Trends Impacting One Public School Program for Students Who Are Deaf or Hard-of-Hearing

• Published in: Communication disorders quarterly Vol. 36; no. 1; pp. 35 - 43
• Main Author: Miller, Kevin J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2014; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Assistive Technology; Audiology; Deaf Interpreting; Deafness; Educational Trends; Individuals with Disabilities Education Improvement Act 2004; Listening; Listening Skills; Partial Hearing; Public schools; Sign Language; Spoken language; Students; Teacher education; Teacher Education Programs; Teacher Effectiveness; Teacher Recruitment; Technological Advancement; Telecommunications; Trend Analysis; United States (Mid Atlantic States); deaf or hard-of-hearing; literacy; sign language; speech-language pathologists (SLPs); vocabulary; professional policy/licensure/certification; cochlear implants/hearing aids; service delivery; exceptionalities; technology; legal/policy issues
• ISSN: 1525-7401; 1538-4837
• DOI: 10.1177/1525740114533380

This article reflects on the author’s experience supervising a public school program for students who are deaf or hard-of-hearing, specifically addressing national, regional, and local trends affecting it. These trends included teacher efficacy, changes in educational service delivery, advances in technology, the selection of the listening and spoken language model, the needs of university teacher education programs, and telepractice. Furthermore, the author describes how the program responded to these trends, which ultimately resulted in positive educational outcomes for the students being served.