develops and produces informational
materials, including fact sheets that are available through the Clerc Center’s Info to Go network.
Resources are posted online and can be downloaded free of charge at
http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_To_Go.html. They include the
following titles, some of which were revised in FY 2008:
•
•
•
•
•
•
•
•
•
•
Deaf Children With Multiple Disabilities
Learning Sign Language: Media Resources
Locating Parent Groups
Mainstreaming Deaf and Hard of Hearing
Students: Further Readings
Making New Friends
Materials Resource Connections
Metropolitan D.C. Area Sign Language Classes
National Commemorative Dates Related to
Deafness
Noise and Deafness
Performance Groups
•
•
•
•
•
•
Resources on Educational Interpreting Resources
to Develop Speechreading Skills
Sign Language Specialty Items: Where to Get Them
Sources of Financial Assistance for Students
Who Are Deaf or Hard of Hearing
States That Recognize American Sign
Language as a Foreign Language
Summer Camps for Deaf and Hard of Hearing
Children
Superintendents of Schools for the Deaf: Contact
Information
Materials also include resource lists such as the Directory of National Organizations of and
for Deaf and Hard of Hearing People, Statewide Services for Deaf and Hard of Hearing People, and
State Specific Resource Lists.
In FY 2008, 3,692 Info to Go materials were distributed. In addition, 16,207 complete PDF
files of informational documents were downloaded.
99
Clerc Center Catalog. The Clerc Center online catalog shares information with
constituents on products available for purchase, materials available for free download, and resource
information. In FY 2008, there were 127,296 hits on the catalog Web site. To promote awareness of
the online catalog, the Clerc Center distributed 1,600 fliers featuring the catalog Web site and a list
of products, materials, and resources. This flier was distributed at exhibits, conferences, and
workshops. The Clerc Center Catalog is available at http://clerccenter.gallaudet.edu/products.
News and Notables. News and Notables, the Clerc Center’s exciting e-mail newsletter,
features stories about national mission activities, new products, workshop trainings, summer
offerings, national contests, information from the Gallaudet University Regional Centers (GURCs),
and news from the two demonstration schools, KDES and MSSD. A sidebar gives updates on
products, workshops, and course offerings, plus links to current editions of Odyssey, World Around
You, and Celebrate! magazines and the Clerc Center Catalog.
News and Notables is sent to approximately 5,200 subscribers each mailing. It is available
without charge to individuals interested in deaf education in schools and programs, agencies and
organizations concerned with deaf education, readers of Odyssey magazine, workshop participants,
and buyers of Clerc Center products. Registration is open to anyone. In addition, News and Notables
can be read through the Clerc Center’s online archives. The newsletter also allows current readers to
recommend the publication to potential subscribers.
In FY 2008, the Clerc Center disseminated 22 News and Notables news blasts to 90,166 e-mail
addresses. The distribution of the e-mails is managed and tracked by an independent company called
Fire Engine Red, which furnishes the Clerc Center with reports on how many recipients received the
mailings and which links they opened within the mailings.
Press releases. The Clerc Center’s distribution of press releases to print and electronic
media allows the center to reach large audiences and share information regarding national mission
efforts through its demonstration schools, workshops, and summer trainings. Press releases also
announce new products, educational support materials, magazines for professionals and students,
and resource information services.
In FY 2008, press releases were published in 55 separate publications (some of which
published more than one release during the year), including major publications serving professionals
and families working with deaf and hard of hearing students, Gallaudet University and GURC
publications, teacher training program publications, and schools for the deaf Web sites and
publications. The following list of publications and Web sites represents only a sample of the Clerc
Center’s media outlets:
100
•
•
•
•
•
•
•
•
•
•
•
•
•
•
4 Hearing Loss
About.com: Deafness
Access Ability: University of Southern
Idaho
Buffalo State College
California School for the Deaf
College at Brockport (N.Y.)
Deaf Digest
Deaf Online
Deaflife
Deafweekly
Gallaudet University publications: Inside
Gallaudet, On the Green, and Gallaudet Today
Gallaudet University Regional Centers’
electronic distribution lists
Homeschool Buyers Co-op
Indiana School for the Deaf Newsletter
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Kansas School for the Deaf
Miss Deaf Michigan
National Theatre of the Deaf
NBC4.com
National Dissemination Center for
Children With Disabilities (NICHCY)
Northern Virginia Resource Center
Quest: arts for everyone
Sarasota County Library Systems
Sondheim Review
Texas School for the Deaf Newsletter
Through a Deaflens
Virginia School for the Deaf and the
Blind
York Art and Design Studio
You Tube
Conference exhibits. The Clerc Center exhibits at national and regional conferences on
deaf education from preschool through high school. Conferences are selected to reach a wide variety
of audiences—mainstream schools; schools for the deaf; professional organizations; and
organizations representing a diversity of cultures, students who have another home language,
students from rural settings, and students from a wide range of achievement levels.
In FY 2008, the Clerc Center exhibited at the following 12 events:
•
•
•
•
•
•
•
American Speech-Language-Hearing
Association Convention (November 15-17)
NBC4 Health Expo (January 12-13)
Questfest (January 19)
The Virginia Transition Forum (March 17-19)
Keys to Success Training (March 17-21)
National Black Deaf Advocates Eastern
Regional Conference (April 24-26)
Conference of Educational Administrators of
Schools and Programs for the Deaf (May 2-5)
•
•
•
•
•
Celebrate Communication Day at Northern
Virginia Resource Center (May 10)
Clerc Center Summer Institute (June 23-27)
Alexander Graham Bell Association for the
Deaf and Hard of Hearing Convention
(June 27-30)
National Association of the Deaf
Convention (July 7-11)
Pathways to Possibilities (August 13-15)
Promotional materials. The Clerc Center sends materials for distribution at conferences or
events that it cannot attend. These events typically appeal to one of the center’s key audiences and
materials are distributed through the conference organizers, at the Gallaudet University booth, or
through an on-site GURC representative.
In FY 2008, the Clerc Center distributed 1,500 promotional materials at the regional
workshops of the National Association of State Directors of Special Education (NASDSE).
101
Publications
The Clerc Center produces a wide variety of publications for teachers, parents, and professionals
involved with education for deaf and hard of hearing students. All publications are available on the Clerc
Center Web site, and many are also available in hard copy by request at no cost.
Sharing Ideas. The Sharing Ideas series comprises working papers—both online and in
print—of interest to parents and teachers of deaf and hard of hearing children, researchers, school
administrators, support service personnel, and policy makers. The intent of the series is to act as a
clearinghouse for sharing information from a number of sources. The common focus is to improve
the quality of education for children who are deaf or hard of hearing.
During FY 2008, the Sharing Ideas series contained 12 titles:
•
•
•
•
•
•
•
•
•
•
•
•
A First Language: Whose Choice Is It?
Becoming Bilingual: Facilitating English Literacy Development Using ASL in Preschool
Cochlear Implants and Sign Language: Putting It All Together (Identifying Effective Practices for
Educational Settings) Conference Proceedings
Community Building: A Positive Approach to Discipline in Schools
Creating a Multicultural School Climate for Deaf Children and Their Families
Deaf Education Today: A State of Emergency
Family-School Relationships: Concepts and Premises
Planning for Literacy: Guidelines for Instruction
Speechreading in Context: A Guide for Practice in Everyday Settings
Student Life in the New Millennium: Empowering Education for Deaf Students
Transition Planning and Programming: Empowerment Through Partnership
Where Does Speech Fit In? Spoken English in a Bilingual Context
The 12 titles received a total of 51,163 hits on the Sharing Ideas Web site; 2,358 copies of
these titles were distributed in print; and 6,012 were downloaded as complete PDF files.
Sharing Results. Sharing Results is a series of occasional papers—both online and in
print—that describes the results of work undertaken by the Clerc Center in its three priority areas:
literacy, family involvement, and transition from school to postsecondary education and
employment. Each paper’s focus is determined through an extensive public input process with
parents, educators, service providers, and researchers throughout the country. The Sharing Results
series includes three kinds of papers:
•
•
•
Descriptions of critical needs in the Clerc Center’s priority areas and the processes used
to identify those needs
Descriptions of the results of collaborations between the Clerc Center and other schools
and programs to develop and implement innovative approaches to some of the
persistent challenges within the Clerc Center priority areas
Extensive evaluation of selected innovations to provide information to help program
planners determine whether an innovation would be appropriate for their program
During FY 2008, the online Sharing Results library contained five documents (one of which
is available in Spanish):
•
102
A Look at the Decisions Hispanic Families Make After the Diagnosis of Deafness (also available in
Spanish: Un Estudio sobre las Decisiones que Toman las Familias Hispanas Después de un
Diagnóstico de Sordera)
•
•
•
•
A Look at Rural Families Weighing Educational Options: Identifying the Factors That Influence
Parents as They Make Educational Placement Decisions for Their Children Who Are Deaf
How Public Input Shapes the Clerc Center’s Priorities: Identifying Critical Needs in Transition From
School to Postsecondary Education and Employment
Shared Reading Project: Evaluating Implementation Processes and Family Outcomes (Executive
Summary)
We Are Equal Partners: Recommended Practices for Involving Families in Their Child’s Educational
Program
These five documents received 8,818 hits on the Sharing Results Web pages in FY 2008; 498
print copies were distributed; and 410 were downloaded as complete PDF files.
Odyssey. Odyssey is the Clerc Center’s primary vehicle for communicating information and
best educational practices to teachers, parents, and professionals throughout the country. Articles are
contributed by Clerc Center teachers and staff and by professionals in schools and programs
throughout the United States. The 2007-2008 issue was themed, “Autism: When Deafness and
Autism Coexist in Children.” To date, 25,000 print versions of the magazine have been distributed
by request and more than 90,000 electronic versions of Odyssey articles have been downloaded.
World Around You. In FY 2008, World Around You (WAY) published nine issues in its
online magazine format, carrying features, news, and information about deaf and hard of hearing
people and showcasing the successes and adventures of deaf and hard of hearing teenagers. The goal
of WAY is to promote literacy by encouraging deaf and hard of hearing students to read material of
special interest to them. In addition, by featuring often hard-to-access information about deaf
people, deaf history, and the deaf community, WAY hopes to provide a sense of community to deaf
and hard of hearing teens who too often can feel isolated. This year a teacher’s section was added to
share resources and ideas for using WAY in the classroom. It currently has a circulation of 2,247.
Celebrate! Celebrate! magazine showcases the work of deaf and hard of hearing students who
participated in the Gallaudet National Essay, Art, and ASL Contest for Deaf and Hard of Hearing
Students. The publication, which is also posted on the Clerc Center Web site, is published annually
in May. Celebrate! encourages the nation’s deaf and hard of hearing students to write, draw, and sign.
The FY 2008 competition focused on the topic, “Yes, I Can!” and received 623 entries. Ten
thousand copies of Celebrate!—40 colorful pages of all winning students’ essays, artwork, and ASL
video clips—were distributed to new and current subscribers.
Educational Projects
Gallaudet National Essay, Art, and ASL Contest for Deaf and Hard of Hearing
Students. Gallaudet University’s Office of Enrollment Management and the Clerc Center
collaborated in FY 2008 to sponsor the annual Gallaudet National Essay, Art, and ASL Contest for
Deaf and Hard of Hearing Students. This was the first year the contest had separate entry categories
for elementary and high school students. Students were asked to write on the topic, “Yes, I Can!”
Students in schools and programs throughout the United States and Canada submitted 623 entries—
247 essays, 257 art entries, and 119 ASL entries.
Place winners (first, second, third, and honorable mention) in the high school (ages 15–19)
category won scholarships for postsecondary education and books donated by the Mildred Albronda
Memorial Trust. Place winners in the elementary (ages 9–14) category won cash prizes. All entrants
received participation awards. The Clerc Center has sponsored the contest each year for more than
30 years to encourage deaf and hard of hearing students to express themselves not only through
writing but also through art and ASL.
103
Art Exhibition. Yes, I Can!, a body of work developed from the art entered in the Gallaudet
National Essay, Art, and ASL Contest for Deaf and Hard of Hearing Students, was exhibited at
KDES throughout the summer of FY 2008. The art reflected not only how deaf and hard of hearing
teens have dealt with past challenges and succeeded but also their future ambitions. In a variety of
media, they drew themselves as chefs, professional athletes, teachers, computer videogame
designers, nurses, fashion designers, models, college students, doctors, counselors, global warming
activists, lawyers, and even president of the United States.
Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products Dissemination,
and Web Hits
Training and technical
Information
Exhibits and
assistance
dissemination
performances
Products
Web site
People
People
People
Products
Activities
served
Activities
served
Activities
served
disseminated Web hits
397
9,720
2,715
3,635
30
26,642
361,414
2,723,865
Sources. Table 23: FY 2008 Publications and Information Dissemination, Product Distribution; Table 24: FY 2008
Training and Technical Assistance, Information Dissemination, and Exhibits and Performances; Table 30: FY 2008
Clerc Center Web Hits
104
Table 23. FY 2008 Publications and Information Dissemination, Product Distribution
Product category and name
Major periodicals
Total
Odyssey (print)
25,000
Odyssey (PDF downloads)
2
96,243
World Around You (WAY), student and teacher editions
WAY (PDF downloads)
2,247
2
10,137
Total major periodicals
133,627
Products sold or distributed
Products sold/distributed (videotapes, educational materials, promotional materials,
2
print versions of Sharing Ideas and Sharing Results papers, etc.)
Products downloaded (not reported elsewhere)
2
34,869
795
Info to Go products (previously National Information Center on Deafness; print)
2
3,692
Info to Go products (PDF downloads of complete papers)
16,207
Celebrate! (Gallaudet National Essay, Art, and ASL Contest)
10,000
Clerc Center Information Packets (each contains 13 separate items)
8,190
2
KidsWorld Deaf Net (PDF downloads of complete papers)
8,997
2
Sharing Ideas (PDF downloads of complete papers)
Sharing Results (PDF downloads of complete papers)
6,012
2
410
Total products sold or distributed
89,172
Other items reported through activity summaries and contact logs not reported above
Handouts
1
12,426
Gallaudet materials
Web materials
1
2,296
1
3,325
Total other
18,047
Materials published through the deaf/general press
1
Total circulation of third party publications not reported above
News and Notables
1
2
90,166
1
Total circulation of articles/press releases not reported above
Total materials published - deaf/general press
30,400
120,568
Total number of products disseminated
361,414
GPRA count
222,799
Notes. All editions of World Around You and Odyssey magazines, selected Info to Go documents, all 12 Sharing Ideas
papers, all 5 Sharing Results papers, and the Clerc Center catalog can be downloaded free from the Clerc Center Web
site. Downloads of a few selected products are reported above. General hits on the Web site are reported in Table 30.
1Excluded from the GPRA count. 2Counted from September 1, 2007 to August 31, 2008.
105
Training and technical
assistance
Information dissemination
Exhibits and performances
Total
GURC
People Materials
People Materials
People Materials
People
Materials
region
Activities
served
distrib.
Activities
served
distrib.
Activities
served
distrib.
Activities
served
distrib.
Mid-Atlantic
162
676
855
912
1,040
1,986
7
847
1,766
1,081
2,563
4,607
Northeast
70
2,179
2,873
394
454
153,088
12
3,530
24,584
476
6,163
180,545
Southeast
19
773
1,451
314
405
8,546
1
87
0
334
1,265
9,997
Midwest
86
3,250
3,157
431
559
1,223
0
0
0
517
3,809
4,380
West
22
1,802
1,661
331
390
868
2
5,000
356
355
7,192
2,885
Pacific
11
85
57
18
22
25
0
0
0
29
107
82
National
20
789
4,573
21
565
2,495
7
16,978
5,523
48
18,332
12,591
International
1
100
0
161
71
1,505
0
0
0
162
171
1,505
Unknown
6
66
257
133
129
228
1
200
1,020
140
395
1,505
Total
397
9,720
14,884
2,715
3,635
169,964
30
26,642
33,249
3,142
39,997
218,097
Sources. Clerc Center Activity Summary and Contact Log forms (Total Activity Summary forms = 863; Total Contact Log forms = 2,964 with Listserv, 2,846 without
Listserv)
Notes. Table 24 does not include all materials distributed by the Clerc Center; see Table 23 for a comprehensive report of products. GURC = Gallaudet University Regional
Center
Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and Exhibits and Performances
106
Materials
distrib.
576
37,200
1,692
407
275
13
2,224
91
56
Family involvement
People
Materials
Activities
served
distrib.
23
130
112
56
12,656
12,655
44
2,714
2,707
11
21
105
11
71
67
1
1
0
0
0
0
19
15
4
0
0
0
GURC Region
Activities
73
Mid-Atlantic
116
Northeast
33
Southeast
54
Midwest
61
West
4
Pacific
5
National
73
International
43
Unknown
Total
462
40,412
42,534
165
15,608
15,650
Source. Clerc Center Contact Log forms (Total = 2,964)
Notes. A given contact may address more than one priority area. GURC = Gallaudet University Regional Center
Literacy
People
served
142
36,640
33
2,957
53
2
519
25
41
Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served
Literacy
Family involvement
People
Materials
People
Materials
GURC Region
Activities
served
distrib.
Activities
served
distrib.
Mid-Atlantic
4
72
101
5
109
173
Northeast
57
1,763
3,788
16
538
457
Southeast
0
0
0
0
0
0
Midwest
6
83
1,010
8
695
17
West
10
739
151
8
345
820
Pacific
2
4
1
1
3
1
National
4
76
1,663
7
968
3,654
International
0
0
0
1
6
12
Unknown
2
8
35
2
8
35
Total
85
2,745
6,749
48
2,672
5,169
Source. Clerc Center Activity Summary forms (Total = 863)
Notes. A given activity may address more than one priority area. GURC = Gallaudet University Regional Center
Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas Served
107
180
Activities
34
9
15
54
23
7
3
10
25
Activities
5
9
6
11
14
5
1
0
0
51
5,544
Transition
People
served
106
1,771
14
3,078
25
7
512
6
25
Transition
People
served
151
404
193
389
1,526
77
350
0
0
3,090
4,120
Materials
distrib.
57
1,766
4
16
5
7
2,222
18
25
Materials
distrib.
597
262
183
957
1370
57
6
0
0
3,432
Schools f/t
Public/private
GURC region
deaf
schools
Mid-Atlantic
62
27
Northeast
72
25
Southeast
99
60
Midwest
58
26
West
57
16
Pacific
8
5
National
3
2
International
6
4
Unknown
2
13
Total
367
178
Source. Clerc Center Contact Log forms
Note. GURC = Gallaudet University Regional Center
Postsecondary
433
42
9
56
34
1
6
7
7
595
Organization/
agency
43
38
65
61
50
2
11
21
2
293
Hospital/
homebound
3
1
1
2
1
0
0
0
0
8
Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served
Other
73
20
26
39
34
1
3
24
35
255
Unknown
89
202
106
236
122
0
2
6
70
833
Total
730
400
366
478
314
17
27
68
129
2,529
Schools f/t
Public/private
PostOrganization/
Hospital/
GURC region
deaf
schools
secondary
agency
homebound
Other
Unknown
Total
Mid-Atlantic
7
3
120
5
0
0
1
136
Northeast
29
21
22
17
1
1
39
130
Southeast
9
7
1
5
0
1
2
25
Midwest
21
12
8
40
1
12
17
111
West
8
7
8
6
0
2
10
41
Pacific
10
4
0
2
0
1
1
18
National
12
4
11
8
0
1
1
37
International
0
0
0
0
0
0
1
1
Unknown
1
1
2
2
1
0
2
9
Total
97
59
172
85
3
18
74
508
Source. Clerc Center Activity Summary forms that identify “requesting programs”
Note. These numbers identify only the “requesting program” for each activity. They do not include the various schools and programs represented by all the participants
attending each activity. GURC = Gallaudet University Regional Center
Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served
108
Electronic
Phone/video
GURC region
communication
Fax
In person
Listserv
Mail
phone
Total
Mid-Atlantic
384
1
475
1
16
36
913
Northeast
263
1
90
35
11
29
429
Southeast
200
0
92
0
11
11
314
Midwest
306
5
81
68
12
26
498
Western
205
9
88
0
13
16
331
Pacific
11
0
6
0
1
0
18
National
13
0
7
1
1
0
22
International
46
1
109
1
2
3
162
Unknown
124
0
4
0
1
4
133
Total
1,552
17
952
106
68
125
2,820
Source. Clerc Center Contact Log forms
Notes. In addition to the contacts reported above, the Clerc Center has a Web site that provides extensive information to online users. See Table 30 for summary of Web
hits. GURC = Gallaudet University Regional Center
Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted?
109
276,875
4,338
1,513
4,485
990
39,272
9,697
18,554
3,103
11,264
4,932
14,664
1,506
5,196
1,178
1,011
1,682
1,813
17,859
295
1,984
449
14,670
10,229
19,637
2,359
11,036
5,564
12,634
1,255
4,955
925
1,079
1,167
1,199
13,735
158
1,429
74
13,547
2007
Nov
236,356
3,787
1,932
33,299
427
28,180
Oct
13,136
1,941
27,079
105
1,896
361
1,884
949
1,021
4,923
1,234
5,545
13,168
4,821
8,568
4,005
12,693
387,533
3,083
978
2,841
895
26,145
Dec
13,804
1,844
18,183
302
2,207
175
1,795
914
2,852
5,048
1,879
7,114
17,522
3,533
9,351
5,754
13,474
281,180
4,122
1,142
1,857
1,147
28,667
Jan
14,391
1,927
13,489
121
1,572
212
1,782
809
975
4,701
1,052
7,344
17,971
2,880
9,419
1,572
12,316
237,871
4,030
1,113
4,021
1,369
27,974
Feb
13,429
2,358
16,634
145
1,657
156
2,296
702
527
4,196
884
7,935
15,453
2,199
9,031
5,202
11,977
236,337
3,796
901
5,097
732
26,918
Mar
13,487
1,743
15,982
113
1,247
213
2,171
661
946
4,826
675
7,975
14,927
1,461
8,607
4,149
11,966
234,844
4,141
771
4,747
594
29,692
Apr
9,688
1,543
14,978
157
1,250
220
1,500
667
616
3,892
882
6,696
13,340
1,546
23,744
4,457
10,584
212,674
3,233
739
2,676
429
21,453
2008
May
9,337
1,539
17,861
65
1,886
96
1,477
640
681
4,367
1,529
6,522
12,015
2,093
10,434
6,400
11,546
188,615
3,140
655
1,425
434
13,599
Jun
5,754
1,179
7,378
118
1,088
52
1,079
528
382
3,256
1,172
4,375
8,587
1,697
7,200
4,650
8,511
131,835
2,139
612
1,239
352
16,175
Jul
4,835
795
7,504
49
640
36
704
367
282
2,574
679
4,025
8,610
1,164
6,596
4,820
7,021
114,519
1,576
583
1,048
236
11,871
Aug
8,998
3,979
13,796
90
995
73
1,460
478
366
3,229
619
7,268
16,010
1,886
12,899
5,285
9,487
185,226
2,937
969
2,875
283
17,970
Sep
135,076
21,860
184,478
1,718
17,851
2,117
18,997
8,818
10,738
51,163
13,366
84,725
175,794
28,742
128,149
56,790
136,873
2,723,865
40,322
11,908
65,610
7,888
287,916
FY 2008
Totals
Notes. CIEC = Cochlear Implant Education Center; DPN = Deaf President Now; GURC = Gallaudet University Regional Center; NOREN = National Outreach,
Research, and Evaluation Network; TedEds = Technology in Education Can Empower Deaf Students; VC Web = Videoconference Web
Entire Clerc
Center
CIEC
Deaflympics
DPN
GURC
Info to Go
KidsWorld Deaf
Net
Literacy
NOREN
Odyssey
Priorities
Products
Residence
Education
Sharing Ideas
Series
Sharing Results
Series
Showcase
Signs of Literacy
w/o Gally users
Signs of Literacy
w/Gally users
TecEds
TecEds Reviews
Transition
VC Web
World Around
You
Month
Table 30. FY 2008 Clerc Center Web Hits
110
Demonstration Elementary and Secondary School Initiatives
This section highlights several FY 2008 initiatives in the two demonstration schools, KDES
and MSSD. The two schools play a vital role in the Clerc Center’s national mission. They are often
the place where innovative ideas, strategies, training, and technology applications begin and later
become national mission projects as those described in the Appendix. Students in the schools are
representative of deaf and hard of hearing students across the United States, making the schools
excellent sites for developing and evaluating promising educational practices that could be replicated
at other schools and programs throughout the country.
The projects highlighted here are in addition to the projects included in the Appendix. While
they are promising practices for educating deaf and hard of hearing students, they have not been
designated as national mission projects at this time.
Accreditation for Growth
KDES and MSSD continue to work on the Accreditation for Growth (AFG) strategic plans
that were created as part of the accreditation process. KDES and MSSD were reaccredited by the
Middle States Association (MSA) and the Conference of Educational Administrators of Schools and
Programs for the Deaf in December 2003. The schools identified two student growth objectives
(SGOs) to pursue throughout this accreditation cycle in the areas of reading/writing and emotional
intelligence (EQ).
The Student Achievement Committee (SAC), a representative body reflecting all aspects of
the Clerc Center, meets twice a year to review progress and give feedback on the school action
plans. An implementation team monitors logistics, planning, and administrative issues to move the
AFG work forward.
In accordance with AFG guidelines, the schools underwent a midcycle accreditation visit by
a member of the original validation team in November 2005. Feedback received from MSA
indicated that both schools were making good progress in their AFG work.
During FY 2007, the demonstration schools continued implementing the action plans and
collecting data to review progress in the two SGO areas. As in previous years, school-wide
professional days were used to review the data and discuss its implications. The SAC met twice last
year to review the results of the student data, as well as to look at the school action plans and make
recommendations for focus in FY 2008. During the summer, the AFG leadership group reviewed
the current implementation mechanism and made some changes to move the work forward more
effectively. Under the new AFG Accountability Group, responsibility for implementing the action
plans will move under the direct leadership of the school principals. Using the action plans and input
from the SAC, each principal will develop and follow a work plan for this year’s AFG implementation.
Plans for FY 2008 include identifying and transitioning responsibilities to new internal
coordinators as the schools approach the next accreditation cycle and begin to implement the
requirements of NCLB as mandated by the recent reauthorization of the Education of the Deaf Act.
111
KDES Initiatives
Literacy initiative: American Sign Language Department. The American Sign Language
Department served an integral role at KDES during FY 2008. The department provided support for
students in the areas of academic and conversational ASL in a variety of formats during the year.
The department’s ASL specialists provided workshops on the intentional use of academic ASL in
the classroom and during incidental learning opportunities. They also supported various school
initiatives, such as the “Wildcat News18” (WCN18) show. This show was a weekly production that
provided students with developmentally appropriate topics to research. Students developed and
edited scripts based on their research, reflected on the use of academic ASL to convey their findings,
and were filmed for broadcasts of “WCN18.”
Considering the research on language development and its role in the growth of reading and
writing skills, the ASL Department continues to provide significant guidance and support in the
development of students’ first language skills in ASL. During FY 2008, the ASL Department
continued to focus on the assessment of students’ ASL skills and the practical application of this
information to classroom instruction. One new area of focus this year was guided viewing. This
concept is akin to guided reading, in which the teacher supports the students’ use of effective
strategies to process film signacy (i.e., ability to use a signed language effectively) at increasingly
challenging levels. The initial stage of this multi-year focus was to collect data in various contexts at
multiple student levels within KDES.
Literacy initiative: Community of Literacy Practitioners. The Community of Literacy
Practitioners (CLP) is a specific type of professional learning community that was developed at
KDES during FY 2008 as a direct result of teachers and support personnel gathering to discuss
elements of their craft in the area of literacy. The organization of the CLP was led by the literacy
specialist and school administrators in conjunction with the Gallaudet Department of Education.
The community concentrated discussions on ensuring that students learn, creating a culture of
collaboration, and focusing on results. The teachers were divided into two groups: primary grades
(Early Childhood Education and Team 1/2/3) and intermediate grades (teams 4/5 and 6/7/8). This
design was intentional to support and facilitate focused discussions on developmentally appropriate
practices and relevant topics.
Each Wednesday these two groups gathered to discuss various topics that included, but were
not limited to: teachers’ beliefs and how they affect student learning, bilingualism and the role of
each language in the classroom, and different types of assessment tools to use at various stages of
learning. The CLP groups also invited guest lecturers to share information on current practices in
the fields of literacy and language acquisition. Finally, the CLP groups created opportunities for
teachers to observe each other’s classrooms at length for two reasons: (a) to provide constructive
feedback on the craft of teaching to enhance learning experiences for students from diverse
backgrounds and students with additional exceptional learning needs and (b) to gain insight on how
various strategies manifested themselves across different content areas and learning levels.
Literacy initiative: Reading Is Fundamental. The Reading Is Fundamental (RIF)
program offers enriching activities that capture children’s interest in reading. Every child involved
with RIF gets to choose and keep new books at no cost to the children or their families. This is the
fifth year KDES has participated in the program, which provides multiple opportunities during the
school year for students to receive books at no charge. These books were distributed to students
prior to silent reading time so that students had a high-interest book to spark their interest in
sustained silent reading during the allotted time period. The KDES students enjoy this program, and
112
the teachers and librarian continue to work to ensure these experiences are positive for all. KDES
will continue to participate in RIF during FY 2009.
Literacy initiative: Silent reading. As part of the literacy program at KDES, sustained
silent reading was implemented as a school-wide program to involve everyone in silent reading.
Students engaged in sustained silent reading throughout the school day. During the 20 minutes of
independent reading, students selected books to increase their enjoyment of reading.
Early Childhood Education Program: Reggio Emilia philosophy. The Early Childhood
Education (ECE) program and the Child Development Center (CDC) at KDES continue to
enhance and implement the Reggio Emilia approach to early childhood education. Following this
approach, teachers and children learn together about the world using open-ended questions,
hypotheses, projects, and discussion. Several of the key elements of the Reggio Emilia approach to
learning include: (a) the role of the environment as a teacher; (b) children’s multiple symbolic
languages; (c) documentation, assessment, and advocacy; (d) long-term projects; (e) the teacher as
researcher; and (f) home-school relationships. The National Association for the Education of Young
Children, the premier organization on the education of young children, has documented the success
of this approach to learning in its developmentally appropriate practices guidelines.
The Reggio Emilia vision includes the child as a competent learner and consequently
produces a child-directed curriculum with purposive progression. Children construct their own
knowledge about topics by working on projects. Creativity and literacy are highly regarded and
emphasized. Continual evaluation of the Reggio Emilia philosophy and its appropriate use with deaf
and hard of hearing children takes place throughout the year in multiple forms.
During FY 2008, the ECE team and CDC teachers and staff continued to receive intentional
progressive training opportunities. These trainings included documentation techniques of classroom
activities, project development, and reflections on how to enhance student learning to incorporate
the key elements of the approach.
Safe and Caring Schools. The Safe and Caring Schools Initiative at KDES complements
and supports the academic instruction students receive at school and is based upon and targets
various areas of EQ, such self-awareness, social awareness, relationship skills, and responsible
decision making. Activities were designed to comply with targeted outcomes, such as increasing the
awareness of bullying and its affect on learning, and enhancing student independence related to
specific transition skills. These student outcomes are presented through fun and exciting activities
that help teachers, counselors, and support staff model effective strategies and also demonstrate to
students a passion for learning. With this focus on school climate change and infusing social and
emotional learning into academics, the result is a more comprehensive psychological development
that supports an increasingly engaged and sophisticated learner.
The launch of this type of initiative at KDES was extremely effective related to students’
self-reflection and metacognitive skills. This initiative provided the opportunity for interdisciplinary
work that resulted in meaningful outcomes for students. During FY 2009, KDES will continue this
initiative and consider ways to expand on its benefits.
Student presentations. At the end of each quarter, each team held an expo for students to
share with others through presentations what they had learned for the quarter. To prepare for their
presentations, students reflected on what they had learned, identified information they wanted to
share, developed their presentations, and rehearsed with peers. Students also demonstrated various
technology and how they were used to promote learning. Helping students prepare for these
presentations involved extensive collaboration between team teachers, curriculum enhancement
teachers, and support staff from a number of different units. Students presented to students from
113
other teams, parents, and individuals from multiple Clerc Center units. These presentations served as
excellent documentation of student growth in various areas, including literacy and EQ skills.
MSSD Initiatives
Botball. Botball, also known as Lego Robotics, requires students to apply science and math
concepts to create robots that compete against each other in a game played on a 4 × 8-foot table.
Students write a computer program in C language to perform the necessary tasks to win the game.
No remote controls are used with the robots. Botball is an educational outreach program presented
by KISS Institute for Practical Robotics. The District of Columbia Space Grant Consortium has
helped fund MSSD’s participation in the tournaments.
In FY 2008, MSSD students participated in the Greater D.C. Botball Robotics Tournament
for the fifth consecutive year. At the spring tournament, the MSSD team earned the Victory at Any
Cost Award for the entire tournament, which included 47 teams from 40 different schools.
Eagle Academy. MSSD’s Eagle Academy is specifically designed to meet the needs of
students struggling with language development. The primary goal for Eagle Academy students is to
improve their signing, reading, and writing skills to meet the ASL and English language requirements
for a standard diploma.
Eagle Academy students take a double period of Language Arts that provides structured
time to focus on their individual needs. Language Arts instruction uses a multi-prong approach:
English instruction, ASL instruction, and assessment.
English instruction includes group reading; independent reading in the Accelerated Reading
program; regular sustained silent reading sessions; vocabulary instruction; using the writing process
(prewriting, writing drafts, getting feedback, making revisions, editing, and producing final copies) to
write in various genres of creative writing, essays, and research projects; grammar instruction;
comparison of English and ASL structures and grammar; various kinds of journaling (e.g., dialogue
journal, writing journal, literature journal, blog); and test-taking strategy instruction and practice.
ASL instruction includes direct ASL instruction once a week via an ASL language class; oneon-one ASL support for students struggling with signing skills; ASL classroom instructional support
for student learning activities, projects, and assignments; comparison of ASL and English structures
and grammar; and dialogue vlogs, ASL Traits, silent viewing, signing process, ASL poetry, and ASL
storytelling.
Assessment includes the Informal Reading Inventory (IRI), the SAT-10 Reading
Comprehension subtest, Accelerated Reader (AR), the Written English Assessment (WEA), the 6+1
Writing Assessment, the Woodcock Reading Inventory, the ASL-PI, and ASL Traits.
Freshman Orientation Program. All freshman students are required to attend an
orientation program to high school, which covers areas such as study skills, adjustment to life in
high school, learning about oneself, EQ activities, the logistics of MSSD and various personnel (e.g.,
who handles what), organizational skills, using the student agenda book, team building, and
leadership development.
Open dialogues. Throughout the school year, MSSD students were able to participate in a
variety of open dialogues. Students and staff came together to openly discuss important current
issues facing the school and teenagers. Topics covered in FY 2008 included diversity, race relations,
bullying and harassment, and improving relationships.
Seminar courses. In FY 2008, all MSSD students took a 40-minute seminar each day. In
this course, students compiled a portfolio through the year that contained examples of their work
114
reflecting the five student outcomes: essential knowledge, life planning, communication, EQ, and
thinking skills. Students were grouped into small advisory teams, and they worked with their
advisors throughout the school year on different special projects, including team building activities,
career assessments, study skills, and resume building. They also enjoyed various guest speakers.
Portfolios and seminar classes are intended to enhance the students’ awareness of their own learning
process and help them begin to prepare for postsecondary life.
Senior project. In FY 2008, all MSSD seniors were required to complete an individual
project for which they selected a topic, completed a research assignment, created a product that
reflected their newfound knowledge, and gave a final presentation. The senior project was designed
to enhance the students’ creative thinking and research skills. Students have found these projects to
be excellent opportunities for exploring their future career interests. At the end of FY 2008, MSSD
launched a new approach to the senior project—students will be working on teams to plan an event
that has potential benefit to the school. This change was designed to give students the real-life
experience of working as a team to accomplish a goal.
Student development. The MSSD Student Life Department provides after-school activities
that foster interdependent growth in students’ social, physical, intellectual, communicative, and
emotional development. Students’ total development is enhanced through varsity athletics and
integration of classroom and non-classroom activities that educate and inspire lifelong values.
Emphasis is placed on development of real-life skills, self-sufficiency, positive social interactions,
respect for individual differences, teamwork, winning and losing, and sportsmanship. Students learn
self-discipline, build self-confidence, master skills to handle competitive situations, and recognize the
value of experience. A high level of student involvement is encouraged in activities promoting
decision making, leadership, positive work habits, social interaction, and community service.
Opportunities are provided for teachers, staff, and parents to work together in enhancing each
student’s overall growth and development.
115
KDES Student Characteristics, Related Educational Services
Received, and Achievement
Enrollment
Kendall Demonstration Elementary School (KDES) serves students from birth through age
15 who reside in the Washington, D.C. metropolitan area. While the majority of new students enroll
at the beginning of the school year, students are admitted any time during the school year. Students
enter and leave KDES for a variety of reasons, including transfers to and from other educational
programs and family relocation. On September 15, 2007, 127 students were enrolled at KDES (see
Table 31). This is the official enrollment number for the year, and it is used in this section as the
basis for reporting student characteristics, services received, and achievement. Thirty of those
enrolled were new students to KDES, the majority of whom were admitted into the Early
Childhood Education (ECE) program.
Table 31. KDES Enrollment, AY 2007-2008
Enrollment on
Sept. 15, 2007
First time
enrollments
Completed
program
Left before
completing
program
All students
ECE Team
KDES
Team 1/2/3
127
53
19
22
33
30
24
1
0
5
16
0
0
0
16
20
8
4
3
5
Team 4/5
Team 6/7/8
KDES Student Characteristics
Hearing levels of KDES students. Fifty-nine percent of KDES students had hearing
losses measured at the profound level (91 decibels and greater). This is more than two times the rate
of profound deafness reported by other programs across the nation that serve students who are deaf
or hard of hearing (see Table 32). This comparison is made available through the Annual Survey of
Deaf and Hard of Hearing Children and Youth conducted by the Gallaudet Research Institute. This
survey includes students from about 70% of the educational programs nationwide that serve
students who are deaf or hard of hearing.
In FY 2008, the number of KDES students with cochlear implants was 33, or 26% of the
school population. Twenty-eight of those students were currently using their implant.
116
Table 32. Percentage of KDES Students by Hearing Level and Instructional Team, September 2007
KDES
GRI Annual
1
Survey
(N=31,599)
100%
All
students
2
(N=123)
100%
Level of
ECE Team
Team 1/2/3
Team 4/5
Team 6/7/8
hearing loss
(N=49)
(N=19)
(N=22)
(N=33)
All levels
100%
100%
100%
100%
3
Normal
(<27dB)
19%
2%
2%
0%
0%
3%
Mild
(27-40 dB)
13%
4%
6%
0%
5%
3%
Moderate
(41-55 dB)
14%
6%
4%
5%
9%
6%
Moderately
severe
(56-90 dB)
12%
9%
12%
11%
5%
6%
Severe
(71-90 dB)
14%
20%
14%
21%
32%
21%
Profound
(91 dB & above)
28%
59%
61%
63%
50%
61%
Note. Totals may not sum to 100% due to rounding.
1From Regional and national summary report of data from the 2006-2007 Annual Survey of Deaf and Hard of Hearing Children and
Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2Current test data not available for
four students from ECE. 3Two students had unilateral hearing loss.
Table 33. Number of KDES Students by Hearing Level and Instructional Team, September 2007
KDES
Level of
GRI Annual
All
1
2
hearing loss
Survey
students
ECE Team Team 1/2/3
Team 4/5
Team 6/7/8
All levels
31,599
123
49
19
22
33
3
Normal
(<27dB)
5,972
2
1
0
0
1
Mild
(27-40 dB)
4,186
5
3
0
1
1
Moderate
(41-55 dB)
4,364
7
2
1
2
2
Moderately
severe
(56-90 dB)
3,830
11
6
2
1
2
Severe
(71-90 dB)
4,411
25
7
4
7
7
Profound
(91 dB & above)
8,836
73
30
12
11
20
Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2Current test data not available for
four students from ECE. 3Two students had unilateral hearing loss.
117
Traditionally underserved racial/ethnic groups. Traditionally underserved racial/ethnic
groups include African American or Black, Hispanic, Asian/Pacific Islander, and other groups not
of Caucasian or European American heritage. Fifty-seven percent of KDES students were members
of traditionally underserved racial/ethnic groups, whereas programs nationwide report that 53% of
students who are deaf or hard of hearing belong to these traditionally underserved groups (see Table
34). The proportion of Black and African American students enrolled at KDES was more than
double that of other programs nationwide (38% vs. 15%).
Table 34. Percentage of KDES Students by Race/Ethnicity and Instructional Team,
September 2007
GRI
Annual
1
Survey
(N=36,781)
100%
47%
KDES
All teams
(N=127)
100%
43%
ECE
Team
(N=53)
100%
59%
Team
1/2/3
(N=19)
100%
37%
Team 4/5
(N=22)
100%
32%
Team
6/7/8
(N=33)
100%
27%
Racial/ethnic group
All groups
Caucasian
Traditionally
underserved racial/
ethnic groups
53%
57%
41%
63%
68%
73%
African American or
Black
15%
38%
30%
26%
50%
49%
Hispanic
28%
13%
4%
32%
14%
15%
Asian/Pacific
Islander
4%
4%
6%
0%
0%
6%
American Indian,
multi-ethnic, & other
racial/ethnic groups
5%
3%
2%
5%
5%
3%
Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University.
Table 35. Number of KDES Students by Race/Ethnicity and Instructional Team, September 2007
GRI
Annual
1
Survey
36,781
17,430
KDES
Team
1/2/3
19
7
Team
Racial/ethnic group
All teams
Team 4/5
6/7/8
All groups
127
22
33
Caucasian
54
7
9
Traditionally
underserved racial/
ethnic groups
19,351
73
22
12
15
24
African American or
5,566
48
16
5
11
16
Black
Hispanic
10,397
16
2
6
3
5
Asian/Pacific
Islander
1,542
5
3
0
0
2
American Indian,
1,846
4
1
1
1
1
118
ECE
Team
53
31
Languages spoken in the homes of KDES students. English was the most common
language spoken in the homes of KDES students. Twelve percent of students came from Spanishspeaking homes and 2% came from homes in which Amharic or French were spoken. Forty-five
percent of KDES students live in homes where sign language, including ASL, is used.
Additional disabilities. Thirty-two percent of KDES students were identified as having
additional physical or cognitive disabilities (see Table 36). Five percent of KDES students had
“other conditions,” which included obsessive-compulsive traits, motor problems, behavior issues,
memory issues, and anxiety disorder. The most prevalent disabilities among KDES students were
developmental delays and Attention Deficit Disorder.
Table 36. Percentage of KDES Students With Disabilities by Instructional Team, September 2007
KDES
GRI Annual
1
Survey
(N=35,706)
100%
49%
All
students
(N=127)
100%
68%
ECE Team Team 1/2/3
Team 4/5
Team 6/7/8
Disabilities
(N=53)
(N=19)
(N=22)
(N=33)
All conditions
100%
100%
100%
100%
No disabilities
87%
68%
32%
61%
Deaf students with 1
or more additional
disabilities
51%
32%
13%
32%
68%
39%
Low vision
4%
2%
2%
0%
5%
3%
Legally blind
1%
0%
0%
0%
0%
0%
Learning disabled
8%
6%
0%
16%
5%
12%
Attention Deficit
Disorder
5%
8%
4%
0%
23%
9%
Speech/language
impairment
25%
0%
0%
0%
0%
0%
Mentally retarded
8%
<1%
0%
0%
5%
0%
Emotional disorder
2%
6%
0%
0%
18%
9%
Developmental
delay
4%
9%
8%
5%
23%
6%
Autism
1%
<1%
0%
5%
0%
0%
Orthopedic
impairment
4%
4%
2%
11%
5%
3%
Traumatic brain
injury
<1%
<1%
0%
0%
0%
3%
Other health
impairments
4%
7%
0%
0%
18%
15%
Other conditions
NA
5%
0%
0%
5%
15%
119
Table 37. Number of KDES Students With Disabilities by Instructional Team, September 2007
KDES
GRI Annual
1
Survey
35,706
17,340
18,366
All
students
127
86
41
Disabilities
ECE Team Team 1/2/3
Team 4/5
Team 6/7/8
All conditions
53
19
22
33
No disabilities
46
13
7
20
7
6
15
13
or more additional
disabilities
Low vision
1,281
3
1
0
1
1
Legally blind
513
0
0
0
0
0
Learning disabled
2,868
8
0
3
1
4
Attention Deficit
1,836
10
2
0
5
3
Disorder
Speech/language
8,893
0
0
0
0
0
impairment
Mentally retarded
2,849
1
0
0
1
0
Emotional disorder
638
7
0
0
4
3
Developmental
1,368
12
4
1
5
2
delay
Autism
469
1
0
1
0
0
Orthopedic
1,439
5
1
2
1
1
impairment
Traumatic brain
107
1
0
0
0
1
injury
Other health
1,277
9
0
0
4
5
impairments
Other conditions
NA
6
0
0
1
5
Support Services
KDES provides an array of educationally related services to students who need them to
benefit from the instructional program. Ninety percent of KDES students received one or more
support services, compared to 92% for deaf and hard of hearing students nationwide in programs
ranging from special schools to public school settings (see Table 38). Support services provided
most often to KDES students included speech training/therapy, audiological services, counseling,
occupational and physical therapy, and Extended School Year (ESY).
At KDES, Caucasian students received audiological services at a higher rate than students
from traditionally underserved racial/ethnic groups (see Table 40). Students from traditionally
underserved racial/ethnic groups received higher rates of counseling, occupational and physical
therapy, and ESY than did Caucasian students. All students received high rates of speech
therapy/training.
120
Table 38. Percentage of KDES Students Receiving Support Services by Instructional Team,
AY 2007-2008
GRI
Annual
1
Survey
(N=36,727)
8%
92%
<1%
24%
<1%
NA
10%
KDES
All
students
(N=127)
10%
90%
0%
0%
0%
0%
2%
ECE
Team
(N=53)
6%
94%
0%
0%
0%
0%
0%
Team
1/2/3
(N=19)
16%
84%
0%
0%
0%
0%
11%
Team
4/5
(N=22)
9%
91%
0%
0%
0%
0%
5%
Team
6/7/8
(N=33)
15%
85%
0%
0%
0%
0%
0%
Support services
No support services
1 or more support services
Oral interpreting
Sign interpreting
Cued language transliteration
Sign language transliteration
Tutoring
Vision services/orientation
and mobility
1%
2%
4%
0%
5%
0%
Special deaf/blind
interpreting services
NA
0%
0%
0%
0%
0%
Speech training/therapy
58%
80%
91%
74%
86%
61%
Oral/aural therapy
NA
4%
9%
0%
0%
0%
Notetaking
5%
0%
0%
0%
0%
0%
Communication Access
Realtime Translation (CART)
NA
0%
0%
0%
0%
0%
Audiological services
23%
32%
74%
0%
5%
0%
Counseling
10%
25%
4%
37%
32%
49%
Itinerant teacher services
39%
0%
0%
0%
0%
0%
Classroom aide services
20%
3%
4%
5%
5%
0%
C-Print
<1%
0%
0%
0%
0%
0%
TypeWell
NA
0%
0%
0%
0%
0%
OT/PT
10%
21%
26%
11%
32%
9%
Adaptive PE
5%
0%
0%
0%
0%
0%
Other support services
13%
45%
59%
42%
50%
21%
Extended school year (ESY)
NA
45%
57%
42%
50%
21%
ASL instruction
NA
7%
11%
0%
0%
0%
2
Additional services
NA
>1%
2%
0%
0%
0%
Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2Includes play therapy.
121
Table 39. Number of KDES Students Receiving Support Services by Instructional Team,
AY 2007-2008
GRI
Annual
1
Survey
(N=36,727)
2,989
33,738
311
8,640
110
NA
3,520
KDES
All
students
(N=127)
13
114
0
0
0
0
3
ECE
Team
(N=53)
3
50
0
0
0
0
0
Team
1/2/3
(N=19)
3
16
0
0
0
0
2
Team
4/5
(N=22)
2
20
0
0
0
0
1
Team
6/7/8
(N=33)
5
28
0
0
0
0
0
Support services
No support services
Oral interpreting
Sign interpreting
Tutoring
and mobility
477
3
2
0
1
0
Special deaf/blind
NA
0
0
0
0
0
21,102
101
48
14
19
20
Oral/aural therapy
NA
5
5
0
0
0
Notetaking
1,644
0
0
0
0
0
NA
0
0
0
0
0
8,484
40
39
0
1
0
Counseling
3,690
32
2
7
7
16
14,235
0
0
0
0
0
7,436
4
2
1
1
0
C-Print
314
0
0
0
0
0
TypeWell
NA
0
0
0
0
0
OT/PT
3,577
26
14
2
7
3
Adaptive PE
1,707
0
0
0
0
0
4,690
57
31
8
11
7
NA
56
30
8
11
7
ASL instruction
NA
6
6
0
0
0
2
Additional services
NA
1
1
0
0
0
Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2Includes play therapy.
122
Support services
No support services
Oral interpreting
Sign interpreting
Tutoring
and mobility
Special deaf/blind
Oral/aural therapy
Notetaking
Counseling
C-Print
TypeWell
OT/PT
Adaptive PE
ASL instruction
1
Additional services
1Includes play therapy.
Caucasian
students
(N=54)
15%
85%
0%
0%
0%
0%
0%
0%
0%
82%
6%
0%
0%
41%
15%
0%
2%
0%
0%
13%
0%
28%
28%
0%
0%
All
students
(N=127)
10%
90%
0%
0%
0%
0%
2%
2%
0%
80%
4%
0%
0%
32%
25%
0%
3%
0%
0%
21%
0%
45%
44%
5%
<1%
0%
25%
33%
0%
4%
0%
0%
26%
0%
58%
56%
8%
<1%
0%
78%
3%
0%
4%
0%
27%
31%
0%
6%
0%
0%
31%
0%
60%
60%
8%
2%
0%
79%
0%
0%
2%
0%
13%
44%
0%
0%
0%
0%
6%
0%
56%
56%
0%
0%
0%
88%
6%
0%
0%
0%
60%
20%
0%
0%
0%
0%
20%
0%
60%
40%
40%
0%
0%
80%
20%
0%
20%
0%
0%
25%
0%
0%
0%
0%
50%
0%
25%
25%
0%
0%
0%
25%
0%
0%
25%
Traditionally underserved racial/ethnic groups
All traditionally
underserved
African
Asian/
Other &
racial/ethnic
American or
Pacific
multi-ethnic/
group students
black
Hispanic
Islander
racial groups
(N=73)
(N=48)
(N=16)
(N=5)
(N=4)
7%
6%
0%
0%
50%
93%
94%
100%
100%
50%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
4%
4%
6%
0%
0%
Table 40. Percentage of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008
123
Support services
No support services
Oral interpreting
Sign interpreting
Tutoring
and mobility
Special deaf/blind
Oral/aural therapy
Notetaking
Counseling
C-Print
TypeWell
OT/PT
Adaptive PE
ASL instruction
1
Additional services
1Includes play therapy.
Caucasian
students
(N=54)
8
46
0
0
0
0
0
0
0
44
3
0
0
22
8
0
1
0
0
7
0
15
15
0
0
All
students
(N=127)
13
114
0
0
0
0
3
3
0
101
5
0
0
40
32
0
4
0
0
26
0
57
56
6
1
0
18
24
0
3
0
0
19
0
42
41
6
1
0
57
2
0
3
0
13
15
0
3
0
0
15
0
29
29
4
1
0
38
0
0
1
0
2
7
0
0
0
0
1
0
9
9
0
0
0
14
1
0
0
0
3
1
0
0
0
0
1
0
3
2
2
0
0
4
1
0
1
0
0
1
0
0
0
0
2
0
1
1
0
0
0
1
0
0
1
All traditionally
underserved
African
Asian/
Other &
racial/ethnic
American or
Pacific
multi-ethnic/
group students
black
Hispanic
Islander
racial groups
(N=73)
(N=48)
(N=16)
(N=5)
(N=4)
5
3
0
0
2
68
45
16
5
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
2
1
0
0
Table 41. Number of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008
124
KDES Student Achievement
Student reading achievement. The reading comprehension attainment of KDES students,
ages 8 and older, is measured annually using the Stanford Achievement Test (10th edition). Students
in the three instructional teams corresponding to grades 1/2/3, 4/5, and 6/7/8 attained average
reading grade equivalent levels of 1.6, 2.1, and 3.4, respectively (see Table 43).
Students completing the KDES instructional program. Sixteen students from Team
6/7/8 completed the KDES instructional program in spring 2008. Twelve of the completers were
members of traditionally underserved racial/ethnic groups, and four were Caucasian.
Twelve of the completers went on to enter the Model Secondary School for the Deaf. All of
the students who completed the KDES program took the Stanford Achievement Test. The Stanford
reading comprehension levels of these 16 completers ranged from second grade through seventh
grade, with an average grade equivalent of 3.3. Caucasian completers attained an average grade
equivalent of 6.6, while completers who were members of traditionally underserved racial/ethnic
groups attained an average of 2.7.
Table 42. Percentage of KDES Students Reading at Different Grade Levels by Instructional Team,
AY 2007-2008
Grade
equivalent
level
KDES
All students
(N=72)
Team 1/2/3
(N=17)
Team 4/5
(N=22)
Team 6/7/8
(N=33)
All levels
100%
100%
100%
100%
Post high
school
3%
0%
5%
3%
12.0-12.9
0%
0%
0%
0%
11.0-11.9
1%
0%
0%
3%
10.0-10.9
1%
0%
0%
3%
9.0-9.9
3%
0%
0%
6%
8.0-8.9
3%
0%
9%
0%
7.0-7.9
4%
0%
0%
9%
6.0-6.9
1%
0%
5%
0%
5.0-5.9
6%
0%
0%
12%
4.0-4.9
3%
0%
0%
6%
3.0-3.9
13%
12%
9%
15%
2.0-2.9
18%
12%
23%
18%
1.0-1.9
43%
77%
46%
24%
Kindergarten
1%
0%
5%
0%
Note. Includes students who were enrolled as of September 15, 2007 and who were 8 years of age or older at the time of
testing, and who were enrolled at the time of testing in May. Scores are based on Reading Comprehension subtest of the
Stanford Achievement Test, 10th Edition. Totals may not sum to 100% due to rounding.
125
Table 43. Number of KDES Students Reading at Different Grade Levels by Instructional Team,
AY 2007-2008
Grade
equivalent
level
KDES
All students
Team 1/2/3
Team 4/5
Team 6/7/8
All levels
72
17
22
33
Post high
school
2
0
1
1
12.0-12.9
0
0
0
0
11.0-11.9
1
0
0
1
10.0-10.9
1
0
0
1
9.0-9.9
2
0
0
2
8.0-8.9
2
0
2
0
7.0-7.9
3
0
0
3
6.0-6.9
1
0
1
0
5.0-5.9
4
0
0
4
4.0-4.9
2
0
0
2
3.0-3.9
9
2
2
5
2.0-2.9
13
2
5
6
1.0-1.9
31
13
10
8
1
0
1
0
Kindergarten
Mean grade
level
-1.6
2.1
3.4
Note. Includes students who were enrolled as of September 15, 2007 and who were 8 years of age or older at the time of
testing, and who were enrolled at the time of testing in May. Scores are based on Reading Comprehension subtest of the
Stanford Achievement Test, 10th Edition.
126
MSSD Student Characteristics, Related Educational Services
Received, and Outcome
Enrollment
The Model Secondary School for the Deaf (MSSD) serves high school students between the
ages of 14 and 21 from the United States and its territories. On September 15, 2007, 164 students
were enrolled at MSSD (see Table 44). This is the official enrollment number for the year, and it is
used in this section as the basis for reporting student characteristics, services received, and
achievement. The September 15 enrollment includes 43 new students. While 13 of these new
students enrolled as freshman, 14 entered as sophomores, 12 as juniors, and 4 as seniors. Forty-six
seniors graduated. Fourteen seniors had not yet met their Individualized Education Program goals
by the end of their senior year and are returning to MSSD for the 2008-2009 academic year.
Table 44. MSSD Enrollment, AY 2007-2008
All Students
Grade 9
MSSD
Grade 10
Enrollment on
Sept. 15, 2007
164
15
37
First time
enrollments
43
13
14
Completed
program
46
0
0
Left before
completing
program
31
4
15
Note. Fourteen MSSD seniors delayed their graduation date to complete IEP goals.
Grade 11
Grade 12
47
65
12
4
0
46
7
5
MSSD Student Characteristics
Hearing levels of MSSD students. Sixty-nine percent of MSSD students had hearing
losses measured at the profound level (91 decibels and greater). This is more than two times the rate
of profound deafness reported by other programs across the nation that serve students who are deaf
or hard of hearing (see Table 45). This comparison is made available through the Annual Survey of
Deaf and Hard of Hearing Children and Youth conducted by the Gallaudet Research Institute. This
survey includes students from about 70% of the educational programs nationwide that serve
students who are deaf or hard of hearing.
In FY 2008, the number of MSSD students with cochlear implants was 22, or about 13% of
the school population. Eleven of those 22 students were currently using their implant.
127
Table 45. Percentage of MSSD Students by Hearing Level and Grade, September 2007
MSSD
GRI Annual
1
Survey
(N=31,599)
100%
All
students
(N=164)
100%
Level of
Grade 9
Grade 10
Grade 11
Grade 12
hearing loss
(N=15)
(N=37)
(N=47)
(N=65)
All levels
100%
100%
100%
100%
2
Normal
(<27dB)
19%
<1%
0%
0%
0%
2%
Mild
(27-40 dB)
13%
0%
0%
0%
0%
0%
Moderate
(41-55 dB)
14%
4%
0%
5%
4%
3%
Moderately
severe
(56-90 dB)
12%
6%
13%
11%
0%
5%
Severe
(71-90 dB)
14%
21%
33%
19%
26%
17%
Profound
(91 dB & above)
28%
69%
53%
65%
70%
74%
1From Regional and national summary report of data from the 2006-2007 Annual Survey of Deaf and Hard of Hearing Children and Youth, by
Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2One student had unilateral hearing loss.
Table 46. Number of MSSD Students by Hearing Level and Grade, September 2007
GRI
Annual
1
Survey
31,599
MSSD
Level of
All
hearing loss
Grade 9
Grade 10
Grade 11
Grade 12
students
All levels
164
15
37
47
65
2
Normal
(<27dB)
5,972
1
0
0
0
1
Mild
4,186
0
0
0
0
0
(27-40 dB)
Moderate
(41-55 dB)
4,364
6
0
2
2
2
Moderately
severe
(56-90 dB)
3,830
9
2
4
0
3
Severe
(71-90 dB)
4,411
35
5
7
12
11
Profound
(91 dB & above)
8,836
113
8
24
33
48
1From Regional and national summary report of data from the 2006-2007 Annual Survey of Deaf and Hard of Hearing Children and Youth, by
Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2One student had unilateral hearing loss.
128
Traditionally underserved racial/ethnic groups. Traditionally underserved racial/ethnic
groups include African American or Black, Hispanic, Asian/Pacific Islander, and other groups not
of Caucasian or European American heritage. Fifty-six percent of MSSD students were members of
traditionally underserved racial/ethnic groups, slightly more than the national percentage (see Table
47). MSSD enrolled African American and Asian/Pacific Islander students at about twice the
national rate. However, while the national proportion of Hispanic students was 28%, at MSSD it
was less than one-third of that.
Table 47. Percentage of MSSD Students by Race/Ethnicity and Grade, September 2007
GRI Annual
1
Survey
(N=36,781)
100%
47%
All teams
(N=164)
100%
44%
Grade 9
(N=15)
100%
47%
MSSD
Grade 10
(N=37)
100%
54%
Grade 11
Grade 12
Racial/ethnic group
(N=47)
(N=65)
All groups
100%
100%
Caucasian
43%
39%
Traditionally
underserved racial/
ethnic groups
53%
56%
53%
46%
57%
61%
African American or
Black
15%
40%
33%
27%
45%
45%
Hispanic
28%
8%
7%
11%
6%
8%
Asian/ Pacific
Islander
4%
8%
7%
8%
6%
9%
American Indian,
5%
<1%
7%
0%
0%
0%
Table 48. Number of MSSD Students by Race/Ethnicity and Grade, September 2007
GRI Annual
1
Survey
36,781
17,430
MSSD
Racial/ethnic group
All teams
Grade 9
Grade 10
Grade 11
Grade 12
All groups
164
15
37
47
65
Caucasian
72
7
20
20
25
Traditionally
underserved racial/
19,351
92
8
17
27
40
ethnic groups
African American or
Black
5,566
65
5
10
21
29
Hispanic
10,397
13
1
4
3
5
Asian/ Pacific
Islander
1,542
13
1
3
3
6
American Indian,
1,846
1
1
0
0
0
129
Languages spoken in the homes of MSSD students. English was the most common
language spoken in the homes of MSSD students. Seven percent of students came from Spanishspeaking homes. An additional 7% of students came from homes in which Arabic, Chinese, Creole,
Tagalog, French, Mongolian, Italian, Lithuanian, and other languages were spoken. Twenty-nine
percent of MSSD students live in homes where sign language, including ASL, is used.
Additional disabilities. The national proportion of students with physical or cognitive
disabilities enrolled in programs serving deaf and hard of hearing students was three times that of MSSD
(51% vs. 17%). The largest difference was among deaf students identified as having speech or language
impairments—nationally the proportion was 25% compared to no students at MSSD. The most
prevalent disabilities among MSSD students were Attention Deficit Disorder and learning disabilities.
Table 49. Percentage of MSSD Students With Disabilities by Grade, September 2007
MSSD
GRI Annual
1
Survey
(N=35,706)
100%
49%
All
students
(N=164)
100%
84%
Grade 9
Grade 10
Grade 11
Grade 12
Disabilities
(N=15)
(N=37)
(N=47)
(N=65)
All conditions
100%
100%
100%
100%
No disabilities
60%
87%
79%
91%
or more additional
disabilities
51%
17%
40%
14%
21%
9%
Low vision
4%
1%
7%
0%
2%
0%
Legally blind
1%
<1%
7%
0%
0%
0%
Learning disabled
8%
6%
7%
0%
9%
8%
Attention Deficit
Disorder
5%
9%
20%
11%
13%
2%
Speech/language
impairment
25%
0%
0%
0%
0%
0%
Mentally retarded
8%
0%
0%
0%
0%
0%
Emotional disorder
2%
<1%
0%
0%
2%
0%
Developmental
delay
4%
0%
0%
0%
0%
0%
Autism
1%
0%
0%
0%
0%
0%
Orthopedic
impairment
4%
1%
0%
3%
0%
2%
Traumatic brain
injury
<1%
0%
0%
0%
0%
0%
Other health
impairments
4%
0%
0%
0%
0%
0%
Other conditions
NA
<1%
7%
0%
0%
0%
130
Table 50. Number of MSSD Students With Disabilities by Grade, September 2007
MSSD
GRI Annual
1
Survey
35,706
17,340
All
students
164
137
Disabilities
Grade 9
Grade 10
Grade 11
Grade 12
All conditions
15
37
47
65
No disabilities
9
32
37
59
or more additional
disabilities
18,366
27
6
5
10
6
Low vision
1,281
2
1
0
1
0
Legally blind
513
1
1
0
0
0
Learning disabled
2,868
10
1
0
4
5
Attention Deficit
Disorder
1,836
14
3
4
6
1
Speech/language
impairment
8,893
0
0
0
0
0
Mentally retarded
2,849
0
0
0
0
0
Emotional disorder
638
1
0
0
1
0
Developmental
delay
1,368
0
0
0
0
0
Autism
469
0
0
0
0
0
Orthopedic
1,439
2
0
1
0
1
impairment
Traumatic brain
injury
107
0
0
0
0
0
Other health
impairments
1,277
0
0
0
0
0
Other conditions
NA
1
1
0
0
0
Support Services
MSSD provides an array of educationally related services to students who need them to
benefit from the instructional program. Fifty-seven percent of MSSD students received one or more
support services compared to 92% of deaf and hard of hearing students nationwide (see Table 51).
However, the GRI Annual Survey reports about students from early childhood through high school
age in both special programs and public school programs. For example, the Annual Survey includes
students in mainstream settings who receive sign language interpreting services. Sign language
interpreting would be needed less often in a high school like MSSD, where both written English and
ASL are integral to the instructional environment, providing a comprehensively accessible
communication environment for deaf students.
The proportion of MSSD students receiving counseling services was greater than the
proportion of students in other programs. MSSD freshman received more support services,
particularly counseling, than did students in the other grades.
At MSSD, 67% of students from traditionally underserved racial/ethnic groups received
some type of support service compared to 44% of Caucasian students (see Table 53). Higher
percentages of students from traditionally underserved racial/ethnic groups received speech
training/therapy than did Caucasian students, while Caucasian students received a somewhat higher
rate of counseling services.
131
Table 51. Percentage of MSSD Students Receiving Support Services by Grade, AY 2007-2008
GRI
Annual
1
Survey
(N=36,727)
8%
92%
<1%
24%
<1%
NA
10%
MSSD
All
students
(N=164)
43%
57%
0%
0%
0%
<1%
7%
Grade 9 Grade 10 Grade 11 Grade 12
Support services
(N=15)
(N=37)
(N=47)
(N=65)
No support services
13%
46%
40%
49%
87%
54%
60%
51%
Oral interpreting
0%
0%
0%
0%
Sign interpreting
0%
0%
0%
0%
0%
0%
0%
0%
0%
3%
0%
0%
Tutoring
7%
3%
6%
11%
and mobility
1%
<1%
7%
0%
0%
0%
Special deaf/blind
NA
0%
0%
0%
0%
0%
58%
42%
60%
35%
47%
37%
Oral/aural therapy
NA
<1%
0%
0%
2%
0%
Notetaking
5%
0%
0%
0%
0%
0%
NA
<1%
0%
0%
0%
2%
23%
2%
0%
0%
4%
3%
Counseling
10%
32%
73%
35%
30%
32%
39%
0%
0%
0%
0%
0%
20%
<1%
0%
0%
0%
2%
C-Print
<1%
0%
0%
0%
0%
0%
TypeWell
NA
0%
0%
0%
0%
0%
OT/PT
10%
0%
0%
0%
0%
0%
Adaptive PE
5%
<1%
0%
0%
0%
2%
13%
4%
0%
5%
6%
2%
NA
2%
0%
3%
6%
0%
ASL instruction
NA
<1%
0%
0%
0%
2%
Additional services
NA
<1%
0%
3%
0%
0%
132
Table 52. Number of MSSD Students Receiving Support Services by Grade, AY 2007-2008
GRI
Annual
1
Survey
(N=36,727)
2,989
33,738
311
8,640
110
NA
3,520
MSSD
All
students
(N=164)
70
94
0
0
0
1
12
Grade 9 Grade 10 Grade 11 Grade 12
Support services
(N=15)
(N=37)
(N=47)
(N=65)
No support services
2
17
19
32
13
20
28
33
Oral interpreting
0
0
0
0
Sign interpreting
0
0
0
0
0
0
0
0
0
1
0
0
Tutoring
1
1
3
7
and mobility
477
1
1
0
0
0
Special deaf/blind
NA
0
0
0
0
0
21,102
68
9
13
22
24
Oral/aural therapy
NA
1
0
0
1
0
Notetaking
1,644
0
0
0
0
0
NA
1
0
0
0
1
8,484
4
0
0
2
2
Counseling
3,690
53
11
13
14
15
14,235
0
0
0
0
0
7,436
1
0
0
0
1
C-Print
314
0
0
0
0
0
TypeWell
NA
0
0
0
0
0
OT/PT
3,577
0
0
0
0
0
Adaptive PE
1,707
1
0
0
0
1
4,690
6
0
2
3
1
NA
4
0
1
3
0
ASL instruction
NA
1
0
0
0
1
Additional services
NA
1
0
1
0
0
133
Support services
No support services
Oral interpreting
Sign interpreting
Tutoring
and mobility
Special deaf/blind
Oral/aural therapy
Notetaking
Counseling
C-Print
TypeWell
OT/PT
Adaptive PE
ASL instruction
Additional services
Caucasian
students
(N=72)
56%
44%
0%
0%
0%
0%
6%
0%
0%
25%
0%
0%
0%
0%
36%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
All
students
(N=164)
43%
57%
0%
0%
0%
<1%
7%
<1%
0%
42%
<1%
0%
<1%
2%
32%
0%
<1%
0%
0%
0%
<1%
4%
2%
<1%
<1%
1%
4%
29%
0%
<1%
0%
0%
0%
1%
7%
4%
1%
<1%
0%
54%
1%
0%
1%
0%
3%
32%
0%
0%
0%
0%
0%
0%
7%
5%
2%
0%
0%
60%
2%
0%
2%
8%
15%
23%
0%
8%
0%
0%
0%
8%
8%
8%
0%
0%
0%
46%
0%
0%
0%
0%
0%
15%
0%
0%
0%
0%
0%
0%
8%
0%
0%
8%
0%
31%
0%
0%
0%
All traditionally
underserved
African
Asian/
racial/ethnic
American or
Pacific
group students
black
Hispanic
Islander
(N=92)
(N=65)
(N=13)
(N=13)
33%
26%
39%
62%
67%
74%
62%
39%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
2%
0%
0%
9%
8%
15%
8%
Table 53. Percentage of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008
134
0%
0%
100%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
0%
0%
0%
Other &
multi-ethnic/
racial
groups
(N=1)
0%
100%
0%
0%
0%
0%
0%
Support services
No support services
Oral interpreting
Sign interpreting
Tutoring
and mobility
Special deaf/blind
Oral/aural therapy
Notetaking
Counseling
C-Print
TypeWell
OT/PT
Adaptive PE
ASL instruction
Additional services
Caucasian
students
(N=72)
40
32
0
0
0
0
4
0
0
18
0
0
0
0
26
0
0
0
0
0
0
0
0
0
0
All
students
(N=164)
70
94
0
0
0
1
12
1
0
68
1
0
1
4
53
0
1
0
0
0
1
6
4
1
1
1
4
27
0
1
0
0
0
1
6
4
1
1
0
50
1
0
1
0
2
21
0
0
0
0
0
0
4
3
1
0
0
39
1
0
1
1
2
3
0
1
0
0
0
1
1
1
0
0
0
6
0
0
0
0
0
2
0
0
0
0
0
0
1
0
0
1
0
4
0
0
0
All traditionally
underserved
African
Asian/
racial/ethnic
American or
Pacific
group students
black
Hispanic
Islander
(N=92)
(N=65)
(N=13)
(N=13)
30
17
5
8
62
48
8
5
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
8
5
2
1
Table 54. Number of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008
135
0
0
1
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
Other &
multi-ethnic/
racial
groups
(N=1)
0
1
0
0
0
0
0
MSSD Student Outcomes
Student reading achievement. The reading comprehension attainment of MSSD students
is measured annually using the Stanford Achievement Test (10th Edition) or the Test of Academic
Skills (TASK). The Stanford-10 assesses academic achievement through the ninth grade level. The
TASK, an upward extension of the Stanford, assesses academic achievement at the high school level.
The Stanford is administered to about two-thirds and the TASK to about one-third of MSSD
students. The wide range in academic achievement levels of MSSD students calls for the use of both
of these standardized tests. Scores on the Reading Comprehension subtests from both tests are
compatible.
Students in grades nine through twelve attained average reading grade equivalent levels at the
fourth, fifth, and sixth grades (see Table 56). Twenty-five percent of MSSD students were reading at
ninth grade level or above. Freshmen had the lowest reading levels, with an average equivalent to the
beginning of fourth grade. The seniors had the highest reading levels. Their average score was
equivalent to the middle of sixth grade.
Table 55. Percentage of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008
Grade
equivalent
level
All students
(N=143)
Grade 9
(N=14)
MSSD
Grade 10
(N=25)
Grade 11
(N=41)
Grade 12
(N=63)
All levels
100%
100%
100%
100%
100%
Post high
school
11%
7%
4%
7%
16%
12.0-12.9
0%
0%
0%
0%
0%
11.0-11.9
0%
0%
0%
0%
0%
10.0-10.9
6%
0%
0%
2%
11%
9.0-9.9
8%
14%
4%
10%
6%
8.0-8.9
4%
0%
12%
5%
2%
7.0-7.9
6%
7%
12%
2%
5%
6.0-6.9
8%
0%
8%
10%
8%
5.0-5.9
17%
7%
12%
20%
19%
4.0-4.9
6%
0%
16%
0%
6%
3.0-3.9
22%
36%
20%
22%
19%
2.0-2.9
13%
29%
12%
17%
6%
1.0-1.9
2%
0%
0%
5%
2%
Note. Includes students enrolled as of September 15, 2007 who were also tested in spring 2008. Scores are based on the
Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and Test of Academic Skills (TASK).
Totals may not sum to 100% due to rounding.
136
Table 56. Number of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008
Grade
equivalent
level
MSSD
All students
Grade 9
Grade 10
Grade 11
Grade 12
All levels
143
14
25
41
63
Post high
school
15
1
1
3
10
12.0-12.9
0
0
0
0
0
11.0-11.9
0
0
0
0
0
10.0-10.9
8
0
0
1
7
9.0-9.9
11
2
1
4
4
8.0-8.9
6
0
3
2
1
7.0-7.9
8
1
3
1
3
6.0-6.9
11
0
2
4
5
5.0-5.9
24
1
3
8
12
4.0-4.9
8
0
4
0
4
3.0-3.9
31
5
5
9
12
2.0-2.9
18
4
3
7
4
1.0-1.9
3
0
0
2
1
Mean grade
-level
4.3
5.3
5.0
6.5
Note. Includes students enrolled as of September 15, 2007 who were also tested in spring 2008. Scores are based on the
Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and Test of Academic Skills (TASK).
137
Reading achievement of graduates. About half of high school-age deaf and hard of
hearing students leaving special education programs read below the fourth grade level.1 The average
reading level of MSSD graduates was 8.4 (see Table 58). Graduates who were members of
traditionally underserved racial/ethnic groups had an average reading level near the middle of sixth
grade (6.5). These students demonstrated a wide range of reading comprehension, from second
grade to post-high school. Caucasian graduates had an average reading level of the beginning of
tenth grade (10.3) and a range of scores from fourth grade to post-high school.
Table 57. Percentage of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity,
AY 2007-2008
MSSD graduates
Grade equivalent
level
All levels
Post high school
12.0-12.9
All graduates
(N=46)
Caucasian
graduates
(N=22)
All traditionally
underserved
(N=24)
100%
100%
100%
22%
32%
13%
0%
0%
0%
11.0-11.9
0%
0%
0%
10.0-10.9
15%
23%
8%
9.0-9.9
9%
9%
8%
8.0-8.9
2%
0%
4%
7.0-7.9
4%
5%
4%
6.0-6.9
11%
14%
8%
5.0-5.9
22%
9%
33%
4.0-4.9
4%
9%
0%
3.0-3.9
9%
0%
17%
2.0-2.9
2%
0%
4%
1.0-1.9
0%
0%
0%
Note. Scores are based on the Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and
Test of Academic Skills (TASK). Totals may not sum to 100% due to rounding.
1. Allen, T.E. (1994). Who are the deaf and hard of hearing children leaving high school and entering postsecondary
education? Retrieved September 1, 2008, from http://gri.gallaudet.edu/AnnualSurvey/whodeaf.html
138
Table 58. Number of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008
MSSD graduates
Grade equivalent
level
All graduates
(N=46)
Caucasian
graduates
(N=22)
All traditionally
underserved
(N=24)
All levels
46
22
24
Post high school
10
7
3
12.0-12.9
0
0
0
11.0-11.9
0
0
0
10.0-10.9
7
5
2
9.0-9.9
4
2
2
8.0-8.9
1
0
1
7.0-7.9
2
1
1
6.0-6.9
5
3
2
5.0-5.9
10
2
8
4.0-4.9
2
2
0
3.0-3.9
4
0
4
2.0-2.9
1
0
1
1.0-1.9
0
0
0
Average grade
equivalent
8.4
10.3
6.5
Note. Scores are based on the Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and the
Test of Academic Skills (TASK).
Disposition of MSSD graduates. MSSD graduated 46 students in the spring and summer
of 2008. Graduates who received their diplomas were surveyed approximately four months after
their senior year ended to determine where their transition from high school was leading them.
Seventy-one percent were enrolled in an advanced education or training program (see Table 59).
This included 54% of graduates from traditionally underserved racial/ethnic groups and 69% of
Caucasian graduates. Twenty-five percent of the graduates reported that they were working or
looking for work. Of these graduates, almost three-fourths reported they were planning to enter
college later.
139
Table 59. Percentage of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008
MSSD graduates
All
graduates
(N=42)
100%
Caucasian
graduates
(N=20)
100%
All
traditionally
underserved
racial/ethnic
groups
(N=22)
100%
African
American
or black
(N=16)
100%
Asian/
Pacific
Islander
(N=4)
100%
Hispanic
Immediate outcome
(N=2)
All outcomes
100%
Entered Gallaudet
University
40%
55%
27%
19%
50%
50%
Entered another
college or university
7%
5%
9%
13%
0%
0%
Entered NTID
19%
15%
23%
25%
50%
0%
Working/delayed
college entrance
7%
0%
14%
13%
0%
25%
Looking for work/no
current college
entrance plans
7%
10%
5%
6%
0%
0%
Looking for work/
delayed college
entrance
12%
10%
14%
13%
0%
25%
Entered placement,
evaluation, or
training through VR
or other agency/
delayed college
entrance
5%
0%
9%
13%
0%
0%
At home, not in
school or working
2%
5%
0%
0%
0%
0%
Note. Percentages are based on 42 out of 46 graduates for whom disposition data were obtained. Totals may not sum to
100% due to rounding.
140
Table 60. Number of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008
MSSD graduates
Immediate outcome
All outcomes
Entered Gallaudet
University
Entered another
college or university
Entered NTID
Working/delayed
college entrance
Looking for work/no
current college
entrance plans
Looking for work/
delayed college
entrance
Entered placement,
evaluation, or
training through VR
or other agency/
delayed college
entrance
At home, not in
school or working
Unknown
All
graduates
46
Caucasian
graduates
22
All
traditionally
underserved
racial/ethnic
groups
24
17
11
6
3
8
1
3
3
African
American
or black
18
Hispanic
2
Asian/
Pacific
Islander
4
3
1
2
2
5
2
4
0
1
0
0
0
3
2
0
1
3
2
1
1
0
0
5
2
3
2
0
1
2
0
2
2
0
0
1
4
1
2
0
2
0
2
0
0
0
0
141
Division of Administration and Finance
The Division of Administration and Finance (A&F) supports the university’s day-to-day
operations through timely and efficient delivery of quality services to the Gallaudet community and
its external contacts and visitors. A&F is committed to the continual improvement of its programs
and services, optimizing its financial and human resources, adding value, and reflecting the best
practices of higher education in all its activities. A&F continually monitors and modifies daily
operations and services and ensures that it remains fully accessible through ASL and English.
The division provides the following support services:
•
•
•
•
•
•
•
•
•
Child Development Center
Community relations
Construction services
Contract and risk management
Contracts and purchasing
Equal employment opportunity (EEO)
Facilities management
Financial services (accounting and
budget)
Human resources
•
•
•
•
•
•
•
•
Information technology (including computer
and telecommunication services)
Internal audit and management advisory
services
Interpreting services
Postal services
Printing and reprographic services
Public safety
Student health services
Transportation
In addition, the division manages the university’s auxiliary enterprises: the University Press and
bookstore, and the Kellogg Conference Hotel at Gallaudet University.
During FY 2008, the division made substantial progress in several areas. It conducted a
preliminary internal assessment and staffing review of major service areas to better understand
operational efficiency and service quality. The results were used to identify service areas requiring
further in-depth analysis, which will begin in FY 2009. The construction of the Sorenson Language
and Communication Center was completed and became operational prior to the fall 2008 semester.
The multi-year MSSD site stabilization project began. The Gallaudet football field turf was replaced
and lights were added to allow for night games. The A&F student internship program launched with
more than 25 undergraduate student interns participating. The division continued to collaborate with
academic affairs on the Deaf Space program that included significant student participation in
campus architectural planning. The District of Columbia Council amended legislation to allow
Gallaudet and neighboring property owners to move forward with planning efforts for the Capital
City Market development project adjacent to the campus.
Select accomplishments by units within A&F included:
• The Gallaudet University Press published 15 new titles and negotiated agreements for an
additional 11 new titles.
• The Gallaudet Community Relations Council reached a milestone when it hosted its 25th
Awards and Recognition Program.
• Gallaudet Interpreting Services provided over 70,000 hours of interpreting support for
the campus.
• The Clerc Center transferred oversight of the Child Development Center to the division.
142
Appendix:
Research Summaries and Regional Center
Activities
The summaries of the university and national mission projects and regional center activities
that comprise this appendix represent the efforts of many faculty, professional staff, and students
working to help Gallaudet University and the Laurent Clerc National Deaf Education Center (Clerc
Center) achieve their strategic objectives. The university research summaries are grouped under the
department of one of the principal investigators in a given project. When a project is being
conducted in more than one department, cross references are indicated. The Clerc Center national
mission project summaries are presented alphabetically, and the regional center activities are
organized by region.
All research investigators are Gallaudet University or Clerc Center faculty or staff, unless
otherwise noted. Research investigators who are identified as students are Gallaudet graduate students,
unless otherwise noted.
A-1
Table of Contents
UNIVERSITY RESEARCH PROJECTS
ASL AND DEAF STUDIES ............................................................................................................................. A-9
THE HISTORY AND S TRUCTURE OF BLACK ASL ......................................................................................................................A-9
PERCEPTION OF LEFT VS. RIGHT HANDED SIGNERS..............................................................................................................A-9
BIOLOGY........................................................................................................................................................ A-10
CREATION OF A DNA REPOSITORY TO IDENTIFY DEAFNESS GENES ..............................................................................A-10
GENETIC DEAFNESS IN ALUMNI OF G ALLAUDET UNIVERSITY..........................................................................................A-10
NEW SCHOLARSHIP ON A NALYSIS OF MODERN PLANT EXUDATES AND FOSSIL RESINS WITH N UCLEAR
MAGNETIC RESONANCE SPECTROSCOPY: PLANTS FROM THE S OUTHERN HEMISPHERE, NEW PLANT
FAMILIES, NEW TYPES OF EXUDATES, AND RARE AMBERS ..........................................................................................A-11
POTENTIAL SOCIETAL IMPACT OF A DVANCES IN GENETIC DEAFNESS............................................................................A-12
RESEARCH STIPENDS TO S UPPORT SENIOR CAPSTONE PROJECTS FOR DEAF AND HARD OF HEARING S TUDENTS
AT GALLAUDET UNIVERSITY ................................................................................................................................................A-13
RIG: BROADENING PARTICIPATION OF DEAF AND HARD OF HEARING S CIENTISTS THROUGH LABORATORY
STUDIES OF A HARMFUL ALGAL SPECIES ...........................................................................................................................A-13
CHEMISTRY AND PHYSICS........................................................................................................................ A-15
DISTRICT OF COLUMBIA SPACE GRANT CONSORTIUM .........................................................................................................A-15
USING CORONA PROGRAM IMAGERY TO STUDY BOLIVIAN DEFORESTATION AND MEXICAN BUTTERFLY
HABITAT IN THE 1960S ..........................................................................................................................................................A-15
COLLEGE OF PROFESSIONAL STUDIES AND OUTREACH ................................................................ A-16
DEAF AND HARD OF HEARING SOCIAL WORKERS: LICENSING AND EMPLOYMENT EQUITY .....................................A-16
OLDER ADOPTED DEAF CHILDREN .........................................................................................................................................A-16
TEACHER/PARENT READING STUDY (VL2/RESEARCH/PRACTICE INTEGRATION S TUDY) ........................................A-17
THROUGH DEAF EYES DOCUMENTARY ..................................................................................................................................A-18
COMMUNICATION STUDIES .................................................................................................................... A-19
FAMILIES WHO ARE DEAF: A PHOTOGRAPHIC ESSAY .........................................................................................................A-19
INTERFERENCE IN HEARING AIDS FROM DIGITAL WIRELESS TELEPHONES: IMPROVED PREDICTIVE METHODS .A-19
REHABILITATION ENGINEERING RESEARCH CENTER (RERC) ON TELECOMMUNICATIONS ACCESS .......................A-19
COUNSELING ............................................................................................................................................... A-21
MEDICAL S TUDENTS, CANCER CONTROL, AND THE DEAF COMMUNITY ........................................................................A-21
EDUCATION .................................................................................................................................................A-22
THE DEVELOPMENT OF PHONOLOGICAL A WARENESS IN MODERATELY-TO-PROFOUNDLY DEAF DEVELOPING
READERS: THE EFFECT OF EXPOSURE TO CUED AMERICAN ENGLISH ......................................................................A-22
FAMILIES WHO ARE DEAF: A PHOTOGRAPHIC ESSAY .........................................................................................................A-22
NEWBORN HEARING SCREENING AND EARLY INTERVENTION: AN INVESTIGATION OF FAMILY AND CHILD
OUTCOMES ...............................................................................................................................................................................A-23
OLDER ADOPTED DEAF CHILDREN .........................................................................................................................................A-23
REFLECTIVE JOURNAL WRITING: DEAF PRE-SERVICE TEACHERS WITH HEARING CHILDREN ..................................A-24
SIGNS OF LITERACY: A LONGITUDINAL STUDY OF ASL AND ENGLISH LITERACY ACQUISITION ..............................A-24
SUCCESSFUL S CIENCE TEACHING: PROBLEM SOLVING STRATEGIES OF OUTSTANDING SCIENCE TEACHERS OF
THE DEAF .................................................................................................................................................................................A-25
EDUCATIONAL FOUNDATIONS AND RESEARCH ...............................................................................A-26
AN A LTERNATIVE PERSPECTIVE IN RESEARCH AND EVALUATION: FEMINISTS, MINORITIES, AND PERSONS
WITH DISABILITIES ................................................................................................................................................................A-26
THE G UESSING G AME: THE EFFECT OF MORPHO-GRAPHEMIC ORGANIZATION ON WORD A TTACK S KILLS ........A-28
A-3
ICARE SCHOOLS: A RESEARCH STUDY OF MEANINGFUL PARENT I NVOLVEMENT IN THE INDIVIDUAL
EDUCATION PLAN (IEP) PROCESS ..................................................................................................................................... A-29
IMPLEMENTING BILINGUAL EDUCATION FOR THE DEAF IN CATALONIA: BELIEFS ABOUT CRITICAL
KNOWLEDGE NEEDED IN BILINGUAL CLASSROOMS WITH DEAF CHILDREN.......................................................... A-29
THE LATIN AMERICAN AND THE CARIBBEAN NEWBORN HEARING SCREENING S URVEY .......................................... A-30
LEXICAL V ARIATION IN CHINESE SIGN LANGUAGE: LANGUAGE PLANNING AND S TANDARDIZATION FOR
POSTSECONDARY EDUCATION ............................................................................................................................................ A-31
PREPARING TOMORROW’S TEACHERS FOR TECHNOLOGY ................................................................................................. A-32
ENGLISH ....................................................................................................................................................... A-32
A GRAVE AND GRACIOUS WOMAN: DEAF PEOPLE IN COLONIAL NEW ENGLAND ..................................................... A-32
IT TAKES A VILLAGE ................................................................................................................................................................... A-33
MRS. SIGOURNEY IN DEAF HARTFORD................................................................................................................................... A-33
WHAT’S UP WITH HELEN KELLER?......................................................................................................................................... A-33
ENGLISH LANGUAGE INSTITUTE .......................................................................................................... A-34
CRACKING THE CODE: AN I NVESTIGATION OF MVL AND SVO TEACHING APPROACHES WITH DEAF ESL
STUDENTS ................................................................................................................................................................................ A-34
FOREIGN LANGUAGES, LITERATURES, AND CULTURES ................................................................. A-34
CROSSING THE DIVIDE: HELEN KELLER AND YVONNE PITROIS DIALOGUE ON DIVERSITY ..................................... A-34
EMPOWERING DEAF COMMUNITIES IN LATIN AMERICA .................................................................................................... A-35
GENDER ISSUES IN THE WRITINGS OF MME DE G OUGES AND MME DE STÄEL ........................................................... A-36
GESTURE AND ASL ACQUISITION............................................................................................................................................ A-36
INVESTIGATING THE SOCIAL, ECONOMIC, POLITICAL, AND CULTURAL ISSUES THAT AFFECT THE LIVES OF
DEAF PEOPLE IN ARGENTINA, COSTA RICA, AND MEXICO ......................................................................................... A-36
LANGUAGE AND GESTURE IN CROSS-LINGUISTIC PERSPECTIVE ...................................................................................... A-37
PARSING SENTENCES IN TWO LANGUAGES II (EYE-TRACKING STUDY)......................................................................... A-37
A PSYCHOLINGUISTIC INVESTIGATION OF DEAF READERS’ ACTIVATION OF ORTHOGRAPHY-PHONOLOGY
CORRESPONDENCES IN TWO LANGUAGES ....................................................................................................................... A-37
UNDERSTANDING SENTENCES IN TWO LANGUAGES .......................................................................................................... A-38
GALLAUDET RESEARCH INSTITUTE ..................................................................................................... A-39
AMERICAN A NNALS OF THE DEAF: REFERENCE ISSUE ....................................................................................................... A-39
ANNUAL S URVEY OF DEAF AND HARD OF HEARING CHILDREN AND YOUTH .............................................................. A-39
AUDITORY SELF-MONITORING ................................................................................................................................................ A-40
COMPARISON OF LEXICAL VERSUS MORPHOLOGICAL GROUPING OF GRAPHEMES IN LEARNING NEW WORDS .. A-41
GRI FIRST WEDNESDAY SEMINAR ........................................................................................................................................... A-42
TEXAS STATE S URVEY OF DEAF AND HARD OF HEARING S TUDENTS, 2007-2008 ........................................................ A-43
VISUAL AND HAPTIC SELF-MONITORING DURING SIGN PRODUCTION .......................................................................... A-44
GOVERNMENT AND HISTORY ................................................................................................................ A-44
DISABILITY I NTEREST GROUPS IN EUROPE ........................................................................................................................... A-44
FRENCH PRIMARY SCHOOL MORAL AND CIVIC I NSTRUCTION TEXTBOOKS, 1900–1914 ............................................. A-45
THE IMPACT OF EDUCATION REFORMS AND JUVENILE PROGRAMS ON FRENCH DEAF YOUTH, 1936–1945 .......... A-45
THE NOT-SO-STRANGE CAREER OF JOHN HOWARD GRIFFIN .......................................................................................... A-46
GRADUATE SCHOOL AND PROFESSIONAL PROGRAMS .................................................................... A-47
SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGES AND VISUAL LEARNING (VL2) ......................................... A-47
HEALTH AND WELLNESS PROGRAMS ................................................................................................... A-50
CORE SURVEY ............................................................................................................................................................................... A-50
HEARING, SPEECH, AND LANGUAGE SCIENCES ................................................................................ A-51
APPROPRIATENESS OF THE N.Y. STATE MANDATED 8TH GRADE READING COMPETENCY TEST FOR DEAF
STUDENTS ................................................................................................................................................................................ A-51
AUDITORY TEMPORAL PROCESSES, SPEECH PERCEPTION, AND AGING ......................................................................... A-51
A-4
AN A UTOMATIC FITTING ALGORITHM FOR COCHLEAR IMPLANTS ...................................................................................A-52
COMPARING LOCALIZATION A BILITIES OF CHILDREN WITH BILATERAL COCHLEAR IMPLANTS TO THOSE WITH
BIMODAL STIMULATION ........................................................................................................................................................A-53
THE DEVELOPMENT OF PHONOLOGICAL A WARENESS IN MODERATELY-TO-PROFOUNDLY DEAF DEVELOPING
READERS: THE EFFECT OF EXPOSURE TO CUED AMERICAN ENGLISH ......................................................................A-53
THE EFFECT OF STIMULUS REPETITION RATE ON VESTIBULAR -EVOKED MYOGENIC POTENTIAL THRESHOLDS .A-54
THE EFFECTIVENESS OF COCHLEAR HYDROPS ANALYSIS MASKING PROCEDURE (CHAMP) IN IDENTIFYING
PATIENTS WITH MENIERE’S DISEASE ................................................................................................................................A-55
ELECTROACOUSTIC A NALYSIS OF FM SYSTEMS AND HEARING AID PAIRS .....................................................................A-55
HIGH FREQUENCY (1000 HZ) ACOUSTIC STAPEDIAL REFLEXES IN NEONATES ............................................................A-56
INTERFERENCE IN HEARING AIDS FROM DIGITAL WIRELESS TELEPHONES: IMPROVED PREDICTIVE METHODS .A-57
AN I NVESTIGATION INTO THE ORAL AND WRITTEN N ARRATIVE SKILLS OF IMPLANTED CHILDREN WHO
COMMUNICATE VIA CUES, SIGNS, OR SPEECH ..................................................................................................................A-57
REHABILITATION ENGINEERING RESEARCH CENTER ON HEARING ENHANCEMENT (RERC-HE) ..........................A-58
SCAN – A COMPETING WORDS SUBTEST: EFFECT OF ASYNCHRONOUS WORD ALIGNMENT ON TEST
PERFORMANCE IN CHILDREN WITH LEARNING DISABILITIES .....................................................................................A-59
SCAN – A COMPETING WORDS SUBTEST: EFFECT OF STIMULUS ONSET ASYNCHRONY ON TEST
PERFORMANCE OF ADULTS ..................................................................................................................................................A-60
SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS’ KNOWLEDGE AND AWARENESS OF AND
EXPERIENCE WITH AFRICAN-AMERICAN ENGLISH (AAE) ...........................................................................................A-60
SPOUSES AND CAREGIVERS: COMMUNICATION STRATEGIES USED WITH INDIVIDUALS WITH APHASIA AND
THEIR PERCEIVED EFFECTIVENESS ....................................................................................................................................A-61
SUGGESTED CRITERIA FOR RECOMMENDING A PERSONAL FM SYSTEM OR A SOUND FIELD FM SYSTEM FOR A
CHILD WITH MILD TO MODERATE SENSORINEURAL HEARING LOSS (SNHL) IN A TYPICAL CLASSROOM
(LITERATURE REVIEW) ..........................................................................................................................................................A-62
SURVEY OF TECHNOLOGY USE AND A UDIOLOGICAL/AURAL REHABILITATION SERVICES FOR PERSONS WHO
ARE DEAF AND HARD OF HEARING...................................................................................................................................A-62
TYPES OF COMMUNICATION USED BY PROFESSIONALS WITH PEDIATRIC COCHLEAR IMPLANT CLIENTS IN
AURAL REHABILITATION THERAPY ....................................................................................................................................A-63
WHAT IS THE EFFECT OF HIGHER VEMP REPETITION R ATES ON THE AMPLITUDE OF THE RESPONSE AT TWO
INTENSITY LEVELS?................................................................................................................................................................A-63
WORKING MEMORY STRATEGIES AND SERIAL ORDER RECALL FOR WRITTEN WORDS AND CUED WORDS IN
DEAF NATIVE CUERS OF ENGLISH, HEARING CUERS, AND HEARING NON-CUERS ...............................................A-64
INTERPRETATION......................................................................................................................................A-64
CRACKING THE CODE: AN I NVESTIGATION OF MVL AND SVO TEACHING APPROACHES WITH DEAF ESL
STUDENTS.................................................................................................................................................................................A-64
CUED LANGUAGE STRUCTURE ..................................................................................................................................................A-65
DEAF USER PERSPECTIVE ON THE USE OF AMERICAN SIGN LANGUAGE OR CONTACT SIGN WHEN USING
VIDEO RELAY SERVICES ........................................................................................................................................................A-65
DISCOURSE A NALYSIS (FOCUS ON NONMANUAL SIGNALS IN ASL)...................................................................................A-66
EXPLORATIONS OF SOUNDS: LANGUAGE CONTACT AND LEXICAL BORROWING OF ONOMATOPOEIAS IN ASL....A-66
GENDER PREFERENCE AND I NTERPRETING ..........................................................................................................................A-67
INTERACTIVE I NTERPRETING ....................................................................................................................................................A-67
THE I NTERPRETATION OF I. KING JORDAN’S SIGN N AME ..................................................................................................A-68
INTERPRETING IN EDUCATIONAL SETTINGS ..........................................................................................................................A-68
THEATRICAL TEAM INTERPRETING: TWO PARTS TO ONE WHOLE ...................................................................................A-69
WHAT ARE INDICATORS OF Q UESTIONS IN ASL AND TACTILE ASL? ..............................................................................A-69
LIBRARY.........................................................................................................................................................A-70
IT TAKES A VILLAGE ....................................................................................................................................................................A-70
MRS. SIGOURNEY IN DEAF HARTFORD ...................................................................................................................................A-70
LINGUISTICS ................................................................................................................................................A-70
ASSIMILATION PATTERNS IN FINGERSPELLING .....................................................................................................................A-70
A BASIC GRAMMAR OF CROATIAN SIGN LANGUAGE (HZJ)................................................................................................A-71
A-5
DEVELOPING A THEORETICAL FRAMEWORK FOR AMERICAN S IGN LANGUAGE ASSESSMENT TESTS ...................... A-72
EFFECTS OF BILINGUALISM ON WORD ORDER AND INFORMATION PACKAGING IN ASL........................................... A-72
GENDER PREFERENCE AND I NTERPRETING.......................................................................................................................... A-73
THE HISTORY AND S TRUCTURE OF BLACK ASL.................................................................................................................... A-74
IS THERE SUCH A THING AS A “SENTENCE” IN ASL? .......................................................................................................... A-74
LEXICAL V ARIATION IN CHINESE SIGN LANGUAGE: LANGUAGE PLANNING AND S TANDARDIZATION FOR
POSTSECONDARY EDUCATION ............................................................................................................................................ A-75
PERCEPTION OF PHONOLOGICAL STRUCTURE IN AMERICAN SIGN LANGUAGE............................................................ A-75
POSSESSIVES AND EXISTENTIALS IN ASL ............................................................................................................................... A-76
PRODUCTION OF MOVEMENT IN USERS OF AMERICAN SIGN LANGUAGE AND I TS INFLUENCE ON BEING
IDENTIFIED AS “NON-N ATIVE”.......................................................................................................................................... A-76
SIGNING WITH AN ACCENT: ASL L2 PHONOLOGY ............................................................................................................. A-77
MATHEMATICS AND COMPUTER SCIENCE ......................................................................................... A-77
EQUIVARIANT CROSS SECTIONS OF Q UATERNIONIC S TIEFEL MANIFOLDS .................................................................... A-77
JUMP SEARCHING OF LATTICE D ATA S TRUCTURES .............................................................................................................. A-78
PHYSICAL EDUCATION AND RECREATION......................................................................................... A-78
MOTIVATIONS AND GOALS OF OWNERS, MANAGERS, AND COUNSELORS OF PLANNED RECREATIONAL
PROGRAMS FOR DEAF AND HARD OF HEARING CHILDREN ......................................................................................... A-78
PSYCHOLOGY............................................................................................................................................... A-79
ADOLESCENTS AND COCHLEAR IMPLANTS: PSYCHOSOCIAL ISSUES ................................................................................. A-79
ASSESSMENT OF DEAF AND HARD OF HEARING CHILDREN AND A DOLESCENTS ......................................................... A-79
ATTACHMENT S TATE OF MIND AND PARENTAL RESOLUTION OF THE DIAGNOSIS OF CHILD ................................... A-80
AUTISM SPECTRUM DISORDERS AND DEAFNESS: CULTURAL I NFLUENCE OR CULTURAL CONFUSION ..................... A-81
COCHLEAR IMPLANTS AND GALLAUDET UNIVERSITY ......................................................................................................... A-82
COMPARISON OF TRAUMATIC S TRESS SYMPTOMS IN DEAF AND HEARING COLLEGE S TUDENTS .............................. A-82
DEMOGRAPHIC CHARACTERISTICS OF DEAF PERSONS WITH S CHIZOPHRENIA ............................................................. A-82
DEVELOPING A THEORETICAL FRAMEWORK FOR AMERICAN S IGN LANGUAGE ASSESSMENT TESTS ...................... A-83
EXPLORING THE EXPERIENCES OF DEAF PARENTS WHO R AISE HEARING CHILDREN: A QUALITATIVE STUDY
USING PHENOMENOLOGICAL METHODS ......................................................................................................................... A-83
HEARING PARENTS OF DEAF CHILDREN: THE EFFECTS OF HEALTH PROFESSIONALS’ ADVICE ON PARENTAL
DECISION-MAKING ............................................................................................................................................................... A-85
INTERNAL CONSISTENCY AND FACTOR STRUCTURE OF THE R EVISED CONFLICT TACTICS SCALES WITH A
SAMPLE OF DEAF FEMALE COLLEGE STUDENTS ............................................................................................................ A-86
AN I NVESTIGATION OF V ARIABLES FROM THE ADULT ATTACHMENT INTERVIEW WITH DEAF AND HEARING
PARENTS IN PREDICTING CHILD ATTACHMENT, ADJUSTMENT, AND SELF-CONCEPT ........................................... A-86
THE N ATURE OF NEWS: DON’T SHOOT THE MESSENGER, DEAF STYLE ........................................................................ A-87
PARENTAL A TTACHMENT REPRESENTATIONS AND CHILD ATTACHMENT, SELF-CONCEPT, AND ADJUSTMENT
IN HEARING FAMILIES WITH DEAF CHILDREN ............................................................................................................... A-88
THE RELATIONSHIP BETWEEN PERCEIVED PARENTING STYLE AND SEXUAL HEALTH IN DEAF AND HARD OF
HEARING COLLEGE STUDENTS .......................................................................................................................................... A-88
SCHOOL PSYCHOLOGY PRACTICUM CANDIDATES AND I NTERNS: AN A NALYSIS OF TIME IN ROLES ........................ A-89
SCHOOL PSYCHOLOGY TRANSITION POINTS IN TRAINING: CANDIDATE ASSESSMENT AND PREDICTORS OF
GRADUATE KNOWLEDGE, S KILLS, AND DISPOSITIONS ................................................................................................ A-89
USE OF CANDIDATE EXIT S URVEY RESULTS TO IMPROVE PROGRAM PERFORMANCE: EVALUATION OF
FACULTY, PROGRAM, AND CANDIDATE KNOWLEDGE AND SKILLS, 2005–2006 ..................................................... A-90
WORKING MEMORY IN THE VISUAL MODALITIES: USE OF DIGIT SPAN WITH SPEECHREADING AND AMERICAN
SIGN LANGUAGE .................................................................................................................................................................... A-90
SOCIAL WORK............................................................................................................................................... A-91
DEAF AND HARD OF HEARING SOCIAL WORKERS: LICENSING AND EMPLOYMENT EQUITY .................................... A-91
A-6
DRINKING AMONG DEAF AND HARD OF HEARING COLLEGE STUDENTS ......................................................................A-91
EMERGING THEMES IN THE STUDY OF DEAF ADOLESCENTS ............................................................................................A-92
AN EXAMINATION OF PERSONALITY TRAITS AND SELF-ESTEEM ACROSS GENDER, ETHNICITY, AND HEARING
STATUS OF DEAF COLLEGE STUDENTS ..............................................................................................................................A-92
A STUDY OF THE IMPACT OF HEARING FAMILIES WITH DEAF CHILDREN .....................................................................A-93
THE TRAINING OF SOCIAL WORKERS TO MEET THE EDUCATIONAL AND EMOTIONAL NEEDS OF DEAF
CHILDREN IN SCHOOLS .........................................................................................................................................................A-94
SOCIOLOGY...................................................................................................................................................A-94
ADOLESCENTS AND COCHLEAR IMPLANTS: PSYCHOSOCIAL ISSUES ..................................................................................A-94
CDI TRAINING .............................................................................................................................................................................A-94
COCHLEAR IMPLANTS AND GALLAUDET UNIVERSITY .........................................................................................................A-95
CONCEPTUALIZING DISABILITY ................................................................................................................................................A-95
DEAF PEOPLE AND EMPLOYMENT ...........................................................................................................................................A-95
DISABILITY PROTESTS .................................................................................................................................................................A-96
EFFECTS OF STIGMA ON EMPLOYMENT, MENTAL HEALTH, AND HEALTH SERVICES UPON THE
SADOMASOCHISM POPULATION ...........................................................................................................................................A-96
THE PRACTICE AND ORGANIZATION OF SIGN LANGUAGE INTERPRETING: AN INSTITUTIONAL ETHNOGRAPHY
OF ACCESS ................................................................................................................................................................................A-97
TRAINED TO PROVIDE ACCESS ..................................................................................................................................................A-97
WORKING TOWARD EQUIVALENCY: THE SOCIAL ORGANIZATION OF DEAF INTERPRETERS’ WORK ......................A-97
CLERC CENTER NATIONAL MISSION PROJECTS
ASL/ENGLISH BILINGUAL PROFESSIONAL DEVELOPMENT ...............................................................................................A-98
CELEBRATE! ..................................................................................................................................................................................A-99
CHILDREN WITH COCHLEAR IMPLANTS: A STUDY OF THEIR COMMUNICATION PROFILES ..................................... A-100
COCHLEAR IMPLANT EDUCATION CENTER ......................................................................................................................... A-101
EARLY POTENTIAL IN YOUNG DEAF CHILDREN: S UPPORTIVE FAMILY CONTEXTS S TUDY ..................................... A-104
EMOTIONAL I NTELLIGENCE (EQ) TAKE-OUT SERIES ...................................................................................................... A-105
EQ TAKE-OUT SERIES: ADOLESCENT SEXUALITY EDUCATION: WHAT YOU DON’T KNOW CAN HURT THEM . A-105
EQ TAKE-OUT SERIES: GOING WITH THE RESISTANCE: A PARADOXICAL APPROACH TO POWER S TRUGGLES
WITH TEENS ......................................................................................................................................................................... A-106
EQ TAKE-OUT SERIES: THE UNHEARD CRY: S UICIDE AMONG DEAF AND HARD OF HEARING A DOLESCENTS A-106
GLOBE....................................................................................................................................................................................... A-107
HONORS PROGRAM ................................................................................................................................................................... A-108
I LIKE DIALOGUE JOURNALS, BUT…: STRATEGIES FOR USING DIALOGUE JOURNALS WITH DEAF AND HARD
OF HEARING STUDENTS (MANUAL AND DVD)............................................................................................................. A-111
I LIKE DIALOGUE JOURNALS, BUT…: STRATEGIES FOR USING DIALOGUE JOURNALS WITH DEAF AND HARD
OF HEARING STUDENTS (ONLINE TRAINING) .............................................................................................................. A-112
KIDSWORLD DEAF NET .......................................................................................................................................................... A-112
LANGUAGE EXPERIENCE......................................................................................................................................................... A-114
A LIFETIME OF LEARNING AND EARNING: A TRANSITION SERIES FOR FAMILIES OF DEAF AND HARD OF
HEARING S TUDENTS ........................................................................................................................................................... A-115
LITERACY—IT ALL CONNECTS .............................................................................................................................................. A-116
NCLB IMPLEMENTATION AT THE CLERC CENTER ............................................................................................................ A-117
NEWS AND NOTABLES ............................................................................................................................................................. A-118
PORTFOLIOS FOR STUDENT GROWTH ................................................................................................................................... A-119
POSTSECONDARY LIFE EXPERIENCES OF DEAF AND HARD OF HEARING HIGH SCHOOL GRADUATES—A N
EXPLORATION (FORMERLY THE LONGITUDINAL GRADUATE S TUDY)..................................................................... A-122
READING TO DEAF CHILDREN: LEARNING FROM DEAF A DULTS .................................................................................. A-124
READ IT A GAIN AND A GAIN ................................................................................................................................................... A-125
RIGHTS, RESPECT, AND RESPONSIBILITY: SEXUALITY EDUCATION FOR DEAF AND HARD OF HEARING STUDENTS.. A-126
SHARED READING PROJECT BOOK BAGS AND BOOKMARKS ........................................................................................... A-127
SHARED READING PROJECT: KEYS TO S UCCESS—TRAINING FOR SITE COORDINATORS ......................................... A-128
SOAR-HIGH EARTH SYSTEM SCIENCE ................................................................................................................................. A-130
A-7
TEACHING EMOTIONAL I NTELLIGENCE: A CURRICULUM FOR HIGH SCHOOL SOCIAL STUDIES CLASSES .............A-133
TECHNOLOGY IN EDUCATION CAN EMPOWER DEAF S TUDENTS...................................................................................A-134
THERE’S A DEAF CHILD IN OUR SCHOOL: A PRACTICAL GUIDE ....................................................................................A-136
TRANSITION RESOURCES..........................................................................................................................................................A-137
TRANSITION SKILLS GUIDELINES...........................................................................................................................................A-138
TRANSITIONS: LEARNING TO WORK—WORKING TO LEARN (A CAREER EDUCATION CURRICULUM) ..................A-139
WORLD AROUND YOU ..............................................................................................................................................................A-139
GALLAUDET UNIVERSITY REGIONAL CENTER ACTIVITIES
ALL REGIONS..............................................................................................................................................................................A-141
NORTHEAST REGION ................................................................................................................................................................A-141
SOUTHEAST REGION .................................................................................................................................................................A-142
MIDWEST REGION .....................................................................................................................................................................A-142
WESTERN REGION.....................................................................................................................................................................A-143
PACIFIC REGION ........................................................................................................................................................................A-143
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University Research Projects
ASL and Deaf Studies
See Linguistics.
Perception of Left vs. Right Handed Signers
Status: Ongoing
Begin date: April 2008
End date: May 2009
Principal Investigator(s):
Riddle, Wanda (student) – ASL and Deaf Studies
Description:
One reason to examine the perception of left- and right-handed signers is that ASL uses
both hands to produce signs, and there are rules limiting how they can be used, depending on the
dominance of a hand. Battison (1978) noted that ASL has signs where both hands are symmetric,
e.g., EQUAL and SYSTEM, and other signs where one hand is dominant, e.g., INVESTIGATE and
TIME. Dominance may be switched between the two hands depending on the context.
In general, most people (between 70% and 95%) are right-handed (Scientific American,
November 2001); therefore, the right hand tends to be dominant. Signers who use their left hand as
the dominant hand often look different from the majority of signers and may be more difficult to
perceive. For example, one left-handed signer (personal communication, 2008) noticed that people
who have difficulties perceiving ASL have asked her to repeat important information. Finally,
following directions by left-handed signers has been difficult for some people.
To examine the perception of left- and right-handed signers, an item-arrangement task will
be used that requires the participant to follow a model’s spatial description of items that have been
arrayed in a particular way. The model will be either left- or right-handed. The descriptions will
involve spatial orientation, which may be more difficult for the participant to follow if the model is
left-handed.
Funding source: GRI Small Grant
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Biology
Creation of a DNA Repository to Identify Deafness Genes
Status: Ongoing
Begin date: July 1, 2001
End date: No set date
Nance, Walter – Virginia Commonwealth
University (VCU)
Arnos, Kathleen – Biology
Other Investigator(s):
Norris, Virginia – Biology
Pandya, Arti – VCU
Description:
This project is a collaborative effort between Gallaudet (Department of Biology and the
Gallaudet Research Institute) and the Medical College of Virginia’s Department of Human Genetics
to establish a large repository of DNA samples from deaf individuals and their families. These DNA
samples are screened for common forms of deafness and then made available to other investigators
for studies of hereditary deafness.
Genetic Deafness in Alumni of Gallaudet University
Status: Ongoing
Begin date: April 15, 2004
End date: February 28, 2009
Arnos, Kathleen S. – Biology
Fogel, Chana Esther – Biology
Nance, Walter E. – VCU
Blanton, Susan H. – University of Miami
Marin, Ruth – Hearing, Speech, and Language
Sciences
Description:
This project, designed to extend the 1898 study of deaf families by Professor E.A. Fay,
former vice president of Gallaudet University, is a collaborative effort between Gallaudet’s
Department of Biology and the Medical College of Virginia’s Department of Human Genetics. The
goal is to identify and characterize rare genes that interact to cause deafness. A novel molecular
genetic approach to identifying these genes will be used in the deaf offspring of deaf parents.
Funding source: National Institutes of Health (NIH), National Institute on Deafness and Other
Communication Disorders (NIDCD)
FY 2007-2008 product(s):
Arnos, K.S. (2007, October). Deaf culture: Is there more to communication than can be seen or heard? Lecture for the seminar
series of the Johns Hopkins University/National Human Genome Research Institute Genetic Counseling Program,
Bethesda, MD.
Arnos, K.S. (2007, November). Ethical and social implications of genetic testing for communication disorders. Presentation at the
17th Annual Research Symposium at the American Speech Language and Hearing Association Annual Convention, Boston.
Arnos, K.S. (2007, November). Genetics for the practitioner in EHDI. Invited presentation at the Southeast Regional
Genetics Conference, Birmingham, AL.
Arnos, K.S. (2008, March). Early childhood deafness: Clinical and molecular aspects. GENE 500 Clinical Genetics, National
Institutes of Health, Bethesda, MD.
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Arnos, K.S. (2008, March). Genetics of hearing loss for the practitioner. Presentation at the annual conference of the Speech
and Hearing Association of Virginia, Portsmouth, VA.
Arnos, K.S. (2008, September). Genetics of childhood hearing loss. Presentation at the Iowa Symposium on Hearing Loss,
Ames, IA.
Arnos, K.S., & Norris, V. (2007, December). Introduction to the genetics of deafness and hearing loss. Presentation at the winter
Arnos, K.S., & Norris, V. (2007, December). Syndromes for deafness: What educators need to know. Presentation at the winter
Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S., Pandya, A., et al. (2008). A comparative analysis of the
genetic epidemiology of deafness in the United States in two sets of pedigrees collected more than a century apart.
American Journal of Human Genetics, 83, 200-207.
Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S.H., Pandya, A., et al. (2008, March). Secular trends in the
frequency of deafness in the U.S.: A comparison of proband matings in two populations. Abstract and platform presentation at
the annual meeting of the American College of Medical Genetics, Phoenix, AZ.
Choi, B.Y., Stewart, A.K., Madeo, A.C., Yang, Y., Pryor, S.P., Lenhard, S., et al. (in press). SLC26A4 variants associated
with nonsyndromic hearing loss and enlargement of the vestibular aqueduct: Genotype-phenotype correlation or
coincidental polymorphisms? Human Mutation.
Dodson, K.M., Welch, K.O., Norris, V.W., Nuzzo, R., Marin, R., Nance, W.E., et al. (2008, June). Vestibular function and
tinnitus in connexin deafness. Abstract and poster presentation at the 2nd International Conference on Newborn
Hearing Screening, Como Lake, Italy.
Kocher, K., Williamson, R., Arnos, K., Crow, K., Reiss, J., & Morton, C.C. (2007, October). Cytogenetic approaches for
identifying novel genes and regulatory elements associated with hearing loss. Abstract and platform presentation at the annual
meeting of the American Society of Human Genetics, San Diego, CA.
Norris, V.W. (2007, October). Advanced topics in genetics and deafness. Presentation at the annual conference of the New
Mexico Speech-Language and Hearing Association, Santa Fe.
Norris, V.W. (2007, October). Fundamentals of genetics. Presentation at the annual conference of the New Mexico SpeechLanguage and Hearing Association, Santa Fe.
Norris, V.W. (2008, February). Genetic counseling and the genetics of deafness. Presentation to the Audiology Doctoral (Au.D.)
Program, Towson University, Towson, MD.
Norris, V.W. (2008, February). Genetic counseling in the deaf community. Presentation to the Genetic Counseling Master’s
Program, University of Maryland, Baltimore.
Norris, V.W. (2008, September). Genetic evaluation and counseling: What to expect. Presentation at the annual conference of
the Maryland Academy of Audiology, Baltimore.
Norris, V.W., & Arnos, K.S. (2007, November). Genetic counseling for deafness. Presentation to the Genetic Counseling
Master’s Program, Howard University, Washington, DC.
New Scholarship on Analysis of Modern Plant Exudates and Fossil Resins With
Nuclear Magnetic Resonance Spectroscopy: Plants From the Southern
Hemisphere, New Plant Families, New Types of Exudates, and Rare Ambers
Status: Completed
Begin date: October 2007
End date: May 2008
Santiago-Blay, Jorge – Biology
Lambert, Joseph B. – Northwestern University,
Chemistry
Description:
The goal of this project is to generate widely available databases of C-13 (carbon-13 isotope)
solid state nuclear magnetic resonance (NMR) spectroscopy and H-1 (proton) NMR signatures of
plant exudates of the world. Specifically, the researchers propose to analyze modern unpolymerized
exudates (e.g., resins, gums, gum resins, latexes, kinos, waxes, and lacs) from plants native to the
southern hemisphere (South America, Africa, and Australia), new plant families, new types of
exudates, as well as rare ambers (highly polymerized plant resins) garnered in the last two years. With
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a larger database, they will have greater ability to: (a) identify the botanical origin of modern and
fossil exudates (e.g., amber), (b) make specific statements about the systematics and evolution of
some exudate-producing plant groups (e.g., Fabaceae), and (c) understand paleoenvironments and
paleoclimates entombed in fossil exudates during different intervals in Earth’s history.
Lambert, J.B., Santiago-Blay, J.A., & Anderson, K.B. (in press). Chemical signatures of fossilized resins and recent plant
exudates (Mini Review). Angewandte Chemie.
Lambert, J.B., Wu, Y., Kozminski, M.A., & Santiago-Blay, J.A. (2007). Characterization of Eucalyptus and chemically
related exudates by nuclear magnetic resonance spectroscopy. Australian Journal of Chemistry - an International Journal for
Chemical Science, 60, 862-870.
Potential Societal Impact of Advances in Genetic Deafness
Status: Ongoing
Begin date: September 1, 2003 End date: No set date
Arnos, Kathleen S. – Biology
Nance, Walter E. – VCU
Blanton, Susan H. – University of Miami
Description:
This project was designed to assess the impact of testing for genes for deafness on the Deaf
community and hearing parents of deaf and hard of hearing children. The first goal was to conduct
focus groups and perform a survey of these groups to determine the attitudes and concerns related
to genetics technologies and advances in the identification of genes for deafness. A second goal was
to assess the impact of genetic testing on deaf couples by measuring its influence on selection of a
marriage partner.
Funding source: NIDCD (Funding has ended, but data analysis and publishing of results continues.)
Arnos, K.S. (2008). Ethical and social implications of genetic testing for communication disorders. Journal of
Communication Disorders, 41, 444-457.
Pandya, A., Withrow, K., Tracy, K., Norris, V.W., Maes, H., & Arnos, K.S. (2008, June). Universal newborn molecular
screening for select causes of hearing loss: Consumer attitudes based on a national survey in the U.S. Abstract and platform
presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy.
Withrow, K.R., Burton, S., Arnos, K.S., Kalfoglou, A., & Pandya, A. (2008). Consumer motivations for pursuing genetic
testing and their preferences for the provision of genetic services for hearing loss. Journal of Genetic Counseling, 17(3),
252-260.
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Research Stipends to Support Senior Capstone Projects for Deaf and Hard of
Hearing Students at Gallaudet University
Status: Ongoing
Begin date: May 2008
End date: May 2009
Solomon, Caroline – Biology
Description:
Gallaudet University is currently developing senior capstone courses in both the Biology and
the Chemistry and Physics departments that will prepare deaf and hard of hearing students for
graduate school in science, technology, engineering, and mathematics (STEM) research fields.
Typically, few Gallaudet graduates in STEM fields pursue graduate studies. To address this issue,
Gallaudet has partnered with George Washington University in the NSF-funded FORWARD
program that encourages women and students with disabilities to continue in graduate studies. To
directly address this issue through instruction and to better prepare and motivate students for the
transition to higher degrees, a capstone course requirement has been initiated so that students will
interact with deaf and hard of hearing scientists in a research-driven setting and practice research
skills needed for later success. In the newly developed capstone course, students will learn how to
develop small research proposals that include budgets of up to $2,000, then conduct experiments
over the summer or in the fall. By the end of the spring semester, students will have completed a
research paper and/or a presentation. This program will hopefully help increase the participation
and education of deaf and hard of hearing people in the STEM workforce (NASA Outcome 1).
Funding source: National Aeronautics and Space Administration (NASA)
RIG: Broadening Participation of Deaf and Hard of Hearing Scientists Through
Laboratory Studies of a Harmful Algal Species
Status: Ongoing
Begin date: August 2008
End date: August 2010
Solomon, Caroline – Biology
Glibert, Patricia – University of Maryland,
Center of Environmental Science
Description:
Increases in both phosphorus (P) and nitrogen (N) loading to aquatic ecosystems in the
United States have been linked with increased algal biomass, which leads to eutrophication that
results in habitat change, decreases in biodiversity, increases in hypoxia, and harmful algal blooms.
Until recently, freshwater ecosystems were not considered to be affected by any increases in N
loading because of the limitation of P and the prevalence of N2-fixing cyanobacteria that supply N
in these waters. However, anthropogenic N loading is causing proliferation of toxic cyanobacterial
blooms that are increasing in frequency and magnitude around the world, concomitant with a global
increase in N fertilizer use. Yet, there have been relatively few studies that have directly addressed
the physiology of N quantity and form on growth and toxicity of these organisms. Microcystis
aeruginosa, in particular, is increasing because it does not fix N, like many cyanobacteria, and thus may
be uniquely poised to proliferate with high N loading into freshwater ecosystems and take advantage
of the altered biogeochemical availability of N and shift to higher nitrogen:phosphorus (N:P) ratios.
This project will use laboratory continuous culture systems to study the growth and N physiology of
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Microcystis aeruginosa by (a) comparing differences in rates of growth, N assimilation, and toxin
(microcystin) production when grown on inorganic N (NO3- and NH4+) or organic N (urea)
sources over an increasing gradient of N:P ratios, and (b) investigating competitive ability for
different N sources by examining kinetics of N uptake and two N assimilation enzymes (NO3reductase and urease).
This project is designed to engage and excite students who are deaf or hard of hearing and
who have traditionally had few opportunities to experience meaningful research at the
undergraduate level. The principal investigator, a beginning deaf female scientist, and her deaf and
hard of hearing undergraduate students, will examine differences in rates of growth, N assimilation,
and toxin production in several strains of the cyanobacterial species, Microcystis aeruginosa. Some
experiments will be conducted at Horn Point Laboratory at the University of Maryland where
students will have opportunities to interact with faculty and graduate students working on other
aspects of nutrient cycling and algal dynamics. An integral part of the project will be an
environmental science lecture series at Gallaudet University, educating the deaf and hard of hearing
about the scientific aspects of environmental issues including nutrient pollution, eutrophication, and
climate change. This study will provide deaf and hard of hearing undergraduate students with a
hands-on project that will lead to larger field studies focusing on the effect of increased N loading
on the frequency and magnitude of toxic cyanobacterial blooms. These opportunities should provide
them the foundation for graduate school in the environmental sciences.
Funding source: National Science Foundation (NSF)
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Chemistry and Physics
District of Columbia Space Grant Consortium
Status: Ongoing
Begin date: May 1, 2008
Snyder, H. David – Chemistry and Physics
End date: April 30, 2009
Berendzen, Richard – American University,
District of Columbia Space Grant
Consortium
Description:
Gallaudet University, along with other local universities and organizations comprising the
District of Columbia Space Grant Consortium, participates in supporting educational and student
financial assistance programs that develop infrastructure related to NASA and its strategic missions.
During this reporting interval, (a) a fellowship competition was conducted and one $6,000
fellowship was awarded, (b) software was maintained supporting NASA educational and research
activities and undergraduate teaching by Dr. Snyder, (c) support was provided for one MSSD botball
team to train and compete in the 2008 Botball regional competition at the University of Maryland
(MSSD finished 19th out of 42 teams), (d) undergraduate Remotely Operated Vehicle (ROV) and
balloon sounding investigations were performed in spring and fall 2008, respectively (Gallaudet
Earth System Science classes), (e) a ROV team participated in an April 19, 2008 MATE Center
MidAtlantic ROV competition at the Langley Air Force Base (11th place), and (f) the researcher
continued work on the www.oceanmotion.org Web site for NASA.
Funding source: NASA
Using Corona Program Imagery to Study Bolivian Deforestation and Mexican
Butterfly Habitat in the 1960s
Status: Ongoing
Snyder, H. David – Chemistry and Physics
Czanjar, Chris – The Nature Conservancy
Slayback, Daniel – Goddard Space Flight Center
Tucker, Compton J. – Goddard Space Flight
Center
Description:
Software is being written and calibrated to Landsat imagery that will correctly image Corona
Program imagery from spy satellites of the 1960s onto a rectangular map grid. Images will be
composed into a mosaic and used to study deforestation and land use change since the 1960s.
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College of Professional Studies and Outreach
Deaf and Hard of Hearing Social Workers: Licensing and Employment Equity
Status: Ongoing
Begin date: January 1, 2003
Mounty, Judith L. – College of Professional Studies and Outreach, Language Planning Institute
Mason, Teresa Crowe – Social Work
Description:
This project gathered information about deaf and hard of hearing social workers’
experiences with: preparation for practice in their chosen profession, licensure, licensing tests, and
professional employment. The project entailed the administration of a survey to a national sample of
deaf and hard of hearing individuals who had received academic preparation in the field of social
work. Anecdotal evidence had indicated that many deaf and hard of hearing social workers around
the country were locked into entry-level positions or were choosing jobs that did not require
licensing because they could not pass the requisite tests. The sample, collected via mailing lists, Web
postings, and snowball strategies included, but was not limited to, graduates of the Gallaudet University
Department of Social Work. During FY 2005, data analysis was completed on 34 respondents. No
further data was collected during 2007-2008. The investigators are exploring the possibility of
converting the survey to a Web-based, online format that would be administered and processed by
the Gallaudet University Department of Social Work.
Status: Ongoing/Inactive
Begin date: October 1, 2000
End date: August 31, 2007
Mounty, Judith L. – College of Professional Studies and Outreach, Language Planning Institute
Hulsebosch, Patricia – Education
Description:
This study examines the effect of “late” adoption (defined in this study as adoption after the
third year) on deaf and hard of hearing children for whom natural acquisition of spoken language is
severely constrained. There are separate bodies of literature on the challenges associated with
adoption of older hearing children and studies on the effect of delayed language acquisition for deaf
children. However, there is a need for empirical studies of how the language barriers that deaf
children encounter interact with the psychosocial challenges encountered in the adoption of older
children. Most critical is the need to investigate whether the interventions used with later adopted hearing
individuals and their families are appropriate or optimal for deaf individuals and their families. The coinvestigators have informally included preliminary findings in academic and professional settings where
the topic of development of older adopted deaf children has been relevant. Due to other commitments,
the co-investigators have not done any further data analyses or created any products using the
preliminary analyses. The project may be considered to be inactive at this time.
The investigators would like to keep the project inactive but not close it. The video data has
been disposed of. The transcripts are kept securely in an investigator’s office. A Gallaudet colleague
who teaches courses related to the study would like to be able to have access to the data at a later
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time (new documentation/updated proposal would be submitted to the IRB at that future time) and
possibly collaborate with the co-investigators on a paper. None of the investigators is able to address
this area at this time.
Teacher/Parent Reading Study (VL2/Research/Practice Integration Study)
Status: Ongoing
Begin date: September 2007
Nover, Stephen M. – College of Professional
Studies and Outreach, Language Planning
Institute
Mounty, Judith L. – College of Professional
Studies and Outreach, Language Planning
Institute
Pucci, Concetta (student) – VL2 and
Administration and Supervision
Description:
The goal of this project is to obtain an insider’s perspective on how deaf children reared and
educated in an ASL/English bilingual learning environment become proficient readers. To learn
how children who acquire language primarily by eye, rather than by ear, and become competent
readers when the language of print derives from spoken language, the investigators interviewed
teachers and parents of deaf children. The intent was to explore their insights, experiences, and
beliefs about this process, focusing on students who have moved beyond learning to read and are
now reading to learn. Research in the field of reading indicates that this transition happens at about
the fourth grade reading level (not necessarily 4th grade). Twelve interviews have been conducted
via videophone from Gallaudet University. Interview analyses and data processing are nearly
completed and focus on identifying recurring themes regarding essential foundations for fostering
skills associated with bilingual ASL/English competence and reading proficiency in the target
population. These factors are in the process of being reformulated to create an online survey to be
administered in English, with an introduction in ASL. Also, respondents are invited to contact the
research team via email, IM, or videophone with any questions about the survey. The survey will be
administered electronically; data will be processed at Gallaudet University.
Funding source: VL2
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Through Deaf Eyes Documentary
Status: Ongoing
Bergey, Jean – College of Professional Studies
and Outreach
Gannon, Jack – Community advisor and author
Baynton, Douglas – University of Iowa
Gannon, Rosalyn – Community advisor
Hott, Larry – Florentine Films/Hott
Productions
Kenton, Karen – WETA TV
Lang, Harry – National Technical Institute for
the Deaf (NTID)
Description:
The Deaf Eyes project is an ongoing, multifaceted effort to bring deaf history to a wider
audience. The film Through Deaf Eyes was nationally broadcast on PBS stations in 2007, and multiple
public events were held (52 in FY 2007 and 7 in FY 2008). The film is being used in classrooms and
for private screenings in schools, organizations, and government agencies. Public screenings of
Through Deaf Eyes included:
• California Department of Education, School and District Operations Branch
(September 2007)
• Hartford Public Library, Conn., (September 2007)
• Coolidge Corner Cinema, as part of their deaf and hard of hearing screenings, Brookline,
Mass., (September 2007)
• “PAH” Deaf Arts Festival, Philadelphia, Pa. (October 2007)
• University of Texas at Austin (October 2007)
• Davideo Productions as part of their showcase, Seguin, Tex., (November 2007)
• Northampton Independent Film Festival, a special celebration of Florentine Films/Hott
Productions, Mass., (November 2007)
• Clips screening for the Alfred I. DuPont–Columbia University Award for journalistic
excellence, New York (January 2008)
Bergey, J., & Duhon, S. (2007, October). Through Deaf Eyes. Film screening and presentation at the Environmental
Protection Agency, Washington, DC.
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Communication Studies
Families Who Are Deaf: A Photographic Essay
See Education.
Interference in Hearing Aids From Digital Wireless Telephones: Improved
Predictive Methods
See Hearing, Speech, and Language Sciences.
Rehabilitation Engineering Research Center (RERC) on Telecommunications
Access
Status: Ongoing
Begin date: September 1, 2004 End date: August 31, 2009
Harkins, Judy – Communication Studies
Vanderheiden, Gregg – University of Wisconsin,
Madison, Industrial Engineering, Trace
Center
Kozma-Spytek, Linda – Communication Studies,
Technology Access Program
Tucker, Paula – Communication Studies,
Williams, Norman – Communication Studies,
Description:
The primary mission of the RERC on Telecommunications Access is to advance accessibility
and usability in existing and emerging telecommunications products for people with all types of
disabilities. Telecommunications accessibility is addressed along all three of its major dimensions:
user interface, transmission (including digitization, compression, etc.), and modality translation
services (relay services, gateways, etc.) The RERC looks at advances that have both short- and longterm outcomes related to assistive technologies, interoperability, and universal design of
telecommunications.
The research and development program of this RERC covers three areas:
1. Development of tools, techniques, and performance-based measures that can be used to
evaluate current and evolving telecommunication technologies. Technologies of interest
include video telephones and other video communication products and voice
telecommunications products such as wireless and cordless phones.
2. Projects in cooperation with industry to improve accessibility of digital cellular and
cordless wireline phones as well as other emerging products.
3. Improving access to emerging telecommunications, particularly digital and IP-based
systems. Projects in this area will:
(a) Identify techniques to alert people about possible emergencies and ensure
accessible communication in emergency or crisis situations. (A State of the
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Science Conference on Accessible Emergency Notification and Communication
was held Nov. 2–3, 2005.)
(b) Seek solutions for the current incompatibility issues around text communications
and ways to build the necessary capabilities into mainstream technologies to
allow them to evolve to new text, speech, and visual communication
technologies. (This will enable deaf and hard of hearing people to communicate
over the mainstream technologies in the modes that work best for them.)
(c) Develop guidelines and reference materials to help mainstream
telecommunications manufacturers build their regular products in ways that
enable individuals with visual, hearing, physical, and cognitive disabilities to use
them.
Funding source: U.S. Department of Education, National Institute on Disability and Rehabilitation
Research (NIDRR), grant H133E040013.
Friedner, K., & Kozma-Spytek, L. (2008, April). Digital cordless telephone interference in hearing aids. Poster presentation at the
annual meeting of the American Academy of Audiology, Charlotte, NC.
Harkins, J. (2007, December). Emergency communications through cellular wireless: Tools and accessibility issues. Presentation at the
G3ict Roundtable on Digital Inclusion, W2i Digital Cities Conference, Washington, DC.
Harkins, J. (2008). Progress in 2007: Location-based emergency alerting to mobile devices. In 2008 TDI National Directory and
Resource Guide for Deaf and Hard of Hearing People (pp. 51-52). Silver Spring, MD: Telecommunications for the Deaf, Inc.
Harkins, J. (contributing author). (2008, October 12). Requirements and recommendations on needs of users, including
individuals with disabilities and the elderly. In Commercial Mobile Alert Service Architecture and Requirements (Federal
Communications Commission, Commercial Mobile Service Alerting Advisory Committee Report, sect. 5.5).
Harkins, J., & Strauss, K.P. (2008). Access to emergency number services. Assistive Technology, 20(1), 13-25.
Harkins, J., & Williams, N. (Producers). (2008). Alfred Sonnenstrahl on Deaf telecommunications history: A memoir [Video].
(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/sonny/.)
Harkins, J., & Williams, N. (Producers). (2008). Greg Hlibok interview on FCC purpose, functions, and relevancy to
telecommunications accessibility [Video]. (Available on Gallaudet University Technology Access Program Web site:
http://tap.gallaudet.edu/articles/FCC/.)
Harkins, J., & Williams, N. (Producers). (2008). Karen Peltz Strauss interview: Lessons from 20+ years of legal advocacy [Video].
(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/KarenPeltzStrauss/.)
Kozma-Spytek, L. (2007). Did you say cordless telephone interference? The GA-SK, 38(1), 11.
Kozma-Spytek, L. (2007). What the HAC Act means for consumers. The GA-SK, 38(1), 1, 10, 11, 13, 17.
Strauss, K.P. (2007, October). Emergency access issues related to Sections 255 and 508. Presentation to the Wireline Division of
the Federal Communications Bar Association, Washington, DC.
Strauss, K.P. (2007, October 24). DTV, HAC, CAC, VoIP, VRS certification and end of wireless analog service. Available on
Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/Policy/FCC/CCL-10-24-07.asp.
Strauss, K.P. (2007, December). New mandates for accessible wireless emergency services. Presentation at the G3ict Roundtable on
Digital Inclusion, W2i Digital Cities Conference, Washington, DC.
Strauss, K.P. (2008). Communication access and people with disabilities: An overview. Presentation at the monthly policy
luncheon, Wilkinson, Barker, Knauer, LLP, Washington, DC.
Strauss, K.P. (2008, February). The need for access to products and services in the 21st century. Presentation at the policy forum of
the Alliance for Public Technology, Washington, DC.
Strauss, K.P. (2008, May). The need for access to products and services in the 21st century. Presentation at the spring policy summit
of the Telecommunications Industry Association, Washington, DC.
Strauss, K.P. (2008, August 28). In the Matter of Hearing Aid Compatible Mobile Handsets, De Minimis Exception. (WT Docket
No. 07-250).
Strauss, K.P. (2008, September). TRS and emergency services panel: The need to address emerging technologies for people who are deaf or
hard of hearing. Presentation at the National Association for State Relay Administration, Lowell, MA.
Strauss, K.P., & Harkins, J. (2007, October 5). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid
Compatible Telephones, Report on the Status of Implementation of the Commission’s Hearing Aid Compatible Requirements. (WT
Docket No. 01-309, WT Docket No. 06-203, DA 07-4151).
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Strauss, K.P., & Harkins, J. (2007, December 21). In the Matter of Amendment of the Commission’s Rules Governing Hearing AidCompatible Mobile Handsets. (WT Docket No. 07-250, WT Docket No. 01-309).
Williams, N. (2007). Multi-Text Chats [Proof of concept software for integrating real-time text and instant messaging].
Concept adopted by AOL in AIM 6.8, June 2008. Patent pending.
Williams, N. (2008, January 10). Automatic voicemail transcription services. Available on Gallaudet University Technology
Access Program Web site: http://tap.gallaudet.edu/articles/simulscribe/.
Williams, N. (2008, January 10). Camfrog review. Available on Gallaudet University Technology Access Program Web site:
http://tap.gallaudet.edu/articles/camfrog/.
Williams, N. (2008, January 10). How to start NetMeeting on Microsoft Windows XP and Vista. Available on Gallaudet
University Technology Access Program Web site: http://tap.gallaudet.edu/articles/startnetmeeting/.
Williams, N. (2008, September). Digital television transition issues. Presentation at the monthly meeting of Maryland Deaf
Senior Citizens, Silver Spring.
Williams, N., & Vanderheiden, G. (Producers). (2008). Real-time and line-by-line texting comparison demonstration videos [Two
videos]. (Available on Gallaudet University Technology Access Program Web site:
http://tap.gallaudet.edu/articles/momandchild/ and http://tap.gallaudet.edu/articles/aim911/.)
Counseling
Medical Students, Cancer Control, and the Deaf Community
Status: Completed
Begin date: September 1, 2004 End date: October 31, 2008
Sadler, Georgia – University of California, San
Diego, Moores Cancer Center
Lytle, Linda – Counseling
Nakaji, Melanie – University of California, San
Diego, Moores Cancer Center
Description:
Funded by the National Cancer Institute and established at the University of California, San
Diego School of Medicine in collaboration with Gallaudet University, this 3-year old project aims to
prepare medical students to become clinical leaders dedicated to improving access to health care and
cancer prevention and to control information to the deaf and hard of hearing community. While in
San Diego, students learn ASL and Deaf culture, present cancer information to the Deaf
community, and begin research projects. Students attend Gallaudet University for a 4-week
ASL/Deaf culture immersion program and, while at Gallaudet, they continue their research projects
and cancer lectures.
Funding source: National Cancer Institute
Nakaji, M. (2008, June). Training medical students in Deaf culture, American Sign Language, and cancer control. Presentation at a
meeting of the National Counselors of the Deaf Association, Washington, DC.
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Education
Deaf Childrenʼs ASL and English Acquisition of Novel Fingerspelled Words Using
a Fast Mapping Paradigm
Status: Ongoing
Hile, Amy – Education (doctoral candidate at University of Colorado at Boulder)
Description:
This project focused on the ability of deaf children, aged 5–6 years and 8–9 years to learn
new fingerspelled novel words (neutral and lexicalized) through a training task and to test their
knowledge of common fingerspelled words. Children in this study participated in a fast mapping
paradigm containing five assessments (imitation, matching, production, lexical identification, and
writing) using 30 target words that were categorized as common, lexicalized, or neutral. Fifty-eight
deaf children participated in this study. Currently, the study is in the data analysis stage. This
information will provide additional insight into the developmental trends and errors pertaining to
children’s fingerspellings.
The Development of Phonological Awareness in Moderately-to-Profoundly Deaf
Developing Readers: The Effect of Exposure to Cued American English
See Hearing, Speech, and Language Sciences.
Families Who Are Deaf: A Photographic Essay
Status: Ongoing
Begin date: January 2007
Bodner-Johnson, Barbara – Education
Benedict, Beth – Communication Studies
Description:
This project is a photo-documentary study of the everyday lives of families who have family
members who are deaf and who use ASL. Using semi-structured depth interviews, the researchers
collected information directly from families relating to various aspects of their life experience.
Family portraits and photographs of the families “in action” were made. An important focus was to
document how the families who use ASL, and those whose children also have cochlear implants,
move back and forth between Deaf and hearing cultures and ASL and spoken languages in the
context of home, school, and community. This project will result in a book that will include
summaries/identified themes from the interviews, information from the literature, and family
essays—all juxtaposed with family photographs.
Seven families with a family member who is deaf and who use American Sign Language were
interviewed and photographed. Diversity in family structure, age of children, race and ethnicity was
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achieved; three of the children also have cochlear implants. The photographs are intended to record
the rhythm and pattern of the family’s life at home and in other venues as the parents suggest; they
are informal, and both candid and posed photographs were taken.
Newborn Hearing Screening and Early Intervention: An Investigation of Family
and Child Outcomes
Status: Ongoing
Sass-Lehrer, Marilyn – Education
Wainscott, Sarah (student) – Education
Croyle, Carol (student) – Education
Description:
The purpose of this pilot project is to confirm the effectiveness of instruments and data
collection procedures to investigate families’ experiences with newborn hearing screening and early
intervention (EHDI). Data will be collected in an initial study that will focus on families’ experiences
through the newborn hearing screening and intervention process as it affects child and family
outcomes after approximately 6 months of participation. Specifically, data will be collected on family
functioning, decision-making processes, as well as child language and cognitive development levels
at 10–14 months of age. Relationships will be explored among these measures and parents’ reports
of their experiences surrounding the EHDI process. This project will lead directly to a proposal for
external funding for an expanded, longitudinal investigation.
Sass-Lehrer, M. (2008, February). Communication decisions and services. Online presentation to the Deaf Education Program,
Michigan State University, East Lansing.
Sass-Lehrer, M. (2008, July). Decisions, decisions: Guiding and supporting families from the start. Presentation at the Statewide
Conference on Education of the Deaf and Hard of Hearing, Galveston, TX.
Sass-Lehrer, M. (2008, July). Impact of hearing loss on the family. Training modules for Texas early intervention service
coordinators and deaf education parent advisors, Austin, TX.
Sass-Lehrer, M. (2008, July). Informed decision making. Training modules for Texas early intervention service coordinators
and deaf education parent advisors, Austin, TX.
Sass-Lehrer, M., & Wainscott, S. (2008, March). Decision making processes of EHDI families. Presentation at the 2008
National Early Hearing Detection and Intervention Conference, New Orleans, LA.
See College of Professional Studies and Outreach.
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Reflective Journal Writing: Deaf Pre-Service Teachers With Hearing Children
Status: Ongoing
Bailes, Cynthia Neese – Education
Hulsebosch, Patricia – Education
Martin, David – Independent consultant
Description:
This study examines the content of reflective journals of Deaf pre-service teachers during
student teaching in a classroom with hearing students. Journal entries were analyzed and compared
to the established literature on student teaching. It was found that these student teachers focused on
many of the same issues that had been mentioned in the literature on reflective teaching; they often
did so by incorporating key elements of Deaf culture. Unlike most student teachers, this cohort
placed a primary emphasis on pedagogy but with a visual emphasis. Implications of the sociocultural
perspectives in teacher education programs are discussed in the researchers’ analyses.
Signs of Literacy: A Longitudinal Study of ASL and English Literacy Acquisition
Status: Ongoing
Bailes, Cynthia – Education
Erting, Carol – Education
Ricasa, Rosalinda – Applied Literacy
Erting, Lynne – Clerc Center
Reilly, Charles – Gallaudet Research Institute
Thumann-Prezioso, Carlene – Gallaudet
Research Institute
Harris, Raychelle – Interpretation
Kuntze, Marlon – Boston University
Holmes, Heidi (student) – Education
Klotz, Margaret – Clerc Center
Description:
This interdisciplinary, longitudinal study examines cultural, linguistic, and cognitive
development in deaf and hard of hearing children from diverse backgrounds. The first phase of data
collection was carried out from 1994–1996 when 12 teachers and 60 children were videotaped
biweekly in their preschool classrooms. In FY 2003, follow-up data were collected on six children
selected for an in-depth, longitudinal study. The goals were (a) to describe the ASL and English
literacy acquisition of six deaf and hard of hearing children in preschool classrooms where ASL and
English were the languages of instruction, (b) to describe the pedagogy—including the philosophy,
teaching strategies, and classroom literacy environments—of nine preschool teachers as well as the
early literacy practices in a Deaf home, and (c) to document the ASL, English literacy, and academic
achievement of the six target students from the time the classroom data collection ended in 1996
through 2002.
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The central focus of the ongoing analysis of the videotapes is on how ASL and English
literacy are acquired by individual children who differ in theoretically important ways, how the
parents’, teachers’, and children’s use of ASL is linked to, and supports, emerging English literacy,
and how this linguistic and cultural knowledge contributes to academic achievement during
interaction with adults and peers.
Bailes, C.N., Erting, C.J., Erting, L.E., & Thumann-Prezioso, C. (in press). Language and literacy acquisition through
parental mediation in American Sign Language. Sign Language Studies.
Successful Science Teaching: Problem Solving Strategies of Outstanding
Science Teachers of the Deaf
Status: Ongoing
End date: No Set Date
Mangrubang, Fred R. – Education
Description:
This study involves direct observation of the classrooms of award-winning teachers teaching
science to deaf students. The study includes: (a) teaching styles of these teachers, (b) their
relationships with students, (c) how they solve instructional problems, and (d) what sets outstanding
teachers teaching science to deaf students apart from their colleagues, including their love of
learning, problem-solving skills, and a radar-like sixth sense that scans and interprets the learning
environment. The study highlights the common characteristics, philosophies, teaching methods, and
behaviors that have helped these teachers of deaf students win teaching awards and recognition for
teaching excellence in their schools.
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Educational Foundations and Research
An Alternative Perspective in Research and Evaluation: Feminists, Minorities,
and Persons With Disabilities
Status: Ongoing
Mertens, Donna – Educational Foundations and
Research
Holmes, Heidi (student) – Education
Harris, Raychelle (student) – Education
Ginsberg, Pauline – New York University at
Utica
Wilson, Amy – Educational Foundations and
Research
Description:
The researchers are examining the meaning of a transformative perspective in educational
research and evaluation. An inclusive perspective is based on a body of scholarly work that is
sometimes labeled as transformative and is characterized by the writings of feminists, ethnic/racial
minorities, people with disabilities, and others who work on behalf of social justice and human
rights. The research explores the theoretical and methodological implications of this perspective for
research and evaluation and for teaching research methods classes.
Ginsberg, P.E., & Mertens, D.M. (in press). Frontiers in social research ethics: Fertile ground for evolution. In D.M.
Mertens & P. Ginsberg (Eds.), Handbook of social research ethics. Thousand Oaks, CA: Sage.
Ginsberg. P., & Mertens, D.M. (Eds.). (in press). Handbook of social research ethics. Thousand Oaks, CA: Sage.
Harris, R., Holmes, H., & Mertens, D.M. (in press). Research ethics in sign language communities. Sign Language Studies.
Holmes, H., Harris, R., & Mertens, D.M. (in press). Deaf people in a transformative research context. In S. Foster (Ed.),
Researching in the deaf community. London: Oxford Press.
Mertens, D.M. (2007). Mixed methods and the politics of human research: The transformative-emancipatory
perspective. In V.L. Plano & J. Creswell (Eds.), Mixed methods reader. Thousand Oaks, CA: Sage.
Mertens, D.M. (2007). Representation of stakeholders in culturally complex communities. In N. Smith & P. Brandon
(Eds.), Fundamental issues in evaluation. New York: Guilford Press.
Mertens, D.M. (2007). Transformative considerations: Inclusion and social justice. American Journal of Evaluation, 28(1),
86-90.
Mertens, D.M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3),
212-225.
Mertens, D.M. (2007, November). Identifying critical processes and outcomes across evaluation approaches. Invited lecture at the
annual meeting of the American Evaluation Association, Baltimore.
Mertens, D.M. (2007, November). International development and transformative evaluation. Invited presentation at the
InterAction Evaluation Interest Group (EIG) Round Table, Baltimore.
Mertens, D.M. (2007, November). The contours of inclusion: Arts learning outcomes and evaluation strategies. Presentation at the
VSA Arts Symposium, Baltimore.
Mertens, D.M. (2008, February). Project SUCCESS: Preparing teachers for diverse deaf students. Presentation at the conference
of the Association of College Educators of the Deaf and Hard of Hearing, Monterey, CA.
Mertens, D.M. (2008, April). Transformative mixed methods in education. Invited presentation at American Educational
Research Association, New York.
Mertens, D.M. (2008, May). Transformative research and evaluation: Framework for social justice. Presentation at the Perspectives
on Evaluating Programs, Policies, and Organizations Colloquium Series, University of Delaware, Newark.
Mertens, D.M. (2008, May). Transformative research in the disability community. Presentation at the 4th International Congress
of Qualitative Inquiry, University of Illinois at Urbana-Champaign.
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Mertens, D.M. (2008, July). Transformative mixed methods: Ethical implications. Presentation at the University of Cambridge,
England.
Mertens, D.M. (2008, August). Transformative research and ethics in psychological research. Presentation at the annual convention
of the American Psychological Association, Boston.
Mertens, D.M. (2008, September). Social transformation and research ethics. Presentation at the interims meeting of the
International Sociological Association [Research Committee 33 on Logic and Methodology in Sociology], Naples, Italy.
Mertens, D.M. (in preparation). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative
and mixed methods, 3rd ed. Thousand Oaks, CA: Sage.
Mertens, D.M. (in press). Transformative psychological research in pursuit of social justice. Eye on Psi Chi. Washington,
DC: APA.
Mertens, D.M. (in press). Transformative research and evaluation. New York: Guilford Press.
Mertens, D.M. (in press). Youth resilience research and the transformative paradigm. In M. Ungar & L. Lieberberg
(Eds.), Researching Youth Across Cultures and Contexts. University of Toronto Press.
Mertens, D.M., & Ginsberg, P. (Eds). (in press). Ethics in social work qualitative research. Qualitative Social Work.
Mertens, D.M., Harris, R., Holmes, H., & Brandt, S. (2007). Project SUCCESS (Summative Evaluation R). Washington
DC: Gallaudet University.
Mertens, D., Holmes, H., & Harris, R. (2007, November). Presidential strand: Transformative evaluation in service of social justice.
Presentation at the annual meeting of the American Evaluation Association, Baltimore.
Mertens, D.M., & Hopson, R. (2007). Advancing evaluation of science, technology, engineering, and mathematics efforts
through attention to diversity and culture. In D. Huffman & F. Lawrenz (Eds.), New directions in evaluation. San
Francisco: Jossey Bass.
Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity and students with disabilities. In B. Bank (Ed.),
Encyclopedia on Gender and Education. Westport, CT: Greenwood Press.
Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity for people with disabilities. In S. Klein (Ed.), Handbook
for Achieving Gender Equity Through Education (pp. 583-604). Mahwah, NJ: Lawrence Erlbaum.
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The Guessing Game: The Effect of Morpho-Graphemic Organization on Word
Attack Skills
Status: Completed
Begin date: Fall 2007
End date: May 2008
Clark, Diane – Educational Foundations and Research
Description:
Many studies have found that phonological awareness is required to become a skilled reader, for
both hearing and deaf individuals. Unfortunately, many deaf readers lag behind their hearing peers, with
the average reading level pinpointed at the fourth grade level. This deficit has often been attributed to
poor phonological skills. In contrast to this deficit view, others suggest that phonological awareness is
not necessary for deaf people to improve their reading efficiency. This study investigated both
phonological awareness skills and morphological skills. To determine if deaf students with higher English
placement levels have better word attack strategies, students responded to a morphological test, where
words with and without morphemes were matched to their definition. Additionally, the project
investigated if English placement levels were related to more accurate responses on a phonological
awareness test. Results showed that phonological awareness was not related to English placement scores.
However, students with higher college entry English scores were more likely to match both high and low
frequency words to their meanings. This finding suggests that phonological awareness is not the sole
route for deaf learners to become skilled readers, but that alternative, visually accessible strategies are
involved.
Funding source: GRI Priority Fund
Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (2008, May). The Guessing Game: The effect of morpho-graphemic organization on
word attack skills. Presentation at the annual convention of the Association for Psychological Science, Chicago.
Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (submitted). The Guessing Game: The effect of morpho-graphemic
organization on word attack skills. American Annals of the Deaf.
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ICARE Schools: A Research Study of Meaningful Parent Involvement in the
Individual Education Plan (IEP) Process
Status: Completed
End date: September 30, 2008
Gerner de Garcia, Barbara – Educational
Foundations and Research
Morocco, Catherine – Education Development
Center
Brigham, Nancy – Education Development
Center
Mata-Aguilar, Cynthia – Education
Development Center
McTigue, Anna – Education Development
Center
Description:
In the four-year ICARE Schools study, the Education Development Center in Newton,
Mass. identified and documented middle schools that use innovative approaches to engage all
families in the education of students with disabilities, particularly the creation and implementation of
students’ Individual Education Plans (IEPs). After a systematic nomination, application, and review
process, researchers selected three middle schools that had demonstrated successful parent
involvement and positive outcomes for students with disabilities. Focusing on families from
culturally, linguistically, and socio-economically diverse backgrounds—who often feel isolated—
researchers explored the attitudes and activities of families and educators that foster meaningful
parent involvement at these schools. Study findings, including information about successful
strategies, will be disseminated to a variety of audiences, including schools, families, policymakers,
and researchers.
Mata-Aguilar, C., Brigham, N., McTigue, A., Fox, M., & Corrado, F. (2008, April). ICARE Schools: Successful strategies.
Presentation at the annual convention of the Council for Exceptional Children, Boston.
Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, April). ICARE Schools: A study of meaningful parent
involvement in the IEP process. Presentation at the annual convention of the Council for Exceptional Children, Boston.
Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, July). ICARE Schools: A study of meaningful
parent involvement in the IEP process. Poster presentation at the meeting of the Office of Special Education Programs
Project Directors, Washington, DC.
Implementing Bilingual Education for the Deaf in Catalonia: Beliefs About Critical
Knowledge Needed in Bilingual Classrooms With Deaf Children
Status: Ongoing
Begin date: March 1, 2006
Gerner de Garcia, Barbara – Educational Foundations and Research
Fernandez-Viader, Pilar – University of Barcelona
Description:
The purpose of this investigation is to study what teachers and support staff believe is the
essential knowledge needed for the successful implementation of bilingual education for the deaf in
Spain. Their views as practitioners and insiders in bilingual settings for deaf students are invaluable
for understanding the crucial elements of bilingual deaf education and improving the support and
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professional development of current and future teachers of the deaf. In the past 10 years, deaf adults
have increasingly been incorporated in these settings as sign language teachers and as teacher
assistants. The lack of secondary and postsecondary educational opportunities for deaf adults in
Spain and the rest of Europe is an obstacle to increasing the number of teachers who are deaf.
However, it is critical to explore the roles of deaf adults and the knowledge they bring to bilingual
settings as well as ideas for increasing the supply of deaf teachers. The University of Barcelona has
recently established programs offering a specialization in deaf education and training of sign
language teachers (for Deaf adults) and sign language interpreters. This study contributes to
comparative educational studies in deaf education by involving American and Spanish coinvestigators. This collaboration provides both insider and outsider perspectives. Typically,
comparative education studies in deaf education involve either a researcher close to the situation
(insider) who knows the context or a foreigner (outsider) bringing new eyes but limited contextual
knowledge. Two interview protocols were designed: one for individual interviews and one for focus
groups. The researchers conducted two focus groups at two schools for the deaf. Additionally, they
carried out a number of individual interviews and also distributed the questionnaire used for
individual interviews to several schools for written responses.
The Latin American and the Caribbean Newborn Hearing Screening Survey
Status: Ongoing
Gerner de Garcia, Barbara – Educational
Foundations and Research
Chacon, Susan – New Mexico State Department
of Health
Gaffney, Marcus – Centers for Disease Control
and Prevention (CDC), Atlanta, Ga.
Gaffney, Claudia – CDC, Atlanta, Ga.
Description:
The purpose of the survey is to collect information on infant hearing screening in the
Spanish-speaking countries of Latin America and the Caribbean. Brazil, a Portuguese-speaking
country, is also included. Latino deaf and hard of hearing children make up 25% of all school-age
deaf and hard of hearing children in American schools. The information collected through this
survey can benefit professionals in the United States who work with immigrant Latino deaf and hard
of hearing children and their families. Collecting information on services for infants and toddlers
also will provide the opportunity for information sharing among the countries involved. The
researchers planning this project are frequently contacted for technical assistance by educators,
parents, and professionals in Latin America. They believe the most beneficial form of technical
assistance is helping to build networks among professionals in the region. These professionals will
be able to share resources and solutions that are best suited for their conditions. By fostering the
development of such networks, the researchers recognize that technical solutions, as well as expertise,
may be available in the region. Finally, the researchers believe that collecting this information serves as a
basic needs assessment of the state of infant hearing screening in the Spanish-speaking countries in Latin
America and the Caribbean. The information gathered can serve as the basis for improving services in
these countries. The researchers plan to present findings from this project in a journal article and at the
2008 Early Hearing Detection and Intervention Conference.
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Gerner de Garcia, B. (2008, February). The Latin American and the Caribbean Newborn Hearing Screening Survey: Process and
results. Presentation at the conference of the Association of College Educators of the Deaf and Hard of Hearing,
Monterey, CA.
Gerner de Garcia, B., Gaffney, C., Chacon, S., & Gaffney, M. (2008, February). A new frontier: Current EHDI activities in
Latin America. Poster presentation at the 2008 National Early Hearing Detection and Intervention Conference, New
Orleans, LA.
Gerner de Garcia, B., Gaffney, C., & Gaffney, M. (2008, June). The next frontier: An overview of EHDI activities in Latin
America. Presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy.
Lexical Variation in Chinese Sign Language: Language Planning and
Standardization for Postsecondary Education
Status: Ongoing
End date: February 2009
Lin, Christina – Gallaudet University alumna, now working in China
Gerner de Garcia, Barbara – Educational Foundations and Research
Chen-Pichler, Deborah – Linguistics
Description:
Chinese Deaf students (n=338) from nine postsecondary programs were surveyed to seek
their perception of the need for standardizing Chinese Sign Language. Educators of the deaf in
postsecondary settings were also interviewed. A preliminary plan for standardizing CSL for use in
postsecondary education was developed after analyzing the data, using Reagan’s (2001) language
planning process for sign language.
Lin, C., Gerner de Garcia, B., & Chen Pichler, D. (in press). Lexical variation in Chinese Sign Language: Language
planning and standardization for postsecondary education. Current Issues in Language Planning.
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Preparing Tomorrowʼs Teachers for Technology
Status: Completed
Begin date: September 1, 1999
Mertens, Donna – Educational Foundations and
Research
End date: September 2007
Slemenda, Katharine – Converse College
Johnson, Harold – Kent State University
Description:
The Association of College Educators of the Deaf and Hard of Hearing received three
grants from the U.S. Department of Education: the first covered the period from September 1999–
August 2000 and was for $161,000. The second covered the period following the award in June 2000
and was for $2.6 million. The third covered October 2003–September 2007. The projects provide a
partnership for faculty in all teacher education programs for the deaf and hard of hearing across the
United States to enhance their abilities to use technology as well as the abilities of the students they
train and the teachers they interact with in their student teaching placements.
Easterbrooks, S., Stephenson, B., & Mertens, D.M. (2007). Master teachers’ responses to twenty literacy, science, or
math practices in deaf education. American Annals of the Deaf, 151(4), 398-409.
Mertens, D.M., Ginsberg, P., & Harris, H. (2007). Join together: Preparing tomorrow’s teachers for technology (Summative
Evaluation Report). Washington, DC: Gallaudet University.
English
A Grave and Gracious Woman: Deaf People in Colonial New England
Status: Completed
Begin date:
End date:
Carty, Breda – University of Newcastle, RIDBC Renwick Centre
Macready, Susannah – University of Sydney
Sayers, Edna Edith – English
Description:
Increase Mather published An Essay for the Recording of Illustrious Providences in 1684 in Boston.
His purpose was to describe “remarkable” examples of God’s grace among the lives of people in
New England. One of the chapters in his book is an extended description of a signing deaf couple,
Sarah and Matthew Pratt—an early example of Deaf intermarriage. They lived several decades
before the first documented instance of a signing deaf person on Martha’s Vineyard.
Carty, B., Macready, S., & Sayers, E.E. (in press.) A grave and gracious woman: Deaf people in colonial New England.
Sign Language Studies.
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It Takes a Village
Status: Ongoing
Begin date: 2004
Gates, Diana – Library
Description:
This project is a conference paper on Lydia Sigourney’s youthful contacts with Deaf people
in Hartford.
See Library.
Whatʼs Up With Helen Keller?
Status: Completed
End date: April 2008
Description:
This project is a conference paper exploring the Deaf community’s reaction to Helen Keller
during her lifetime.
Sayers, E.E. (2008, April). What’s Up With Helen Keller? Presentation at Deaf Studies Today! 2008: Montage, Utah Valley
State College, Orem.
Sayers, E.E. (in press). What’s up with Helen Keller? In The Proceedings of Deaf Studies Today, 2008. Orem: Utah Valley
State College.
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English Language Institute
Cracking the Code: An Investigation of MVL and SVO Teaching Approaches With
Deaf ESL Students
Status: Ongoing
End date: October 2008
Gore, Jimmy C. – English Language Institute
Brinks, Barbara C. – Interpretation
Thornley, Mary J. – Independent consultant
Description:
This project is an analysis of student test results using data from English classes 01, 02, 03,
04, and 05 pre- and post-tests in the December 2007 to April 2008 semester at the English Language
Institute at Gallaudet University. The final product will be an article that presents the data, the
reason for the study, and the conclusions drawn.
Foreign Languages, Literatures, and Cultures
Crossing the Divide: Helen Keller and Yvonne Pitrois Dialogue on Diversity
Status: Completed
Begin date: November 2004
End date: Winter 2007
Hartig, Rachel – Foreign Languages, Literatures, and Cultures
Description:
How do those living with a difference most effectively cross the cultural divide and explain
themselves to mainstream society? The American deaf-blind icon Helen Keller and her French
counterpart, Yvonne Pitrois, had diametrically opposed views on this issue. The researcher attempts
to sort out the reasons for their respective stances.
Hartig, R. (2007). Crossing the divide: Helen Keller and Yvonne Pitrois dialogue on diversity. Sign Language Studies, 7(2),
177-185.
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Empowering Deaf Communities in Latin America
Status: Ongoing
Berdichevsky, Cristina – Foreign Languages,
Literatures, and Cultures
Bibum, Aloy – Buea School for the Deaf,
Cameroun
Fernandez, Allan – University of Costa Rica,
PROGRESO, San Jose
Siety, Blandine – Gabonese Deaf Association,
Libreville
Battistelli, Luis – Mendoza Deaf Association,
Argentina
Sanabria, Gaspar – Mexican Deaf Federation,
Mexico City
Camarena, Silvia – Guadalajara Deaf Association
López, Leonel – Costa Rica Deaf Association
Guillermo, Elvia – Multicultural Student
Programs
Reuters, Mariana – Argentina Deaf
Confederation, Buenos Aires
Bradford, Stacey – Foreign Languages,
Description:
This project is an ongoing collaboration to pilot a “deafness enhanced” participative
leadership model which promotes a shared agenda of self-empowerment and leadership in action
through deaf peer mentoring. The mentoring occurs via exchanges and service learning
opportunities within deaf communities in the United States, four Latin American countries
(Argentina, Colombia, Costa Rica, and Mexico), and in Cameroun, Africa. In 2008, this leadership
model—known as IDP (International Deaf Partnerships)—was expanded to Gabon, Africa. Two
undergraduate students successfully completed their summer internships at the Ecole Nationale des
Enfants Déficients Auditifs, a primary deaf school run by the Gabonese government; they also
worked closely with the Gabonese Deaf Association. An article about the students’ accomplishments
was published in a newspaper in Libreville, the capital of Gabon.
In the spirit of the partnership with deaf communities in Latin America, the researchers
continue working on a multimedia anthology documenting the lives of deaf people in Argentina,
Costa Rica, and Mexico. The anthology will be published as soon as the data analysis and captioning
of the videotaped signed interviews are completed. The researcher is working with her Latin
American partners to seek funding through the Inter-American Foundation.
Funding source: Department of Foreign Languages, Literatures, and Cultures, Faculty
Development Grant
Berdichevsky, C., & Rogers, B. (2008, June). The global Deaf community: Deaf people in Latin America. Paper presentation at
the conference of the Society for Disability Studies, New York.
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Gender Issues in the Writings of Mme De Gouges and Mme De Stäel
Status: Ongoing
Begin date: No set date
Berdichevsky, Cristina – Foreign Languages, Literatures, and Cultures
Description:
This is an ongoing project which will result in the publication of a comparative study of the
effect of gender politics in works by two daughters of The Enlightenment from opposite socioeconomic backgrounds. The purpose of the study is to shed light on possible intersections between
the politics of gender and class and the discourse of equality of The Enlightenment, a topic which is
currently being debated among scholars in the fields of Women’s Studies and 18th Century Studies.
The Germaine de Stäel Society for Revolutionary and Romantic Studies invited the researcher to
discuss her work at its international conference, which will be held at Washington University from
May 8–10, 2009. The conference, Germaine de Stäel Today: Currents and Cross-currents, will focus
mainly on the American accomplishments of the last two decades in the field of Staël studies and
examine new paradigms for Stäel’s studies in the 21st century. In November 2007, the researcher
was invited to deliver a paper entitled “Feminine and Feminist Perspectives in Mme de Stäel’s AntiSlavery Discourse” at a regional conference of the American Society for 18th Century Studies
(ASECS) in Atlantic City, N.J. but could not attend due to illness. In November 2008, she will
present a paper entitled “Gender and Politics in Revolutionary France” at a regional conference of
ASECS at Georgetown University in Washington, D.C.
Funding source: Department of Foreign Languages, Literatures, and Cultures
See Psychology.
Investigating the Social, Economic, Political, and Cultural Issues That Affect the
Lives of Deaf People in Argentina, Costa Rica, and Mexico
Status: Ongoing
Berdichevsky, Cristina – Foreign Languages,
Bradford, Stacey – Foreign Languages,
Guillermo, Elvia – Multicultural Student
Programs
Rogers, Buck – Gallaudet University alumnus
Jimenez, Alvaro (undergraduate) – Spanish
Description:
Despite a steady increase in the interest in disability and development, only quantitative
research exists, and much of it remains focused on categorizing and defining disabilities in the
framework of a medical model. This project examines Deafness as a lived experience by
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investigating issues that affect the lives of deaf Argentineans, Costa Ricans, and Mexicans, and what
is being done and could be done to address those issues according to deaf people themselves.
Participants were recruited with assistance from their local deaf associations. Data was collected
through 60 signed interviews, written stories, and surveys by a team of qualified deaf Americans, in
collaboration with local deaf language consultants. Due to lack of funding the project is on hold, as the
investigators continue to seek funding to finish transcribing and captioning the interviews.
Language and Gesture in Cross-Linguistic Perspective
See Psychology.
Parsing Sentences in Two Languages II (Eye-Tracking Study)
Status: Ongoing
Begin date: July 2007
Dussias, Paola – The Pennsylvania State University
Piñar, Pilar – Foreign Languages, Literatures, and Cultures
Description:
The main goal of this study is to examine what kind of information—syntactic and semantic—
second language learners utilize when they read in their second language. Using eye-tracking technology,
the investigators examine the processing of English relative clauses among different groups of second
language learners of English, namely deaf ASL-English bilinguals, Russian-English bilinguals, and
Spanish-English bilinguals. They also investigate how the participants’ English proficiency levels and
their individual cognitive resources may play a role in how closely second language sentence processing
might approximate sentence processing in the first language.
A Psycholinguistic Investigation of Deaf Readersʼ Activation of OrthographyPhonology Correspondences in Two Languages
Status: Ongoing
Kroll, Judith – The Pennsylvania State University
Gerfen, Chip – The Pennsylvania State University
Description:
Current bilingual research (e.g., Jared and Kroll, 2001) has shown that hearing bilinguals
reading in one language simultaneously activate phonology-orthography correspondences that exist
in the other language. By testing deaf university students with advanced and intermediate proficiency
levels of written Spanish, this study examines whether a similar cross-linguistic activation pattern of
orthography/phonology correspondences can be observed in lexical decision tasks involving the
subjects’ stronger and weaker written languages. This research, thus, fits within and expands on
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current lines of inquiry in psycholinguistic research on bilingualism. The subjects are a group of
college-level, hearing and deaf second language learners of Spanish.
Results from the hearing subjects show a clear phonological coding effect (indicated by longer
reaction times to words with phonological competitors). No phonological awareness enhancement in
English is found among hearing subjects after being exposed to the “treatment” block of Spanish words.
Data from the deaf subjects is still being collected. No analysis has yet been performed.
Understanding Sentences in Two Languages
Status: Completed
Dussias, Paola – The Pennsylvania State University
Description:
Using a moving window technique and an eye tracker, the researchers compared how native
English speakers and second language learners of English process certain embedded interrogative
structures during real-time reading tasks. The main question was whether the previously observed
asymmetry in the processing of object extractions versus subject extractions from embedded
structures is due to a competence or a performance issue. The effect of language proficiency and
working memory capacity on how these structures are processed is also examined.
Dussias, P.G., & Piñar, P. (in press). Effects of language proficiency and plausibility in the reanalysis of wh-gaps by
Chinese-English bilinguals. Second Language Research.
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Gallaudet Research Institute
American Annals of the Deaf: Reference Issue
Status: Ongoing
Hotto, Sue – Gallaudet Research Institute
Description:
The Gallaudet Research Institute (GRI) is in its 18th year of compiling information for the
“Schools and Programs for the Deaf in the United States” and “Schools and Programs for the Deaf
in Canada” listings in the Reference issue of the American Annals of the Deaf. The 2008 issue includes
503 schools and programs in the United States and 26 schools and programs in Canada. The listings
have been used for various purposes by educators and researchers and serve chiefly as a directory of
programs and schools and the services these programs provide to deaf children and youth in
support of their education.
Hotto, S. (2008). Schools and programs in Canada: Canada directory listing and Canada program and services chart.
Hotto, S. (2008). Schools and programs in the United States: U.S. directory listing and U.S. program and services chart.
Annual Survey of Deaf and Hard of Hearing Children and Youth
Status: Ongoing
Begin date: 1968
Lam, Kay – Gallaudet Research Institute
Woo, John – Gallaudet Research Institute
Perkins, Russell – Gallaudet Research Institute
Description:
The Annual Survey of Deaf and Hard of Hearing Children and Youth, initiated at the
request of educators and researchers in the field of deaf education, was begun on a national level in
1968. This broad-based national survey is conducted through special and regular private and public
school systems, providing a core set of data from which meaningful research of issues related to
educating deaf children may be performed. The Annual Survey has played a monumental role in
providing quality data for discussions and debates leading to improvements in the education of deaf
students over the years. It continues to provide an ongoing database for research and planning
toward bettering the education of deaf and hard of hearing children and youth. This survey collects a
wide range of data about deaf and hard of hearing children: who and where they are, what their
characteristics are, what changes are taking place in their educational settings, and what trends are
occurring in their education. The Annual Survey is the only national database on deaf and hard of
hearing children and youth in the United States; information collected through this survey—in
summary, cumulative form only—is utilized by many individuals and organizations within and
beyond the Gallaudet community, including: (a) educators, (b) Gallaudet University researchers, (c)
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Gallaudet administration and staff, (d) external researchers, (e) doctoral students, and (f) state and
national legislators and businesses.
Gallaudet Research Institute. (2007, December). Regional and national summary report of data from the 2006-2007 Annual Survey
of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at:
http://gri.gallaudet.edu/Demographics/2006_National_Summary.pdf.
Gallaudet Research Institute. (2007, December). State summary report of data from the 2006-2007 Annual Survey of Deaf and
Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at:
http://gri.gallaudet.edu/Demographics/States/2006.pdf.
Auditory Self-Monitoring
Status: Ongoing
Barac-Cikoja, Dragana – Gallaudet Research
Institute
Cole, Kevin – Gallaudet Research Institute
Description:
A novel approach to investigate self-hearing has been developed. It is based on traditional
psychophysical techniques and focuses on the individuals’ sensitivity to variations in different
acoustic properties of their speech feedback (e.g., timing, intensity). To date, tests of feedback delay
detection and relative loudness of self-generated speech have been fully automated and applied to
investigate the effect of different listening conditions on self-hearing by individuals with different
hearing abilities. In addition, a new line of research has been developed that focuses on the acoustic
characteristics of the speech signal recorded both in the person’s ear canal and at different points on
his/her head, for live versus recorded speech, in either open or occluded ear. It is expected that the
outcomes of this research program will include both increased understanding of the role that speech
feedback plays in speech production and design guidelines for hearing assistive technology that can
better serve self-hearing needs of hard of hearing individuals.
Funding source: RERC on Hearing Enhancement
Barac-Cikoja, D., Reyes, J., & Sonnemann, S. (2008, August). Psychophysical approach to investigating relative loudness of selfgenerated speech. Poster presentation at the International Hearing Aid Research Conference, Lake Tahoe, CA.
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Comparison of Lexical Versus Morphological Grouping of Graphemes in
Learning New Words
Status: Ongoing
Begin date: March 2007
Institute
Kelly, Leonard – Gallaudet Research Institute
Qi, Sen – Gallaudet Research Institute
Cole, Kevin – Gallaudet Research Institute
Klein, Leslie (student) – Psychology
Murphy, Leah (student) – Psychology
Brownfield, Adam (student) – Psychology
Description:
This project examines a method of teaching words to deaf readers by dividing target words
into meaningful parts (morphemes) that pertain to well-known ASL signs. Such a presentation of
meaningful word segments contrasts with the usual method that many deaf readers use to learn new
words, namely, by memorizing either whole letter strings or one or more graphical features that they
consider salient. The proposed method may prove beneficial to deaf readers because it promises to
foster the effective decoding of the meaning of newly encountered words by emphasizing their
morphological composition. It may allow deaf readers to partly sidestep the memory challenges of
learning words as entire unanalyzed units. Once well learned, a morpheme-based strategy could be
applied to decode the meanings of the many thousands of words composed of these meaningful
word parts. In addition, the initial analytical processing of words into their morphemes may allow
readers to develop more structured representations of the words that would lead to more efficient
activation of their meanings when encountered in the future.
The proposed study will test the efficacy of an approach that presents words segmented
according to their constituent morphemes by comparing it to the more commonplace approach of
presenting words as whole units or presenting them separated into syllables (i.e., phonology based
grouping). Development is complete on screening measures and procedures, training materials and
procedures, and outcome measures. All of the latter are automated. Data collection will begin soon.
Funding source: GRI Priority Fund, NSF (VL2)
Kelly, L., & Barac-Cikoja, D. (2008, February). Elements of skill crucial for deaf readers: What we know, what we don’t know, and
promise (not promises) for the future. Presentation at the Visual Language and Learning (VL2) Series, Gallaudet
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GRI First Wednesday Seminar
Status: Ongoing
Benaissa, Senda – Gallaudet Research Institute
Description:
GRI First Wednesday Seminars provide lectures covering various topics from current or
recent research to personal impressions of current developments in deaf/hard of hearing-related
issues. These lectures are presented by faculty, staff, students, and visiting scholars at Gallaudet. The
lectures for this reporting period were:
• October 2007: Testing deaf students in an age of accountability, Robert C. Johnson, Gallaudet
Research Institute
• November 2007 (two presentations): Expected and unexpected results: Establishment of a
new Community Participatory Research Center, Matt Starr and Susan Demers Postlethwait,
National Center for Deaf Health Research, Rochester, N.Y.
• Results from two linguistically and culturally appropriate health education interventions for Deaf adults,
Jennifer M. Orsi and Helen Margellos-Anast, Sinai Urban Health Institute, Sinai Health
System, Chicago
• December 2007: ASL constructions and iconicity: Toward a grammar of signed language, Paul
Dudis, Department of Linguistics
• February 2008: When Autism and Deafness coexist: What do we really know? Christen
Szymanski, Department of Psychology
• March 2008: The Latin American and the Caribbean Newborn Hearing Screening Survey, Barbara
Gerner de Garcia, Department of Educational Foundations and Research, and Susan
Chacon, New Mexico State Department of Public Health
• April 2008: Qualitative and quantitative studies of the societal impact of genetic testing for deafness,
Kathleen S. Arnos, Department of Biology
• September 2008: Bimodal bilingualism: Learning language in two modalities, Deborah Chen
Pichler, Department of Linguistics
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Texas State Survey of Deaf and Hard of Hearing Students, 2007-2008
Status: Completed
Begin date: September 1, 2007 End date: August 31, 2008
Lam, Kay – Gallaudet Research Institute
Woo, John – Gallaudet Research Institute
Pitt, Brent – Texas Education Agency, IDEA
Coordination, Deaf Services
Description:
The Texas State Survey of Deaf and Hard of Hearing Students was established with the
Texas Education Agency, Division of Deaf Services in 1976 to establish and maintain a database on
the deaf and hard of hearing student population in Texas. Production of statistical reports have been
useful for planning and policy purposes within the state. The 2007-2008 database—which contains
information on 5,269 students receiving services from the Texas Regional Day School Programs for
the Deaf and the Texas School for the Deaf—includes demographic, educational, communication,
and audiological data for students. The project continues to make use of data collection procedures
from the Annual Survey of Deaf and Hard of Hearing Children and Youth and the expertise of GRI
staff in developing supplemental data collection and analysis procedures customized to the needs of
the state.
Funding source: Texas Education Agency
Gallaudet Research Institute. (2008, August). Comparison by ESC (Education Service Center), region, and state for
selected variables, 2007-2008 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC:
Gallaudet University.
Gallaudet Research Institute. (2008, August). Comparison by region and state for selected variables, 2007-2008 school
year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University.
Gallaudet Research Institute. (2008, August). Individual program summary, 2007-2008 school year. Texas State Survey of
Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University.
Hotto, S., Lam, K., Woo, J., Dunning, L., & Golden, J. (2008, August). Texas State Survey of Deaf and Hard of Hearing
Students 2007-2008 (Final Report). Washington, DC: Gallaudet University.
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Visual and Haptic Self-Monitoring During Sign Production
Status: Ongoing
Institute
Hill, Joseph (student) – Linguistics
Description:
The role of the visual feedback during sign production was experimentally investigated in
native and novice signers. Experimentally altered visual feedback was provided to signers via a pair
of goggles that displayed a camera view of them from different vantage points. Connected sign
utterances were elicited using either the pictures of arranged objects or videos of a person describing
those pictures in ASL and were recorded for later analysis. Errors in scene description and changes
in linguistic aspects of sign were analyzed in relation to the nature of the visual feedback available
during sign production. In addition, some of the recorded utterances were used to investigate
whether the observers who were naïve to the conditions of signing could perceive changes in sign
quality due to the altered visual feedback.
Government and History
Disability Interest Groups in Europe
Status: Ongoing
Begin date: June 1, 2001
Olson, Russell (retired) – Government and History
Penna, David – Government and History
Veith, Mairin – Government and History
Description:
This project surveys various disability organizations in Europe, including in-depth follow-up
interviews wherever possible, to evaluate the influence of Europeanization on the organizations’
funding, resources, professionalization, accountability to membership, and choice of tactics.
Funding source: Department of Government and History
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French Primary School Moral and Civic Instruction Textbooks, 1900–1914
Status: Ongoing
Bergen, Barry – Government and History
Description:
The investigator will travel to France in October and November 2008 to do additional
research on primary school moral and civics textbooks from the period 1900 to 1914 to add to his
completed work on textbooks from 1870 to 1900 in his book manuscript, Molding Citizens: Culture,
Class and Primary Education in France, 1870–1914, for Northern Illinois University Press. Evidence will
be combined from this new research with that in his completed chapter to produce an article
covering the moral and civics textbooks for the entire period from 1870 to 1914.
The Impact of Education Reforms and Juvenile Programs on French Deaf Youth,
1936–1945
Status: Ongoing
Ryan, Donna F. – Government and History
Description:
Major political and social revolutions often target youth as critical agents for future
transformation. From 1936 to 1945, enormous changes were envisioned for France, including the
attempted socialist and communist reforms of the Popular Front (1936–1938). This was followed by
the right-wing revolution that came to power in the aftermath of the 1940 defeat—the Vichy
government of Marshal Philippe Pétain. Each intended revolution had its own plans for education,
youth service corps, and physical fitness as well as solutions for the social problems that contributed
to teenage delinquency.
Effects of these programs on deaf students, or the personnel of the deaf schools, has not
been studied. The investigator undertook research to determine how these movements for
educational reform, juvenile justice, youth organizations and physical recreation, and the cult of
Marshal Pétain were presented in the schools for the deaf, especially at the Institut National des
Jeunes Sourds in Paris. The degree to which these phenomena were present or absent in deaf
education can reveal a great deal about attitudes towards deaf or disabled people, which in turn
elucidates much about French notions of citizenship and inclusion of those considered to be the
“Other.”
A two-month research trip to France was undertaken where primary research was begun to
determine the effect of these policies on deaf youth. Significant time was spent combing inventories
and cartons of documents for information on education of deaf students at Archives Nationales de
France in Paris (series F60). Work continued at the archives of the Institut National des Jeunes
Sourds for this period. During the last few years, many cartons of documents for the war years,
including administrative records and all individual student dossiers, have been organized and made
available. This spring several of these cartons were in transit to another location and temporarily
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taken out of circulation. Luckily, the school library also houses an extensive collection of deaf
education journals, especially for the prewar years, so the researcher was able to finish consulting
this collection. Finally access was given to numerous education materials, including textbooks and
yearly curriculum guides for the various programs taught at the school for the deaf. Digital photos
of many of the documents were taken. Several thousand pages of documents will be read carefully
and analyzed, and the results will be presented in a journal length article.
The Not-So-Strange Career of John Howard Griffin
Status: Ongoing
Begin date: June 2008
End date: February 2009
Brune, Jeffrey A. – Government and History
Description:
Despite five decades of scrutiny, scholars have yet to realize the potential for using John
Howard Griffin and his famous book, Black Like Me, to alter some fundamental assumptions about
identity in modern America. In 1959, Griffin darkened his skin, posed as a black man, and traveled
through the Jim Crow South, documenting the cruel treatment he received from whites. His book
was a best seller, and it became a staple in many high school and college courses. However, black
activists, Griffin himself, and many scholars today find problems with using the account of a white
man to explain the African American experience.
This critique is valid, but there has been little effort to understand Griffin in the context of
his earlier experiences with disability. Before he began work on Black Like Me, Griffin lost his sight,
was identified as a blind man for more than a decade, then regained his vision and became a
nondisabled man once again. In the early period of his disability, before embracing a blind identity,
he learned how to hide the markers that identified him as disabled and pass as sighted. In addition,
he was paralyzed for a time but eventually regained the use of his limbs, which led him to reexamine
identity issues yet again. Disability also threatened to emasculate Griffin, and he struggled to
maintain a gender identity he had previously taken for granted. Well before his famous racial
experiment, Griffin had crossed identity boundaries many times, something not uncommon in a
country where most people experience some kind of disability at some point in their lives. A
reinterpretation of Griffin and his work shows that by paying attention to the issue of disability—
adding it to the list of race, class, and gender—a new understanding emerges of identity in modern
America as more fluid and far less static than current assumptions.
Brune, J.A. (submitted). The not-so-strange career of John Howard Griffin. American Quarterly.
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Graduate School and Professional Programs
Science of Learning Center on Visual Language and Visual Learning (VL2)
Status: Ongoing
Begin date: July 1, 2004
Allen, Thomas – Graduate School and
Professional Programs
Corina, David – University of California, Davis
Eden, Guinevere – Georgetown University
Padden, Carol – University of California, San
Diego
Hauser, Peter – NTID
Morford, Jill – University of New Mexico
Singleton, Jenny – University of Illinois
Kuntze, Lon – Boston University
Nover, Steve – Gallaudet Research Institute
Kelly, Len – Gallaudet Research Institute
Bickley, Corine – Hearing, Speech, and Language
Sciences
Dudis, Paul – Linguistics
Clark, Diane – Educational Foundations and
Research
Institute
Mayberry, Rachel – University of California, San
Diego
Mounty, Judith L. – College of Professional
Studies and Outreach
Piñar, Pilar – Foreign Languages, Literatures,
and Cultures
Description:
VL2 is an interdisciplinary, collaborative center funded under the National Science
Foundation’s (NSF) Science of Learning Centers program. VL2 brings together deaf and hearing
researchers and educators from a variety of national and international schools and universities. The
center advances and transforms the science of learning by investigating how humans acquire and use
language and literacy when audition is not an available mode for learning. The interdisciplinary
nature of this center brings together individuals from different fields and theoretical perspectives to
explore how deaf individuals learn to read and investigate how to extend such visually based learning
strategies to general educational practice. During FY 2008, NSF increased Gallaudet’s funding to $4
million a year for the next three years. During the summer, the management team solicited,
reviewed, and selected a number of new project initiatives, which will commence in FY 2009.
Project title, principle investigator, and (primary institution, Gallaudet unless otherwise noted) are:
•
•
•
•
•
A Psychometric Analysis of VL2 Toolkit Measures, Thomas Allen
The development of a Shared Database for VL2 Research, Thomas Allen
Morphological Sensitivity in Deaf Readers, Dragana Barac-Cikoja
Self-Paced Reading, David Corina (University of California, Davis)
Behavioral Studies of Phonological Awareness in American Sign Language, David
Corina (University of California, Davis)
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•
•
•
•
•
•
•
•
•
•
•
Online Collection of Frequency and “Age of Acquisition” Ratings of ASL Vocabulary,
David Corina (University of California, Davis)
Temporal Representations in ASL Description of Events, Paul Dudis
Academic Language Functions in ASL, Paul Dudis
Situation Construal, Viewpoint, and ASL Constructions, Paul Dudis
Development and Analysis of an Online Test of ASL, Peter Hauser (NTID)
Five-Year Longitudinal and Cross-Sectional Investigation of the Development of Higher
Order Thinking Skills and Acquisition of Reading Skills in Children from Ages 3–9, Lon
Kuntze (Boston University)
Empirical Tests of Sentence Interlanguage Mappings, Jill Morford (University of New
Mexico)
Cross-Language Lexical Activation in ASL-English Bilinguals, Jill Morford (University of
New Mexico)
Age-Appropriate ASL Vocabulary, Jill Morford (University of New Mexico)
Ethical Research Practices With Deaf Participants, Jenny Singleton (University of
Illinois)
The Socialization of Visual Engagement for Bilingual Language Acquisition in Early
Childhood Deaf Education, Jenny Singleton (University of Illinois)
Funding source: National Science Foundation
Al-Fityani, K., & Padden, C. (2007). A lexical comparison of sign languages of the Arab world. In Electronic Proceedings of
the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora Arara Azul.
Allen, T.E. (2008, May). Literacy and deafness: Visual and written languages as complex learning. Paper presentation at the
Principles of Complex Learning Symposium of the Association for Psychological Science, Chicago.
Aronoff, M., Meir, I., Padden, C., & Sandler, W. (2008). Roots of linguistic organization in a new language. Interaction
Studies: Special Issue on Holophrasis, Compositionality and Protolanguage, 9(1), 131-150.
Bavelier, D., Newman, A., Mukherjee, M., Hauser, P., Kemeny, S., Braun, A., et al. (in press). Encoding, rehearsal and
recall in signers and speakers: Shared network but differential engagement. Cerebral Cortex.
Carreiras, M., Gutiérrez-Sigut, E., Baquero, S., & Corina, D. (in press). Lexical processing in Spanish Sign Language
(LSE). Journal of Memory and Languages.
Corina, D. (2007, September). Deafness and brain plasticity: Perspectives from studies of signed and spoken languages. Paper
presentation at the Dual Language of Deaf and Hearing-Impaired Children Nordic Conference, Göteborg, Sweden.
Corina, D. (2007, September). Neural representation for ASL; Evidence from aphasia, CSM and neuroimaging studies. Paper
presentation at the Department of Special Education and Linguistics, University of Oslo, Norway.
Corina, D. (2007, September). Neural representation of sign language and non-linguistic gestures in deaf signers. Paper presentation
at the Department of Special Education and Linguistics, University of Oslo, Norway.
Corina, D. P., Chiu, Y.S., Knapp, H., Greenwald, R., San Jose-Robertson, L., & Braun, A. (2007, June). Neural correlates
of human action observation in hearing and deaf subjects. Brain Research, 1152, 111-29.
Corina, D.P., & Knapp, H.K. (in press). Neurobiology of signed languages. In P.C. Hogan (Ed.), The Cambridge
Encyclopedia of the Language Sciences.
Corina, D.P., & Knapp, H.K. (in press). Signed language and human action processing: Evidence for functional
constraints on the human mirror neuron system. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York
Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of
Sciences.
Crume, P., & Singleton, J.L. (2008, February). Structuring eye-gaze and literacy development in a preschool setting. Poster
presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA.
Crume, P., & Singleton, J.L. (2008, February). Teacher practices for promoting visual engagement of deaf children in a bilingual
preschool. Paper presentation at the annual meeting of the Association of College Educators of the Deaf and Hard of
Hearing, Monterey, CA.
Dudis, P. (2007, October). Iconicity in ASL grammar: A cognitive linguistics view. Invited presentation at the 2007 Margaret
Stobie Lecture, Linguistics Department, University of Manitoba, Winnipeg, Canada.
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Dudis, P. (2007, November). Analyzing ASL descriptions of things and actions. Workshop presentation at the conference of
the American Sign Language Teacher Association, Tampa, FL.
Dudis, P. (2007, November). ASL research: Current trends—Depiction research. Invited speaker at the conference of the
American Sign Language Round Table, Gallaudet University, Washington, DC.
Dudis, P., Mulrooney, K., Langdon, C., & Whitworth, C. (2007, November). Identification of types of depiction in ASL. Poster
presentation at the conference of the American Sign Language Round Table, Gallaudet University, Washington, DC.
Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual attention in deaf children and adults: Implications for
learning environments. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York:
Oxford University Press.
Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible
implications for acquiring meaning from print. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York Academy
of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of Sciences.
Hauser, P.C., Cohen, J., Dye, M.W.G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native
signers. Journal of Deaf Studies and Deaf Education, 12, 148-157.
Hauser, P.C., Dye, M.W.G., Boutla, M., Green, C.S., & Bavelier, D. (2007). Deafness and visual enumeration: Not all
aspects of attention are modified by deafness. Brain Research, 1153, 178-187.
Hauser, P.C., & Lukomski, J. (2008, January). Deaf and hard of hearing college students’ self-perceptions of their behavior regulation
and metacognition. Presentation at the Department of Research and Teacher Brown Bag Lecture Series, National
Technical Institute for the Deaf, Rochester, NY.
Hauser, P.C., Lukomski, J., & Hillman, T. (in press). Development of deaf and hard of hearing students’ executive
function. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford
University Press.
Hauser, P.C., & Marschark, M. (in press). What we know and what we don’t know about cognition and deaf learners. In
M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press.
Hauser, P.C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-sentence reproduction
test: Development and implications. In Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language
Research. Florianopolis, Brazil: Editora Arara Azul.
Koo, D. (2007, October 31–November 3). The neural signature of reading in deaf individuals. Presentation at the 2007
conference of the International Dyslexia Association, Dallas, TX.
Koo, D., Crain, K., LaSasso, C., & Eden, G. (in press). Phonological awareness and short-term memory in hearing and
deaf individuals of different communication backgrounds. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New
York Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of
Sciences.
Krentz, U., & Corina, D.P. (in press). Infant perception of American Sign Language and non-linguistic biological
motion: The language instinct is not speech specific. Developmental Science.
Langdon, C. (2008, February). Flowchart for coding depictions in ASL. Poster presentation at the first annual inter-Science of
Learning Centers Conference, Pittsburgh, PA.
Listman, J.D., Hauser, P. C., Supalla, T., Paludneviciene, R., & Bavelier, D. (2008, February). Development of a sign language
competency measure: American Sign Language Sentence Reproduction Test. Poster presentation at the first annual inter-Science
of Learning Centers Conference, Pittsburgh, PA.
Marschark, M., & Hauser, P.C. (in press). Cognitive underpinnings of learning by deaf and hard-of-hearing students:
Differences, diversity, and directions. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes.
New York: Oxford University Press.
Marschark, M., & Hauser, P.C. (Eds.). (in press). Deaf cognition: Foundations and outcomes. New York: Oxford University
Press.
McCaskill, A. (2008, May). The impact of high stakes graduation tests on deaf and hard of hearing students. Presentation at the
annual convention of the Association for Psychological Science, Chicago.
Meir, I., Padden, C., Aronoff, M., & Sandler, W. (2007). Body as subject. Journal of Linguistics, 43, 531-563.
Meir, I., Padden, C., Sandler, W., & Aronoff, M. (2007). Rethinking sign language verb classes: The body as subject. In
Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora
Arara Azul.
Padden, C. (2007). The decline of Deaf clubs in the U.S.: A treatise on the problem of place. In H.-D. Bauman (Ed.),
Sightings: Explorations in deaf studies. Minneapolis: University of Minnesota Press.
Padden, C. (2007, November). Word order in a spontaneously created new language: The case of Al-Sayyid Bedouin Sign Language.
Invited colloquium for the Linguistics Department, University of Texas, Austin.
Padden, C. (in press). History and genetics: Stories of Deaf people. In M. Zaurov & K.-B. Günther (Eds.), Proceedings of
the Sixth Deaf History International Conference. Hamburg, Germany: Signum Verlag.
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Padden, C., Aronoff, M., Meir, I., & Sandler, W. (2008, January). Instrument vs. handling in sign language lexicalization patterns.
Poster presentation at the annual meeting of the Linguistic Society of America, Chicago.
Padden, C., Meir, I., Aronoff, M., & Sandler, W. (in press). The grammar of space in two new sign languages. In D.
Brentari (Ed.), Sign languages: A Cambridge survey. New York: Cambridge University Press.
Padden, C., Meir, I., Sandler, W., & Aronoff, M. (in press). Against all expectations: Encoding subjects and objects in a
new language. In D. Gerdts, J. Moore, & M. Polinsky (Eds.), Hypothesis A/Hypothesis B: Linguistic explorations in honor
of David M. Perlmutter. Cambridge, MA: MIT Press.
Paludneviciene, R., & Hauser, P.C. (2007, November). American Sign Language assessment: Formal versus curriculum based
assessment. Presentation at the conference of the American Sign Language Round Table, Gallaudet University,
Washington, DC.
Sutton, A., Trudeau, N., Morford, J.P., Rios, M., & Poirier, M. (2007, November). Constructing utterances of three symbols is
hard for pre-school aged children. Poster presentation at the annual meeting of the American Speech-Language-Hearing
Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J.P. (2007). Construction of graphic symbol utterances
by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language and Hearing
Research, 50, 1314-1329.
Trudeau, N., Sutton, A., & Morford, J.P. (2007, November). Interpretation of graphic symbol utterances by children, teenagers and
adults. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston.
Villanueva, M. (2008, February). A cognitive approach to ASL/English teaching and learning: Construal and expression of defocused
agents. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA.
Villanueva, M. (2008, March). A cognitive approach to ASL/English pedagogy: Construal and expression of defocused agents. Paper
presentation at the 33rd International LAUD Symposiumy, Landau/Pflaz, Germany.
Whitworth, C. (2008, February). Markedness vs. transfer in cross-modal language learning. Paper presentation at the first annual
inter-Science of Learning Centers Conference, Pittsburgh, PA.
Wilcox, S., & Morford, J.P. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I.
Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp. 173-202). Amsterdam: Benjamins.
Health and Wellness Programs
Core Survey
Status: Completed
End date: November 2007
Francavillo, Gwendolyn – Health and Wellness Programs
Description:
Health and Wellness Programs distributed the Core Institute’s Alcohol and Drug Survey on
campus to determine the alcohol, drug, and sexual misconduct frequency and attitudes on campus.
The results will be compared with previous survey results to target the health and wellness education
needs of Gallaudet University’s students.
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Hearing, Speech, and Language Sciences
Appropriateness of the N.Y. State Mandated 8th Grade Reading Competency Test
for Deaf Students
Status: Completed
End date: May 2008
LaSasso, Carol J. – Hearing, Speech, and Language Sciences
Martin, Patricia F. – St. Joseph’s School for the Deaf, New York
Description:
Currently, New York State requires the administration of a standardized test in grades 4 and
8 to measure elementary and middle school student progress as defined by the NYS Learning
Standards. The English Language Arts (ELA) Grade 8 Test is used to determine the academic
proficiency of intermediate level students in this subject area. Failure on state mandated tests,
including the ELA test, could result in negative consequences for students, teachers, and schools.
This “high stakes” test was developed for the general 8th grade population, but it is administered to
deaf children as well.
The purpose of this study was to examine the appropriateness of the ELA Grade 8 Test for
deaf students in the seven center-based schools in New York State. Appropriateness was examined
in two ways. In Part I of the study, eight reviewers, who were experienced teachers of deaf students,
evaluated the appropriateness of the ELA Grade 8 test passages by rating overall passage difficulty,
six passage quality indicators, and eight test item quality indicators. Item Difficulty p-values were
calculated for each of the 25 multiple choice test items and were examined in relation to reviewers’
perceptions of passage and item difficulty. The major finding of this study is that experienced
teachers of deaf students who reviewed the passages and test items perceived most of the passages
to be inappropriate, based on passage and item indicators. Their judgments are supported by deaf
students’ scores on this test. Of the 44 participants, only 2 met the criteria for passing the test. These
findings have implications for test developers who are responsible for ensuring that tests are
appropriate for all subgroups of test takers, including students who are deaf, and for administrators
and teachers who serve deaf students and who are concerned about the increased inclusion of deaf
students in the NYS testing program and the high stakes consequences that may occur if test results
are unsatisfactory.
Auditory Temporal Processes, Speech Perception, and Aging
Status: Ongoing
End date: January 30, 2009
Fitzgibbons, Peter – Hearing, Speech, and
Language Sciences
Gordon-Salant, Sandra – University of Maryland,
College Park, Hearing and Speech Sciences
Description:
Elderly people compose a growing segment of the population of persons with hearing loss.
The prevalence of hearing disorders among older persons is well documented, but the details of agerelated auditory dysfunction have not been examined systematically. This project aims to contribute
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to the knowledge base in the hearing science of aging. It combines studies in speech perception and
auditory psychophysics to examine the hypothesis that many of the difficulties in speech understanding
among elderly listeners can be attributed to underlying problems in auditory temporal processing.
Experiments will examine the relative contributions of age-related changes in peripheral hearing
sensitivity, central auditory function, and selected cognitive abilities (e.g., memory demand) using
speech and non-speech stimuli.
Funding source: NIH, National Institute on Aging (NIA)
Gordon-Salant, S., & Fitzgibbons, P. (2007, October). Aging and auditory temporal processing: Implications for speech
communication. Invited presentation at the International Research Conference on Aging and Speech Communication,
Indiana University, Bloomington.
Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (2007). Recognition of time compressed and natural speech with
selective temporal enhancements in young and elderly listeners. Journal of Speech, Language, Hearing Research, 50, 11811193.
Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (in press). Identification of temporal cues in speech segments
embedded in sentence contexts by younger and older adult listeners. Journal of the Acoustical Society of America.
An Automatic Fitting Algorithm for Cochlear Implants
Status: Ongoing
Bakke, Matthew H. – Hearing, Speech, and
Language Sciences
Harvey, Tiffany (student) – Hearing, Speech, and
Language Sciences
Chatterjee, Monita – University of Maryland,
College Park, Hearing and Speech Sciences
Kwon, Bomjun – University of Utah,
Communication Sciences and Disorders
Description:
The purpose of this study is to design and evaluate an automatic cochlear implant fitting
algorithm based on a paired comparison adaptive approach to guide audiologists in choosing the
best frequency allocation for the individual client. Frequency allocation can affect speech recognition
abilities and, in turn, communication. This work entails a systematic search for an optimum frequency
allocation using a modified Simplex procedure.
This study consists of three experiments. One is the discrimination of frequency analysis
band wherein minimally detectable differences in frequency shifts along the electrode array will be
identified. In experiment two, subjects will be computer-guided to search for an optimal frequency
allocation among cells in a matrix, with the results from Experiment 1 defining the cell content. The
third experiment, the speech battery test, consists of speech perception experiments with the new
map using nonsense syllable, phoneme, and sentence stimuli. Experiments 2 and 3 will be recursively
conducted until the results converge with up to six sessions per subject required to finish the
experiment. During the subject’s first and last visits, he/she will complete the Communication
Profile for the Hearing Impaired (CPHI) and a questionnaire similar to the Abbreviated Profile of
Hearing Aid Benefit (APHAB). Four normal hearing native English speakers will be recruited to
evaluate the experimental procedure and the speech processing algorithm. Fifteen postlinguistically
deafened Nucleus 24 cochlear implant users will then be recruited to complete the study.
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The successful completion of this research will not only result in better quality of life for
cochlear implant users but will also form the basis for future research into the adaptive fitting of
auditory prostheses.
Funding source: U.S. Department of Education, NIDRR
Comparing Localization Abilities of Children With Bilateral Cochlear Implants to
Those With Bimodal Stimulation
Status: Ongoing
Crowley, David (student) – Hearing, Speech, and Language Sciences
Tamaki, Chizuko – Hearing, Speech, and Language Sciences
Description:
This project aims to answer the question: “Will a child with severe to profound sensorineural
hearing loss be able to localize more accurately with bimodal implantation/amplification compared
to bilateral implantation?” Children who use bilateral cochlear implants and bimodal stimulation
where one ear is implanted and the other uses a hearing aid have been shown to have improved
localization compared to using an implant unilaterally. This systematic review will compare the two
modes to develop criteria for when one mode is more suitable for children. These criteria will
include child characteristics, the use of bilateral cochlear implants, the use of bimodal stimulation,
and others according to literature.
The Development of Phonological Awareness in Moderately-to-Profoundly Deaf
Developing Readers: The Effect of Exposure to Cued American English
Status: Completed
Begin date: 2003
End date: May 2008
Crain, Kelly L. (student) – Education; currently faculty at the University of South Florida
Description:
This study extends findings from the Hanson McGarr (1989) and LaSasso, Crain, &
Leybaert (2003) studies of rhyming abilities of deaf college students from varying communication
backgrounds. The present study examines rhyming abilities of emerging readers who are deaf.
Participants for the study consisted of 30 students ranging in age from 10–14 years who were
divided into the following groups: (a) a hearing comparison group; (b) deaf students educated via
cueing; and (c) deaf students educated via oral/aural methods. Instruments included: (a) a reading
comprehension test; (b) a paper-and-pencil generative rhyming task; (c) a speech intelligibility rating
scale; and (d) a parent demographic questionnaire. Performance on the generative rhyming task was
compared to measured reading comprehension, family demographic and educational information,
and speech intelligibility. This was done to investigate the relative importance of these factors on the
development of phonological awareness and reading comprehension abilities of deaf students
educated orally and with Cued Speech. Findings suggest that early and consistent access to English
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via cueing (i.e., cued American English) can provide prelingually deaf children, regardless of degree
of deafness or speech intelligibility, with phonological awareness sufficient to aid in reading
achievement.
The Effect of Stimulus Repetition Rate on Vestibular-Evoked Myogenic Potential
Thresholds
Status: Ongoing
Tamaki, Chizuko – Hearing, Speech, and
Language Sciences
Ackley, R. Steven – Hearing, Speech, and
Language Sciences
Cooper, Jessica (student) – Hearing, Speech, and
Language Sciences
Description:
This study was conducted to investigate the feasibility of shortening the test time for one of
the balance function tests, vestibular-evoked myogenic potentials (VEMP), by increasing the
stimulus presentation rate. Twenty young human subjects with no prior or current history of
dizziness or balance problems were tested, using a variety of stimulus presentation levels. At this
time, it is promising that the stimulus rate can be increased three times as fast as the conventional
method, decreasing the test time by approximately 1/3. Other aspects of data (e.g., VEMP findings
in male vs. female, right vs. left similarities, response characteristics based on the recording
parameters, etc.) are currently being analyzed. Preliminary findings were presented at the Association
of Research in Otolaryngology meeting in February 2007. Additional data is currently being
collected.
Tamaki, C. (2008). VEMP 101: Getting started. Invited presentation at the annual conference of the Maryland Academy of
Audiology, Baltimore.
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The Effectiveness of Cochlear Hydrops Analysis Masking Procedure (CHAMP) in
Identifying Patients With Meniereʼs Disease
Status: Ongoing
Follett, Kristen (student) – Hearing, Speech, and
Language Sciences
Tamaki, Chizuko – Hearing, Speech, and
Language Sciences
Henry, Ken (adjunct faculty) – Hearing, Speech,
and Language Sciences and Inova Fairfax
Hospital, Newborn Hearing Screening
Program
Description:
The aim of this study is to assess the effectiveness (i.e., sensitivity and specificity, as well as
reliability and ease of administration) of the new diagnostic tool, Cochlear Hydrops Analysis
Masking Procedure (CHAMP), in identifying patients with Meniere’s disease. Currently,
electrocochleography (ECochG) and case history information (i.e., symptomology) are used as the
primary diagnostic tools to identify Meniere’s disease patients; however, electrocochleography has a
sensitivity rate of anywhere between 30% to 60%, and symptomology does not confirm physiologic
deficit. Results of CHAMP, ECochG, audiologic evaluation, and case history questionnaire on
patients with some Meniere’s disease-like symptoms will be analyzed to determine the effectiveness
of CHAMP compared to, and in conjunction with, ECochG and symptomology diagnosis.
Electroacoustic Analysis of FM Systems and Hearing Aid Pairs
Status: Ongoing
Hipskind, Melanie (student) – Hearing, Speech, and Language Sciences
Description:
The purpose of this study focuses on electroacoustic analysis of the overall output with
different pairings of FM systems and hearing aids. It is expected that the results will provide
audiologists with information regarding the frequency at which electroacoustic analysis should be
performed when coupling FM systems to hearing aids. This project will involve the coupling of
three different FM systems and six hearing aids to see what the variability (if any) is in
electroacoustical output. The investigator will follow the ASHA Guidelines for Fitting and
Monitoring FM Systems using the Frye Electronics Fonix 7000 hearing aid analyzer.
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High Frequency (1000 Hz) Acoustic Stapedial Reflexes in Neonates
Status: Ongoing
End date: December 2008
Kleindienst, Samantha (student) – Hearing,
Speech, and Language Sciences
Hanks, Wendy – Hearing, Speech, and Language
Sciences
Brewer, Carmen – NIH, Audiology
Henry, Ken (adjunct faculty) – Hearing, Speech,
and Language Sciences and Inova Fairfax
Hospital, Newborn Hearing Screening
Program
Brudno, Spencer – Inova Fairfax Hospital,
Neonatology
Description:
The measurement of acoustic stapedial reflexes is a routine diagnostic test for children and
adults; however, this reflex is not often measured in the neonatal population, as limited normative
data is currently available. Acoustic reflexes are contractions of the stapedius muscle to loud stimuli.
Measurement of this reflex is primarily used to determine the health of the middle ear and neural
function. Differences in size, stiffness, and mass of the neonatal ear require adjustments to the test
parameters used for children and adults, specifically the probe-tone used for measurement. Previous
research on acoustic reflexes in neonates indicates higher frequency probe-tones are more effective
with this population. Currently, little research has looked at 1000 Hz, a high frequency probe-tone
that is commercially available today. This study presents normative data for acoustic stapedial reflex
thresholds using a 1000 Hz probe-tone with 4 different elicitor stimuli (500, 1000, and 2000 Hz pure
tones and broadband noise) for full-term, well-baby neonates aged 12–60 hours old. All neonates
passed a transient evoked otoacoustic emissions (TEOAE) screen and had peaked high-frequency
tympanometry. A total of 276 ears (138 neonates) were examined of which approximately 66% (176
ears) passed the inclusion criterion. The acoustic reflex was present for at least one elicitor stimulus
in 97% of the ears tested, while acoustic reflexes were present for all elicitor stimuli in 87%. There
was no significant difference for gender, birth method (vaginal vs. cesarean) or ear (right vs. left).
Normative values (mean, standard deviation, 5th and 95th percentiles) have been calculated for
acoustic reflexes thresholds measured with a 1000 Hz probe-tone and will be compared with norms
for older children and adults. Significant findings and correlations will be included in the discussion.
In addition, the role of this assessment and its effectiveness in universal newborn hearing screening
(UNHS) and neonatal assessment will be discussed. The long-term benefits of acoustic stapedial
reflexes as diagnostic tool include (a) more specific and time-sensitive diagnoses for middle ear
pathology, auditory neuropathy, and other central and peripheral pathologies in neonatal hearing
assessment, (b) decreasing the percentage of false-positives in UNHS programs, (c) improving the
follow-up process, and (d) reducing parent anxiety.
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Interference in Hearing Aids From Digital Wireless Telephones: Improved
Predictive Methods
Status: Completed
End date: October 31, 2008
Bakke, Matthew H. – Hearing, Speech, and Language Sciences
Kozma-Spytek, Linda – Communication Studies
Levitt, Harry – Advanced Hearing Concepts, Inc.
Description:
Digital wireless telephones (commonly referred to as cellular phones) have opened up vast new
opportunities for electronic communication (e.g., video telephones, personal digital organizers, direct
links to the Internet) that could be of substantial benefit to people with hearing loss. Unfortunately,
digital cellular telephones generate electromagnetic (EM) interference in hearing aids, and many hearing
aid wearers cannot use these telephones. Experiments will be performed to develop a basic
understanding of this new form of interference and to develop ways of predicting its effects on speech
perception and the usability of cellular telephones by hearing aid wearers. A novel feature of the
proposed research is that the audio input signal to the hearing aid, the EM signal being picked by the
hearing aid, and the distorted speech signal in the ear canal are all monitored simultaneously with the
subjective measurements and stored in a digital computer for subsequent analysis. A theory will be
developed based on these measurements to predict how the EM interference affects the intelligibility of
amplified speech. Forty adult, hearing aid wearers, equally divided between males and females, ages 20–
60 years, will be studied in each of the three years of the study. The results of this study will be of benefit
not only to consumers in selecting a hearing aid and/or cellular telephone, it will also provide industry
with the basic theoretical underpinnings needed to allow for the development of improved wireless
telephones (and other digital wireless devices) that produce substantially less interference in hearing aids,
thereby increasing accessibility of modern digital communication systems for people with hearing loss.
An Investigation Into the Oral and Written Narrative Skills of Implanted Children
Who Communicate via Cues, Signs, or Speech
Status: Ongoing
Moreno-Torres, Ignacio (summer 2007 visiting professor) – Hearing, Speech, and Language
Sciences and University of Malaga, Spain
Description:
This study examines the English narrative skills of deaf students who have cochlear implants.
Participants included deaf students, ages 8–13 years, who are from oral, signing, or cueing
backgrounds. The task was for participants to view two wordless picture stories. For one they told the
story suggested by the pictures. For the second they wrote the story told by the pictures. Responses
were analyzed for sentence length and specific linguistic structures. An article is in preparation.
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Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE)
Status: Completed
Bakke, Matthew H. – Hearing, Speech, and
Language Sciences
Neuman, Arlene C. – New York University
Long, Glenis – City University of New York,
Graduate Center
Levitt, Harry – Advanced Hearing Concepts, Inc.
Kozma-Spytek, Linda – Communication Studies
Harkins, Judith – Communication Studies
Gravel, Judith – Children’s Hospital of
Philadelphia and NYU
Compton-Conley, Cynthia – Hearing, Speech,
and Language Sciences
Boothroyd, Arthur (retired) – CUNY
Bickley, Corine – Hearing, Speech, and Language
Sciences
Bally, Scott – Hearing, Speech, and Language
Sciences
Institute
Description:
The Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE)
consists of five components:
•
•
•
•
•
Component A will develop and evaluate new methods for field evaluation and fitting of
hearing aids; will develop and evaluate techniques to enhance auditory self-monitoring;
and will develop methods for predicting the speech-to-interference ratio and
intelligibility of speech for a hearing aid when used with a wireless telephone.
Component B will conduct a needs assessment survey of people who use hearing
technologies and will evaluate the use of Bluetooth technology as a means of improving
and expanding wireless connection to a hearing aid.
Component C will investigate environmental factors affecting children’s speech
recognition abilities in classroom settings.
Component D will investigate the use of distortion product otoacoustic emission and
reflectance for diagnosis of hearing loss and tinnitus and will create and standardize sets
of synthesized nonsense syllables for use in hearing aid research.
Component E will develop a new, innovative model for the delivery of aural
rehabilitation services to adults with hearing loss.
In addition, the RERC will conduct a program of training and dissemination that will reach a
diverse audience of people, both consumers and professionals.
Bakke, M. (2008). Devices for people with hearing loss. In A. Helal, M. Mokhtari, & B. Abdulrazak (Eds.), The engineering
handbook of smart technology for aging, disability, and independence (pp. 191-202). Hoboken, NJ: John Wiley & Sons.
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Bakke, M., Bernstein, C., Bally, S., & Pray, J. (2007). Managing hearing loss in older adults: Assessment, intervention and
technologies for independence and well being. In R. Felder & M. Alwan (Eds.), Eldercare technology: A handbook for
practitioners (pp. 143-185). Totowa, NJ: Humana Press, Inc.
Boothroyd, A. (2008). The acoustic speech signal. In J. Madel & C. Flexer (Eds.), Pediatric audiology (pp. 159-167). New
York: Thieme.
Boothroyd, A., Fitz, K., Kindred, J., Kochkin, S., Levitt, H., Moore, B.C.J., et al. (2007). Hearing aids and wireless
technology. Hearing Review, 14(6), 44-48.
Ross, M. (2007). A hearing aid research summit: A path to the future. Hearing Loss, 28(6), 26-29.
Ross, M. (2007). Evaluating the performance of a hearing aid in the real-ear: What a little hearing aid tweaking can do.
Hearing Loss, 28(5), 28-32.
Ross, M. (2007). Reflections on my cochlear implant: Part 2. Hearing Loss, 28(4), 14-17.
Ross, M. (2008). Listening to music through a cochlear implant: Part 1. Hearing Loss, 29(3), 20-23.
Ross, M. (2008). Premium digital hearing aids. Hearing Loss, 29(2), 22-25.
Ross, M. (2008). What did you expect? Hearing aids—expectation and aural rehabilitation. Hearing Loss, 29(1), 20-24.
SCAN – A Competing Words Subtest: Effect of Asynchronous Word Alignment on
Test Performance in Children With Learning Disabilities
Status: Ongoing
Karch, Stephanie (student) – Hearing, Speech, and Language Sciences
Hanks, Wendy – Hearing, Speech, and Language Sciences
Ackley, R. Steven – Hearing, Speech, and Language Sciences
Description:
Eighteen students at a Washington, D.C. metropolitan independent school for children with
learning disabilities participated in a study designed to look at dichotic listening and the effect of
stimulus onset asynchrony. The purpose of this study was to determine if this population (children
and adolescents with a known learning disability), who are at a high risk for a central auditory
processing disorder (CAPD), would perform differently on the competing words (CW) subtest of
the SCAN-A: A Test for Auditory Processing Disorders in Adults and Adolescents. The SCAN-A is
a widely used clinical assessment tool that can be used as a screener for both adults and adolescents
to determine if an individual has a CAPD and the extent of his or her auditory processing ability. At
the time of development, the SCAN-A CW stimuli was controlled for intensity and duration.
However, due to technical limitations, a true simultaneous onset of 0.00 msec could not be
controlled for. At the time of testing, it was unknown how the asynchrony within the word pairs
would affect test performance specifically in this population. Generally, there is limited information
regarding CAPD and dichotic listening in children with learning disabilities except that these
children may have a more difficult time with the said auditory task. The current study attempted to
compare performance of this specific population on the original recording, a true simultaneous
onset of 0.00 msec, and a recording in which there was a 90 msec offset between word pairs.
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SCAN – A Competing Words Subtest: Effect of Stimulus Onset Asynchrony on
Test Performance of Adults
Status: Ongoing
End date: November 2008
Holley, Amanda (student) – Hearing, Speech,
Hanks, Wendy – Hearing, Speech, and Language
Sciences
Ackley, R. Steven – Hearing, Speech, and
Language Sciences
Description:
When dichotically presented word pairs were analyzed using acoustic software, timing
differences were noted. The present study investigates the effects of these timing differences on the
performance of normal hearing adults during dichotic listening tasks.
Speech-Language Pathology Graduate Studentsʼ Knowledge and Awareness of
and Experience With African-American English (AAE)
Status: Completed
End date: April 2008
Wilson, Sharlene M. (student) – Hearing, Speech, Bland-Stewart, Linda – Howard University,
Department of Communication Sciences and
Disorders
Allen, Antoinette – Hearing, Speech, and
Language Sciences
Moseley, Mary June – Hearing, Speech, and
Language Sciences
Description:
Little research has documented speech-language pathology graduate students’ knowledge of
the linguistic features of African-American English (AAE), their experiences with speakers of AAE,
and whether the knowledge was gained through graduate education, clinical exposure, or
extracurricular experiences. Therefore, the goal of this study is to determine current graduate
students’ knowledge of the linguistic features of AAE and their experiences with speakers of AAE.
Seventy-six accredited speech-language pathology programs across the United States were
selected to participate in this study. A questionnaire was used to collect information regarding the
graduate students’ knowledge of linguistic features that characterize AAE. They were given a written
list of 25 sentences and asked to select all of the morphosyntactic and phonological features they
considered to be characteristic of AAE. Demographic information about the participants was
collected as well as curricular training and clinical experiences that they have had, or will have, with
culturally and linguistically diverse (CLD) populations, specifically speakers of AAE. The
questionnaire was posted online using a program called SurveyMonkey (http://www.surveymonkey.com).
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Overall, none of the participants identified all 25 sentences correctly. However, the
participants more easily identified those AAE forms that were documented in the literature as
occurring more frequently in AAE. A majority of participants failed to identify as AAE those
sentences that would be observed in both speakers of AAE and speakers of Southern American
English. Finally, a vast number of respondents misconstrued some sentences that were indicative of
a speech and/or language disorder as AAE dialectal features. A majority of participants have had
classes related to minority populations; however, few had classes specifically geared toward speakers
of AAE, and few were assessed on their ability to utilize the features of AAE. These results are an
important indicator for graduate programs to increase knowledge and awareness of not only AAE,
but also other dialectal forms used by their clients, especially for clinicians who expect to provide
services to a CLD population.
Wilson, S.M. (2008). Speech-language pathology graduate students’ knowledge and awareness of and experience with African-American
English (AAE). Unpublished master’s thesis, Department of Hearing, Language, and Speech Sciences, Gallaudet
Spouses and Caregivers: Communication Strategies Used With Individuals With
Aphasia and Their Perceived Effectiveness
Status: Completed
End date: May 2008
Gamon, Lynne (student) – Hearing, Speech, and Language Sciences
Description:
The purpose of this project was to determine communication strategies spouses and
caregivers used most often and perceived as most effective in communicating with individuals with
aphasia. This project identified different communication impairments experienced by the individual
with aphasia along with various interventions and strategies commonly taught to the spouse or
caregiver. Data and anecdotal information were gathered from a survey designed to allow spouses
and caregivers of individuals with aphasia to report the specific strategies they utilized and state their
perception of the effectiveness of these strategies. The results of this project can be provided to
speech-language pathologists to enhance insight into the effectiveness of various communication
strategies as perceived by spouses and caregivers of individuals with aphasia and to support the
inclusion of these spouses and caregivers in setting goals to improve daily life skills and
communication from those for whom they act as caregivers.
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Suggested Criteria for Recommending a Personal FM System or a Sound Field
FM System for a Child With Mild to Moderate Sensorineural Hearing Loss (SNHL)
in a Typical Classroom (Literature Review)
Status: Ongoing
Miller, Lauren (student) – Hearing, Speech, and Language Sciences
Compton-Conley, Cynthia – Hearing, Speech, and Language Sciences
Description:
The specific purpose of this systematic review is to determine which signal-to-noise
enhancing system is more appropriate for those with mild to moderate SNHL and to propose
criteria for selecting a system. Past evidence has demonstrated the effectiveness of personal and
sound field FM systems at improving the signal-to-noise ratio (SNR) of noisy classrooms with poor
room acoustics for children with mild to moderate SNHL. This evidence-based systematic review
will compare the two systems to develop criteria for when one system is more appropriate than the
other. Criteria under examination include: classroom sizes, child preference, teacher preference,
configuration of sound field FM, configuration of personal FM, and others deemed important by
the literature.
Survey of Technology Use and Audiological/Aural Rehabilitation Services for
Persons Who Are Deaf and Hard of Hearing
Status: Completed
Begin date: November 1, 2006 End date: October 31, 2007
Verhoff, Julie (student) – Hearing, Speech, and
Language Sciences
Adamovich, Stephanie (student) – Hearing,
Speech, and Language Sciences
Burger, Brianne – RERC-HE
Description:
This survey is an institutional research project that consists of 11 multiple choice questions
related to hearing status, device use, and clinical service use. Responses from this survey will yield
information regarding the type and frequency of use of hearing assistive technologies and clinical
services among deaf and hard of hearing students, faculty, and staff at Gallaudet University. One of
the primary purposes of the Hearing and Speech Center is to service the Gallaudet community. With
the many hearing assistive device options now available (e.g., hearing aids, cochlear implants,
BAHA, & ALDs) the results of this survey will inform the Gallaudet Hearing and Speech Center of
specific audiological and rehabilitative support students may need. To date, the investigators have
246 respondents and are now completing data analysis on the returned surveys.
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Types of Communication Used by Professionals With Pediatric Cochlear Implant
Clients in Aural Rehabilitation Therapy
Status: Completed
End date: May 2008
York, MayJean D. (student) – Hearing, Speech, and Language Sciences
Moseley, Mary June – Hearing, Speech, and Language Sciences
Bickley, Corine – Hearing, Speech, and Language Sciences
Description:
This research was a pilot study to gain information about how professionals communicate
with their pediatric cochlear implant clients. Cochlear implant research is a new and dynamic field,
primarily focusing on the speech production and recognition abilities of cochlear implant users and
the factors that affect those outcomes. The type of communication each cochlear implant client uses
is a factor that can affect his or her speech and language abilities. However, the research regarding
cochlear implants and type of communication used discusses the comparative speech and language
skills of cochlear implant clients using differing forms of communication. This research does not
reveal the types of communication that can be used with cochlear implant users and which type(s) is
used most often with the pediatric populations. As the number of pediatric cochlear implant users
increases each year, there is a great need for research that will provide current information regarding
which types of communication are being used and which are being used by professionals conducting
aural rehabilitation.
Responses for this study were collected from 11 current speech-language pathologists and
audiologists conducting aural rehabilitation therapy in the hospital/rehabilitation setting. These
participants responded to an open-ended questionnaire regarding the type(s) of communication they
used in aural rehabilitation and why they chose them. Responses indicated that current professionals
used an Auditory-Oral type of communication as a primary type of communication (N=7); and
Total Communication (N=2) and other types of communication (N=2) were indicated as a
secondary type of communication used in aural rehabilitation. Furthermore, responses indicated that
the family (N=7) had the largest influence on how the type of communication used is chosen. As a
result, implications of this study indicate that further research regarding types of communication
used, and possibly perceived, effectiveness is warranted.
What Is the Effect of Higher VEMP Repetition Rates on the Amplitude of the
Response at Two Intensity Levels?
Status: Ongoing
End date: May 2009
Fleming, Heather Marie (student) – Hearing, Speech, and Language Sciences
Ackley, R. Steven – Hearing, Speech, and Language Sciences
Description:
VEMPs are clinically used to measure the sensitivity of the saccule to sound. Several
researchers have demonstrated that as the repetition rate increases, the morphology becomes
degraded, and fewer people present with a positive vestibular evoked myogenic potential (VEMP)
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test (Wu & Murofushi, 1999; Ozenki, Iwaaski, & Murofushi, 2008). This research will study the
effect of higher VEMP repetition rates on the amplitude of the response at two intensity levels. Ten
subjects with normal hearing and no history of vestibular disorder will be studied. The frequency of
500 Hz will be used at repetition rates of 4.7 and 13.1 Hz with a click stimulus at 115 and 125 dB
sound pressure level (SPL).
Working Memory Strategies and Serial Order Recall for Written Words and Cued
Words in Deaf Native Cuers of English, Hearing Cuers, and Hearing Non-Cuers
Status: Completed
Begin date: 1999
End date: May 2008
Ketchum, Kristie – Fairfax County Public Schools, VA
Description:
One of the processes closely linked to reading comprehension in deaf and hearing
individuals is phonological, or speech based, recoding in working memory. It is typically assumed
that hearing readers store information in working memory while they are reading using a
phonological (speech-based) or acoustic code. Reading difficulties of deaf readers may be linked to
an underlying difficulty in using a phonological code for retaining sequences of words in short-term
memory, which negatively affects their comprehension of English syntax. It has been suggested that
some deaf individuals who have mastered competency in reading have done so through use of an
auditory-based phonological coding system. This study builds on work by Baddeley and others
pertaining to the phonological loop and explores working memory in deaf individuals from Cued
Speech backgrounds with suppression techniques. A journal manuscript describing results of this
study has been submitted.
Interpretation
Cracking the Code: An Investigation of MVL and SVO Teaching Approaches With
Deaf ESL Students
See English Language Institute.
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Cued Language Structure
Status: Ongoing
Begin date: 1996
Metzger, Melanie – Interpretation
Fleetwood, Earl – Sign Language Associates, Inc.
Description:
This project is designed to investigate the use of cued languages from a linguistic and cultural
perspective.
Metzger, M., & Fleetwood, E. (in press). No sound no (cued) speech: A linguistic discussion of how Deaf people
process cued language. In C. LaSasso & J. Leybaert (Eds.), Studies of cued language and cued speech. San Diego, CA:
Plural Publishing.
Deaf User Perspective on the Use of American Sign Language or Contact Sign
When Using Video Relay Services
Status: Completed
Brooks, Erica (student) – Interpretation
Description:
This study investigates Deaf perspectives on language use when utilizing a video relay
services (VRS) interpreter. Because this research was done over a short period of time, the study was
limited to a group of 11 Deaf ASL users, ages 18–30. To avoid affecting the subjects’ responses by
having a hearing researcher in the room, the interviewer was a Deaf native ASL user. The
interviewer asked questions about the subjects’ backgrounds, their experience using VRS, and how
they felt about their language in this setting. Each interview was recorded and then reviewed to
discover patterns in their responses.
The results of this study identified eight responses given by the participants. Participants
switched to Contact Sign in the following situations:
•
•
•
•
•
•
•
•
when the call was perceived to be important
when the location being called was considered formal
when a word or phrase required emphasis (such as a negation)
when the interpreter’s signing was perceived as not being ASL
when the age of the interpreter was either very young or very old
when the interpreter’s facial expression indicated that he/she did not understand the
caller
when the interpreter’s attitude was perceived as unfavorable
to directly quote a person or document
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Lastly, one subject asserted that he never used Contact Sign for any reason. However, upon
further analysis it was discovered that he used Contact Sign at several points during the interview.
Brooks, E. (2007). Deaf user perspective on the use of American Sign Language or contact sign when using video relay services. Final
project, Department of Interpretation, Gallaudet University, Washington, DC.
Brooks, E. (2007, December). Deaf user perspective on the use of American Sign Language or contact sign when using video relay
services. Presentation to the Department of Interpretation, Gallaudet University, Washington, DC.
Discourse Analysis (Focus on Nonmanual Signals in ASL)
Status: Ongoing
Begin date: 1996
Bridges, Byron – Lamar University, Deaf Studies and Deaf Education Department
Andrews, Jean – Lamar University, Deaf Studies and Deaf Education Department
Description:
This project is designed to investigate signed discourse with an emphasis on nonmanual signals.
Explorations of Sounds: Language Contact and Lexical Borrowing of
Onomatopoeias in ASL
Status: Completed
Dyke, Davis (student) – Interpretation
Jones, Emily (student) – Interpretation
Description:
The purpose of this research was to explore the significance of onomatopoetic sounds in
ASL in regards to the borrowing of their English counterparts. This is significant to research
because there is minimal research in this field of context in ASL, although these sounds can be
observed naturally. Examples of these sounds include: hehe, muah, pow, and pfft. It is important to
understand these language features in ASL because of the close connection between English and
ASL. This research will delve into exploratory findings of the use of a preselected list of naturally
observed sounds. Whether on a technical device, such as a pager, or the computer, these sounds are
grossly ingrained in the cultural use of the language and dividing genders.
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Status: Completed
End date: May 2008
Brooks, Erica (student) – Interpretation
Cox, Ashley (student) – Interpretation
Jones, Emily (student) – Interpretation
Mathers, Eric (student) – Linguistics
Description:
This project explored the affect of gender on a given interpreted monologue to examine
consumer preferences. The study will contribute to an understanding of how gender does, or does
not, influence the interpretation of a formal, public speech. Until this point it has been assumed that
matching the sex of the speaker to that of the interpreter would be preferable; however, this is based
on anecdotal articles rather than on empirical research, which provides interpreters with only
speculation. With this in mind, it was necessary to conduct qualitative research to determine if these
opinions and beliefs are truly applicable to interpreters and their work.
The resounding theme from the data of the Deaf and hearing participants alike was that the
quality of the interpretation was more important than the gender of the interpreter. However,
deciding on the quality of the interpretation was approached differently by hearing and Deaf
participants.
Interactive Interpreting
Status: Completed
End date: June 1, 2008
Roy, Cynthia – Interpretation
Description:
This project investigates face-to-face interpreted encounters in medical, mental health, legal,
educational, government, and business settings from a discourse perspective. The researchers
propose to video record 15–30 interpreted encounters and analyze them using discourse analysis
methodology from various linguistic perspectives. They aim to account for interpreter-mediated
conversation as a mode of communication, interpreters’ perceptions of their responsibilities, and
what interpreters do and what others expect them to do in face-to-face, institutional encounters.
Metzger, M., & Roy, C. (2008, March). Telling stories and building bridges: Narratives and identity in interpreters’ discourse. Paper
presentation at the Georgetown University Round Table on Languages and Linguistics, Washington, DC.
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The Interpretation of I. King Jordanʼs Sign Name
Status: Completed
Ktejik, Michelle (student) – Interpretation
Description:
The Interpretation of I. King Jordan’s sign name discusses how professional interpreters interpreted
I. King Jordan’s sign name into spoken English during the Unity for Gallaudet (UFG) Protest of
2006. During that time period Jordan’s sign name, which had been established for many years, was
changed by the Deaf community. This is a rare occurrence in the Deaf community, and the change
reflected the community’s changing view toward him. Therefore, the use of Jordan’s sign name—
either the old or the new—carried heavy connotations. This research focused on the various
elements (audience, environment, speaker’s intent, etc.) that influenced the interpretation of I. King
Jordan’s sign name. For this project, 10 professional interpreters were interviewed. Nine of them
had worked at Gallaudet during the UFG Protest. In the interviews, they discussed various
interpretations of I. King Jordan’s sign name. These interviews were analyzed for patterns of the
interpreters’ thought processes while making their interpreting choices.
Interpreting in Educational Settings
Status: Ongoing
Begin date: 1996
Fleetwood, Earl – Sign Language Associates, Inc.
Description:
This project investigates interpreting in educational settings and visual learning via mediated
discourse.
Metzger, M. (2008, September). Educational interpreting defined. Presentation to the Fairfax County Public Schools, VA.
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Theatrical Team Interpreting: Two Parts to One Whole
Status: Completed
End date: January 2008
Gumpl, Michelle (student) – Interpretation
Mills-Lopez, Melissa (student) – Interpretation
Description:
This research project explored Deaf people’s opinions about an interpretation technique
used during a theatrical performance at Walt Disney World. The technique involved two interpreters
combining one-hand movements for several ASL signs. Research on the likes and dislikes of Deaf
people in the field of theatrical interpreting is rare. Ten subjects were asked their opinions on a fourminute clip of the interpreted performance, specifically asking whether or not participants liked the
interpretation strategy used. This kind of research is important to the field of interpreting because
minimal research has been done seeking the opinions and perspectives of Deaf consumers.
Results revealed that while 9 out of 10 people said they liked the technique, 4 out of 10
participants said they do not want to see it again. Seven out of ten participants could not accurately
summarize the meaning of the song. This revealed that, while interesting to watch, the technique
was not clear for the participants in this study. Although they enjoyed it and found it interesting,
their summaries of the song did not match its concepts. Therefore, for these participants, it was an
ineffective interpreting strategy. More research on theatrical interpreting is needed, specifically as it
relates to consumer preferences—both aesthetically and linguistically.
What Are Indicators of Questions in ASL and Tactile ASL?
Status: Ongoing
Begin date:
End date:
Dively, Valerie – Interpretation
Petronio, Karen –Eastern Kentucky University, Interpreting Training Program
Description:
The project further examines the forms of questions in ASL and Tactile ASL with the use of
a large NSF corpus of data in ASL groups and a large NSF-funded corpus of Tactile ASL interviews.
Funding source: NSF grant SBR-9910714; ASL data came from other research supported by NSF
grants SBR-9310116 and SBR-9709522
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Library
It Takes a Village
See English.
Status: Ongoing
Begin date: 2004
Gates, Diana – Library
Description:
This project is a book reprinting of Lydia Sigourney’s poems and sketches about Deaf
people and the American Asylum in Hartford, including poems about Alice Cogswell, Mason Fitch
Cogswell, Thomas Hopkins Gallaudet, Julia Brace, and Laura Bridgman. An introduction places
Sigourney and her work in antebellum American literature.
Linguistics
Assimilation Patterns in Fingerspelling
Status: Ongoing
End date: May 2009
Fuller, Jennifer (student) – Linguistics
Description:
This project examines the interaction between the fingerspelled signs P, G, and H and all
other signs in the manual alphabet with regard to palm orientation. Several possible constraints are
considered in the analysis (including tenodesis, the theory of ease of articulation), as well as deaf
signers’ use of orthographic structure in reading. Data is currently being collected from prerecorded
narratives of deaf signers from the TV series Deaf Mosaic. Approximately 200 words have been
coded. Data was also recently collected from videotapes of 14 Deaf signers asked to complete a
series of elicitation tasks which included the following: discussing several everyday topics, which
normally include fingerspelled words, such as TV shows, movies, and cars; retelling 12 comic strip
stories with words that included P, G, and H in the initial, medial, and final position of words; and
fingerspelling the target signs P, G, and H in isolation from individual note cards. It is hoped that
the findings of this study will be used to identify specific patterns in fingerspelling that will ultimately
improve curricula for fingerspelling courses, interpreter training, and sign language recognition
software.
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A Basic Grammar of Croatian Sign Language (HZJ)
Status: Ongoing
Wilbur, Ronnie – Purdue University, Speech,
Language and Hearing Sciences
Chen Pichler, Deborah – Linguistics
Vulje, Martina – University of Zagreb
Milkovic, Marina – University of Zagreb
Kuhn, Nina – Independent consultant
Alibasic, Tamara – Split, Croatia
Pribanic, Ljubica – University of Zagreb
Description:
Five-year NSF funding for this project was granted in May 2004 and research teams were
assembled in the United States (at Purdue University and Gallaudet University) and in Croatia (in
Split and the University of Zagreb in Zagreb, Croatia.) Several trips for data collection and training
of Croatian personnel have been completed. The goal of the project continues to be to analyze
grammatical structures of Croatian Sign Language—Hrvatski Znakovni Jezik (HZJ)—for eventual
development of a published grammar text. Text will be used for further linguistic research of HZJ as
well as for training of HZJ interpreters in Croatia.
Funding source: NSF
Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, Lj., & Vulje, M. (2007). Possession et existence en trois langues
signées. In A.M. Berthonneau, G. Dal, & A. Risler (Eds.), Silexicales: No. 5. Syntaxe, interpretation, lexique des langues
signées. Villeneuve d’Ascq, France: Université Charles-de-Gaulle–Lille 3.
Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2008). Possession and existence in three sign languages. In
R.M. de Quadros (Ed.), Sign languages: Spinning and unraveling the past, present, and future from TISLR9. Petropolis, Brazil:
Editorar Arara Azul.
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Developing a Theoretical Framework for American Sign Language Assessment
Tests
Status: Ongoing
Begin date: February 2008
Dudis, Paul – Linguistics
Paludneviciene, Raylene – Psychology
Hauser, Peter – NTID
Description:
Language assessment is a necessary component of any program concerned with language
development and proficiency. Assessment tools are used in these programs for various purposes—
including evaluation for language class placement—and are part of linguistic diagnostics packages as
well. Unfortunately, resources for the assessment of ASL proficiency are relatively scarce, putting
ASL programs for deaf children at a disadvantage. Currently the field of language testing does not
have a clear understanding of how ASL-based tests might be similar to, and/or different from,
English-based tests. The main goal is to consider and develop a theoretical framework with which to
produce ASL proficiency tests. The studies that comprise this project would make significant
contributions toward establishing working guidelines for test developers aiming to measure ASL
skills in different populations.
Paludneviciene, R., Dudis, P., & Hauser, P.C. (submitted). Issues in sign language assessment. In M. Marschark & P.E.
Spencer (Eds.), Oxford handbook of deaf studies, language and education, Vol. 2. New York: Oxford University Press.
Effects of Bilingualism on Word Order and Information Packaging in ASL
Status: Ongoing
End date: May 31, 2009
Lillo-Martin, Diane – University of Connecticut,
Storrs
Description:
Information packaging refers to the ways in which speakers organize old and new
information during discourse with an interlocutor. These serve a discourse/pragmatic function, yet
they are encoded in sentence structure or prosody. For this reason, information packaging falls
under the category of interface phenomena, spanning the otherwise autonomous domains of
discourse/pragmatics, syntax, and phonology. Interface phenomena are typically difficult to acquire,
exhibiting protracted periods of error in both child (L1) and adult (L2) learners. They are also prime
contexts for interlanguage transfer in bilingual and second language acquisition. This proposal
focuses on the acquisition by ASL monolinguals and ASL/English bilinguals of two aspects of
information packaging: topicalization and focus. The inquiry necessarily begins with identification of
the word order patterns used by ASL monolinguals and ASL/English bilinguals in their earliest
multi-unit combinations. Only then is it possible to determine the ways in which children
subsequently modify word order to encode discourse functions. In addition, inclusion of both
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mono- and bilingual signers allows investigation of possible cross-modality transfer effects between
English and ASL. Recent influential predictions about the domains in which bilingual cross-linguistic
transfer is expected are based solely on observation of spoken language bilinguals. Bilingualism
across two modalities presents opportunities for a wider variety of potential transfer effects than
traditional monomodal bilingualism, and can thus serve as a crucial test case for refining this aspect
of linguistic theory.
Data collected and transcribed under this project is currently serving as the basis for two
independent study research projects by linguistics Ph.D. students, with the possibility of leading
eventually to dissertation research on topics of bimodal bilingualism.
Chen Pichler, D. (2008, September). Bimodal bilingualism. Gallaudet Research Institute First Wednesday Seminar Series,
Gallaudet University, Washington, DC.
Chen Pichler, D. (submitted). Using early ASL word order to shed light on word order variability in sign language. In A.
Merete, K. Bentzen & M. Westergaard (Eds.), Optionality in the input: Papers from the GLOW XXX workshop. New
York: Springer.
Chen Pichler, D., & Quinn, L. (2008, August). Two sources for ASL-English mixing by young bimodal bilinguals. Poster presentation at
the XI International Congress for the Study of Child Language (IASCL), University of Edinburgh, Scotland.
Lillo-Martin, D., & Chen Pichler, D. (2008, June). Development of sign language acquisition corpora. Presentation at the 3rd
Workshop on the Representation and Processing of Sign Languages: Construction and Exploitation of Sign
Language Corpora, Marrakesh, Morocco.
See Interpretation.
See Psychology.
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Status: Ongoing
Lucas, Ceil – Linguistics
McCaskill, Carolyn – ASL and Deaf Studies
Bayley, Robert – Linguistics
Hogue, Randall (student) – Linguistics
Baldwin, Pamela – Community member
Dummett, Roxanne – Gallaudet University alumna
Hill, Joseph (student) – Linguistics
Description:
This project is an investigation of the history of Black ASL and of the linguistic features that
make it a separate variety of ASL. Data has been collected in 6 of the 17 states that had separate
schools or departments for black deaf children: North Carolina, Louisiana, Alabama, Texas,
Arkansas, and Virginia. Conversations and interviews have been videotaped with people over 50
years of age who went to segregated schools and with people under 35 years of age who went to
integrated schools. The data are now being analyzed, and dissemination via conference presentations
has begun.
Funding source: Spencer Foundation (2007–2008), NSF (2008–2010)
Lucas, C. (2008, April). The history and structure of Black ASL. Presentation at the eastern regional meeting of the National
Black Deaf Advocates, Washington, DC.
Is There Such a Thing as a “Sentence” in ASL?
Status: Completed
Begin date: February 2008
Hochgesang, Julie (student) – Linguistics
End date: May 2008
Mulrooney, Kristin – Linguistics
Description:
In the pilot study, “Is there even a ‘sentence’ in ASL?” 21 Deaf native/early ASL users were
interviewed about their perceptions of ASL and the concept of a “sentence” in ASL. They were also
instructed to identify where sentences end in three filmed ASL narratives. This data was collected to
address current issues in representing data in sign language transcription. Transcribing signed
languages is a major challenge for the sign language linguist. The decisions made may influence the
analysis and ultimately knowledge about sign languages (e.g., what is taught in interpreter training
programs). One such decision is how to divide language data into sentences, even though the concept
of a sentence is difficult to define. The pilot study attempted to inform this process by eliciting
intuitions of native/early signers on sentence boundaries in one ASL narrative. The narrative used in
the study was also used by three different groups of linguists. Each group created their own
transcripts, which attempt to represent the ASL narrative. These representations differ in where
sentence boundaries are marked. The intuitions of the native/early signers of sentence boundaries
were then compared to the linguists’ transcripts. Although analysis is still ongoing, the investigator has
found that the intuitions of native/early signers can be beneficial in providing insight on the linguists’
transcriptive decisions. There were instances, for example, where there was agreement among the
participants about where a sentence boundary was, but these boundaries did not appear in any of the
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three research transcripts. This provides some evidence that current transcription practices should be
examined to determine whether they accurately represent the sign language data.
See Psychology.
Lexical Variation in Chinese Sign Language: Language Planning and
Standardization for Postsecondary Education
See Educational Foundations and Research.
Perception of Phonological Structure in American Sign Language
Status: Ongoing
Mathur, Gaurav – Linguistics
Description:
The study investigates how language experience and parameters of phonological structure
affect perception in ASL. To examine perception, the study uses a number of experimental
techniques in psycholinguistics. One technique, primed lexical decision, determines whether one sign
facilitates the recognition of another sign if they share a parameter in common. Another technique,
primed phonological matching, determines whether participants can detect a slight phonological
difference between the two signs produced by different signers. To evaluate the effects of language
experience, performance on these tasks are compared across both Deaf and hearing individuals in
several groups: those exposed to ASL from birth; those exposed to ASL after five years of age; and
those with no prior ASL exposure. The study helps to identify aspects of linguistic structure
prominent in perception and to determine the degrees of signed language fluency with respect to
perception, which can be applied toward language assessment.
Funding source: GRI Priority Fund, Economic and Social Research Council-Social Science
Research Council (ESRC-SSRC) Collaborative Visiting Fellowship (University College London)
Best, C., Mathur, G., Miranda, K., & Lillo-Martin, D. (submitted). Effects of sign language experience on categorical
perception of dynamic ASL pseudosigns. Perception and Psychophysics.
Mathur, G. (2008, June). Investigating phonological structure in ASL through experimental techniques in psycholinguistics. Presentation
at the Deafness, Cognition and Language Research Centre, University College London, England.
Mathur, G. (2008, June). Primed phonological matching in ASL: Experimental design. Presentation at the first SignTyp
Conference, University of Connecticut, Storrs.
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Possessives and Existentials in ASL
Status: Ongoing
Wilbur, Ronnie – Purdue University, Speech,
Language and Hearing Sciences
Vulje, Martina – University of Zagreb, Croatia
Pribanic, Ljubica – University of Zagreb
Schalber, Katharina – Vienna, Austria
Hochgesang, Julie (student) – Linguistics
Description:
Led by Dr. Ulrike Zeshan of the University of Centre Lancashire and the International
Centre for Sign Language and Deaf Studies in Preston, UK, researchers in this project are
participating in a large cross-linguistic study on possessives and existentials in 25 different sign
languages of the world. Sign language data collected at Gallaudet is being compared with that of
other sign languages (specifically, Croatian Sign Language and Austrian Sign Language) and will
contribute to a future online video database hosted at the Max Plank Institute for Psycholinguistics.
Funding source: NSF and Purdue University
Chen Pichler, D., & Hochgesang, J. (in press). An overview of possessives and existentials in American Sign Language.
In U. Zeshan & P. Perniss (Eds.), Sign Language Typology Series: No. 2. Possessive and existential constructions in sign
languages. Nijmegen, The Netherlands: Ishara Press.
Production of Movement in Users of American Sign Language and Its Influence
on Being Identified as “Non-Native”
Status: Ongoing
Goeke, Amber (student) – Linguistics
Description:
This project investigates the differences in the signing of ASL native users and second
language users, and how these differences affect outsiders’ perception of “accent.”
The project will be focusing on the parameter of movement in native and second language
production. Once production participants are filmed, their films will be viewed by native ASL users
who will be asked to identify which participants are native and which are non-native. The researcher
will use these perceptions as well as her own analysis of specific movement subfeatures to determine
whether the subfeatures in question (speed, size, and joint movement) have any bearing on whether
or not a signer is seen as native or non-native.
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Signing With an Accent: ASL L2 Phonology
Status: Ongoing
Students of LIN 812 class – Linguistics
Description:
This project investigates the phenomenon of “sign accent,” or systematic phonological
errors made by signers acquiring ASL as a second language (L2). This topic has been virtually
ignored in the sign language literature, despite extensive discussion of accent in spoken L2s and a
common assumption that some counterpart exists for signed L2. The investigations focus on
handshape, approaching the phenomenon of L2 signing accent from two different perspectives. A
“production component” explores nonsigning subjects’ ability to accurately reproduce ASL signs,
while a “rating component” compares the ability of native and non-native ASL signers to identify
accented L2 signing, based primarily on handshape.
Chen Pichler, D. (2008, February 29–March 1). Signing with an accent: Second language (L2) ASL phonology. Presentation at
Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil Rights, Creativity,
Swarthmore College, Swarthmore, PA.
Chen Pichler, D. (submitted). Signing with an accent: Second language (L2) ASL phonology. In D.J. Napoli & G.
Mathur (Eds.), Deaf around the world: Papers from the conference at Swarthmore College.
Mathematics and Computer Science
Equivariant Cross Sections of Quaternionic Stiefel Manifolds
Status: Ongoing
Obiedat, Mohammad – Mathematics and Computer Science
Description:
A solution for the G-equivariant quaternionic vector fields problem on S(M) is given, where
G is a finite group with no type-H real irreducibles and M is a quaternionic representation space of
G with a non-zero fixed point set.
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Jump Searching of Lattice Data Structures
Status: Completed
Obiedat, Mohammad – Mathematics and Computer Science
Description:
This project aims to devise a searching algorithm with lattice structure that has O(log n)
performance. An article is in preparation.
Obiedat, M. (submitted). Jump searching of lattice data structures. Acta Informatica.
Physical Education and Recreation
Motivations and Goals of Owners, Managers, and Counselors of Planned
Recreational Programs for Deaf and Hard of Hearing Children
Status: Ongoing
Oliva, Gina A. – Physical Education and Recreation
Description:
There are approximately 70 known summer camps for deaf and hard of hearing children and
youth around the United States. In addition, weekend programs directed at mainstreamed deaf and
hard of hearing youth are emerging around the United States, as education and mental health
professionals strive to provide the crucial social experiences that are frequently lacking in
mainstream settings.
This study is the first to focus on this phenomenon and is now in its third year. Given the
dearth of research on these programs, the focus is on the foundation of the program—the
administrators, the program staff, and the actual activities offered. What are the motivations and
goals of owners, managers, and counselors of summer and weekend programs for deaf and hard of
hearing children? How are these motivations and goals reflected in staffing patterns (qualifications,
training provided, expectations), actual activities, perception of ongoing challenges, and marketing
efforts? To what extent do these patterns, activities, and perceptions include sensitivity to, and a
special effort toward, solitary and almost solitary children and youth?
This qualitative study attempts to answer these and other questions, to provide a rich
description of the current state of affairs, and promote further study of various elements of this
phenomenon. The 2007-2008 activities followed the 2005-2006 activities. Seven additional summer
and weekend programs were observed and 11 manager/counselor interviews were completed. In
addition, 17 college students were interviewed about their summer camp experiences in retrospect.
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During the 2007-2008 academic year, the researcher engaged undergraduate recreation
majors in volunteering at a weekend program in Wisconsin, and plans are currently underway in fall
2008 to plan several new summer programs to address the needs of solitary and almost solitary
children and youth through Gallaudet’s Enrollment Marketing unit.
Oliva, G. (2008, July). Summer programs for deaf and hard of hearing youth: Where they are, what they do, what they need.
Presentation at the National Association of the Deaf Youth Leadership Camp, Stayton, OR.
Oliva, G. (2008, September). Afterschool/weekend/summer/programs—Keys to healthy, happy hard of hearing and deaf children.
Presentation at the 5th annual banquet of WHOLE ME Inc., Syracuse, NY.
Psychology
Adolescents and Cochlear Implants: Psychosocial Issues
Status: Ongoing
Begin date: August 1, 2002
Leigh, Irene – Psychology
Christiansen, John – Sociology
Maxwell-McCaw, Deborah – Psychology
Bat-Chava, Yael – Department of Youth and
Community Development, New York
City
Description:
This project compares the psychosocial adjustment of a sample of deaf adolescents who have
had cochlear implants for at least three years with nonimplanted adolescents. Having the implant, in
conjunction with several demographic variables, is hypothesized to correlate with deaf-hearing cultural
identity as well as social and academic functioning. This project is currently in press and will be presented
at a conference in October 2008.
Leigh, I.W., McCaw, D., Bat-Chava, Y., & Christiansen, J.B. (in press). Correlates of psychosocial adjustment among deaf
adolescents with and without cochlear implants: A preliminary investigation. Journal of Deaf Studies and Deaf Education.
Assessment of Deaf and Hard of Hearing Children and Adolescents
Status: Ongoing
Begin date: 2005
Miller, Margery – Psychology
Thomas-Presswood, Tania – Psychology
Hauser, Peter – Rochester Institute of
Technology (RIT)
Lukomski, Jennifer – RIT
Description:
The researchers are writing a book on cognitive assessment of deaf and hard of hearing children
based on current research. The project is still in progress.
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Attachment State of Mind and Parental Resolution of the Diagnosis of Child
Status: Completed
Begin date: December 2007
Adams, Elizabeth (student) – Psychology
Brice, Patrick – Psychology
Description:
This study explored the use of the Reaction to Diagnosis Interview (RDI) with parents of
children diagnosed with hearing loss. Based on the tenets of attachment theory, the RDI measures
parental resolution of the trauma associated with their child receiving a diagnosis. Parents who can
successfully cope with the emotional responses of receiving a diagnosis for their children are considered
to have “resolved” the trauma associated with that event. This study also explored characteristics of
parents that may influence resolution of the diagnosis of deafness. Specifically, the study examined how
parental resolution of a diagnosis, as measured by the RDI, is related to parental attachment
representations as measured by the Adult Attachment Interview (AAI).
A Chi Square goodness of fit test was performed to compare the rates of resolved and
unresolved classifications for parents in the current study to those found in previous samples. For the
current sample, 60% of the mothers were classified as resolved, and 40% were classified as unresolved in
terms of their child’s diagnosis. The percentages of the resolved and unresolved categories in this sample
were compared with percentages found in previous research investigating both mothers of children
diagnosed with epilepsy and those diagnosed with cerebral palsy (Pianta et al., 1996).
When compared with mothers of children diagnosed with cerebral palsy, the relative frequencies
of Resolved/Unresolved were statistically significant (χ2 (1) = 7.890, p > .05). When compared with
mothers of children diagnosed with epilepsy, the relative frequencies of Resolved/Unresolved were not
statistically significant (χ2 (1) = 0.495, p < .05).
A Chi Square goodness of fit test was also performed to compare the rates of secure and
insecure AAI classifications for parents in the current study to those found in previous samples. For the
current sample, 70% were classified as secure, and 30% were classified as insecure. The observed
percentages were compared with global norms for nonclinical mothers provided by van Ijzendoorn and
Bakermans-Kranenburg (1996). The Chi Square analysis revealed significant differences between
expected and observed percentages (χ2 (1) = 9.091, p > .05).
A Chi Square test of independence was performed to test the association between RDI
classification and AAI classification for the parent participants. The Chi Square test of independence was
not significant (χ2 (1) = 1.270, p = .260).
It was hypothesized that the RDI may be a useful tool to examine parental responses to a
diagnosis of deafness. Results of data analysis support the idea that percentages of resolved and
unresolved classifications for parents of children diagnosed with hearing loss are similar to those found
in other populations, specifically those found in mothers of children diagnosed with epilepsy. Results
also indicated that there were more mothers categorized as resolved compared to percentages found in
previous studies, such as those exploring responses of mothers of children diagnosed with cerebral palsy.
In general, it is believed that the results support the use of the RDI with mothers of children
diagnosed with hearing loss. Additional research may utilize this interview and classification system to
further investigate the patterns of parents in this population.
Results did not support an association between parental AAI classification and RDI
classification. The results of this sample indicate that mothers classified as resolved on the RDI are more
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likely to be classified as secure on the AAI, but these results are not robust. Previous research exploring
the association between the AAI classifications and RDI classifications has produced similar results
(Morog, 1996; Pianta et. Al., 1996). As well, research has found an established link between RDI
classification and child attachment classification (Pianta et al., 1996). Work is currently in progress with
this data investigating this association.
Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness. Presentation at
the annual convention of the American Psychological Association, Boston.
Autism Spectrum Disorders and Deafness: Cultural Influence or Cultural
Confusion
Status: Completed
End date: May 2008
Szymanski, Christen (student) – Psychology
Description:
One of the most well known and one of the most severe disorders that afflicts children is autism.
Autism is one subgroup in a greater cluster of pervasive developmental disorders that afflicts and is
diagnosed in over 1.5 million individuals each year (Autism Society of America, 2006) with recent reports
estimating as many as 1 in 150 children as having autism (Centers for Disease Control, 2007). However,
little research is available on those children who are both deaf and autistic. This project collected
descriptive data on 19 families that had a deaf child diagnosed with autism. Sixteen of the children had
deaf parents; three had hearing parents. Parents were asked to complete a survey that included basic
demographic information, in-depth questions touching on commonly believed stereotypes of autism,
and commonly used items from established measures for autism. Results indicated that, while deafness
and autism can and do co-occur, the children who participated in the study did not meet the same criteria
or characteristics one would expect in a child with autism. In fact, several key characteristics of
stereotypical behavior and communication impairments did not meet the level of deficiency required for
a diagnosis of autism. Questions are raised as to a possible cultural influence in the scores of these
children. Further research is pending.
Szymanski, C., & Brice, P. (2008). Know the signs: Characteristics of autism in deaf children. Odyssey: New Directions in Deaf
Education, 9(1), 12-13.
Szymanski, C., & Brice, P. (2008). When autism and deafness coexist in children: What we know now. Odyssey: New Directions in
Deaf Education, 9(1), 10-15.
Szymanski, C. (2008, February). Deaf children with Autism Spectrum Disorders: Cultural influence or cultural confusion? Presentation at
Gallaudet Research Institute First Wednesday Seminar Series, Gallaudet University, Washington, DC.
Szymanski, C. (2008, July). When autism and deafness coexist. Presentation at the national conference and exposition of the Autism
Society of America, Orlando, FL.
Szymanski, C. (2008, August). Autism and deafness: What do we really know? Presentation at the annual convention of the
American Psychological Association, Boston.
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Cochlear Implants and Gallaudet University
See Sociology.
Comparison of Traumatic Stress Symptoms in Deaf and Hearing College
Students
Status: Ongoing
End date: May 2009
Nead, Daniel (student) – Psychology
Description:
The research project samples deaf college students’ exposure to, or lack of exposure to,
traumatic events and any resulting psychological sequelae. This data will be used to help standardize
the measures for use with deaf populations and to better assess deaf people’s experience with trauma
and how to provide appropriate services. The results will also be applied to current theories of the
development of traumatic stress symptoms and disorders as well as help determine factors which
influence the etiology, progression, and treatment of related disorders. Data collection is currently in
progress.
Demographic Characteristics of Deaf Persons With Schizophrenia
Status: Completed
End date: May 2008
Mompremier, LaNina (student) –
Psychology
Gutman, Virginia – Psychology
Galvan, Dennis – Psychology
Description:
Little is known about the demographic composition of deaf persons with schizophrenia.
Previous research on schizophrenia in deaf populations published in the United States has utilized
isolated local/regional samples, forcing clinicians to make wide generalizations in creating a
comprehensive picture of this population. The current study attempts to address the dearth of
demographic information by surveying mental health professionals who serve deaf clients with
schizophrenia across the nation. Clinicians were asked to provide an estimate of the prevalence of
various characteristics among current or former deaf clients with schizophrenia. In addition,
information regarding the qualifications, training, and the level of experience in working with deaf
clients was obtained from the clinicians who responded. Seventy clinicians responded to the survey
online or by mail. Results provided demographic data on clinicians as well as the clients they serve.
Clients served by respondents mirrored many of the demographic characteristics and
social/occupational dysfunction of hearing populations, as well as early adult age of onset.
Respondents also indicated that most clients were compliant with medication and therapy
interventions, and few clients were violent/threatening toward others, experienced legal issues or
incarceration, or experienced multiple hospitalizations within one year. Clients exhibited symptoms
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that were characterized most as Schizophrenia Paranoid Type or Schizophrenia Undifferentiated
Type. Findings provide valuable estimates of the current demographics of deaf persons diagnosed
with schizophrenia, as well as their providers. More comprehensive studies are needed to provide
actual numerical percentages of demographics of this population.
Funding source: GRI Small Grant, Schizophrenia International Research Society Travel Award
Gutman, V., Mompremier, L. (2008, June). Demographics of deaf persons with schizophrenia. Poster presentation at the 1st
conference of the Schizophrenia International Research Society, Venice, Italy.
Developing a Theoretical Framework for American Sign Language Assessment
Tests
See Linguistics.
Exploring the Experiences of Deaf Parents Who Raise Hearing Children: A
Qualitative Study Using Phenomenological Methods
Status: Completed
End date: May 2008
Lawson, Angelia (intern) – Psychology
Description:
A paucity of research exists related to Deaf parents who raise hearing children, particularly
from the parents’ perspective. This study aimed to generate more knowledge about this topic using
the phenomenological qualitative research methods, which are meant to describe participants’
experiences in a way that reflects their subjective realities. The generation of knowledge and
hypotheses in this area is needed because Deaf parents have largely been ignored in research, leading
people to make assumptions that may or may not be true and taking actions based on these
assumptions. To best serve and empower Deaf parents, the dissemination of their perspectives is
essential.
To accomplish this goal, the researcher recruited three Deaf parents with hearing children
from the Mid-Atlantic region of the United States. These three Deaf parents had at least one hearing
child living in the home between the ages of 7 and 18 years who also participated in the study
through the parent-child observations. The data collection methods consisted of a demographic
questionnaire, a semistructured interview conducted in American Sign Language (ASL), observations
of parent-child interactions, and solicited participant video journals.
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The major themes presented by the parents were adjusting to their children’s needs,
childhood interpreting, relationship with their family of origin, their children’s bilingualism and
biculturalism, the need for parenting resources, interactions with hearing individuals, flexibility in
communication methods, and parental positive coping strategies. Overall, these parents presented as
effective parents who focused on developing strong relationships with their children and viewed
them through a bicultural and bilingual perspective.
Lawson, A.M. (2008). Exploring the experiences of culturally deaf parents who are raising hearing children. Gallaudet University,
Washington, DC.
Status: Ongoing
Begin date: April 1, 2001
Mather, Susan – Linguistics
Emmorey, Karen – San Diego State University, School of Speech, Language, and Hearing Sciences
Holzrichter, Amanda – Foreign Languages, Literatures, and Cultures
Description:
In the first phase of this project, the researchers investigated whether pre-existing,
communicative gestural behavior serves as a bootstrapping mechanism for acquiring the
grammaticalized gestural elements of ASL (e.g., spatially modulated verbs and pronouns, role shift,
grammatical facial expressions) among adult hearing learners. More specifically, the goal was to
investigate whether the quality of co-speech gesture can serve as a diagnostic to predict ASL aptitude.
In the second phase of the project, the researchers are tracking the development of certain
space-related variables among beginning and intermediate hearing and deaf adult learners. To do
this, the researchers are collecting videotaped data from hearing and deaf learners. Subjects watch
several cartoon vignettes then retell the stories in ASL to another subject. The investigators have
developed a coding system to analyze the subjects’ use of role-shift, classifiers, and location within
ASL discourse.
Piñar, P., Galvan, D., & Mather, S. (2007, November). Gesture and mental imagery in ASL L-2 acquisition. Paper presentation
at the 32nd Boston University Conference on Language Development, Boston.
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Hearing Parents of Deaf Children: The Effects of Health Professionalsʼ Advice on
Parental Decision-Making
Status: Completed
Day, Lori (student) – Psychology
Description:
An important critique that developmental psychologist Urie Bronfenbrenner makes of
modern research is how disconnected most research fields are from all other fields. He therefore
calls for an integration of research and knowledge from multiple areas of study. The goal of this
study was to investigate how various health professional groups connect with the families they are
serving in relation to the identification of, and intervention with, deaf children. The importance of
studying factors farther removed from the child’s immediate environment, such as health
professional services, is often overlooked, but can be just as important as factors within a child’s
immediate environment, such as peer group and home environment. This is the first part of an
ongoing study designed to look at how the interaction between health professionals and hearing
parents of deaf children affects the development of the deaf child.
A survey was designed for this initial phase to obtain a thorough understanding of the kind
of advice parents receive from health professionals and how parents in turn make decisions about
services and interventions for their deaf child. Exploratory factor analysis conducted on the survey
questions yielded five underlying factors: (a) parental perception of support and decisions, (b)
influences on decision-making, (c) parental involvement and treatment goals, (d) amount of
information available, and (e) intervention and treatment options.
Day, L. (2008, February). Hearing parents of deaf children: The effects of health professionals’ advice on parental decision-making. Poster
presentation at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA.
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Internal Consistency and Factor Structure of the Revised Conflict Tactics Scales
With a Sample of Deaf Female College Students
Status: Ongoing
Anderson, Melissa L. (student) – Psychology
Description:
The Revised Conflict Tactics Scales (CTS2) is a measure that is frequently used to identify
cases of intimate partner violence within the hearing population. However, the CTS2 has yet to be
used with deaf individuals. To ensure that the CTS2 is an appropriate measure to assess intimate
partner violence within the deaf community, it is necessary to analyze if it is reliable and valid when
used with deaf individuals. The goal of the present study is to administer the CTS2 to a sample of
100 deaf female college students from Gallaudet University and investigate its internal consistency
reliability and factor structure.
Data collection began in fall 2008. Data has been collected from 40 participants. Statistical
analysis and a report of the findings are expected to occur in spring 2009.
An Investigation of Variables From the Adult Attachment Interview With Deaf and
Hearing Parents in Predicting Child Attachment, Adjustment, and Self-Concept
Status: Ongoing
Begin date: December 2007
Description:
This project involved training a researcher in the scoring of the Adult Attachment Interview
(AAI) to obtain reliability information on the scoring of the AAI when it is used with hearing
parents of deaf children. A second goal was to provide additional scoring of variables involved in
attachment to examine whether they can help predict attachment in children of deaf mothers.
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Status: Ongoing
Taub, Sarah – Linguistics
Description:
This project’s goals are to establish a corpus of speech/gesture and signing in typologically
different languages (English, Spanish, and ASL) and to compare—quantitatively and qualitatively—how
these languages typically express motion information. Taking motion events as a test case, linguists have
established groupings of languages based on what information they express and their means for
expressing it (Talmy, 1985). These differences lead to differences in rhetorical style and total information
conveyed at the narrative level (Slobin, 1996). Yet, overall, these studies have not looked at gesture.
McNeill (1992) showed that gesture accompanying speech supplies much additional information.
Comparative work should focus on speech/gesture combinations; and signed languages should
be compared to speech/gesture rather than speech alone (cf. Liddell, 1995). This project will bring signed
languages into a fully universal linguistic typology. The investigators hypothesize that if gesture is
considered, languages are approximately equivalent in amount and type of information expressed.
Applications will aid translation/interpretation and second language teaching; explicit knowledge of
language-specific principles for conceptual expression will enhance the current strategy of intuitive
learning.
Taub, S., Galvan, D., & Piñar, P. (in press). The role of gesture in cross-modal typological studies. Cognitive Linguistics.
The Nature of News: Donʼt Shoot the Messenger, Deaf Style
Status: Completed
End date: March 2008
Kobek Pezzarossi, Caroline (intern) – Psychology
Description:
It has long been known that giving bad news produces anxiety in the sender. In fact, the
common saying, “Don’t shoot the messenger” clearly illustrates the discomfort of sharing news that is
perceived as negative. Conversely, within the Deaf community, directness is highly valued and
considered to be polite. The goal of this research was to study the characteristics of bad news in a
cultural context, specifically within the Deaf culture. In this study, Deaf college students were asked to
give bad news as well as good news in the form of course grades. Three variables were studied: latency,
duration, and units of information. Results indicated that duration was found to be significantly longer in
giving bad news than in giving good news. This study attempts to incorporate the cultural values of the
Deaf community into giving news that is potentially negative, traumatic, or disturbing for the recipient.
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Parental Attachment Representations and Child Attachment, Self-Concept, and
Adjustment in Hearing Families With Deaf Children
Status: Ongoing
Buchanan, Talibah – Mental Health Center
Description:
The purpose of this study was twofold. The first goal was to examine how a parent’s views
and perspectives on attachment relationships influence a deaf child’s development, particularly the
child’s sense of self and attachment, as well as the child’s general social adjustment. The second
portion of this study focused on the concordance of attachment between deaf children and their
hearing siblings to determine if the same rates of concordance exist in mixed deaf/hearing sibling
pairs that exist with hearing siblings in the general population. The study, as a whole, touches
Gallaudet’s research priorities of the psychosocial development of deaf children and family
relationships. Participants included all immediate members of hearing families with deaf or hard of
hearing children. Hearing parents of deaf or hard of hearing children were asked to complete
background and behavioral questionnaires about themselves and their children. They were then
interviewed with a measure of adult attachment. All of the children in the family were assessed with
an attachment interview that was considered to be developmentally appropriate.
The investigators have completed the data collection portion of this project and have
analyzed the sibling concordance. Preliminary results revealed similar concordance rates for mixed
sibling dyads as those found in hearing sibling dyads. They are now working to score and analyze the
remainder of the family data. The data was also used in a doctoral student’s research project in
which she looked at the relationship between the parental reaction to diagnosis and attachment
classification. Further results are in process.
Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness.
Presentation at the annual convention of the American Psychological Association, Boston.
The Relationship Between Perceived Parenting Style and Sexual Health in Deaf
and Hard of Hearing College Students
Status: Ongoing
Klein, Leslie (student) – Psychology
Description:
Family processes have been studied extensively as central factors in influencing the sexual
health behaviors of adolescents and young adults. There has been no attempt to explore this topic
with respect to deaf and hard of hearing individuals. Because deaf and hard of hearing individuals
are suspected to be at a higher risk for HIV and STD transmission, such an investigation was
essential. Parenting style is one such family variable that has been used with respect to exploring
sexual health behavior. This study investigated the relationship between perceived parenting style
and sexual health in deaf or hard of hearing young adults, specifically college students. This study
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used a convenience sample of deaf and hard of hearing students recruited at Gallaudet University
between the ages of 18 and 25. Data was collected via an online survey managed on the Web site,
PsychData. The survey consisted of two measures and demographic questions. The first measure,
The Revised Parental Authority Questionnaire (Morganstein, 1997), was used to measure perceived
parenting style, and the second measure, The Health Consequences Survey (Turchick, 2007), was
used to measure health consequences, such as HIV/AIDS, STIs, and pregnancy, which are likely to
have resulted from sexual risk taking. All questions were adapted for readability and average literacy
levels of deaf college students with the help of reading and language experts at Gallaudet University.
Analysis of the data is ongoing, and results will be made available upon completion.
School Psychology Practicum Candidates and Interns: An Analysis of Time in
Roles
Status: Ongoing
Blennerhassett, Lynne – Psychology
Description:
This study investigates the development of roles and function of school psychologists from
part-time practicum to full-time internship placements. The study provides a curriculum-based
assessment of emergent roles and directions for training from school/classroom environments to
professional work environments.
School Psychology Transition Points in Training: Candidate Assessment and
Predictors of Graduate Knowledge, Skills, and Dispositions
Status: Ongoing
Description:
Field supervisor surveys are used to assess knowledge, skills, and dispositions of practicum II
candidates and interns placed in schools during the period from 2006 through 2008. At critical
transition points, candidate knowledge and skills are assessed across NASP-based core and special
curriculum goals as well as NCATE conceptual frame connections, with an analysis of critical
components that relate to successful passage through transition points. Among the analyses are
candidate performance on comprehensive examinations, communication profiles, technology
profiles, course grades, field supervisor/faculty surveys, and intervention binders.
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Use of Candidate Exit Survey Results to Improve Program Performance:
Evaluation of Faculty, Program, and Candidate Knowledge and Skills, 2005–2006
Status: Ongoing
End date: June 2009
Description:
Candidate exit surveys are collected from graduating interns who earned the specialist degree
in school psychology from the period covering 2006 through 2009. Survey responses are used to
assess faculty and program quality and graduate self-ratings of knowledge and skills. The study also
presents an analysis of candidate self-perceptions of knowledge and skills against graduates’
perceptions of program and department faculty, advisement, and quality of research.
Working Memory in the Visual Modalities: Use of Digit Span With Speechreading
and American Sign Language
Status: Completed
Brownfield, Adam (student) – Psychology
Description:
Individuals absorb a vast amount of information every day but can only remember a fraction
of it within short-term memory (STM). Previous research has shown differences in STM with the
use of the Digit Span subtest from the Wechsler Adults Intelligence Scale (WAIS-III) between
American Sign Language (ASL) and Spoken English (SE). The average digit span recall for ASL and
SE varies from research studies on deaf individuals (e.g., native deaf signers, hard of hearing, and
oral deaf). This study investigated the digit spans for two communication modes within the visual
modality, ASL and speechreading, on nine deaf native signers and eight oral deaf individuals. The
research question was: Is there a statistically significant difference for digit spans between ASL and
speechreading for deaf native signers and oral deaf participants? Using a mixed design ANOVA, a
significant interaction between Group and Digit Span was obtained F(1, 15) = 7.932, p = .013, Etasquared = .346. Digit span scores did not differ between ASL (M = 5.92, SD = 1.09, SEM = .39)
and speechreading (M = 6.13, SD = 1.13, SEM = .40) for the oral deaf participants, but differed for
the deaf native signers for ASL (M = 5.11, SD = .61, SEM = .203) and speechreading (M = 4.22, SD
= .67, SEM = .223). This study has indicated that the use of the phonological loop in the recall of
digits produces higher spans than the sign loop.
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Social Work
Deaf and Hard of Hearing Social Workers: Licensing and Employment Equity
See College of Professional Studies and Outreach.
Drinking Among Deaf and Hard of Hearing College Students
Status: Ongoing
Schiller, James – Social Work
Description:
This study examines differences in scores on the College Alcohol Problem Scale (CAPS)
among class ranks and gathers information about alcohol prevention efforts for deaf college
students. Two hundred eighty-six deaf, hard of hearing, and hearing college students completed a
21-item questionnaire. The questionnaire included eight items for the College Alcohol Problem
Scale (CAPS), six items related to alcohol prevention, and seven demographic items. Cronbach alpha
for the CAPS was .77. A principal components analysis (PCA) was conducted because the
questionnaire was given to students for whom American Sign Language was their primary language.
The PCA yielded a two-component instrument, which is consistent with other studies of hearing
college students. Analysis of variance results indicated a significant difference in scores among
college seniors and graduate students, with college seniors reporting more alcohol-associated
problems. Comparisons of other ranks on the CAPS scores were nonsignificant. In addition,
students prioritized deaf subgroups in need of prevention efforts, ranking the highest group in need
as deaf children ages 13 to 18, followed by deaf children under the age of 12. The majority of
students ranked prevention efforts and indicated a preference for education geared primarily toward
DVDs and videotapes, followed by workshops, classroom instruction, group counseling, posters,
and finally, pamphlets. The results of this study suggest a need for early education about alcohol
prevention. Prevention efforts may be more effective for the deaf and hard of hearing population if
they are provided in a visual format and in sign language. A paper summarizing this data has been
submitted for publication and is under review. Interview data were also collected as a qualitative
component to this study. These data are in the analysis stage; a second paper, summarizing that data,
is under review and will be submitted for publication at a later time.
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Emerging Themes in the Study of Deaf Adolescents
Status: Ongoing
Sheridan, Martha – Social Work
Parmir, Jean – Sign language interpreter
Description:
This exploratory, naturalistic study is a follow-up to earlier research published in Inner Lives of
Deaf Children: Interviews and Analysis by M. Sheridan (Gallaudet University Press, 2001). The seven
deaf and hard of hearing children participating in the original study, now between the ages of 13 and
19, were revisited. The central focus of the study has been to explore experiential themes, which
deaf adolescents report exist in their lives, uncovering the perceptions these adolescents have of
their lifeworlds. The goal of the study has been to provide new information about issues among
adolescents who are deaf or hard of hearing. In addition to a book published in early 2008, several
presentations were given during this period, including a keynote address at the Early Childhood and
Deafness conference in Columbus, Ohio.
Sheridan, M. (2007). Deaf adolescents: An overview. Odyssey: New Directions in Deaf Education, 8(1), 4-5.
Sheridan, M. (2008). Deaf adolescents: Inner lives and lifeworld development. Washington DC: Gallaudet University Press.
Sheridan, M. (in press). Deaf and hard of hearing children and adolescents–Lifeworld development. Gallaudet Today.
Sheridan, M., & White, B. (2008). Deaf and hard of hearing people. In T. Mizrahi, L. E. Davis, & D.M. Henderson
(Eds.), The encyclopedia of social work (20th ed.). New York: Oxford University Press.
An Examination of Personality Traits and Self-Esteem Across Gender, Ethnicity,
and Hearing Status of Deaf College Students
Status: Completed
End date: January 2008
Description:
The project was designed to allow graduate students in SWK 756: Data Analysis to assist
with data collection and analysis. The intent of the study was to gather and analyze data about
individual personality traits and self-esteem. The project was a mixed, qualitative and quantitative
design, addressing the following research questions:
1.
2.
3.
4.
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Is there a relationship between hearing status and self-esteem and personality traits?
Is there a relationship between self-esteem and personality traits?
Is there a significant difference between gender and self-esteem and personality traits?
Is there a significant difference between race and self-esteem and personality traits?
Data collection methodology included a quantitative survey that utilized two standardized
measures: the Rosenberg Self-Esteem Scale and the Ten Item Personality Inventory. Students
collected data from 20 students exploring these themes in greater depth. A manuscript describing
the project and its results is under review.
A Study of the Impact of Hearing Families With Deaf Children
Status: Completed
Rarick, Meredith (student) – Social Work
Description:
Three families with two hearing parents and at least one deaf child between the ages of 2 and
14 years were recruited to participate in a one-on-one qualitative survey. Purposive sampling was
used through professional contacts within the Deaf community to find three couples whose children
attended a local school for the deaf. Interviews were conducted between the researcher and the
parents, with no involvement from their child, using a semistructured format focusing on three main
themes (family interaction, support, and resources) and approximately 10 open-ended questions.
Both parents were interviewed at the same time to reduce the amount of time required from the
family and to gain a better understanding of how deafness has affected the parents as a team.
Follow-up questions and probing were based on the three main themes.
The results of this study show that the participants expressed similar opinions and feelings in
areas such as communication barriers, the percentage of time they are able to understand their deaf
child, and sibling relationships. The results also showed that extended family did not play a
significant role in the lives of the family unit. As far as time commitments, the parents felt that any
increases in time spent was more a cause of having another child than having a child who is deaf.
Feelings related to inclusion and exclusion within the deaf and hearing communities varied.
Some found frustrations in gaining access to the Deaf community while others felt immediately
accepted. Some couples found a lack of awareness of deaf issues within the hearing community to
be a frustration while another couple found that the hearing community was very understanding and
supportive. Most participants felt the information they received from experts in the field of hearing
loss to be neutral, with the only main pressures coming from the decision of whether or not to get a
cochlear implant for their child.
Each of the couples interviewed appeared to have strong, healthy marriages and
relationships with their children. They accepted their child’s deafness and took steps to inform
themselves as best they could about the different options available to them as a family unit.
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The Training of Social Workers to Meet the Educational and Emotional Needs of
Deaf Children in Schools
Status: Ongoing
Begin date: August 15, 2006
Betman, Beth – Social Work
Description:
The goal of this five-year U.S. Department of Education grant is to train school social
workers to address the unique learning and emotional needs of deaf and hard of hearing children in
schools, whether in residential or mainstream settings. With ever higher numbers of deaf children in
the public schools, there is a greatly increased need for professionals to have knowledge about the
implications of deafness for performance in the classroom and for family cohesiveness, as well as in
the formation of meaningful peer group relationships and a solid sense of identity. During the
previous year, funds were made available to the Social Work Department to support the needs of
participating graduate students and to enhance the school social work preparation program.
Funding source: U.S. Department of Education, Office of Special Education Programs, Personnel
Preparation Grant
Betman, B. (2008, June). Sandtray therapy techniques with deaf and hard of hearing children. Presentation at the Clerc Center
Summer Institute, Washington, DC.
Betman, B. (2008, June). To see a deaf child’s world in a tray of sand. Presentation at the conference of the National Deaf
Counselors Association, Washington, DC.
Sociology
Adolescents and Cochlear Implants: Psychosocial Issues
See Psychology.
CDI Training
Status: Ongoing
Brunson, Jeremy L. – Sociology
Gouby, Gina – Phoenix College, Interpreter
Training Program
Description:
This project explores the effective techniques used to train Deaf Interpreters to become certified.
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Cochlear Implants and Gallaudet University
Status: Ongoing
Begin date: September 19, 2008 End date: No set date
Christiansen, John – Sociology
Description:
This project is focused on collecting information, via a confidential online survey, from a
nonrandom sample of Gallaudet faculty, professional staff, and students on a variety of cochlear
implant-related topics. Respondents are asked about their knowledge of the effectiveness of
implants, whether implants could threaten the future of the Deaf community, and, if they are deaf,
whether they would consider a cochlear implant for themselves.
The researchers expect the results of this survey will be compared with a similar survey
conducted eight years ago to determine whether or not attitudes related to cochlear implants have
changed on campus since 2000. Results will be presented in a variety of formats, including journal
articles and book chapters.
Conceptualizing Disability
Status: Ongoing
Begin date: 2001
Barnartt, Sharon – Sociology
Description:
In this ongoing project, the researcher explores ways that sociological and anthropological
concepts and theories can illuminate how the concept of disability is enacted in society.
Barnartt, S. (2008, April). Problems in cross-cultural comparability of disability measures. Presentation at the meeting of the
Deaf People and Employment
Status: Ongoing
Begin date: 1982
Description:
This project examines various aspects of deaf people’s employment, especially with regard to
gender differences.
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Disability Protests
Status: Ongoing
Begin date: 1995
Rotman, Rachel – University of Haifa, Israel
Description:
The investigator in this project has been examining protests related to disability, using
written accounts of the protest events.
Barnartt, S. (2008). Social movement diffusion? The case of disability protests in the U.S. and Canada. Disability Studies
Quarterly, 28(1).
Barnartt, S. (2008, April). Comparing protests at Gallaudet University: 1998 and 2006. Presentation at the meeting of the
Barnartt, S. (in press). Advocacy/activism. In Encyclopedia of American disability history. New York: Facts on File.
Barnartt, S. (in press). Protest. In Encyclopedia of American disability history. New York: Facts on File.
Barnartt, S., & Rotman, R. (2007). Disability policies and protests in Israel. Disability Studies Quarterly, 27(4).
Effects of Stigma on Employment, Mental Health, and Health Services Upon the
Sadomasochism Population
Status: Ongoing
Collins, Sara (undergraduate) – Sociology
Bienvenu, Robert – Community-Academic
Consortium for Research on Alternative
Sexualties (CARAS)
Description:
Individuals who partake in alternative sexual lifestyle and practices often face social stigma in
various forms. The effects of social stigma on this unique population, with a special emphasis on the
sadomasochism community, will be explored to identify broader ramifications that social stigma
brings upon various relationships, employment, health care services, and mental health services. Due
to a small number of existing relevant empirical research and theory building in sociology and social
psychology pertaining to the sadomasochism community, there are gaps in terms of knowledge
(Weinberg, 1995). This preliminary community research may inform future research to understand
the social stigma and the resulting discrimination that the sadomasochism community experiences,
as well as provide improved services for the sadomasochism community.
The project’s objectives are: (a) to identify the outcomes of disclosure, as well as
nondisclosure, of alternative sexual lifestyle activities and/or interest(s) and (b) to identify the forms
of discrimination that take place to further understanding of the effects of stigma on the
sadomasochistic community.
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The Practice and Organization of Sign Language Interpreting: An Institutional
Ethnography of Access
Status: Ongoing
Description:
This is an ongoing project based on data that examines the changing practice of sign
language interpreting within the context of video relay service.
Trained to Provide Access
Status: Ongoing
Barnartt, Sharon N. – Sociology
Description:
This is an empirical analysis of the training and effectiveness of sign language interpreters
who work in video relay service centers.
Funding source: Sorenson Media, Inc.
Working Toward Equivalency: The Social Organization of Deaf Interpretersʼ Work
Status: Ongoing
Description:
This is an ethnographic study that uses interviews, focus groups, and examination of texts to
explore the work of certified deaf interpreters.
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Clerc Center National Mission Projects
National mission priority area: Literacy
Jeffries, Richard
Rangel, Francisca
Scott, Susanne
Project description
The purpose of this multi-year initiative is to provide a bilingual staff Development model
that promotes effective instruction of language and literacy for deaf and hard of hearing students by
(a) promoting the acquisition and development of both American Sign Language (ASL) and English
for students, staff, and parents, (b) supporting staff in the effective use of these languages in their
educational settings, (c) educating parents about literacy and language development using both ASL
and English, and (d) developing appropriate instructional designs that integrate innovative
technology.
ASL/English Bilingual Professional Development (AEBPD) is a collaboration between the
Center for ASL/English Bilingual Education and Research (CAEBER) at Gallaudet University and
the following five teacher training programs: Gallaudet University, Washington, D.C.; California
State University, Northridge; Lamar University, Beaumont, Tex.; University of Oklahoma, Tulsa;
and Western Oregon University, Monmouth.
Development
Prior years. Beginning in FY 2003, AEBPD was offered at the Clerc Center during the fall
and spring semesters for three graduate credits each, and it addressed the following topics: current
research in bilingual and ESL (English as a Second Language) education, culture, the bilingual child,
first and second language acquisition and learning, and language use. In fall 2006, participants began
receiving a continuing education unit instead of graduate credits.
The participants reflected on the concepts of bilingualism as well as on their own bilingual
experiences. They applied their reflections and learning through seminar discussions, readings,
reflective writings, online group activities, and assignments designed for the creation of classrooms
for deaf children. The discussion during seminars centered on practical language-teaching
applications and on the strategic uses of ASL and English, including how to integrate signing,
reading, and writing lessons across curriculum content.
FY 2008 activities and/or product(s).
• A new group of teachers and staff took the AEBPD Level Three and Four In-service
Training in fall 2007 and spring 2008, which was conducted by two new Clerc Center
mentors.
• The AEBPD principal investigator, in collaboration with Gallaudet University faculty and
CAEBER staff, supported Clerc Center teachers and staff in the creation of related action
research projects. Consultation and planning support were also provided, as KDES and
MSSD teachers and staff worked to implement ASL/English bilingual education strategies
as part of Accreditation for Growth, the school accreditation process.
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•
This year, application and implementation were focused on the two demonstration
schools. Planning in FY 2009 will determine future outcomes and deliverables for this
project.
Celebrate!
National mission priority area: Multiple priority areas
Principal Investigator(s)
Valcourt-Pearce, Catherine
Worthylake, Timothy
Other Investigator(s)
Carew, Mary Ellen
Puzio, Danielle
Project description
Celebrate!—40 colorful pages of student writing and art—is a magazine that showcases the
work of deaf and hard of hearing students who participate in the Gallaudet National Essay, Art, and
ASL Contest for Deaf and Hard of Hearing Students. This printed publication, which is also
available on the Clerc Center Web site, is an important way to reward students who place in the
contest for their successful work and to encourage the nation’s deaf and hard of hearing students to
express themselves through various media.
Development
Prior years. The first issue of Celebrate! was published in May 2006. Over 200 students from
across the United States sent entries to the Clerc Center, responding to the questions: “What will
you be doing when you are 30 years old? How are you preparing for it today?” In May 2007, the
second issue of Celebrate! featured the theme, “What does ‘going for the gold’ mean to you? How do
you go for the gold in your life?”
• For the 2008 issue of Celebrate! 623 students submitted writing, art, and ASL entries on
the topic, “Yes, I can!” This was the first year the contest had separate entry categories
for elementary and high school students.
• Marketing for the 2009 contest began in FY 2008. The theme of the 2009 contest will be
“Going green: What I’m doing to help save the environment.”
Dissemination
Prior years. Celebrate! is published once a year and in FY 2007 was distributed to 10,000
people, including 1,100 at the 2007 Deaflympics in Salt Lake City, Utah.
• Ten thousand copies were printed and distributed.
• This project has become part of the Clerc Center’s routine offerings and will not be
reported in this section in future years.
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Children With Cochlear Implants: A Study of Their Communication Profiles
Nussbaum, Debra
Scott, Susanne
Waddy-Smith, Bettie
Project description
Children With Cochlear Implants: A Study of Their Communication Profiles was a
collaborative research project between the Clerc Center’s Cochlear Implant Education Center
(CIEC) and James Madison University (JMU). This study documented the varied characteristics and
communication profiles of young children with cochlear implants who use signed and spoken
language. The study describes the changes in vocal, gestural, and sign communication in identified
students for 36 months postimplantation. It includes a review of available student assessments and
videotaped samples of language and communication occurrences in both natural and structured
environments. The Clerc Center is one of three sites that participated in the study. The other sites
were The Cochlear Implant Center at the University of Virginia in Charlottesville and the Virginia
School for the Deaf and the Blind in Staunton.
Development
Prior years. This study, beginning in FY 2003, was originally designed to follow identified
students for 18 months postimplantation. Preliminary findings encouraged extension of the project
for an additional 18 months. Institutional Research Board approval was requested and granted.
During FY 2003-2004, nine students were followed. In FY 2004, one student withdrew from the
school program and the study, one student discontinued use of her cochlear implant, and four new
students were added.
Beginning fall 2003 videotaped samples were gathered every three months (up to 36 months
postimplantation). These samples were analyzed at JMU for percentage of sign language and spoken
language used, intelligibility of spoken and signed utterances, and, where possible, for phonological
features of both spoken and signed utterances. The Clerc Center funded a stipend of $1,750 a
semester to JMU to support data analysis during spring 2004, fall 2004, spring 2005, fall 2005, and
spring 2006. The final tapes of Clerc Center students were sent to JMU for analysis during winter
2006. JMU research collaborators completed analysis of the data during summer 2007.
• CIEC staff collaborated with JMU researchers to draft and review an article summarizing
the research project and findings entitled Children With Cochlear Implants: Sign and Speech
Acquisition (primary author: Brenda C. Seal, Ph.D., professor, JMU, Department of
Communication Sciences and Disorders).
Dissemination
Prior years. Preliminary findings of the JMU collaborative research study, Children With
Cochlear Implants: A Study of Their Communication Profiles, were presented in seven venues: the
JMU Faculty Research Forum in Harrisonburg, Va. on October 7, 2004; the American SpeechLanguage-Hearing Association Convention on November 18, 2004; the Educational Audiology
Association Conference from July 18-21, 2005; the American Speech-Language-Hearing Association
Convention in San Diego, Calif., in November 2005; the Nemours Symposia on Pediatric Medical
Research at Dupont Hospital in Delaware in October 2006; the American Speech-Language-Hearing
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Association in Miami, Fla., in November 2006; and the 11th International Symposium for Cochlear
Implants and Children in Charlotte, N.C. in April 2007.
Belzner, K., Nussbaum, D., & Seal, B. (2007, November). Sign movements predict consonant acquisition in young
children with cochlear implants. Presentation at the annual meeting of the American Speech-Language-Hearing
Seal, B., Belzner, K., Nussbaum, D., Scott, S., & Waddy-Smith, B. (submitted). Children with cochlear implants:
Sign and speech acquisition. ASHA Journal of Speech, Language, and Hearing Research.
Cochlear Implant Education Center
Nussbaum, Debra
Scott, Susanne
Waddy-Smith, Bettie
Project description
The Cochlear Implant Education Center (CIEC) was established at the Clerc Center in fall
2000 to investigate, evaluate, and disseminate effective practices related to cochlear implant
technology and its role in the education and lives of deaf children from birth through high school.
On-site objectives center on provision of services to students with cochlear implants and their
families as well as on teacher and staff development. National mission objectives focus on
development of resources, training workshops, national presentations, hosting of national visitors,
and research.
Development
Prior years. At KDES and MSSD, services and programs were monitored and modified
annually based on the needs of the children and families served. Professional training was provided
to Clerc Center teachers and staff based on the needs of the programs and students. Services and
programs to students with implants were monitored through spring 2004 via a school-wide
committee (Cochlear Implant Collaboration Committee). In fall 2005 this committee was disbanded,
and language and communication planning oversight for children with cochlear implants was
addressed via the Clerc Center Language Planning Committee. The new committee facilitates a
collaborative approach to language planning for students with cochlear implants in an educational
environment that addresses development and use of both ASL and spoken English.
The CIEC staff worked on various national initiatives, including the design of a CIEC Web
page on the Clerc Center Web site, a CIEC brochure, and an e-document posted on KidsWorld
Deaf Net entitled Cochlear Implants: Navigating a Forest of Information…One Tree at a Time. The CIEC
staff developed workshops and presented at numerous national conferences, school programs
serving deaf children, and postsecondary programs. In collaboration with the Gallaudet University
Regional Centers, the CIEC staff presented “Spoken Language and Sign: Optimizing Learning for
Children With Cochlear Implants,” a professional training workshop through the Clerc Center
Summer Institute. A DVD project to disseminate information on this topic was initiated and then
discontinued due to the evolving content of this product. The CIEC began exploring alternate
avenues to share this content via Web-based learning. The CIEC coordinator developed and taught
an online course, “Cochlear Implants and Children: Considerations for Implantation and
Educational Planning.” The CIEC staff responded regularly to e-mail and phone requests and met
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with visitors to the Clerc Center. They also collected data for a collaborative research project with
James Madison University, Children With Cochlear Implants: A Study of Their Communication
Profiles (see previous project summary).
• The CIEC staff provided oversight and implementation of on-site services (auditory and
speech habilitation, incorporation of spoken language into the classroom, audiological
supports, support groups for students with cochlear implants) for the following:
o KDES students with cochlear implants: 32
o MSSD students with cochlear implants: 25
• The CIEC staff developed and presented two family education workshops on cochlear
implants to KDES and MSSD families.
• The CIEC outreach specialist served as an ASL/English Bilingual Professional
Development (AEBPD) mentor/trainer for KDES professionals during fall and spring.
• The CIEC coordinator collaborated with school leaders during spring 2008 to develop a
bilingual framework and recommendations to support development of ASL and spoken
English at KDES.
• CIEC staff, Clerc Center audiologists, and speech-language professionals facilitated
support groups for students with cochlear implants at both KDES and MSSD.
Dissemination
Prior years. The CIEC disseminated information via the CIEC Web site, the CIEC
brochure, and an e-document entitled Cochlear Implants: Navigating a Forest of Information…One Tree at a
Time (a component of KidsWorld Deaf Net). Modules of this document have been modified as
needed. The CIEC disseminated information via numerous professional training workshops on the
topic, “Spoken language and sign: Optimizing learning for children with cochlear implants.”
Numerous presentations were provided on educational considerations for children with cochlear
implants to postsecondary students at Gallaudet University as well as at other university programs
throughout the Washington, D.C., metropolitan area and the United States. Initiatives of the CIEC
were shared during numerous national conferences.
During April 2002, the CIEC hosted a national conference entitled “Cochlear Implants and
Sign Language: Putting It All Together.” The conference proceedings were disseminated via a
Sharing Ideas paper of the same name and via the CIEC Web site. The online course, “Cochlear
Implants and Children: Considerations for Implantation and Educational Planning,” was offered
twice a year during the fall and spring semesters from fall 2002 though spring 2007. CIEC staff
members respond regularly to e-mail, phone, and mail requests as well as host visitors to the Clerc
Center seeking information about educational considerations for children with cochlear implants.
• Two-day regional professional training workshops:
•
Nussbaum, D., & Scott, S. (2007, October). Spoken language and sign: Optimizing learning for children with
cochlear implants. Southeast regional training workshop presented at the North Carolina School for
the Deaf, Morganton.
Nussbaum, D., & Scott, S. (2008, April). Spoken language and sign: Optimizing learning for children with
cochlear implants. Northeast regional training workshop presented at the Mill Neck School for the
Deaf, Mill Neck, NY.
School consultations on the incorporation of spoken English into a bilingual
ASL/English bilingual language planning framework were provided:
Nussbaum, D., & Scott, S. (2008, February). Pennsylvania School for the Deaf, Philadelphia.
Nussbaum, D., & Scott, S. (2008, June). Maryland School for the Deaf, Frederick.
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•
•
Presentations to postsecondary training programs on language and educational
considerations for children with cochlear implants:
Nussbaum, D. (2007, December). Howard University Medical School, Washington, DC.
Nussbaum, D. (2008, January-May). Five lectures to Gallaudet University, Department of Education,
EDU 714, Washington, DC.
Nussbaum, D. (2008, February). George Washington University, Department of Speech and Hearing
Science, Washington, DC.
Nussbaum, D. (2008, April). Gallaudet University, Department of Counseling, Washington, DC.
Nussbaum, D. (2008, April). Gallaudet University, Department of Psychology, Washington, DC.
Nussbaum, D. (2008, June). University of California, San Diego, School of Medicine.
Nussbaum, D., & Scott, S. (2007, October). Gallaudet University, Department of Education,
Washington, DC.
Nussbaum, D., & Scott, S. (2008, January). Video teleconference with Lamar University, Beaumont, TX.
Nussbaum, D., & Scott, S. (2008, March). Video teleconference with Minot State University, ND.
Nussbaum, D., & Scott, S. (2008, June). Gallaudet University, Department of Hearing, Speech, and
Language Sciences, Washington, DC.
Rangel, F., & Scott, S (2008, April). Gallaudet Leadership Institute, Washington, DC.
Rangel, F., & Scott, S. (2008, April). Gallaudet University, Department of Education, EDU 714,
Washington, DC.
Scott, S. (2008, April). Gallaudet University, Department of Education, Washington, DC.
Scott, S. (2008, May). McDaniel College, Department of Education, Westminster, MD.
Presentations at professional conferences and workshops on spoken language
considerations for deaf and hard of hearing children:
Nussbaum, D., & Scott, S. (2008, July). Spoken language and sign: Optimizing learning for children with cochlear
implants. Pre-conference workshop at the Midwest Conference on Deaf Education, Sioux Falls, SD.
Nussbaum, D., & Scott, S. (2008, August). Spoken language and sign: Optimizing learning for children with
cochlear implants. Two-day workshop in Vancouver, British Columbia.
Scott, S. (2007, December). CAEBER Mentors Meeting, Gallaudet University, Washington, DC.
Scott, S. (2008, April). CAEBER Mentors Meeting, Gallaudet University, Washington, DC.
Scott, S. (2008, June). Presentation at the Parent Institute, Illinois School for the Deaf, Jacksonville.
•
Article:
•
•
CIEC staff members responded to approximately 250 e-mails and phone inquiries.
The CIEC coordinator provided feedback to a non-profit organization as a member of
its advisory panel. The group is developing a program related to serving students with
cochlear implants to assist teachers in the mainstream.
Nussbaum, D. (submitted). Your child has a cochlear implant: Why include sign language? The
Endeavor. Camp Hill, PA: American Society for Deaf Children.
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Early Potential in Young Deaf Children: Supportive Family Contexts Study
Lutz, Lori
Project description
This study focuses on developing an understanding of the multiple and complex family
contexts in relation to young deaf children’s reading development. The purpose of this qualitative
study is to describe the family environments of deaf children who displayed advanced reading skills
at a young age and to examine how those family environment patterns compare with those of
families with deaf children who are still developing readers.
Development
Prior years. This project was approved in January 2006. Since then, several schools enrolling
young deaf children were contacted for permission to contact parents and teachers for participation
in the study. Three schools agreed to participate in the study. Two families and their deaf children’s
teachers from one school participated in the study.
Preliminary data analysis of parent and teacher interview data collected from the first
participating school was begun in early fall 2006. Extensive coding work completed by the principal
investigator and the research assistant resulted in a code book to use and refine coding of additional
interview data from new participants at other schools. Early case descriptions of parents, children,
and teachers were drafted as part of data analysis.
In 2006, the University of Virginia approved a $3,000 fellowship grant to support this study.
• Family and teacher recruitment activities were completed for three participating schools.
• Interviews were conducted with four parents and six teachers from the three
participating schools.
• Extensive coding work and data analysis were performed on the family and teacher
interviews.
• A report documenting the recruitment processes and early phases of data analysis was
drafted.
• In February 2008, the University of Virginia approved a $1,750 fellowship grant to
support this study.
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Emotional Intelligence (EQ) Take-Out Series
National mission priority area: Transition
Program overview
The Emotional Intelligence (EQ) Take-Out Series is a set of workshops that can be
disseminated individually or as a group. The series is designed so that new workshops that address
EQ issues can be added as they are developed. The following three projects are workshops currently
in development in this series:
•
•
•
Adolescent Sexuality Education: What You Don’t Know Can Hurt Them
Going With the Resistance: A Paradoxical Approach to Power Struggles With Teens
The Unheard Cry: Suicide Among Deaf and Hard of Hearing Adolescents
EQ Take-Out Series: Adolescent Sexuality Education: What You Donʼt Know Can
Hurt Them
Rider, Matthew
Downing, Tara
Meynardie, Elizabeth
Weaver, Georgia
Project description
“Adolescent Sexuality Education: What You Don’t Know Can Hurt Them” will replace
“Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing Students”
and will provide participants with real strategies for discussing the often uncomfortable issues of
human sexuality with deaf and hard of hearing adolescents in a way that fosters open
communication, mutual respect, and responsibility. Participants learn how to address issues of
human sexuality from an unbiased, informative perspective while also learning how to identify when
deaf and hard of hearing teenagers are exploring their sexuality and what to do to support and guide
them in this process.
Development
• Workshops were designed based on current research and the counselor’s experiences at
KDES and MSSD.
• The “Adolescent Sexuality Education: What You Don’t Know Can Hurt Them” workshop
was piloted in June 2008 at the Clerc Center Summer Institute in Washington, D.C.
Dissemination
Rider, M., & Downing, T. (2008, June). Adolescent sexuality education: What you don’t know can hurt them. Workshop
presented at the Clerc Center Summer Institute, Gallaudet University, Washington, DC.
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EQ Take-Out Series: Going With the Resistance: A Paradoxical Approach to
Power Struggles With Teens
Rider, Matthew
Whitaker, Rob
Project description
“Going With the Resistance: A Paradoxical Approach to Power Struggles With Teens”
examines the power struggles that adolescents often engage in as they are asserting their
independence by questioning and resisting authority. The workshop identifies some creative and
unorthodox techniques that promote cooperation. Participants leave with practical solutions that can
calm the storm raging between adolescents and the adults in their lives.
Development
KDES and MSSD.
• The “Going With the Resistance: A Paradoxical Approach to Power Struggles With
Teens” workshop will be piloted in Clarkston, Ga. in October 2008 (FY 2009).
EQ Take-Out Series: The Unheard Cry: Suicide Among Deaf and Hard of Hearing
Adolescents
Rider, Matthew
Weaver, Georgia
Project description
“The Unheard Cry: Suicide Among Deaf and Hard of Hearing Adolescents” is designed for
educators, mental health counselors, social workers, professional staff, parents, and caretakers of
deaf and hard of hearing adolescents. Participants will gain insight into this specific population
whose emotional needs are often masked or easily overlooked. Participants will leave with real and
practical skills they can use immediately with deaf and hard of hearing adolescents, so they feel
confident about approaching the topic of suicide, evaluating suicidal threats and gestures, and
intervening safely and effectively.
Development
KDES and MSSD.
• “The Unheard Cry: Suicide Among Deaf and Hard of Hearing Students” workshop will be
piloted at the Deaf Adolescent Conference in St. Louis, Mo. in October 2008 (FY 2009).
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GLOBE
Ellsworth, Mary S.
Snyder, H. David
MSSD science teachers:
Tao, Mark
Taylor, Kevin
Wynne, Dorothy
Project description
MSSD provides leadership and training for teachers of deaf students in the GLOBE (Global
Learning and Observations to Benefit the Environment) Program, sponsored by the University
Corporation for Atmospheric Research and Colorado State University. GLOBE, an international
program, trains science teachers in the collection and analysis of scientific data. Students in more
than 7,000 schools in 60 countries collect data on their environment, analyze the data, and then
share it with other schools on the Internet. Training sessions occur over 4½ days and are designed
to familiarize teachers with GLOBE environmental measurement protocols, promote discussion of
good teaching strategies in the science classroom for deaf students, and create a sense of community
and a means of networking among the participating teachers.
The U.S. GLOBE Program enters into partnerships with U.S. organizations, which undertake
efforts to recruit GLOBE schools, train GLOBE teachers, and mentor GLOBE students in their
region of the country. Gallaudet University/Clerc Center is a GLOBE partner and works to ensure
that every school program serving deaf and hard of hearing students in the United States has the
opportunity to participate in the GLOBE Program by providing annual trainings and support.
Gallaudet University/Clerc Center has offered teacher trainings as a GLOBE partner since 1996.
Development
Prior years. Gallaudet University/Clerc Center became a GLOBE partner (formerly called a
GLOBE Franchise) in 1995. Since 1996, teacher trainings have been offered consisting of 4½ days
of workshops. Support for interpreters for the trainings has allowed fully integrated participation by
nonsigning public and private school teachers.
The District of Columbia Space Grant provides funding for the teacher trainings. As a
GLOBE partner, Gallaudet University/Clerc Center seeks ways to support trained teachers to
continue participating in GLOBE activities after they return to their home schools, including
providing basic equipment, a mailing list, and an occasional newsletter. Beginning in 2006, and again
in 2007, the Gallaudet University/Clerc Center GLOBE teacher training was offered as part of the
Clerc Center Summer Institute. The summer workshops featured presentations from invited deaf
professionals and invited guest speakers from NASA Goddard Space Flight Center and the National
Science Foundation (NSF).
In FY 2007, the NSF and NASA began funding four new GLOBE projects, collectively
called the Earth System Science Projects (ESSPs). The Clerc Center principal investigators chose the
Seasons and Biomes ESSP for trainings and also for integration in the MSSD Science Department
curriculum. An MSSD science teacher and GLOBE trainer, along with 38 teachers and teacher
educators from around the world, gathered at the University of Alaska Fairbanks campus in March
and September 2008.
In 2007, the GLOBE Program invited an MSSD science teacher and GLOBE trainer to be
on the Access Advisory Board to provide advice on GLOBE’s new GLOBE School Network
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(GSN). The GSN is a collaborative global network that will link schools and communities to the
ESSPs and to local and regional projects to support student learning and research. Dr. Samantha
Langley and Dr. Glen Wilson, both of the University of Southern Maine, also participated on the
advisory board.
• The “Integrated Global Science Teacher Training” workshop was developed, which
includes three days of instruction in the Seasons and Biomes GLOBE protocols and two
days on sandbox analog modeling with Dr. Michele Cooke, University of Massachusetts,
Amherst, Geosciences Department.
• In June, a team of students, two each from MSSD and the Indiana School for the Deaf,
joined the U.S. delegation of five schools on the GLOBE Learning Expedition (GLE) to
South Africa. The students were selected on the basis of their science project in which
they investigated the environmental factors controlling the budburst of new spring leaves
on two local tree species following a protocol from the Seasons and Biomes ESSP. At
the GLE, the students presented their research report and participated in a full schedule
of presentations and activities.
• The two MSSD students who participated in GLE also entered their research report in
the Rochester Institute of Technology (RIT) National Science Fair for the Deaf, where
they placed first in the team division.
Dissemination
Prior years. The Gallaudet University/Clerc Center GLOBE partnership has conducted 12
annual teacher trainings in the GLOBE protocols for more than 90 teachers of deaf students
(representing 48 programs for the deaf). The Gallaudet University/Clerc Center GLOBE Web site is
maintained at http://sci.gallaudet.edu/GLOBE/. Information about GLOBE workshops is
disseminated through Gallaudet’s Summer Programs, the Clerc Center’s News and Notables, Summer
Institute announcements, and e-mail announcements via the EduDeaf e-mail list. Each year the
Gallaudet University/Clerc Center training is listed on the main GLOBE Web site, and it attracts
the attention of public and private school teachers.
• Information about GLOBE activities continued through the same mechanisms as done
in prior years.
Honors Program
Dukes, Daniel
Project description
The Honors Program is designed as a comprehensive K–12 program that addresses the
needs of the Clerc Center’s gifted students while providing numerous opportunities for all KDES
and MSSD students to grow intellectually through higher-level coursework. The primary goal of the
Honors Program is to challenge, stimulate, and motivate as many students as possible through
higher-level reading, writing, critical thinking, and problem-solving activities.
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In past years, KDES students in grades 1–8 have participated in the Honors Program’s
Curriculum Enhancement (CE) classes, which provided students with activities, simulations, puzzles,
games, and experiments in the various academic fields. The KDES Honors Lab program was
designed to give the most advanced students the opportunity to expand and improve literacy skills
(reading comprehension, reading analysis, writing, and communication).
Students at MSSD can choose from a wide variety of both honors and Advanced Placement
(AP) classes. MSSD honors classes are essentially preparatory coursework for future AP and/or
college courses, and students receive a challenging, in-depth look into the subject matter through a
wide variety of higher-level assignments and readings. AP courses (designed by the College Board®)
are college-equivalent classes that provide the students with an intensive foundation from which to
gain competency in a particular discipline. In past years, MSSD students have also participated in
additional Honors Program events, including weekend programs (e.g., Weekend of Wisdom—“Wise
Tips for Taking AP Exams”), guest presentations, field trips, technology initiatives (such as the
laptop check-out program and the Honors computer lab), summer programs (including the Summit
program), and other academic workshops.
Development
Prior years. In FY 2004, the Honors Program Exploratory Committee set the framework
for the creation of the Clerc Center Honors Program. MSSD implemented 12 honors courses (in
English, social studies, science, and math) and three AP courses (AP English-Language, AP U.S.
History, AP Biology) in September 2004. The first group of MSSD students completed AP exams in
May 2005. In September 2005, the Honors Program at MSSD expanded to 17 honors courses and 5
AP courses (AP English-Literature and AP Psychology were added). At KDES, an Honors Program
Committee met to design the Honors Program for grades 1–8, and KDES began offering the
Honors Program “Academic Explorations” (CE) classes and Honors Lab time in September 2005.
In FY 2005, the MSSD Honors Program started several important activities, including
founding a National Honor Society chapter, working with the MSSD Academic Bowl team, and
hosting a Weekend of Wisdom—Advanced Placement Test Review workshop. In September 2006,
the KDES Honors Program began offering a “Literacy in Motion” (CE) course for KDES students
in grades 1–8 and continued the Honors Lab time for working with the most advanced students.
In FY 2006, the Honors Program expanded its offerings in 2007 by creating the “Wildcat
News 18” (WCN18) program at KDES and the MSSD Honors/AP vertical teams.
In FY 2007, the KDES Honors Program offered the “Literacy in Motion” (CE) course for
all students in grades 1–8, and also continued the Honors Lab time for working with the most
advanced students. The KDES Honors Program also set up the WCN18, in which KDES students
in grades 1–8 participated in the writing, acting, filming, directing, editing, and producing of a weekly
news show for the school. MSSD continued offering honors and AP courses as well as special
programming, including the National Honor Society, the Weekend of Wisdom, the Academic Bowl,
and the Honors VIP Lunch.
• MSSD offered 15 honors courses and 6 AP courses (AP English-Literature, AP EnglishLanguage, AP Biology, AP U.S. History, AP Psychology, and AP Calculus-online) for
MSSD students.
• For the first time, MSSD offered an “American Experience” interdisciplinary course,
which combined AP English-Language and AP U.S. History into one integrated learning
experience for MSSD students. The students in this course benefited from a number of
exciting, hands-on activities, including a field trip to the Gettysburg battle fields.
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The Honors Program also supported the start of a Forensic Science elective course, in
which students are able to participate in various activities related to collecting, analyzing,
and understanding forensic evidence.
The Honors Program continued operating the MSSD chapter of the National Honor
Society and the Academic Bowl team. The Academic Bowl team finished fourth in the
regional competition.
KDES moved to an integrated approach for Honors Program services, and the most
advanced students received differentiated instruction (special learning projects) to meet
their individual needs.
Dissemination
Prior years. The Honors Program offered Summit 2005, an academic and leadership camp
for deaf and hard of hearing students from across the nation. This two-week camp in June 2005
gave the 35 participants a wide array of experiences, ranging from exposure to AP curriculum to a
journey through deaf history. The students came from a variety of backgrounds and experiences,
including students from mainstream schools and schools for the deaf, students with cochlear
implants, and two beginning signers.
In June 2006, the Honors Program hosted Summit 2006, in which 41 students (18 returning
for a second year) participated in additional academic, deaf history, and leadership activities at the
Clerc Center. Returning students participated in a series of advanced leadership activities called the
Summit: Extreme activities.
In 2007, MSSD Honors Program teachers collaborated with public school teachers from
surrounding districts to host the 2007 Weekend of Wisdom program. The KDES Honors Program
also took part in Gallaudet University’s Kendall School’s 150th Anniversary Celebration by having
KDES honors students participate in various activities, including making a special video/slide show
for the celebration. In addition, MSSD teachers had the opportunity to participate in a discussion
with leading AP teachers and were able to share their experiences with the MSSD Honors Program
• The AP “American Experience” class partnered with a school in North Carolina as part
of a mentoring project for the class. As part of their relationship with the school, MSSD
students were able to share about the numerous opportunities available at MSSD,
including the Honors Program.
• The Honors Program has become part of the Clerc Center’s routine operations and will
not be reported in this section in future years.
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I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With
Deaf and Hard of Hearing Students (Manual and DVD)
Berrigan, Nancy
Project description
Dialogue journals are a written conversation between a student and educator, allowing the
student to write independently and the educator to respond and model correct English. The manual
and DVD, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals With Deaf and Hard of
Hearing Students, show how to use dialogue journals with deaf and hard of hearing students of all
writing abilities, from emerging to advanced. The manual and DVD together address common
questions about dialogue journals and showcase the experience of teachers and staff members at
KDES and MSSD.
Development
Prior years. Dialogue journals were used in a variety of classroom and school settings at
KDES and MSSD as a tool for literacy development. The Clerc Center literacy specialist observed
this practice and provided feedback to teachers on an ongoing basis. Based on the knowledge gained
from teacher use, the manual, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals With
Deaf and Hard of Hearing Students, was developed and produced. An accompanying DVD was
completed and is currently available.
• Dissemination continued through a national marketing effort.
• Marketing materials for online ordering were developed and posted on the Clerc Center
Web site.
Dissemination
Prior years. The DVD and manual were made available nationally. Marketing materials for
online ordering were developed and posted on the Clerc Center Web site.
• The DVD and manual set were disseminated through routine Clerc Center mechanisms.
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I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals with
Deaf and Hard of Hearing Students (Online Training)
Berrigan, Nancy
McGlynn, Deirdre
Winston, Shaitaisha
Project description
Dialogue journals are a written conversation between a student and educator, allowing the
student to write independently and the educator to respond and model correct English. After the
manual and DVD, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals with Deaf and
Hard of Hearing Students, were produced, it was decided that a self-paced online course would be the
most appropriate method to support the product and show how to use dialogue journals with deaf
and hard of hearing students of all writing abilities, from emerging to advanced. The online course
reviews common questions about dialogue journals and showcases the experience of teachers and
staff members at KDES and MSSD.
Development
• An online, self-guided workshop was developed and is intended to be a distance
education course developed by the Clerc Center.
Dissemination
• An online course was piloted in summer 2008 and launched in September 2008.
KidsWorld Deaf Net
Puzio, Danielle
Anderson, Lon
Gilbert, Anita
Golocovsky, Silvia
Nussbaum, Debra
Project description
KidsWorld Deaf Net (KWDN) is a national communication network of information for
families and professionals sponsored by the Clerc Center with support from the AT&T Foundation.
It includes a virtual library of e-documents and useful links, an electronic discussion forum area
available for live chats with the e-document authors, and a forum for continued dialogue.
The goal of KWDN is to share information about what is working in the areas of literacy,
family involvement, and transition and to provide concise information that has been evaluated by a
panel of reviewers for accuracy, clarity, and usefulness. Special emphasis is given to the Clerc
Center’s target of deaf and hard of hearing students from underserved populations: students who are
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lower achieving academically, are from homes in which English is not the primary language, have
secondary disabilities, are from diverse cultures, or are from rural areas.
Registration is not required for use of the e-documents or useful links. Registration is
required to participate in the discussion forum, and it is open to anyone interested in the education
of deaf and hard of hearing students.
Development
Prior years. In June 1999, KidsWorld Deaf Net was established as the basis for an
electronic communication network; its emphasis on serving as an electronic library has evolved over
time. On an ongoing basis, topics and authors are identified for KWDN products, and documents—
both new and revised—are translated and posted as needed.
Dissemination
• There were 7,682 downloads of complete PDF KidsWorld Deaf Net documents from
September 1, 2007 to August 31, 2008.
• The following e-documents are available for online viewing and downloading:
o A Good Start: Suggestions for Visual Conversations With Deaf and Hard of Hearing Babies and
Toddlers
o A Look at Rural Families Weighing Educational Options: Identifying the Factors That Influence
Parents as They Make Educational Placement Decisions for Their Children Who Are Deaf
o A Look at the Decisions Hispanic Families Make After the Diagnosis of Deafness (also
available in Spanish: Un estudio sobre las decisiones que toman las familias hispanas después de
un diagnóstico de sordera)
o Cochlear Implants: Navigating a Forest of Information…One Tree at a Time (also available in
Spanish: Implantes Cocleares: Recorriendo un bosque de información...un árbol por véz)
o Early Beginnings for Families With Deaf and Hard of Hearing Children: Myths and Facts of
Early Intervention and Guidelines for Effective Services
o Keys to English Print: Phonics, Signs, Cued Speech, Fingerspelling, and Other Learning Strategies
o We Are Equal Partners: Recommended Practices for Involving Families in Their Child’s
Educational Program
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Language Experience
Ballentine, Pauline
Berrigan, Dennis
Berrigan, Nancy
Christian, Mandy
Kelley, Charles
Jacobs, Lisa
Jeffries, Richard
Page, Leslie
Yanke, Myra
Project description
Language Experience includes student-initiated experiences and reflective inquiry that give
teachers the opportunity to facilitate authentic language and literacy learning. Students work on a
project for several days and then dictate their experiences to an adult who translates their words into
written English. This text then becomes material for reading instruction, helping the students see the
connections between what they signed and what was written. The “Leading From Behind: Language
Experience in Action” workshop teaches participants how to transform an event that the students
have participated in together into a story.
Development
Prior years. A manual and video set, Leading From Behind: Language Experience in Action, was
developed in FY 2003. In FY 2004, the workshop to support this manual and video was developed,
followed by a second workshop for parents and caregivers, “Language Experience in the Home,” in
FY 2006. The workshop, “Language Experience for Families,” was adapted for use in Family
Learning Vacations across the country during FY 2007.
Dissemination
Prior years. The “Leading From Behind: Language Experience in Action” workshop was
made available during FY 2004, and trainings occurred at various locations around the United States.
Trainings for educators continued during FY 2005 and FY 2006. Also in FY 2006, the workshop
“Language Experience for Families” was piloted at Family Learning Vacations in Honolulu, Hawaii
and Brooklyn, Mich.. Both workshops for educators and families continue to be provided on request.
• Workshops:
•
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Ballentine, P., & Christian, M. (2007, November). Leading from behind: Language experience in action. Workshop
presented in Rochester, NY.
Jacobs, L., & Page, L. (2008, March). Leading from behind: Language experience in action. Workshop presented in
Middleboro, MA.
Jeffries, R., & Yanke, M. (2008, April). Leading from behind: Language experience in action. Workshop presented
in Detroit, MI.
This project has become part of the Clerc Center’s routine offerings and will not be
A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and
Hard of Hearing Students
Jacoby, Susan
Grossinger, Jannel
Reichman, Annette – U.S. Department of
Education
Project description
A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and Hard of
Hearing Students, formerly titled “Family Transition Support—Vocational Rehabilitation,” is a
series of publications to support the involvement of family members in the postsecondary planning
of deaf and hard of hearing students. The publications provide information on the role of vocational
rehabilitation (VR) as a support to postsecondary education and employment. The initial publication
in the series is a Frequently Asked Questions primer on VR. The second publication focuses on how
families can support their child’s preparation for postsecondary employment. Future publications
will address financial aid planning and VR for students planning to attend college, and long-term
community-based support for students with disabilities.
Development
Prior years. Two publications in a new series, A Lifetime of Learning and Earning: A Transition
Series for Families of Deaf and Hard of Hearing Students, were released via the Clerc Center’s transition
Web site. Collaboration on these publications began in FY 2003 with the then-chief of the Deafness and
Communicative Disorders Branch of Rehabilitation Services Administration of the U.S. Department of
Education to develop a series of publications. Development of the initial publication, now entitled A
Lifetime of Learning and Earning: Vocational Rehabilitation Services FAQ for Parents of Deaf and Hard of Hearing
High School Students, began in FY 2004 and was completed in FY 2005. A second publication written for
families of students entering the workforce after high school, A Lifetime of Learning and Earning: A Family
Guide to Work Preparation for Deaf and Hard of Hearing High School Students, was completed during FY 2006.
These publications were reviewed by internal and external stakeholders during FY 2007. Design and
dissemination planning was completed in FY 2007 and series content was shared with MSSD families.
Publication scope and outlining began for the third publication to focus on postsecondary financial aid.
• Spanish versions of the first and second publications were made available via the Learning to
Earn Web site.
• Development of the third publication was deferred to FY 2009 due to resource constraints.
Dissemination
Prior years. The first two publications in a new series, A Lifetime of Learning and Earning:
A Transition Series for Families of Deaf and Hard of Hearing Students, were released via the Clerc
Center’s transition Web site: http://clerccenter2.gallaudet.edu/transition/learningtoearn.html.
• Copies of both publications were made available in large quantities upon request. Copies
were provided to public schools, schools for deaf students, VR agencies, and
organizations hosting transition workshops.
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Literacy—It All Connects
Jeffries, Richard
Winston, Shaitaisha
Project description
The Clerc Center examined balanced literacy programs and the best educational practices for
deaf and hard of hearing children and young adults. From this work, the Nine Areas of Literacy
framework was developed. The Clerc Center developed workshops, manuals, and DVDs to support
each area. The Literacy—It All Connects manual was developed as a comprehensive guide to all nine
areas: reading to students, language experience, shared reading and writing, guided reading and
writing, writer’s workshop, research reading and writing, independent reading, dialogue journals, and
journals and logs.
Development
Prior years. In FY 2002, a poster on the Nine Areas of Literacy was designed and
published. In FY 2003, a presentation was developed and piloted. Revisions were made based on
trainer and participant feedback. During FY 2005, a manual for “Literacy—It All Connects” was
drafted, reviewed, and revised. Final publication of the manual occurred during FY 2006.
• A formal instructor’s guide for the “Literacy—It All Connects” workshop was
completed.
Dissemination
Prior years. In FY 2002, 163 copies of a poster on the Nine Areas of Literacy, called
Literacy—It All Connects, were distributed through workshops or sold to the public. Four conferences,
including Baltimore County Public Schools; the CAL-ED IMPACT conference in California; the
Intermountain Special Studies Institute in Pocatello, Idaho; and the Combined Summer Institute in
Washington, provided training on the Nine Areas of Literacy, including examples of how to apply
strategies in those areas with ESL (English as a Second Language) students and families. In FY 2003, a
presentation was developed and piloted. Revisions were made based on trainer and participant
feedback. Training occurred at 13 different sites throughout the United States, including both
residential and public school programs for deaf and hard of hearing students.
During FY 2004–2007, requests for the training continued throughout the United States. A
multi-day training was also offered during the Clerc Center’s Summer Institute.
• Trainings:
•
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Jeffries, R. (2008, March). Literacy—It all connects. Training provided in Concord, NH.
Jeffries, R. (2008, April). Literacy—It all connects. Detroit, MI.
Jeffries, R. (2008, September). Literacy—It all connects. Little Rock, AR.
NCLB Implementation at the Clerc Center
Delk, Linda
Dukes, Daniel
Farmer, Marilyn
Winston, Shaitaisha
Project description
No Child Left Behind (NCLB) was passed to close the achievement gap for students of color,
students with disabilities, English language learners, and students who are economically disadvantaged
through evidence-based school reform. The NCLB goal is for all children to become proficient in
reading, mathematics, science, and social studies by the year 2014. The newly reauthorized Education of
the Deaf Act (August 2008) now requires the Clerc Center to adopt a state’s challenging academic
content standards, achievement standards, and assessments and implement this education accountability
system no later than the beginning of the 2009-2010 school year.
Development
Prior years. Curriculum work done in previous years was identified under the project
“Standards for Achievement.” Prior years’ work focused mainly on academic content standards.
Implementation of draft content standards and benchmarks began during the 2002-2003
school year. MSSD students learned to use portfolios to document their progress toward the five
overarching student outcomes in FY 2003. These outcomes included (a) essential academic
knowledge and skills, (b) communication, (c) critical thinking and decision making, (d) emotional
intelligence (EQ), and (e) life skills.
In FY 2005, teachers at KDES began tracking student achievement and attainment of
benchmarks through documentation in student portfolios. A review of the Clerc Center language
arts standards was conducted in preparation for compliance with NCLB. A review of selected state
accountability plans (which included standards) was also conducted in FY 2005 to gain an
understanding of how various states were responding to the requirements of NCLB.
In FY 2006, selected state content standards were examined to identify those that were both
highly rated and most closely matched the Clerc Center’s current standards and benchmarks.
Delaware’s content standards were identified to replace the Clerc Center standards under the
outcome of essential knowledge (academics).
In FY 2007, the Clerc Center began using the Delaware content standards to guide
instruction. Instructional departments and teams in the demonstration schools began a process of
reviewing the standards to see what aspects of the Delaware content standards teachers were already
covering in their current instructional programming, units, and courses.
• In March 2008, the Clerc Center mapped out the plan of action for adopting a state’s
accountability system, including both academic content standards and academic performance
standards and assessments. The Clerc Center engaged consultants with expertise in state
accountability systems, assessment, and curriculum to help with this process.
• State Review Committees were formed at both KDES and MSSD to evaluate the
accountability systems of nine highly rated states east of the Mississippi. These states had
high ratings on their implementation of NCLB, were recommended by a consultant,
and/or had features that matched existing Clerc Center programs in some way. Each
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State Review Committee included the principal, school personnel representing different
subject areas or grade levels, and parent representation. A rating sheet was developed to
guide reviews that included criteria for content standards and curriculum, assessments
and accommodations, and instructional support systems available on each state’s NCLB
Web site.
A Web page for internal Clerc Center use was developed to support the state review
process. The Web page included links to key parts of each state’s NCLB information and
resources to facilitate the committees’ reviews as well as updates to inform the Clerc
Center community about the review process.
The review committees met weekly during April, reviewing two states each week. The
KDES and MSSD committees met separately. Then on May 8, 2008, the review
committees held a joint meeting to share ratings, discuss the pros and cons of each state’s
accountability system, and rank in order the states with which the Clerc Center would like
to partner. Georgia and Ohio were the two top-ranked states, followed by Maryland.
Official contacts were made with the state chief school officer in Georgia and Ohio,
inviting them to partner with the Clerc Center.
The Clerc Center is currently exploring the legal requirements of the state adoption
process related to the protection of state assessments.
In August, the Clerc Center provided initial training to teachers and instructional support
staff on standards-based instruction.
News and Notables
Flanigan, Susan
Worthylake, Timothy
Project description
News and Notables is an e-newsletter that includes national mission-related news and activities
at the demonstration schools. Distributed periodically via e-mail, the e-newsletter provides
convenient delivery of information to a specific audience and is cost effective because it does not
require printing, mailing, or faxing.
The e-newsletter highlights information about the Clerc Center, including announcements of
new products, professional development opportunities (e.g., conferences, online courses through the
Clerc Center), trainings at the Gallaudet University Regional Centers, new online resources available
on the Info to Go Web pages, and links to the current editions of Odyssey, World Around You, and
Celebrate! magazines.
Registration is open to anyone. In addition, an online archive of previous issues is kept on
the Clerc Center Web site.
Development
Prior years. Clerc Center staff reviewed the dissemination mechanisms at the Clerc Center
and determined that a new e-newsletter would provide an added benefit to constituents. In 2006, an
e-newsletter was established to disseminate announcements, new products, and training information
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from the Clerc Center. In FY 2007, News and Notables sent out e-mail messages in two different
formats: (a) the newsletter format initiated in FY 2006 with a collection of released stories, and (b)
single one-topic messages designed for special announcements between regular editions.
Dissemination
Prior years. In the first year of dissemination (FY 2006), seven issues were distributed nationally.
Circulation grew from 4,716 in FY 2006 to over 5,000 in FY 2007. The distribution of the e-mails is
managed and tracked by an independent company, Fire Engine Red, which furnishes the Clerc Center
with reports on how many recipients received the mailings and which links were opened.
• The current subscriber list is over 5,000. By the end of FY 2008, the Clerc Center had
disseminated a total of 22 News and Notables to 90,166 e-mail addresses using Fire Engine
Red’s distribution services.
• This year the Clerc Center agreed on a new reciprocal arrangement with Gallaudet
University’s College of Professional Studies and Outreach (CPSO) for posting
information about courses, workshops, and trainings on each other’s Web sites. The
Clerc Center ran announcements of CPSO course offerings through News and Notables.
Portfolios for Student Growth
Jacoby, Susan
Goedecke, Matt
Kowalski, Luanne
Olden, Lynn
Sandle, Jessica
Project description
Portfolios for Student Growth (PSG) is a powerful tool for analyzing, assessing, and
promoting student awareness and academic growth. PSG is based on the idea that students take an
active part in their learning by exploring knowledge about themselves over time. It is through the
portfolio process that students focus on essential aspects of their transition process: self-awareness,
reflection, goal-setting, and decision making. These skills are critical for lifelong self-determination,
independence, and success.
PSG is a holistic portfolio experience that incorporates a student-directed process and an
outcome-based product. It includes:
•
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The professional process – professional collaboration leading to a standard portfolio
process and product
The student process – planning, management, and completion of portfolio requirements
The student product – collection of evidence to demonstrate learning for a variety of
audiences
Through portfolios, students:
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collect, manage, and think about their work and what it means for today and the future
interact with data about themselves over an extended period of time
analyze and assess their own progress through reflection
plan and manage their time to complete the work
receive and use feedback
make decisions about future goals based on evidence and criteria
Development
Prior years. In FY 1998, portfolios began on the senior team at MSSD. The five outcomes were
established, and senior portfolios began including an end-of-year senior presentation. Portfolios soon
expanded into the second semester for seniors. Students received a grade for senior lab, and senior
presentations included external panel members as graders. In FY 2000, portfolios expanded to a full year
for seniors, and the senior project was piloted. The senior project provides students with the opportunity
to pursue and manage a year-long project of their choosing. Throughout their senior project experience,
students are challenged to manage short- and long-range timelines, identify and locate needed resources,
and synthesize information from various sources. Portfolios were approved as a graduation requirement
in FY 2001, and in this same year the process was trialed on Team 1/2/3 through Team 11. Standard
portfolio requirements were implemented on teams 9–12 in FY 2002, and the initial exploration of
freshman introductory curriculum began. An educator’s guide for the now formally titled Portfolios for
Student Growth was completed in FY 2004 along with a PSG training presentation.
Much work took place in FY 2005. Activities included differentiation of student materials to
address the individual needs of high school students, development of a one-day PSG overview training,
and drafting of the PSG Foundations curriculum. The Foundations curriculum was developed to teach
new students the knowledge and skills needed for high school success and portfolio development and to
understand the KDES/MSSD student outcomes.
Additional PSG work completed in FY 2005 was the creation of a senior project guide to
provide advisors and students with information about all aspects of the senior project, including specific
requirements and suggestions for successful completion. Work to standardize PSG implementation at
KDES and make it consistent with student outcomes was also initiated.
During FY 2006, the program focused attention on piloting elementary and middle school PSG
processes and materials at KDES. Investigators completed a draft version of the elementary educator’s
guide, and early childhood and middle school processes were designed, implemented, and reviewed.
Revision of these processes and development of processes for early and upper elementary grades
continued through FY 2007. High school materials were further refined and developed to meet ongoing
program and student needs. The introductory Foundations curriculum, revised in FY 2006, was shared
with other schools using PSG and will be further refined based on their feedback. The senior project
guide, developed in FY 2005, was put into routine use at MSSD. During FY 2006, the one-day PSG
overview training was revised and a two-day PSG intensive workshop was developed and piloted.
During FY 2007 two new PSG workshops were developed and piloted, one for educators
working with students who have disabilities and the other for families who would like to develop family
portfolios at home. These workshops are now routinely offered by Clerc Center trainers. These, in
addition to PSG trainings for educators, continue to be popular Clerc Center offerings. PSG product
planning continued during FY 2007. The Web site was updated to include the elementary educator’s
guide and other support materials. PSG implementation continued at KDES and MSSD in FY 2007 as
part of standard school programming.
• The PSG Web site was updated.
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•
Trainings were finalized focusing on deaf students with disabilities and families wanting to
use portfolios with their deaf children.
Discussions continued about the development of a printed PSG product.
Dissemination
Prior years. PSG workshops were presented at conferences for deaf and hard of hearing
students beginning in FY 2003. The PSG Web site was launched in the fall of 2003. During FY 2005,
ongoing support was provided to schools interested in using PSG in their programs, including Rhode
Island School for the Deaf and Foster and Williams Visual Communication Campus in Milwaukee, Wisc.
PSG was also featured in the fall 2005 issue of Odyssey in the article “Portfolios at the Model Secondary
School for the Deaf: Adopting a New Way of Assessing Student Growth.” A workshop, “Portfolios for
Student Growth: Collect, Reflect, Decide, Achieve,” was presented at conferences in California, Illinois,
Florida, Colorado, and New Mexico during FY 2005. During FY 2006, numerous PSG overview and
one-day workshops were offered at professional conferences and at public and residential schools,
including workshops at the Deaf Adolescent Conference, the Indiana Deaf Educators Conference, the
Pennsylvania Community Transition Conference, the Intermountain Special Studies Institute, and for
educators in Texas, Wisconsin, and Illinois.
The Clerc Center continued to receive requests for PSG workshops during FY 2007, and
training was made available to teachers in public schools as well as teachers working in schools for deaf
students. Also during FY 2007, the Web site was updated to include PSG materials for use with
elementary, middle, and high school students.
• PSG workshops continued to be offered to schools and programs as well as during national
conferences. Opportunities to offer PSG trainings at conferences that attract large numbers
of public school teachers were sought for FY 2008 and FY 2009.
• Discussions about the publication of a PSG manual and related materials were deferred due
to resource constraints. A decision about product development will be made during FY
2009.
• Presentations:
Goedecke, M.J., & Jacoby, S. (2007, November). Portfolios for Student Growth: Collect, reflect, decide, achieve.
Workshop for the Texas Region 16 Education Service Center, Amarillo.
Goedecke, M.J., & Jacoby, S. (2007, November). Portfolios for Student Growth: An overview. Transition training
for the Texas Region 4 Education Service Center, Houston.
Goedecke, M.J., & Sandle, J. (2008, July). Portfolios for Student Growth: My education, my future. Presentation at
the 2008 conference of the Indiana Deaf Educators and Educational Interpreters, Indianapolis.
Goedecke, M.J., & Sandle, J. (2008, August). Portfolios for Student Growth: Collect, reflect, decide, achieve. Two-day
training for deaf education teachers and staff of Bettendorf Community School District, Mississippi
Bend, IA.
Jacoby, S., & Goedecke, M.J. (2007, October). Portfolios for Student Growth: Accessing my education, my future.
Presentation at the 28th Annual Fall Conference on Mainstreaming Students With Hearing Loss,
Springfield, MA.
Jacoby, S., & Goedecke, M.J. (2008, April). Portfolios for Student Growth: Collect, reflect, decide, achieve. Two-day
training for teachers and staff of the Hawaii Center for the Deaf and Blind, Honolulu.
Jacoby, S., & Goedecke, M.J. (2008, July). Family portfolios: Looking at today and preparing for tomorrow.
Presentation at the Texas Statewide Conference on Education of the Deaf and Hard of Hearing,
Galveston.
Kowalski, L., & Olden, L. (2007, December). Portfolios for Student Growth: An overview. Workshop for teachers
and staff at Union Street School, Hackensack, NJ.
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Postsecondary Life Experiences of Deaf and Hard of Hearing High School
Graduates—An Exploration (formerly the Longitudinal Graduate Study)
Hotto, Gary
Atuonah, Patrick
LeNard, Judith
Jones, Mickey – Illinois School for the Deaf
Whitmore, Jill – Illinois School for the Deaf
Lubman, Marie – South Hills High School–Deaf
and Hard of Hearing Program
Shawn, Patti – South Hills High School–Deaf and
Hard of Hearing Program
Starrett, Julie – South Hills High School–Deaf and
Project description
MSSD, the Illinois School for the Deaf (ISD), and South Hills High School in West Covina,
Calif. (SHHS) are collaborating in a study, Postsecondary Life Experiences of Deaf and Hard of
Hearing High School Graduates—An Exploration (PLEDGE). This study explores postsecondary
transition issues from the graduate’s perspective through three one-on-one interviews at 12- to 18month intervals. The study has three purposes: (a) to identify information that will be useful to
teachers and administrators in improving transition programming at the three participating programs
on topics such as education, employment, living arrangements, family and peer relationships, and
leisure activities; (b) to identify and explore the common themes in the transition experience of young
adults; and (c) to explore this approach for graduate follow-up as a tool of program evaluation.
The emphasis in the interviews has been to obtain information about what events have been
critical to change and choices made by the graduates, including their perceptions of support, obstacles,
successful strategies, and frustrations. Information gained through this project will provide a better
understanding of the challenges that are faced by deaf and hard of hearing high school graduates. This
information can be used to guide programs to modify or enhance their transition programs.
Development
Prior years. In spring 1999, a collaboration was established among three sites: the Clerc
Center, ISD, and the SHHS Deaf and Hard of Hearing Program. Orientation and training was
provided to PLEDGE collaborators on recruitment, interviewing, data management, coding,
qualitative analysis techniques, and use of qualitative software. Three cycles of interviews were
conducted, and chronological map survey information was collected for each site. Codes and
qualitative analysis tools were developed along with a database for all demographic information and
information on the surveys. Analysis was completed on the information from the first chronological
map surveys and work experiences as well as the use of SSI and VR as described in Cycle 1
interviews. Information from the first chronological map surveys and work experiences was
presented to Clerc Center audiences. Compilation of the information from all chronological maps
into one document was completed. The coding on Cycle 2 was completed and coding began on
Cycle 3 interviews. The development of the tools to assist in the qualitative analysis was completed
in September 2005. Preparation and analysis of graduates’ work experience, family, and resource use
during all three cycles of interviews were completed in September 2005. Information was collected
for a draft report throughout FY 2005.
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In FY 2006, coding on all remaining Cycle 3 interviews was completed. Analysis of 90% of
all group data on postsecondary school and work experiences was completed. Qualitative analysis of
the life experiences of 40% of the graduates who provided three interviews was completed. First
drafts on the background, methodology, and group work experiences results were written. All group
data on postsecondary school and work experience were analyzed as was qualitative analysis for the
138 interview transcripts. A draft of the final report on the background, methodology, sample, and
results of postsecondary group data was sent to reviewers.
In FY 2007, all group data on postsecondary school and work experiences data were
analyzed. The quantitative and qualitative analysis on the 138 interview transcripts was completed.
Drafts of the final report on the background, methodology, sample, and results of the postsecondary
school group data were sent to reviewers.
• In FY 2008, analysis was completed on all graduates’ postsecondary paths following high
school graduation until the final data collection date (December 31, 2007) from all three
sites.
• Reports were prepared showing all three sites’ quantitative summaries of graduates’
postsecondary school paths and their demographic characteristics.
• All graduates’ individual personal profile summaries were completed covering the areas
of self, school/training, work, use of resources, and family.
• Evidence of graduates’ individual transition skills and productive behaviors was cited
from their interview transcripts and summarized.
• The PLEDGE study’s reference listing was completed.
• Working drafts of sections of the PLEDGE quantitative report on school outcomes
were internally reviewed.
• A final draft of the PLEDGE quantitative report on school outcomes, Choosing a Path:
Postsecondary Life Experiences of Deaf and Hard of Hearing High School Graduates—An
Exploration, was sent to collaborators and reviewers for feedback.
Dissemination
Prior years.
LeNard, J., Whitmore (Bruington), J., Hotto, G., & Atuonah, P. (2003, February 27-28). Work: A postsecondary
challenge. Presentations at the meeting of Illinois supervisors of programs for hard of hearing and deaf
children and a general session at the conference of the Illinois Teachers of Hard of Hearing/Deaf
Individuals, Chicago.
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Reading to Deaf Children: Learning from Deaf Adults
Ballentine, Pauline
Berrigan, Dennis
Berrigan, Nancy
Christian, Mandy
Jacobs, Lisa
Jeffries, Richard
Joseph, Chachie
Project description
“Reading to Deaf Children: Learning From Deaf Adults” workshops teach parents, teachers,
and others the 15 basic principles for reading books with deaf and hard of hearing children using
American Sign Language. This workshop supports the Clerc Center’s Nine Areas of Literacy
initiative by teaching strategies for the “reading to children” area of literacy.
Development
Prior years. A manual and video set, Reading to Deaf Children: Learning From Deaf Adults, was
developed in 1997. A workshop was developed by the Clerc Center literacy coordinator in 1998 to
provide training on the 15 principles of reading aloud to deaf children. The workshop began as a
three-hour workshop and was provided at sites across the United States. Following this initial
launch, the Clerc Center provided a train-the-trainer program for Clerc Center trainers to expand the
pool of trainers and, at the same time, extended the training to six hours, providing more hands-on
activities and a section on language and culture. The presentation was refined during this process,
and a formal instructors guide was developed. In FY 2006, nine selected trainers from around the
country attended a “Reading to Deaf Children: Learning From Deaf Adults” three-day train-thetrainer program to establish regional trainings throughout the country. The expanded group of
trainers offered workshops at schools, programs, and Family Learning Vacations throughout the
United States.
Dissemination
Prior years. When “Reading to Deaf Children: Learning From Deaf Adults” was initially
offered as a Clerc Center workshop, it was presented at over 20 sites throughout the United States.
It continued to be one of the Clerc Center’s most requested trainings, and it was provided annually
at school and programs and during conferences and Family Learning Vacations throughout the
United States, often using trainers from the expanded national pool. As the pool of trainers grew to
involve professionals and educators from around the country, the dissemination of this workshop
often occurred without the involvement of the Clerc Center.
• “Reading to Deaf Children: Learning From Deaf Adults” workshops:
•
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Ballentine, P. (2008, January). Middleboro, MA.
Ballentine, P., & Christian, M. (2007, October). Framingham, MA.
Ballentine, P., & Jeffries, R. (2008, March). Concord, NH.
Read It Again and Again
Berrigan, Dennis
Berrigan, Nancy
Jacobs, Lisa
Jeffries, Richard
Kelley, Chuck
Winston, Shaitaisha
Yanke, Myra
Project description
The “Read It Again and Again” workshops teach participants to incorporate a wide array of
learning activities in reading the same book to children over several days. Reading the same book
again and again deepens children’s understanding of text and provides opportunities to improve
their reading and writing skills. “Read It Again and Again” supports the Clerc Center’s Nine Areas
of Literacy initiative by teaching strategies for the “shared reading and writing” area. The Read It
Again and Again manual and video have been completed and are being disseminated through the
Clerc Center’s ongoing dissemination mechanisms.
Development
Prior years. A manual and video set, Read It Again and Again, was developed in 1998. A
workshop was developed at the Clerc Center in 2002 and was piloted at the Intermountain Special
Studies Institute in Pocatello, Idaho. The Clerc Center then contracted an instructional designer to
formalize the workshop and develop the necessary training materials. Once these were completed, the
workshop was tested again, and the Clerc Center provided a train-the-trainer program to form a pool
of qualified trainers for this workshop. In 2006, an additional video showed the process with older
students. Based on requests for strategies to use with older emerging readers, the “Read It Again and
Again” workshop was adapted, and the instructor’s guide and training materials were revised.
• Exploration and early planning began to develop a national train-the-trainer program
that would expand the pool of trainers to include educators from around the nation that
teach a variety of underserved populations.
Dissemination
Prior years. The Clerc Center began offering “Read It Again and Again” workshops in FY
2003. Since then, training has been provided to educators, schools, and programs throughout the
United States and as part of professional conferences and the Clerc Center Summer Institute.
• “Read It Again and Again” workshops:
•
Berrigan, D., & Yanke, M. (2008, March). Cincinnati, OH.
Berrigan, D., & Yanke, M. (2008, March). Columbus, OH.
Kelley, C., & Jeffries, R. (2008, May). Detroit, MI.
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Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of
Hearing Students
National mission priority area: Transition (Emotional Intelligence)
Mason, Asiah
Jacobs, Lisa
Jacoby, Susan
Project description
“Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing
Students” has been redefined as a training and publication. The publication was developed as part of
the Clerc Center’s Info to Go series.
Rights, Respect, and Responsibility provides information to families and educators about sexuality
education for deaf and hard of hearing middle and high school students. The publication
incorporates current research findings in the field of human sexuality, best practice models for
sexuality education, and relevant resources.
Development
Prior years. Rights, Respect, and Responsibility was drafted during FY 2007. Review and final edits
were completed during FY 2008, and the publication became available on the Clerc Center’s Web site as
part of the Info to Go series. In addition, a workshop and accompanying materials were developed,
piloted, and provided at numerous conferences and as part of school educator and family workshops.
• Review and final revisions for the publication were completed.
• The sexuality education workshop was incorporated into a new series of Clerc Center
trainings related to emotional intelligence (EQ).
• Trainings for educators and parents were provided at various conferences.
• The training was incorporated into the Clerc Center’s new EQ Take-Out Series and in
future reports will be included as part of that project.
Dissemination
Prior years. A workshop was piloted during FY 2006 for educators, and revisions were made
based on participant feedback. Workshops were offered to educators and families throughout FY 2007.
• Rights, Respect & Responsibility: Sexuality Education for Deaf and Hard of Hearing Students was
made available via the Clerc Center Web site.
• Presentations:
Jacobs, L., & Mason, A. (2008, April). Beyond the birds and the bees: How to talk to deaf kids about sexuality.
Presentation for educators, Dallas, TX.
Jacobs, L., & Mason, A. (2008, July). Beyond the birds and the bees: How to talk to deaf kids about sexuality.
Presentation at the conference of the American Society for Deaf Children, St. Augustine, FL.
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Shared Reading Project Book Bags and Bookmarks
Puzio, Danielle
Hanyzewski, Carla
Page, Leslie
Suiter, Richard
Project description
The Shared Reading Project is designed to teach parents and caregivers how to read to their
deaf and hard of hearing children using ASL and how to use strategies to make book sharing more
effective.
Culturally diverse deaf readers were filmed as they used ASL to read fun, predictable
children’s books. Because children love seeing these books read over and over again, the parents
have repeated opportunities to practice. Deaf tutors visit the families’ homes to demonstrate how to
sign the stories and provide instant feedback to family members. The families use the DVDs of deaf
readers signing the story to reinforce the new signs after the tutor has left.
Shared Reading Project book bags are made available at cost for purchase by parents,
teachers, libraries, schools, and professionals throughout the United States. Bookmarks describing
principles for reading to deaf and hard of hearing children are available free to any parent, caregiver,
or teacher. These bookmarks are popular and are available in English and in the following
translations: Arabic, Bengali, Cambodian, Chinese, Farsi, French, Hmong, Inuktitut, Korean,
Navajo, Portuguese, Russian, Somalian, Spanish, Tagalog, Thai, Urdu, and Vietnamese.
Development
Prior years. In FY 2004, a new series of book bags related to the world of work was
published. A grant from the United Parcel Service supported the production and shipping cost, and
1,168 World of Work book bags were sold. In FY 2005, the Clerc Center identified and developed
books related to emotional intelligence (EQ) as outlined in Daniel Goleman’s book Emotional
Intelligence, including awareness of self and others; management of emotions; motivation,
perseverance, and responsibility; empathy; and social skills. In FY 2006, three new series of book
bags were identified, including Curious George books, Arthur books, and other books related to
EQ. Permission was granted to videotape the 30 new books. In FY 2007, production on 15 book
bags with Arthur books began. A grant from Wachovia Bank supported production costs.
• Video production was completed for the full Arthur series.
• The new DVD format was established, reviewed, and revised through feedback from
professionals, teachers, and parents. A new introduction was developed, scripted, and
filmed for the DVD.
• The Arthur activity guides were developed, edited, and printed along with the DVD sleeves.
• Each of the 15 Arthur titles was translated into Spanish, and those translations were
printed and cataloged.
• The project marketing plan is under construction, and a product launch is being planned.
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•
The complete Shared Reading Project (SRP) Book Bag Library of 100 titles plus 5
alternates has been transferred to a new DVD format. Duplication of the DVDs was
done in-house. A regular production schedule has been established. For a limited period,
the SRP book bags will be available in both the videotape and DVD formats.
Dissemination
Prior years. Book bags and bookmarks are available in over 100 titles through routine Clerc
Center dissemination mechanisms.
• Four hundred book bags with the new DVDs have been sold.
Shared Reading Project: Keys to Success—Training for Site Coordinators
Berrigan, Dennis
Berrigan, Nancy
Dabney, Patricia
Delk, Linda
Downing, Tara
Harrelson, Janne
Jacobs, Lisa
Jefferson, Michelle
Kelley, Charles
Lutz, Lori
McGlynn, Deirdre
Page, Leslie
Sadoski, Cynthia
Winston, Shaitaisha
Project description
“The Shared Reading Project: Keys to Success—Training for Site Coordinators” is a five-day
training program of special interest to educators, administrators, and parent leaders. It prepares site
coordinators to establish the Shared Reading Project (SRP) at their own schools or programs.
Through the course, participants learn to:
•
•
•
•
•
Use the 15 principles for reading to deaf and hard of hearing children
Recruit, hire, and train deaf adults to be tutors
Market the srp to families
Work effectively with parents, caregivers, educators, and tutors
Plan for and manage the SRP budget, personnel needs, and program evaluation
Participants in the course receive a wealth of high quality, professionally designed materials
that they will use when implementing the SRP at their respective sites. The materials developed and
produced by the Clerc Center for this purpose include the following:
•
•
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Instructor guide (342 pages)
Participant guide binder
•
•
Instructional videotapes: The Shared Reading Project: Keys to Success; The Shared Reading Project
in Action; The Shared Reading Project: In Our Own Words; and Reading to Deaf Children: Learning
From Deaf Adults—Video Clips
Other related materials: SRP brochure, poster, bookmark, wallet card, tote bag, and
notepads
Development
Prior years. A request for collaborations was sent to schools and programs across the
United States to find sites that were interested in establishing the SRP in their regions. Five sites
were selected, representing a wide array of educational settings (e.g., school for the deaf, mainstream
program, organization) as well as traditionally underserved populations of deaf and hard of hearing
students. Clerc Center personnel provided extensive training to the site coordinators, initial start-up
funds, and ongoing coaching and support. Evaluation of the SRP implementation was conducted,
and the results were used to design the “Keys to Success” curriculum. “Keys to Success” was
developed using a formal instructional design process. Instructional materials were designed and
produced, including instructor and participant guides, instructional videos, hand-outs, a site plan
book, a trainer’s tool kit, marketing materials, etc. Routine evaluation was incorporated into the
design. Train-the-trainer programs were also conducted to prepare qualified instructors for the
course. Participant materials were updated, and the evaluation module was revised.
• An online program was developed and piloted to give ongoing support to site
coordinators as they return to their sites and begin implementation of their programs.
Dissemination
Prior years. Initially the “Keys to Success” training was offered through all the Gallaudet
University Regional Centers on a rotating basis for any interested site coordinators. After the initial
dissemination of the training was completed, the Clerc Center began to offer the “Keys to Success”
training once a year on the campus of Gallaudet University. An issue of the Clerc Center’s Odyssey
magazine was devoted to the SRP and how it can be modified by individual sites to fit the needs of
their unique populations. It featured 13 articles from various regions of the United States, written by
educators and families working with students from traditionally underserved populations.
Berrigan, D., Delk, L., Downing, T., Kelley, C., & Lutz, L. (2008, March). “Shared Reading Project: Keys to
Success—Training for Site Coordinators.” Workshop presented at the Clerc Center, Washington, DC.
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SOAR-High Earth System Science
Ellsworth, Mary S.
Cooke, Michele – University of Massachusetts
Feldman, Allen – University of Massachusetts
Snyder, Will – University of Massachusetts
George, Michael – Iowa School for the Deaf
Gonzales, Chris – University High School Deaf
Huckleberry, Teresa – Indiana School for the Deaf
Lollis, Jana – North Carolina School for the Deaf
Little, Nancy – Chinook Middle School Deaf
Miller, Rita – Chinook Middle School Deaf and
Project description
The SOAR-High Project supports online collaboration for teachers and students in six
participating programs for deaf and hard of hearing students. The project provides an online
professional development environment for the participating teachers and builds learning
opportunities and activities for students in Earth Science and Earth System Science courses with an
emphasis on use of technology in the classroom. The project consists of an online curriculum and
collaboration strategies for both teachers and students, including development of online portfolios
of student work. The collaborators conduct the interactive Earth System Science coursework
developed on Web pages by an MSSD teacher, available at http://csc.gallaudet.edu/soarhigh.
Development
Prior years. The SOAR-High Project began in 1999 when three science teachers took
advantage of new Internet capabilities at three schools for the deaf. This project provides unique
opportunities for students using technology and doing authentic science. SOAR-High teachers
incorporate into their curricula the GLOBE Program, a project that involves students in environmental
measurements, which contributes to the scientific understanding of the Earth. All SOAR-High
participating teachers are GLOBE trained and implement GLOBE protocols in their classrooms.
Programs for the deaf participating in the SOAR-High Project are:
• Chinook Middle School Deaf and Hard of Hearing Program, SeaTac, Wash.
• Indiana School for the Deaf, Indianapolis
• Iowa School for the Deaf, Council Bluffs
• Model Secondary School for the Deaf, Washington, D.C.
• North Carolina School for the Deaf, Morganton
• University High School Deaf and Hard of Hearing Program, Irvine, Calif.
Since 2004, SOAR-High teachers have collaborated with Dr. Michele Cooke, University of
Massachusetts, Amherst (UMass), Department of Geosciences. Cooke, who is hard of hearing, is an
excellent role model for deaf and hard of hearing students. Her National Science Foundationsponsored project aims to integrate research on fault system evolution at UMass with earth science
learning at high schools for deaf students. The project participants hope to foster student interest in
solid-earth science through hands-on activities and involvement with professional researchers.
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Students had opportunities for videoconferencing and e-mail interactions with Cooke, who has also
provided curriculum support for sandbox modeling of faults. In 2005 and 2006, she led fieldtrips
(Faults in the Field to Utah and to Massachusetts) for students and teachers from the SOAR-High
schools. Cooke’s Web site describing her work, integration of fault evolution research with earth
system learning at high schools for the deaf in the SOAR-High project is available at
http://www.geo.umass.edu/structure/cooke/FSE-SOARhigh/.
• SOAR-High teachers continued to use the SOAR-High online curriculum, daily teacher
messages, and other Internet tools for collaboration (including a blog for student class
discussions and another blog for teacher professional sharing).
• Teachers continued collaborating with Cooke on her research on earthquakes and the
growth of faults. All teachers utilized Cooke’s curriculum for sandbox modeling of
faults. Students again had opportunities for videoconferencing and e-mail interactions
with Cooke.
• Cooke funded the Faults in the Field to Southern California geoscience fieldtrip for
teachers and students in the SOAR-High project. Invitations were also extended to
teachers and students at the California School for the Deaf-Riverside and the Kansas
School for the Deaf. Eight scientists collaborated with Cooke to work with the seven
participating teachers and 14 students.
• Dr. Allen Feldman of UMass led a formal research project, “Assessment Project 2008:
What is the impact of the project on teachers and their teaching?” Through school site
visits, teacher and student interviews, and student notebooks, the study investigates the
effect of the work with Cooke, her influence as a role model for deaf and hard of hearing
students, and the sandbox activities. Data analysis is currently underway.
• The “Integrated Global Science Teacher Training” workshop was developed. It includes
three days of instruction in GLOBE program protocols and two days devoted to using
the sandbox for analog modeling with Cooke.
Dissemination
Prior years. The SOAR-High project work has been shared in many ways since its
inception. The researchers presented to professionals at Gallaudet University and at conferences.
The work has been published at various stages throughout the project including the following:
• Faults in the Field 2005: May 26-31, 2005. Field trip to active and ancient faults in Utah.
This trip, featuring deaf scientists as role models, was shared through several articles,
including the Clerc Center’s Odyssey magazine and News and Notables; UMass’ news Web
site, SigNews; the Minnesota School for the Deaf’s news Web site; and the American
Geophysical Institute’s Geotimes magazine.
• Faults in the Field 2006: May 3-6, 2006. Field trip to ancient geologic structure in
western Massachusetts and Vermont. Students created poster presentations during this
trip and shared them in a seminar format with members of the UMass Geosciences
Department. This trip was shared in an article in Odyssey magazine as well as through an
English/Spanish student-authored travel log with photos, which is available at
http://clercblog.gallaudet.edu/mass06/index.html.
• Two SOAR-High teachers were selected as NASA Earth Explorers and, along with
Cooke, are featured in an article on the NASA Earth Explorers Web site at
http://www.nasa.gov/audience/foreducators/informal/features/F_Signs_of_Science.html.
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•
•
•
A photo of Cooke and an Indiana School for the Deaf student from the 2005 Utah field
trip was included in a NASA Earth Explorers poster, available at
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Earth_and_Space_Science_
Explorers_Poster.html.
Articles:
Barman, C.R., & Stockton, J.D. (2002). An evaluation of the SOAR-High project: A Web-based
science program for deaf students. American Annals of the Deaf, 147(3).
Barman, C.R., & Stockton, J.D. (2001). An evaluation study of Project SOAR-High [Report submitted to
the Laurent Clerc National Deaf Education Center]. Indianapolis: Indiana University-Purdue
University Indianapolis.
Wuestman, R. (2000). Documentation report: SOAR-High: A collaborative distance learning curriculum
development project [Report submitted to the Laurent Clerc National Deaf Education Center].
Presentations:
Jepson, P.J., Cooke, M.L., & Ellsworth, M. (2006, April). SOAR-High students explore faults in the field: A
study of science self-efficacy with deaf and hard of hearing students. Paper presentation at the annual meeting
of the American Educational Research Association, San Francisco.
Jepson, P.J., Cooke, M. L., & Ellsworth, M. (2007, April). Constructivist learning and science self-efficacy of
deaf and hard of hearing students studying earth science. Paper presentation at the annual meeting of the
American Educational Research Association, Chicago.
• Faults in the Field 2008: May 4-10, 2008. Field trip to Southern California to help deaf
students and teachers of the deaf visualize the faulting system in 3-D of the San Andreas
Fault System. This trip, featuring deaf scientists as role models, was shared through
several articles, including the Clerc Center’s Odyssey magazine, News and Notables, and
World Around You, as well as Gallaudet University’s Inside Gallaudet
(http://news.gallaudet.edu/?id=13376). A student-authored travel log with video and photos
is available at http://clercblog.gallaudet.edu/ca08/.
• The Clerc Center’s Educational Technology blog, ET News, featured SOAR-High
students using VoiceThread for online collaborations. The article, which includes links to
the students’ VoiceThread project, is available at
http://clercblog.gallaudet.edu/kdestech/2008_03_01_archive.html.
• Dr. Feldman’s guided formal research on the impact of the project, “Assessment Project
2008: What is the impact of the project on teachers and their teaching?” will be
summarized for publication in 2008-2009.
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Teaching Emotional Intelligence: A Curriculum for High School Social Studies
Classes
Jacoby, Susan
McCarty, Linda
Sandle, Jessica
Project description
Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes is a
Web-based product designed to share a curriculum for teaching the theoretical and practical
constructs of emotional intelligence (EQ) to high school students.
EQ refers to how individuals handle their feelings and how well they empathize and get
along with others. According to Daniel Goleman, author of the book Emotional Intelligence, EQ is the
ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the
information to guide one’s thinking and actions. According to Goleman, students who are better
able to manage their emotions are more able to pay attention, process information, and remember
than peers who cannot manage their emotions. There are five primary aspects of EQ: (a) awareness
of self and others; (b) management of emotions; (c) motivation, perseverance, and responsibility;
(d) empathy; and (e) social skills. It is believed that EQ can be developed and cultivated throughout
a person’s life.
Recognizing the importance of self-awareness and management for students, KDES and
MSSD identified EQ as one of five student outcomes in 1998. Learning and applying the concepts
of EQ can affect a student’s effectiveness in school and in future employment settings. Attention to
EQ also helps students understand themselves and their actions—an essential step for selfmanagement and self-determination. EQ instruction helps students identify strategies for
understanding and improving their behavior and attitudes, for setting individual goals, and for
interacting effectively with others. EQ instruction also helps students see the relationship between
behavior/attitudes and success and effectiveness. The instruction of EQ has been included in
academic and social programming at KDES and MSSD and, additionally, in residence education
programming at MSSD.
Students enrolled in Social Issues, an upper-level sociology-focused social studies course at
MSSD, studied the theoretical constructs of EQ. The EQ unit included the study of EQ, its
components, and its influence on individuals and organizations. Students completed selfassessments, reflections, and class activities to identify their strengths and needs within the five
dimensions of EQ. Through an essay project, students established goals and created plans to address
their needs. Students reviewed their progress throughout the school year as they assumed everincreasing responsibility for themselves, their learning, and their planning for the future. Based on
the positive impact of EQ instruction for students and external requests for additional information
on the topic, the Clerc Center is developing a Web site to share these and other classroom materials
to teach high school students the constructs of EQ.
Development
Prior years. Planning to make the EQ curriculum available to educators via the Clerc Center
transition Web site began in summer 2004. Curricular materials were developed and/or identified,
and content experts were hired for curricular development. An initial internal review and revision of
materials was completed during summer 2006. Based on this review and feedback, content experts
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were hired to revise draft materials and to develop additional materials appropriate for freshmen and
sophomore students. Following completion of additional materials, another internal review was
completed during fall 2006.
• Following an internal review by EQ subject matter experts and educators, content was
expanded to address current EQ research and to include educator resources.
• EQ Web product development was deferred to ensure compatibility with the Clerc
Center’s new Web platform, which is currently in development.
Technology in Education Can Empower Deaf Students
Barbin, Cary
Humm, William
Longson, Julie
Stifter, Rosemary
Project description
In the 1980s and 1990s, computer technology was developing rapidly. Educators were
beginning to recognize the power of technology to enhance learning. Because of the visual nature of
computer technology, educators of deaf and hard of hearing students realized they had a powerful
tool for improving communication among deaf people and between deaf and hearing people and for
enhancing the education of deaf and hard of hearing students. Schools, including those at the Clerc
Center, increasingly invested in technology; however, national studies and inquiries among educators
of deaf and hard of hearing students indicated that much of the computer technology was either
sitting in a closet or being poorly used. There were a few teachers who were effectively integrating
technology into instruction, but this was not true for the majority of teachers. The obvious answer
was teacher training and a mechanism for sharing what was being done by the skilled teachers.
In January 2000, the Clerc Center launched the Technology in Education Can Empower
Deaf Students (TecEds) project to train teachers in the effective integration of technology in their
daily classroom instruction. The goals of the TecEds project are to improve teacher and staff
technology skills, to train teachers and staff to integrate technology in classroom instruction, and to
share project outcomes and knowledge gained in the sessions at the Clerc Center with the Clerc
Center’s network of schools and programs serving deaf and hard of hearing students around the
country. A less visible goal of the TecEds project is to produce deaf and hard of hearing students
with marketable technology skills. This can best be accomplished by empowering the teachers and
staff so they can empower their students.
Development
Prior years. The TecEds project developed and provided training workshops to groups of
Clerc Center teachers, evaluated the effectiveness of the workshops, modified the training, and then
offered the training to teachers of deaf and hard of hearing students across the nation. Materials
developed for the workshops and projects created by the teachers in the TecEds project were posted
on the Web. These materials and projects are available to the trainees as they return to their home
schools and to others who might wish to provide similar training to their teachers and staff.
Throughout the project’s eight years, the training workshops have been modified to meet changes in
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technology and in teacher skills. Digital storytelling was the topic of Summer Institute training in
2006. Video Conference Web (VC Web) was developed, in cooperation with the American School
for the Deaf. Blogs and video iPods were explored with Clerc Center teachers and staff.
• New technology exploration: VoiceThread, an online tool, which allows users to create a
slide show that holds images, documents, and videos and which allows people to leave
video comments (via a Webcam), was used in several elementary and high school classes.
Projects included collaboration between elementary and high school classes,
collaboration with a middle school class and a D.C. Public Schools high school class, and
A–Z biographies done by a high school class.
• A weekly KDES news show (“WCN43”) was created for and by KDES students with
assistance from the project investigators. The show was broadcast daily on Gallaudet
cable channel 43.
• Creating and maintaining online courses using Blackboard (academic portal) continued
to be a focus for the TecEds exploration. The project’s investigators are working with
several Clerc Center teachers on implementing Blackboard in their courses.
• Videoconferencing technology exploration was expanded to include classroom
interactions between a high school class and an elementary class to allow the high school
students to read to the elementary students through videoconferencing.
Dissemination
Prior years. The TecEds project has been disseminated since its inception in FY 2000
through 28 presentations at national conferences and schools across the United States, online
through the Clerc Center Web pages, and in print publications.
• Presentations:
Stifter, R., & Longson, J. (2008, June). Building a community of ASL signers with VoiceThread. Presentation
at Technology and Deaf Education: An International Symposium, National Technical Institute
for the Deaf, Rochester, NY.
Stifter, R., Walla, N., & Wang, W. (2008, June). Wildcat News 43: Bringing technology, academic ASL, and
creative thinking to the classroom. Presentation at Technology and Deaf Education: An International
Symposium, National Technical Institute for the Deaf, Rochester, NY.
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Thereʼs a Deaf Child in Our School: A Practical Guide
Nussbaum, Debra
Berrigan, Dennis
Carew, Mary Ellen
Fernandes, Jan-Marie
Jacoby, Susan
Sass-Lehrer, Marilyn
Sussman, Juniper
Project description
There’s a Deaf Child in Our School: A Practical Guide is a revision of a popular Clerc Center
publication previously entitled There’s a Hearing Impaired Child in My Class. This publication, initially
published in the mid-1980s required updates on recommended terminology, philosophy, and strategies
to work with deaf and hard of hearing students in the mainstream. This publication includes 12
chapters with accompanying resources. The chapters are: Getting Started, Language and
Communication, Placement and Program Considerations, Family Involvement, Strategies to Promote
Effective Inclusion, Strategies to Support the development of Literacy, Working With a Sign Language
Interpreter, Understanding Audiological Information, Hearing Aids and Other Assistive Devices,
Cochlear Implants, Including Deaf Culture, and Orientation to Deafness for Students.
Development
Prior years. During 2005-2006, the previous publication, There’s a Hearing Impaired Child in
My Class was reviewed, and recommendations were made regarding necessary revisions. During
2006-2007, the previous publication was modified into the new publication’s 12 chapters, and
authors were contacted regarding revisions of their content area in the publication. Individual
chapters were updated and additional author feedback was incorporated.
• All modules were reviewed by the principal investigator to reflect current information
and resources.
• Other Clerc Center and outside authors reviewed chapters to confirm their satisfaction
with their chapters and made necessary revisions.
• Initial design of the final publication was conducted.
• A final draft of the publication was sent to internal and external reviewers.
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Transition Resources
Jacoby, Susan
Arboleda, Jandi
Kowalski, Luanne
Project description
Transition resources support skill development, as described by the KDES/MSSD life
planning outcome, and prepare students for school success and postsecondary independence,
employment, and education. They also support skill development for the communication, thinking
skills, and emotional intelligence KDES/MSSD outcomes. Literacy is infused in all transition
resource activities. Transition resources include a travel training protocol to support independent
and safe travel using rail, bus, and subway systems as well as programming and resources to develop
work readiness skills.
Development
Prior years. The transition needs of KDES and MSSD students have been identified and
addressed on an ongoing basis. The transition resources were reviewed and revised based on input
from students and educators at MSSD. Activities during FY 2005 included development and
implementation of the MSSD Internship Program (MIP) preinternship materials, refinement of the
MIP journaling process, and completion and use of the travel training curriculum. During FY 2006
and 2007, MIP preinternship and journaling materials were piloted and revised to be useful in a
range of educational contexts. Development began on student life planning materials to support
postsecondary planning for freshmen through seniors. Students on the Go—A Travel Training Manual
was disseminated via the Clerc Center transition Web site after internal and external review.
Dissemination
Prior years. Information about transition resources has been available via the Clerc Center
transition Web site, the fall/spring 2005 issue of Odyssey, and workshops for educators highlighting
Clerc Center transition resources. Students on the Go—A Travel Training Manual was disseminated via
the Clerc Center transition Web site.
• Presentations:
Arboleda, J., & Kelley, C. (2007, November). Ensuring successful transitions of deaf and hard of hearing
students nationwide. Workshop for Virginia transition professionals, Fisherville.
Jacoby, S., & Goedecke, M.J. (2008, April). Transition is everywhere, make the most of it! Presentation at the
Hawaii Center for the Deaf and Blind, Honolulu.
Kowalski, L. (2008, March). Ensuring successful transitions of deaf and hard of hearing students nationwide.
Presentation at the Virginia State Transition Conference, Roanoke.
•
This project has become a part of the Clerc Center’s routine dissemination mechanisms
and will not be reported in this section in future years.
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Transition Skills Guidelines
Jacoby, Susan
Kowalski, Luanne
Olden, Lynn
Project description
The Transition Skills Guidelines (TSG) were developed to provide guidance to transition
counselors, teachers, and other educators about the knowledge and skills students must develop to
succeed throughout and beyond high school. The TSG is aligned with the KDES/MSSD life planning
student outcome and is consistent with National Career Development Guidelines. It identifies target
knowledge and skill areas for students in grades K–12 and serves as a framework for the MSSD
Internship Program curriculum, the MSSD Career Center, and transition support at KDES and MSSD.
The TSG is available via the Clerc Center’s transition Web site in both English and Spanish.
Development
Prior years. In FY 2000 and 2001, research began on transition knowledge and skills targets
for independent living and work preparation. School administrators reviewed an initial draft of the
TSG in relation to the KDES/MSSD life planning outcome in FY 2002, and the Clerc Center
Transition Team continued to review and revise the draft during FY 2003. The final TSG working
draft, expanded over previous versions to broaden the range of topics critical for transition and
reviewed by both Clerc Center content experts and the Clerc Center community, was completed in
fall 2004. The TSG was implemented within the demonstration schools in September 2004. During
FY 2005 work began to develop the TSG Web site, including the working draft of the TSG and
suggested classroom applications. Initial work began on programmatic and classroom applications
and continued into FY 2006. During FY 2006, the TSG was finalized based on feedback from
external stakeholders. A workshop for educators on the TSG and its use in an academic
environment was offered to educators. Two new TSG workshops—one for families and one for
deaf students with disabilities—were developed and piloted in FY 2007. During FY 2007, the
Spanish version of the TSG was made available via the Clerc Center’s TSG Web site, and TSG
workshops were reviewed and refined.
• Based on participant feedback during workshops and trainings, TSG trainings were
reviewed and refined.
Dissemination
Prior years. The TSG has been available via the Clerc Center Web site since October 2004.
Workshops for educators and families have been offered in FY 2006 and FY 2007, including
workshops focusing on using the TSG with students who have disabilities and for families wanting
to support transition at home.
Jacoby, S. (2007, October). Preparing for tomorrow today: Transition leads the way. Presentation at the Working
Together Conference—Educational Options for Deaf and Hard of Hearing Students, Manchester, NH.
Kowalski, L. (2008, April). Transition Skills Guidelines—A workshop for families. Presentation at the CALED/Impact Conference, Sacramento, CA.
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Transitions: Learning to Work—Working to Learn (A Career Education
Curriculum)
Jacoby, Susan
Goedecke, Matt
Mahoney, Don
Project description
Transitions: Learning to Work—Working to Learn is a curricular framework to support the
development of knowledge and skills related to career exposure and readiness. Career readiness is a
critical transition knowledge and skill area for all deaf and hard of hearing students. Transitions:
Learning to Work—Working to Learn is divided into five areas: (a) work performance, (b) work
concepts, (c) communication, (d) personal and interpersonal development, and (e) job acquisition,
maintenance, and advancement. Each area is defined by a series of specific, concrete objectives that
can be used to design an instructional program, monitor individual student or group progress, and
support a student’s transition development related to their Individualized Education Program and
other transition goals.
Development
Prior years. A working draft of the Transitions: Learning to Work—Working to Learn
career education scope of objectives and curricular framework was completed in fall 2004. The Clerc
Center Transition Team developed processes and materials to pilot the curriculum within the
Expanded Work Program and the MSSD Internship Program.
• Work on this project was deferred pending project prioritization related to Clerc Center
strategic goals.
World Around You
Puzio, Danielle
Carew, Mary Ellen
Gilbert, Anita
Suiter, Richard
Worthylake, Timothy
Project description
World Around You (WAY) is the Clerc Center’s e-magazine that focuses on the achievements
of young people who are deaf and hard of hearing. The magazine’s features include information
about careers, role models, sports, technology, and deaf culture. WAY is increasingly interactive and
helps to create a sense of community for youths who often find themselves alone and isolated.
WAY is distributed by e-mail monthly from September to May to those who request it. The WAY
Web site is available at http://clerccenter.gallaudet.edu/worldaroundyou.
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Development
Prior years. This was the third year that WAY was distributed online after 25 years as a hard
copy magazine. WAY has continued to attract new readers through sign-up requests. Issues were
distributed monthly to young deaf students, their teachers, and parents/guardians.
• New additions to WAY included:
o “Teachers” section to share resources and ideas for using WAY in the classroom
and professional development opportunities for educators.
o “About” section which introduces WAY online magazine and provides contact
information.
Dissemination
• Circulation continued to increase from 1,336 in fall 2007 to 2,247 in fall 2008.
• Distribution of each issue and its most popular story (number of readers):
o September 8, 2008 – “Youngest Girl Climbed the Highest” (2,247)
o May 30, 2008 – “Botball, the Cutting Edge” (2,128)
o April 25, 2008 – “Kids Also Dance With the Stars” (6,438 – included News and
Notables subscribers)
o March 19, 2008 – “Deaf Woman of the Month” (1,371)
o February 18, 2008 – “Deaf Teen America” and “Deaf-run KFC in Egypt”
(1,307)
o January 29, 2008 – “Super Bowl Pepsi Ad in ASL” (1,322)
o December 21, 2007 – “Annual Essay, Art, and ASL Contest” (1,304)
o November 31, 2007 – “New Organization to Raise Deaf Awareness” (1,312)
o October 25, 2007 – “Colorful Prospects for a Deaf-Owned Business” (1,336)
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Gallaudet University Regional Center Activities
The Gallaudet University Regional Centers (GURCs) bring the resources and expertise of
Gallaudet University to five major regions of the United States and its territories. GURCs are
located at:
•
•
•
•
•
Northern Essex Community College in Massachusetts (Northeast region)
Flagler College in Florida (Southeast region)
Johnson County Community College in Kansas (Midwest region)
Ohlone College in California (Western region)
Kapi’olani Community College in Hawaii (Pacific region)
Previously, the GURC for the Mid-Atlantic region was located within the Clerc Center;
beginning in FY 2009, it will be relocated to the university’s College of Professional Studies and
Outreach (CPSO).
During FY 2008, the GURCs documented 40,842 people served through training, technical
assistance, and information dissemination, and 14,028 materials were distributed. FY 2008 highlights
for each GURC follow.
All Regions
• Academic Bowl. Coordinating the Academic Bowl is a highlight for all regions. It includes
working with schools and programs to promote academic achievement and high expectations
for all deaf and hard of hearing students while also introducing students, parents, and educators
to the fine opportunities available at Gallaudet University.
Northeast Region
• Clerc Center Stakeholder Meeting (Regional). Cosponsored regional stakeholder meeting
with the Clerc Center focused on issues related to early intervention.
• Clerc Center training programs (Regional). “See the Sound: Visual Phonics” and “Spoken
Language and Sign: Optimizing Learning for Children With Cochlear Implants (N.Y.), “Leading
From Behind: Language Planning in Action” (Mass.), “Reading to Deaf Children” (Mass., N.H.),
and “Literacy: It All Connects” (N.H.)
• Next Steps 2007 (New England). Collaborated with Children’s Hospital Boston and regional
schools and programs to successfully host a regional biennial conference for early intervention
professionals and families with very young deaf and hard of hearing children; arranged for
presenters from Gallaudet University to be involved.
• “Creativity and ASL” (Mass.) Collaborated with Northern Essex Community College’s
(NECC) Deaf Studies Program and Deaf and Hard of Hearing Services to produce a workshop
and performance by Deaf performing artist, Peter Cook.
• De’VIA Revisited (Mass.) Led the planning and coordination of a major exhibit of Deaf
artists; provided presentations and tours for schools and programs for deaf and hard of hearing
students, the Deaf community, the NECC community, and the general public.
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•
Shared Reading Saturdays and Shared Reading Online (Mass.) Continued to collaborate
with the Deaf and Hard of Hearing Program in Lawrence, Mass., to offer monthly Shared
Reading Program (SRP) sessions for families; continued collaboration with schools and
programs throughout the state for online offering of the SRP as part of a pilot program funded
by the Verizon Foundation.
Southeast Region
• “Dialectical Behavior Therapy with Deaf Consumers” (Ala.) Provided support for this
workshop.
• Florida Educators of the Deaf and Hard of Hearing Conference. Cosponsored, exhibited,
and presented a workshop, “Developing Decision-Making Skills.”
• Deaf Extreme (Ga.) Exhibited and conducted a transition workshop for deaf and hard of
hearing students on Gallaudet University and the GURCs.
• Southeast Regional Institute on Deafness (S.C.) Cosponsored and hosted a preconference
workshop, “Identify Your Leader Skills: Developing Influence.”
Midwest Region
• Family-focused events (Wisc., Ill.) Cosponsored several events for families of deaf and hard
of hearing children.
• Illinois Teachers of the Deaf Conference. Cosponsored annual conference.
• Kansas Instructors for the Deaf Conference. Cosponsored annual conference.
• Kansas Association of Interpreters (KAI-RID) Conference. Cosponsored conference.
• “Seventeen Years of the ADA: What Has It Gotten Us?” (Kan.) Hosted workshop in
collaboration with the Greater Kansas City Chapter of ADARA and the Kansas Commission for
the Deaf and Hard of Hearing.
• Clerc Center training programs (Tex.) “Portfolios for Student Growth,” “Emotional
Intelligence,” and “Language Experience for Families” (also provided in N.Y.)
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Western Region
• Interpreter training initiatives (Regional). Continued to work with a nationally diverse group
on the topic of interpreter training; cosponsored, participated in, and conducted training for
various interpreter training events throughout the region, including RID Region V Conference
in California (also included the Interpreters with Deaf Parents and the Deaf Caucus during the
conference) and the Washington State RID conference.
• “Prevention and Management of Problem Behaviors” (Colo.) Provided extension course.
• Intermountain Special Studies Institute (Idaho). Served on planning committee for annual
conference for teachers and interpreters in the mountain states; arranged for Clerc Center
training “ASL, English, and Math: How Does it All Jive?”
• Family Learning Weekend (Mont.) Assisted with planning and provision of Clerc Center
training, “Adolescent Sexuality Education: What You Don’t Know Can Hurt You.”
Pacific Region
•
•
•
•
•
Extension courses (Regional). – Provided professional development for teachers and
interpreters throughout Hawai’i and the Pacific.
Family Learning Vacation (FLV) and Shared Reading Project (SRP) (Regional).
Coordinated the planning and conducted the FLV; currently leading the reestablishment of the SRP.
Gallaudet Internship Program (Regional). Hosted and coached interns in this new program.
Pacific Deaf-Blind Institute (Regional). Provided training specifically for the teachers of deaf
students.
Pacific Rim Conference on Disabilities (Regional). Cosponsored and arranged for the first
Deaf Education strand at the conference.
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2008 - Gallaudet University

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