FY 2007 Annual Report of Achievements - Gallaudet University

GALLAUDET ALLAUDET UNIVERSITY UNIVERSITY 

1864~2007 

Annual Report of Achievements: 

University Programs 

Research 

Laurent Clerc National Deaf Education Center 

Fiscal Year 2007

Gallaudet University 

Annual Report of Achievements: 

University, Research, and 

Laurent Clerc National Deaf 

Education Center 

Fiscal Year 2007 

December 2007

iii 

December 5, 2007 

Dear Readers: 

It is my pleasure to introduce this year’s Annual Report of Achievements for Gallaudet University. Since I 

assumed the position of president last January 2, we have set in motion a plan to transform the University and 

put it on the path to long term success. Our efforts will change the University’s offerings to make it more 

relevant in today’s global society, boost its academic standing, and improve its governance process. 

Gallaudet has accomplished a great deal this year, especially with respect to serious concerns of our accrediting 

agency, the Middle States Commission on Higher Education. Within this context, we have developed new 

mission and vision statements, new strategic goals, comprehensive enrollment management and assessment 

plans, and a two-year action plan for diversity initiatives. Most important, this work has been accomplished by 

bringing together faculty, staff, students, and Board of Trustees members to discuss and develop plans 

collaboratively that address the challenges facing Gallaudet in this new century. The Board of Trustees 

welcomed new members this fall and has been actively engaged with all the constituencies that comprise the 

Gallaudet community. 

I want to thank everyone at the University for their enormous efforts this year. The fine work that has been 

accomplished in a short period of time clearly is moving us forward, and I am confident that a new and bright 

future is ahead. 

Sincerely, 

Robert R. Davila 

President

Table of Contents 

Introduction ............................................................................................................................................ 3 

Major Events in 2007 ............................................................................................................................. 5 

Office of the President ......................................................................................................................... 7 

Mission Review and Strategic Planning .................................................................................... 7 

New Mission Statement ............................................................................................................ 7 

New Vision Statement .............................................................................................................. 7 

Strategic Planning Process ........................................................................................................ 8 

University Strategic Goals ......................................................................................................... 9 

Linking the Budget Process to Strategic Planning .................................................................. 10 

Diversity Initiatives .................................................................................................................. 10 

Division of Administration and Finance ............................................................................................... 11 

Funding Resources .................................................................................................................. 12 

Gallaudet University Organizational Chart .............................................................................. 13 

Gallaudet University Staffing .................................................................................................. 14 

Performance Indicators ....................................................................................................................... 15 

Education of the Deaf Act (EDA) Data Summaries .............................................................. 17 

Government Performance and Results Act (University Programs) ....................................... 26 

Academic Affairs Highlights................................................................................................................ 33 

Bilingualism at Gallaudet ......................................................................................................... 35 

Enrollment Management ......................................................................................................... 35 

General Studies Curriculum ................................................................................................... 36 

Assessment Planning .............................................................................................................. 37 

Foundations of Excellence ...................................................................................................... 38 

NSF Science of Learning Center for Visual Language and Visual Learning (VL2) .............. 39 

Center for ASL/English Bilingualism Education and Research (CAEBER) ........................... 39 

Research and Development Projects .................................................................................................. 43 

Gallaudet Research Priorities .................................................................................................. 48 

Research and Demonstration Projects .................................................................................... 58 

Sponsored Programs ............................................................................................................. 125 

Laurent Clerc National Deaf Education Center ................................................................................ 133 

Prologue ................................................................................................................................ 135 

Introduction ........................................................................................................................... 136 

Government Performance and Results Act .......................................................................... 139 

National Mission Projects...................................................................................................... 144 

National Mission Summary Data .......................................................................................... 207 

Gallaudet University Regional Centers ................................................................................. 224 

Demonstration Elementary and Secondary School Initiatives ............................................... 229 

KDES Student Characteristics, Support Services Received, and Outcomes........................ 233 

Enrollment and Student Characteristics Tables ........................................................ 235 

MSSD Student Characteristics, Support Services Received, and Outcomes ....................... 245 

Enrollment and Student Characteristics Tables ........................................................ 247 

1

Gallaudet University had its beginning in 1856 when 

Amos Kendall, postmaster general during the 

administration of President Andrew Jackson 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. 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. In 1864, Congress, 

persuaded by Edward Miner Gallaudet and Amos 

Kendall, voted 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 that time, 

the President of the United States has signed all 

Gallaudet diplomas. 

Introduction 

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 Kendall Green, 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 Aug. 4, 

1986, President Ronald Reagan signed into law the 

Education of the Deaf Act of 1986, which bestowed 

university status upon Gallaudet. 

3

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 

1998 are the most recent amendments reauthorizing 

the University to receive federal appropriations. The 

Higher Education Act (HEA) was extended 

temporily through FY 2007. This extension allowed 

programs under HEA, such as Gallaudet University, 

to receive federal appropriations for FY 2007. 

This report presents information concerning the 

University’s most important accomplishments from 

October 1, 2006, to September 30, 2007 (henceforth 

FY 2007). 

4 

Accreditation 

Gallaudet University is accredited by the 

Commission on Higher Education of the Middle 

States Association of Colleges and Schools, and 

many of its programs also have accreditation from 

professional accrediting bodies, including the: 

National Association of School Psychologists 

(NASP); National Council for Accreditation of 

Teacher Education (NCATE); Council on Accreditation 

of Counseling and Related Programs 

(CACREP); American Speech-Language 

Association (ASHA); Association of Collegiate 

Business Schools and Programs (ACBSP); National 

Association of State Directors of Teacher Education 

and Certification (NASDTEC); Council on 

Education of the Deaf (CED); American Psychological 

Association (APA); Council on Social Work 

Education (CSWE); and Conference of Educational 

Administrators of School Programs for the Deaf 

(CEASD).

Major Events in 2007 

During FY 2007, Gallaudet University faced more challenges than perhaps at any time in its history. Many of 

these challenges we met successfully and we continue to address issues of concern related to the University’s 

accreditation by the Middle States Commission on Higher Education (MSCHE), the University’s regional 

accrediting agency. The year began with a continuation of the protest that began in May 2006 against the 

selection of the University’s ninth president. The protests led to a campus closure in October 2006, the 

termination of the appointment of the president-designate by the Board of Trustees, and the appointment of 

Dr. Robert R. Davila, Gallaudet’s 9th president, effective January 2, 2007. 

As a result of issues raised during the protest and concerns about the adequacy of its prior accreditation 

reporting, MSCHE warned Gallaudet in November 2006 that it might be out of compliance with several of the 

Commission’s accreditation standards related to governance and climate issues, mission and strategic plan, 

enrollment management, and academic quality. A small team from MSCHE visited the campus in January and 

again in May to further explain their concerns and expectations, meet with various constituencies on campus, 

and offer assistance to the University in its efforts to effectively address issues of compliance with MSCHE 

standards. 

Soon after his appointment, President Davila developed his agenda for a “new Gallaudet.” It reflects a plan to 

address MSCHE concerns but also adds the goal of healing the community following the protest. This agenda 

provides a blueprint for not only addressing the accreditation concerns, but also moving Gallaudet forward 

towards a successful future for our students and the community. 

The President’s Agenda 

• Increasing the respect and value for the diversity of people and ideas 

• Promoting a shared understanding and ownership of the mission 

• Increasing academic rigor and a culture of excellence 

• Improving recruitment, enrollment, and retention of students 

• Improving shared governance 

Each of these priorities will promote a sixth overall priority of healing and 

energizing our community so that we can move forward together. 

The president also announced a 7-point diversity plan and unveiled a plan to address both climate and governance 

issues that were manifested in the protest. 

In March, a new provost, Dr. Stephen F. Weiner, was selected to replace the interim provost who had served 

as head of Academic Affairs from October 2006 to July 2007. Dr. Weiner began his role as provost on July 1, 

2007. He assumed day-to-day leadership of a coordinating council and six work groups to do the work 

required to meet accreditation standards and expectations of the MSCHE. 

The work groups and coordinating council focused on: 

• improving the effectiveness of shared governance 

• improving the climate of respect for a range of backgrounds, ideas, and perspectives 

• restructuring the undergraduate general studies requirements 

• reviewing and developing a new mission statement 

• developing the framework for the university strategic plan 

5

• managing enrollment 

• developing a university-wide assessment program 

In addition, the provost re-established the Office of Institutional Research and created an Assessment Office 

to support the increased data needs of the institution. 

The University responded to MSCHE’s concerns in two major reports during the year—one submitted in 

April 2007, which analyzed each issue and included plans for addressing them; and another in September 

2007, which was a progress report on the implementation of the plans outlined in April. Another report is due 

on April 1, 2008, in which the University is to provide evidence that it is in compliance with the MSCHE 

accreditation standards cited above, and the results of its assessment efforts. The University was placed on 

probation in June but remained accredited during the period of probation. As a result of hard work and 

collaboration across campus, in mid-November, the University was informed that the Middle States Commission 

voted to remove Gallaudet from the status of probation to warning, an intermediate step in the direction 

of re-affirmation of accreditation. As before, the University remains accredited. 

Note: In order to highlight all of the significant work done this year, parts of the report format have 

been changed from previous years. The sections describing Gallaudet’s research and demonstration 

projects and the Clerc Center’s report remain largely the same as in previous years. Performance data 

(University programs) required by the Education of the Deaf Act and the Government and Performance 

Results Act have been consolidated into one section for easier reference. 

6

Mission Review and Strategic 

Planning 

The first step in addressing the concerns presented 

by the Middle States Commission on Higher Education 

(see Major Events of 2007) was to review the 

mission statement and refocus it to more accurately 

reflect the current purpose and vision of the university. 

One of the work groups established by the 

president took on this task. After reviewing relevant 

documents and gathering input from the community, 

the group wrote new mission and vision statements. 

Drafts of the statements were presented to the 

entire University community for review and feedback, 

and a revised statement was presented to the 

Board of Trustees for consideration in June 2007. 

Subsequent to Board review and further review by 

the campus community, the following mission and 

vision statements emerged, and they are guided by a 

sense of rededication to Gallaudet’s heritage as a 

bilingual, signing community of students, teachers, 

and scholars. Final Board approval of the mission 

and vision statements was granted in November 

2007. 

New 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. 

Office of the President 

New Vision Statement 

The vision of Gallaudet University is to: 

• 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. 

7

The Strategic Planning Process 

Gallaudet has maintained an evolving strategic plan 

since the mid-1990’s. One of the many unique 

aspects of Gallaudet is its relationship with the 

federal government that has included an annual 

appropriation since the mid-1800’s. 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 1990’s 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. This 

inclusive process resulted in 2004 in publication of a 

planning document entitled New Directions for 

Academic Affairs, which laid the groundwork for 

subsequent planning, culminating in the spring of 

2005 with the announcement of eight institutional 

strategic goals. Implementation of these goals was 

interrupted by the protest on campus that began with 

the announcement of the appointment of the 

University’s provost as the successor to the outgoing 

president in May 2006. 

Following the appointment of President Davila, the 

strategic planning process was renewed with the 

approval of the new mission and vision statements 

described above. The next step was to assess major 

challenges and opportunities that face Gallaudet 

University at the beginning of a new century. 

21st Century Challenges and Opportunities 

The principal challenges facing Gallaudet University 

at the beginning of the new century are both new 

and old. The old challenge is to teach students who 

became deaf before acquiring a spoken language to 

master the written English language. Because the 

University has always seen its role as that of 

providing educational opportunities to a wide variety 

of students who come from varied educational 

backgrounds, experience and skills, including those 

students who have a high risk of not succeeding in 

college, it has historically had high attrition and low 

graduation rates in its bachelor’s degree program. 

The University has recognized that this lack of 

apparent success is no longer accepted in American 

higher education and that it has essentially two 

fundamental choices—raise its admissions standards 

8 

for its bachelor’s level program, thereby excluding 

some students who would have been admitted in the 

past, or develop “honorable exit” options for students 

who could not succeed at the bachelor’s level. This 

issue has been much discussed and debated by the 

faculty, and the sense of the faculty is to adopt the 

former option. This could have at least short-term 

consequences for the size of the undergraduate 

population, although we are implementing aggressive 

recruiting plans to offset any possible enrollment 

reductions, and on the nature of the curriculum. 

These consequences will be discussed further as we 

develop more specific objectives under the strategic 

goals stated below, and as stated quantitatively in our 

detailed action and assessment plans. 

The principal new challenges have to do with the 

exponential development of communication and 

prosthetic technologies, and changes in the basic 

demographics of the deaf student population. Most 

fundamental to this discussion is the recent development 

of the cochlear implant, a powerful new 

prosthetic that has the potential to provide useable 

hearing to many otherwise deaf infants and children. 

The implantation of young deaf children has been 

controversial but shows signs of becoming less so, 

as it is done more frequently. There has, in addition, 

been a long term trend away from educational 

placement of deaf students in residential schools for 

the deaf and into programs where they are more or 

less integrated with hearing children, and Gallaudet 

has in the past drawn most heavily from the residential 

and other special programs for deaf students as 

it recruited and enrolled its undergraduates. 

The information that follows is summarized from an 

analysis of trends over the past 20 years compiled 

by researchers in the Gallaudet Research Institute: 

1) the total number of deaf and hard of hearing 

students in the United States receiving special 

education has been relatively stable during the past 

decade; 2) the percentage of that population receiving 

special education in separate programs and 

facilities has declined steadily during the past two 

decades; 3) the numbers of these students who are 

classified as white has declined modestly, while the 

numbers who are people of color have increased; 

and 4) the percentage of these students who have 

cochlear implants has increased rapidly, and this 

increased rate shows no sign of abating.

Many of these trends are seen as threats to the 

traditional signing deaf community in the United 

States and to special institutions for the deaf, as 

Gallaudet has been. At the same time there are 

trends that demonstrate a new awareness of and 

interest in deaf people and American Sign Language, 

most particularly the geometric growth of ASL 

instruction for hearing students, especially in 

American colleges and universities. There is also 

expanding interest in the nature of visual learning, 

not just with respect to ASL and deafness, but also 

relating to the explosion of visual based technologies. 

With regard to visual learning, Gallaudet can 

leverage its recent reception of a major grant from 

the National Science Foundation (NSF). The NSF 

has awarded Gallaudet $3.5 million over two years 

to establish the Science of Learning Center on 

Visual Language and Visual Learning (VL2). The 

purpose of VL2 is to gain greater understanding of 

the biological, cognitive, linguistic, socio-cultural, and 

pedagogical conditions that influence the acquisition 

of language and knowledge through the visual 

modality. If this initial effort is successful, NSF will 

fund an additional three years of VL2 at a level of 

$4 million per year. At the end of the five-year cycle, 

VL2 could receive another five-year grant at the 

level of $4 million per year. In addition to drawing on 

the expertise of Gallaudet researchers and the 

University’s unique linguistic environment, VL2 will 

collaborate with researchers from Georgetown and 

Rutgers Universities, the University of California- 

Davis, the University of New Mexico, the University 

of Illinois at Urbana-Champaign, the Rochester 

Institute of Technology, and Boston University. 

Gallaudet recognizes and will also leverage its 

geographic location in the heart of the nation’s 

capital—a major, cosmopolitan metropolitan area 

with opportunities for engagement in government, 

educational, and business activities. Within this 

environment, Gallaudet participates in a consortium 

of other colleges and universities in the Washington 

Metro area, and it maintains contact with various 

offices in the legislative and executive branches of 

the federal government. The University will provide 

opportunities for all students to participate in educational 

programs off the Gallaudet campus, and in 

employment in government or business while they 

are enrolled at Gallaudet, as a substantial component 

of their intellectual and professional development. 

The foregoing discussion leads to suggestions for the 

future focus of Gallaudet’s strategic planning in the 

direction of renewal of its traditional role as the 

center of development and preservation of the 

language and culture of the signing deaf community. 

With regard to this focus, Gallaudet may see increased 

interest on the part of hearing students, in 

addition to deaf students and students with cochlear 

implants who are interested in learning about deaf 

identity. This should not be interpreted as a suggestion 

that Gallaudet become either a museum or a 

laboratory. By embracing its heritage, it looks 

forward to a vibrant future in which liberal learning 

and professional training are provided at a very high 

intellectual level to students of all kinds who are 

interested in and can benefit from visual based 

learning. Gallaudet’s goal is to reinvigorate its 

traditional niche as the place of choice for high 

achieving deaf students from all educational and 

ethnic backgrounds. 

University Strategic Goals 

Five strategic goals were drafted for review by the 

Board of Trustees and the campus community. 

These goals were distilled from the eight goals of the 

previous year, and the issues of concern presented 

to the University by the MSCHE. Each goal has 

related objectives for which action plans will be 

developed with quantitative indicators and assessment 

methods. The action plans will address the full 

range of Gallaudet’s responsibilities under the 

Government Performance and Results Act, as well 

as the MSCHE accreditation standards. Implementation 

has begun on some action plans; other plans 

will be fully developed and implementation begun in 

FY 2008. 

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 ASL/English bilingual 

communication abilities and potential of deaf 

students are fully realized. 

2. Gallaudet enrolls a diverse and talented 

student body by providing rigorous academic 

programs and an effective co-curriculum and 

services that support recruitment, retention, 

graduation, and life-ong learning. 

9

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. 

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. 

5. Gallaudet obtains the financial and other 

resources necessary to support excellence in 

its programs and uses these resources effectively 

and efficiently. 

Linking the Budget Process to Strategic 

Planning 

During the summer of 2007, the University commissioned 

the development of a new budget process by 

a Gallaudet professor of economics and finance and 

former staff member in the Congressional Budget 

Office. The work was overseen by an expanded 

budget committee that included representatives from 

each of the University’s major operating divisions 

and faculty, student, and staff organizations. The 

overall purpose of the project was to improve the 

articulation between strategic planning and institutional 

budgeting. Following review of this document 

by the President’s Management Team, significant 

changes to the existing process, designed to improve 

the University’s responsiveness to strategic priorities, 

were implemented as follows: 1) centralization 

of most payroll; 2) retention of a representative 

budget committee but use of it as an advisory panel; 

3) designation of the officer group as the final 

budget authority, 4) development of more formalized 

mechanisms for justifying budgetary redistributions. 

Diversity Initiatives 

The President announced a plan to address climate 

and diversity issues that combines two major elements—the 

Gallaudet Democratic Initiatives and the 

President’s Agenda for Diversity. The plans were 

created as a result of community input, recommendations 

from the President’s Work Group on 

Diversity, the President’s Diversity Team, and 

external consultants. Implementation is scheduled 

for late 2007 through 2009. The Democratic Initia- 

10 

tives plan is a comprehensive two-year plan focused 

on promoting a shared understanding and ownership 

of Gallaudet’s mission, improving shared governance, 

increasing the respect and value for the 

diversity of people and ideas, improving student 

retention, and building support for research that 

promotes academic rigor and a culture of excellence. 

Elements of the plan include: a community 

building inventory and dialogue, establishment of 

organizational structures for equity and diversity, and 

the founding of a center for the study and practice 

of diversity. The activities within these structures 

will focus on elements of the President’s Agenda for 

Diversity, which include: 

1. Making research and development in the area of 

minority achievement a top priority. 

• creating a national task force on minority 

achievement 

• increasing attention to the needs of minority 

children in K-12 settings 

• improving Gallaudet’s retention and graduation 

rates for minority students 

2. Finding ways to secure scholarship support for 

students of color and making an increase in 

minority scholarships a funding priority. 

3. Sponsoring a conference on minority achievement. 

4. Making the issue of diversity a top priority for the 

President’s office by establishing the President’s 

Diversity Team. 

5. Ensuring that divisions and departments establish 

measurable targets for the recruitment and 

retention of faculty and staff. 

6. Providing for a university-wide orientation and 

education program to promote understanding, 

respect, and a commitment to diversity. 

7. Seeking an active partnership with each of the 

national organizations including the National 

Black Deaf Advocates (NBDA), National Asian 

Deaf Congress (NADC) and the National 

Hispanic Council of the Deaf and Hard of 

Hearing (NHCDH) to explore ways to help 

promote and achieve common goals.

Division of Administration and Finance 

The Division of Administration and Finance (A&F) 

provides services that are essential to the delivery of 

the educational, research, and public service missions 

of the University or that enhance the value of 

these activities. The Division of Administration and 

Finance is committed to providing a high level of 

customer service to members of the campus community 

and to those who contact or visit with us 

from off campus. The Division continuously reviews 

its programs and services to assure that they are 

responsive to the needs of the community, make the 

best use of financial and human resources, add 

value, and reflect best practices. 

The support services provided by the Division 

include: financial services—accounting and budget; 

internal audit and management advisory services; 

human resources; information technology, including 

computer and telecommunication services; printing 

and reprographic services; facilities management; 

construction services; public safety; contracts and 

purchasing; interpreting services; transportation; and 

student health services. 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 2007, the division made substantial 

progress in a number of areas. Renovation of the 

historic Alumni House was completed and construction 

of the Sorenson Language and Communication 

Center began. A major upgrade was completed for 

the PeopleSoft Financials module, and security for 

the computer network was enhanced. A major 

review of the University’s budget process was 

undertaken, resulting in a centralized payroll system 

and a review of the position control system. The 

Department of Public Safety improved relations with 

students by hiring more deaf officers and improving 

retention of experienced officers with sign language 

skills. Another major student-related initiative was 

to establish and promote an internship program, 

leading to the appointment of several student interns 

during the summer. The Division also collaborated 

with Academic Affairs on the Deaf Space Workshop 

program that included significant participation 

by students in campus architectural planning, especially 

as it related to the University’s plans to 

participate in the development of the Capital City 

Market adjacent to the campus. This development 

project includes significant involvement both of 

campus constituencies and the external community. 

The Gallaudet University Press published a book to 

accompany the PBS television program, Through 

Deaf Eyes, and it sponsored a conference, 150 

Years on Kendall Green: Celebrating Deaf 

History and Gallaudet, through the Gallaudet Press 

Institute. The conference, designed to celebrate the 

150th anniversary of the founding of the institution, 

engaged scholars from around the country, including 

Pulitzer Prize winning historian, James McPherson. 

In addition, a number of Division staff presented 

workshops under the auspices of the Employee 

Professional Development Program managed by 

Human Resources Services. 

11

Funding Resources 

Fundraising 

Grants and Contracts 

12 

Total Gifts and Pledges Received in FY 2007: $9.5 million 

FY 2007 Goal: $10.3 million 

Outright gifts $8,774,116 

New pledges $739,584 

Gifts-in-kind $76,221 

The Campaign for Gallaudet’s Future 

(Capital Campaign begun in FY 2004 to support the James Lee Sorenson Language and 

Communication Center at $28 million and the I. King Jordan Chair in Leadership at $3 million.) 

Total Campaign Goal: $31 million 

Total Received as of end of FY 2007: $30,051.957 

Results for FY 2007 

Total Proposals: 20 proposals for $5 million 

Total Awards: 26 awards for $6.8 million

Director, Alumni 

Relations 

Director, 

Development 

Director, 

Public Relations 

Vice President, 

Institutional Advancement 

Gallaudet University Organizational Chart 

November 2007 

Executive Director, 

Business & Support 

Services 


Facilities 


Finance 


Gallaudet Press & 

External Affairs 

Director, 

Program Development 

Special Assistant 

to the President 

Vice President, 

Administration and 

Finance/Treasurer 

Board of Trustees 

President 

Director, 

Human Resources 

Director, 

Equal Opportunity 

Programs 

Director, 

ITS 

Director, Audit & 

Management Advisory 

Services 

Director, 

Transportation 

Special Assistant to the 

President for Board and 

External Relations 

Dean, College of Liberal 

Arts, Sciences & 

Technologies 

Dean, Enrollment 

Management & General 

Studies 

Dean, Laurent Clerc 

National Deaf Education 

Center 

Associate Dean, 

Academic Programs & 

Support Services 


Assessment & Innovative 

Programs 

Provost, 

Academic Affairs 

Dean, Graduate School & 

Professional Programs 

Dean, College of 

Professional Studies & 

Outreach 

Dean, Academic 

Technology, Library & 

Archive Services 


Student Affairs 

Director, 

Institutional Research

Classification 

FACULTY/TEACHERS 

Total 

Deaf 

Minority 

Deaf/Minority 

ADMINISTRATORS 

Total 

Deaf 

Minority 

Deaf/Minority 

PROFESSIONAL STAFF- 

Academic/ Student Support 

Total 

Deaf 

Minority 

Deaf/Minority 

PROFESSIONAL STAFF- 

Admin/Institutional Support 

Total 

Deaf 

Minority 

Deaf/Minority 

SECRETARIAL/CLERICAL 

Total 

Deaf 

Minority 

Deaf/Minority 

TECHNICAL SUPPT 

Total 

Deaf 

Minority 

Deaf/Minority 

SERVICE/MAINTENANCE 

Total 

Deaf 

Minority 

Deaf/Minority 

GRAND TOTALS 

Total 

Deaf 

Minority 

Deaf/Minority 

GALLAUDET UNIVERSITY STAFFING 

BY CLASSIFICATION, HEARING STATUS, AND MINORITY GROUP 

Regular Status/Federally Funded 

FALL 2006 

UNIVERSITY CLERC CENTER TOTAL 

Positions On Board Positions On Board Positions On Board 

241 

67 

111 

120 

73 

71 

215 

898 

223 

88 

38 

16 

63 

24 

17 

5 

104 

60 

29 

17 

106 

44 

35 

14 

64 

6 

46 

1 

60 

40 

21 

9 

207 

50 

151 

22 

827 

312 

337 

84 

67 

9 

107 

21 

12 

18 

8 

242 

61 

34 

11 

5 

10 

6 

1 

0 

98 

60 

31 

15 

20 

7 

3 

0 

10 

1 

8 

0 

17 

12 

11 

6 

7 

7 

4 

5 

223 

127 

69 

31 

308 

76 

218 

141 

85 

89 

223 

1140 

284 

122 

49 

21 

73 

30 

18 

5 

202 

120 

60 

32 

126 

51 

38 

14 

74 

7 

54 

1 

77 

52 

32 

15 

214 

57 

155 

27 

1050 

439 

406 

115

PEFORMANCE INDICATORS 

Education of the Deaf (EDA) - Data Summaries 

Government Performance and Results Act (GPRA) - FY 2007 Report 

15

Enrollment 

Education of the Deaf Act (EDA) 

Data Summaries 

Figure 1: Fall 2006 Enrollment Student Population Profile 

• Total enrollment* 

• Degree-seeking undergraduate 

• Degree-seeking graduate 

• First-time freshmen* 

• First-time graduate students* 

• Non-degree-seeking undergraduate 

• Non-degree-seeking graduate 

• Professional Studies 

Table 1: Fall 2006 Undergraduate Degree-Seeking Applications, Accepted, and Enrolled by Race/Ethnicity, 

Hearing Status, Gender, Level/Degree 

Table 2: Fall 2006 Degree-Seeking Undergraduate and Graduate Student Enrollment by Race/Ethnicity, 

Hearing Status, and Gender 

Figure 2: Hearing Undergraduate Enrollment (required by the U.S. Department of Education) 

Table 3: Fall 2006 Degree-Seeking Enrollment of Undergraduate and Graduate Deaf /Hard of Hearing 

Students from Traditionally Underrepresented Groups 

• Enrolled full-time 

• Enrolled part-time 

Table 4: Fall 2006 Degree-Seeking U.S. Students by State, District, or Territory of Origin 

Attrition and Persistence 

Table 5: Fall 2005 to Fall 2006 Undergraduate Degree-Seeking Attrition/Persistence by Race/Ethnicity, 

Gender, and Level * 

Table 6: Fall 2005 to Fall 2006 Graduate Degree-Seeking Attrition/Persistence by Race/Ethnicity, Gender, and 

Level * 

Graduates and Degrees Awarded 

Table 7: Undergraduate and Graduate Degree Recipients Fall 2006 through Summer 2007 by Race/Ethnicity, 

Hearing Status, and Gender* 

Table 8: Undergraduate and Graduate Deaf /Hard of Hearing Students from Traditionally Underrepresented 

Groups Degree Recipients Fall 2006 through Summer 2007 

*Required by EDA 

17

Enrollment 

Figure 1: Fall 2006 Enrollment Student Population Profile 

1600 

1400 

1200 

1000 

800 

600 

400 

200 

0 

Fall 2006 Enrollment Distribution 

Total Enrollment = 1,823 

Professional 

Studies 

Non Degree Seeking 187 26 68 

Degree Seeking 0 404 1138 

Note: Total first-time freshmen = 212 

Total first-time graduate students = 168 

Source: Gallaudet University 2006 Enrollment Report 

Graduate Undergraduate 

19

20 

Table 1: Fall 2006 Undergraduate Degree-Seeking Applications, Accepted, 

and Enrolled by Ethnicity, Hearing Status, Gender, and Level/Degree 

Applied Accepted Enrolled 

By Race/Ethnicity 

White 306 255 196 

Non-White 160 100 73 

International 66 21 12 

Unknown 

By Hearing Status 

7 10 0 

Deaf/Hard of Hearing 496 365 276 

Hearing 

By Gender 

43 21 5 

Male 268 186 143 

Female 

By Level/Degree 

271 200 138 

First-time Freshmen 411 298 212 

Transfers 120 85 67 

Second Degree 8 3 2 

TOTAL 539 386 281 

Source: Gallaudet University 2006 Enrollment Report 

Table 2: Fall 2006 Degree-Seeking Undergraduate and Graduate Student Enrollment 

by Race/Ethnicity, Hearing Status, and Gender 

Undergraduate Graduate TOTAL 


International 92 21 113 

African American 129 35 164 

Asian American 60 15 75 

Native American 41 3 44 

Hispanic/Latino 98 24 122 

Cauc asian 708 281 989 

Refused/Unknown 


10 25 35 

Deaf/Hard of Hearing 1086 179 1265 

Hearing 36 219 255 

Unknown 

By Gender 

16 6 22 

Male 538 89 627 

Female 600 315 915 

TOTAL 1138 404 1542 

Source: 2006 Enrollment Report

45 

40 

35 

30 

25 

20 

15 

10 

Figure 2: Hearing Undergraduate Enrollment 

Fall 2001 to Fall 2006 

5 

0 

Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 

Enrolled 6 6 8 15 17 15 

Admitted 6 6 9 18 20 20 

Applied 15 19 38 37 39 40 

Total Enrollment 8 11 12 24 35 36 

Notes: Students were first admitted to the Hearing Undergraduate Program (HUG) in Spring 2001. 

Subsequently students were only admitted in the fall term. Since the inception of the program, 

fourteen students have graduated from the program with degrees in American Sign Language, 

Biology, Deaf Studies, Education, English, and Psychology. 

Fall 2007 declared majors (N=22): Deaf Studies (3), Education (4); Interpreting (12); Philosophy (1); 

Psychology (1); and Social Work (1) 

Source: Gallaudet University Office of Institutional Research 

21

22 

Table 3: Fall 2006 Degree Seeking Enrollment of Undergraduate and 

Graduate Deaf/Hard of Hearing Students from Traditionally 

Underrepresented Groups 

Undergraduate Graduate 

Full-Time Part-Time Full-Time Part-Time TOTAL 


African American 122 1 15 17 155 

Asian American 58 1 8 6 73 

Native American 39 2 3 0 44 

Hispanic/Latino 95 2 16 6 119 

TOTAL 314 6 42 29 391 

By Gender 

Male 149 3 10 23 185 

Female 165 3 32 6 206 

TOTAL 314 6 42 29 391 

Source: Gallaudet University Office of Institutional Research

Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

Florida 

Georgia 

Hawaii 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Table 4: Fall 2006 Degree-Seeking U.S. Students by State, District or 

Territory of Origin 

Undergraduate 

5 

2 

29 

4 

104 

6 

14 

5 

66 

54 

24 

8 

0 

49 

27 

5 

11 

8 

8 

2 

103 

30 

23 

21 

2 

13 

Graduate 

2 

1 

10 

2 

29 

3 

4 

0 

37 

16 

2 

0 

0 

7 

2 

4 

1 

2 

2 

0 

71 

10 

5 

8 

0 

4 

TOTAL 

Undergraduate 

Graduate TOTAL 

7 Montana 

1 0 1 

3 Nebraska 

3 0 3 

39 Nevada 

1 3 4 

6 New Hampshire 

2 2 4 

133 New Jersey 

35 9 44 

9 New Mexico 

7 1 8 

18 New York 

75 19 94 

5 North Carolina 

16 4 20 

103 North Dakota 

1 0 1 

70 Ohio 

32 9 41 

26 Oklahoma 

6 0 6 

8 Oregon 

9 3 12 

0 Pennsylvania 

50 19 69 

56 Puerto Rico 

0 1 1 

29 Rhode Island 

6 1 7 

9 South Carolina 

11 1 12 

12 South Dakota 

5 1 6 

10 Tennessee 

11 4 15 

10 Texas 

45 8 53 

2 Utah 

4 0 4 

174 Vermont 

2 0 2 

40 Virginia 

36 47 83 

28 Washington 

11 6 17 

29 West Virginia 

3 1 4 

2 Wisconsin 

13 5 18 

17 Unknown 

38 17 55 

TOTAL STUDENTS 

1,046 383 1,429 

23

24 

Attrition and Persistence 

Table 5: Fall 2005 to Fall 2006 Undergraduate Degree-Seeking 

Attrition/Persistence by Race/Ethnicity, Gender, and Level 

Enrollment Fall 

2005 Graduated 

Academically 

Dismissed Withdrew 

Returned in 

Fall 2006 


International 116 22 9 18 67 

African American 141 12 15 29 85 




Caucasian 724 88 43 138 455 


By Gender 

15 4 0 2 9 

Male 571 77 43 108 343 

Female 

By Class 

642 67 37 114 424 

Freshmen 511 0 64 141 306 

Sophomores 249 1 11 45 192 

Juniors 223 4 4 17 198 

Seniors 222 137 1 18 66 

Second Degree 8 2 0 1 5 

TOTAL 1213 144 80 222 767 

Table 6: Fall 2005 to Fall 2006 Graduate Degree-Seeking Attrition/Persistence 


Enrollment Fall 

2005 Graduated 

Academically 

Dismissed Withdrew 

Returned in 

Fall 2006* 

International 24 10 0 2 12 

Afric an American 39 12 0 7 20 




Caucasian 285 95 0 45 149 


By Gender 

28 12 0 4 14 

Male 81 20 0 12 49 

Female 338 123 0 51 173 

TOTAL 419 143 0 63 222 

Note: Of the 222 who returned in Fall 2006, 9 of them also received a degree while in track to another 

degree and are, therefore, counted in both the graduated and the persisted columns.

Graduates and Degrees Awarded 

Table 7: Undergraduate and Graduate Degree Recipients Fall 2006 through Summer 

2007 by Race/Ethnicity, Hearing Status, and Gender 

Bachelors 

Graduate 

Certificates 

Masters Specialists Doctorates TOTAL 


International 18 0 11 1 0 30 

African American 15 0 5 1 0 21 

Asian American 7 0 3 0 0 10 

Native American 6 0 2 0 0 8 

Hispanic/Latino 17 0 3 2 3 25 

Caucasian 109 0 68 7 7 191 



2 0 7 0 0 9 

Deaf/Hard of Hearing 161 0 44 6 2 213 

Hearing 8 0 53 5 8 74 

Unknown 5 0 2 0 0 7 

By Gender 

Male 74 0 21 2 1 98 

Female 100 0 78 9 9 196 

TOTAL 174 0 99 11 10 294 

Note: In AY 2006-07, 195 undergraduate degrees were awarded to 174 individuals and 123 graduate degrees 

were awarded to 120 individuals. 


Table 8: Undergraduate and Graduate Deaf /Hard of Hearing Students from Traditionally 

Underrepresented Groups -- Degree Recipients Fall 2006 through Summer 2007 


Bachelors 

Graduate 

Certificates 

Masters Specialists Doctorates TOTAL 

African American 13 0 3 0 0 16 

Asian American 7 0 1 0 0 8 

Native American 6 0 2 0 0 8 

Hispanic/Latino 17 0 0 1 1 19 



2 0 2 0 0 4 

Deaf/Hard of Hearing 

By Gender 

45 0 8 1 1 55 

Male 22 0 5 1 0 28 

Female 23 0 3 0 1 27 

TOTAL 45 0 8 1 1 55 


25

26 

FY 2007 Government Performance and Results Act 

University Programs 

The Government Performance and Results Act (GPRA) requires that federally supported programs develop 

and report performance indicators. Gallaudet University, including the Clerc Center, works with the U.S. 

Department of Education to determine appropriate performance indicators. Data for these indicators are 

collected and reported on a routine basis. The goals, objectives, and indicators outlined below are those that 

apply to University programs. Please note: Numbering system follows that of the Department of Education’s 

FY 2008 Program Performance Plan for Gallaudet. 

To challenge students who are deaf, graduate students who are deaf, and graduate 

Program Goal: students who are hearing 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: University Programs will optimize the number of students completing programs of study. 

Indicator 1.1: The enrollment in Gallaudet University’s undergraduate degree-seeking 

programs. (University enrollment figures are for Fall 2007.) 

FY 2008 Results: Target – 1,180. Actual total = 1,018 (full-time = 973; part-time = 45) 

Notes: The method of reporting this indicator has been revised to follow that of the IPEDS enrollment data 

submitted annually. FY 08 figures are as of September 11, 2007. 

Explanation: 

University undergraduate enrollment was below target. Strategies to address enrollment management were 

developed and reported to the U.S. Department of Education for FY 2008 related to this indicator. 

Indicator 1.2: The enrollment in Gallaudet University’s degree-seeking graduate programs. 

FY 2008 Results: Target – 475. Actual total = 383 (full-time = 263; part-time = 120) 


submitted annually. Non-degree seeking students formerly in this category were removed, but no corresponding 

adjustment in the target has been made yet. FY 08 figures are as of September 11, 2007. 

Explanation: 

University graduate enrollment was below target. The University expects that when full MSCHE accreditation 

is restored, the graduate enrollment will increase. 

Indicator 1.3 The enrollment in Gallaudet University’s non-degree seeking programs. 

FY 2008 Results: Target – 295. Actual total = 232 


submitted annually. FY 08 figures are as of September 11, 2007. 

Explanation: 

The decrease in total non-degree seeking students is due primarily to the decrease in PST enrollment. 

Reasons for the decline in these continuing education courses are unknown, and the University will investigate 

the causes and put plans in place to improve enrollment next year.

Indicator 1.6: First-year persistence rate of first-time, full-time freshmen at the University. 

FY 2007 Results: Target – 75%. Actual = 54% 


submitted annually. Cohort-based and measures persistence of first-time, full-time freshmen from fall of 

entrance to the next fall. 

Explanation: 

Decrease in first-year persistence, which had been increasing, is believed to be a result of campus events 

during 2006. Strategies to address enrollment management were developed and reported to the U.S. Department 

of Education for FY 2008 related to this indicator. 

Indicator 1.7: Graduate student persistence rate. 


Notes: Graduate student persistence rates are calculated as the ratio of the number of returning graduate 

students in a particular fall to the number of graduate students “available to return.” 

Explanation: 

Target exceeded. 

Indicator 1.8: Undergraduate cohort-based, 6-year graduation rate. 


Notes: The method of calculating this indicator has been revised to follow that of the IPEDS cohort-based, 

6-year graduation rate. 

Explanation: 

While this measure will yield lower graduation rates than the former method of calculation, it will be more 

sensitive to yearly changes in rates and yield more accurate trend data. 

Indicator 1.9: Undergraduate graduation rate (former method of calculation). 


Notes: The former graduation rate calculation was not cohort-based and included all students who earned 

bachelor’s degrees, including transfer students. It did not put a limit, e.g., 6 years, on the time required to earn 

a bachelor’s degree. This was accomplished by using a moving average, and therefore trends could not be 

inferred from year to year data. 

Explanation: 

Because of the method of calculation, this indicator changed very little over time. The University would like 

to eliminate this indicator next year and report only the cohort-based, 6-year graduation rate as reported in 

IPEDS. 

Indicator 1.10: Graduation rate of graduate students. 

FY 2007 Results: Target – 84 %. Actual = 94% 

Explanation: Target exceeded. 

27

Objective 3: Curriculum and extracurricular activities prepare students to meet the skill 

requirements of the workplace or to continue their studies. 

Indicator 3.1: The percentage of Bachelor’s degree graduates who were employed during their 

first year after graduation. 


Notes: FY 07 response rate to survey = 40%Includes graduates who were employed both part-time and fulltime. 

The percentages of graduates employed and in further education or training total more than 100% 

because some respondents were employed while enrolled in a program of advanced education or training 

within the same year. 

Explanation: 

The relatively small number of responses to the survey can cause yearly results to fluctuate significantly. 

Management of the survey has returned to the Office of Institutional Research, which is initiating new 

strategies to improve response rate. 

Indicator 3.2: The percentage of Bachelor’s degree graduates who were in advanced 

education or training during their first year after graduation. 


Notes: FY 07 response rate to survey = 40%The percentages of graduates employed and in further education 

or training total more than 100% because some respondents were employed while enrolled in a program of 

advanced education or training within the same year. 

Explanation: 

Target met. The relatively small number of responses to the survey can cause yearly results to fluctuate 

significantly. Management of the survey has returned to the Office of Institutional Research, which is initiating 

new strategies to improve response rate. 

Indicator 3.3: The percentage of Bachelor’s degree graduates who were not employed or in 

advanced education or training during their first year after graduation. 


Notes: FY 07 response rate to survey = 40% 

Explanation: 

The relatively small number of responses to the survey can cause yearly results to fluctuate significantly. 

Management of the survey has returned to the Office of Institutional Research, which is initiating new 

strategies to improve response rate. 

Objective 4: Improve the efficiency of operations at Gallaudet as defined by the cost per 

successful student outcome, where the successful outcome is graduation. 

Indicator 4.1: Federal cost per Gallaudet graduate. 

FY 2007 Results: Data for this indicator not available on 10/1. 

Notes: This indicator will be calculated as the average of the appropriation for university level programs, minus 

operating expenses for centrally funded university research programs, for the current year and the five 

preceding years, divided by the total number of undergraduate and graduate degree recipients for the current 

year. 

28

Explanation: 

The data used for the calculation of the efficiency indicator are not available until later in the calendar year. 

When available, it will be used along with prior year figures to establish a baseline and target. 

Indicator 4.2: Total educational cost per Gallaudet graduate. 

FY 2007 Results: Data for this indicator not available on 10/1. 

Notes: Calculated as the average of the full educational cost for the current year and the five preceding years 

divided by the number of graduate and undergraduate degree recipients for the current year. Educational cost 

is defined as the total cost for university level programs, including depreciation, minus costs for research, 

public service, and auxiliary enterprises. 

Explanation: 

The data used for the calculation of the efficiency indicator are not available until later in the calendar year. 

When available, it will be used along with prior year figures to establish a baseline and target. 

29

30 

GPRA – Internal Objectives 

(Monitored internally by the U. S. Department of Education) 

Gallaudet University offers students at every level effective educational 

Objective 2: programs supplemented by appropriate student support services, administrative 

services, and extracurricular activities that contribute directly to academic 

achievement and quality of student life. 

Indicator 2.1: Literacy skills. Annual English test results will indicate marked improvement in 

English competency levels for all students. 

FY 2007 Results: New measure under development. 

Explanation: 

Because of changes being made in response to MSCHE concerns, the University will establish new English 

indicators for graduation. Given both the Department’s and the University’s desire to revise this indicator, it 

seems reasonable to use the same goals and assessment results in English literacy for GPRA reporting. This 

will, in fact, provide the Department with a competency measure for all Gallaudet students, not just those in 

developmental English courses which has been the case in past reports. 

Indicator 2.2: Student support services. 

FY 2007 Results: Target – 200,000 hours. Actual total = 223,501 

Notes: Support services are provided primarily by two units: the Center for Academic Programs and Student 

Services (CAPSS)and Student Affairs. CAPSS includes academic advising, Career Center services, 

mentoring program, tutorial services, and services for students with disabilities (OSWD). Total hours 

46,173.Student Affairs units include: Dean’s Office, Mental Health Center, Judicial Affairs, Campus Life, 

Campus Activities, Athletics, Intramural Programs, Campus Ministries; and Health & Wellness, Multicultural 

Student, Community Service, Orientation, and Student Development Programs. Total hours 177,328. 

Explanation: 


Objective 4: Gallaudet works in partnership with others to develop and disseminate 

educational programs and materials for deaf and hard of hearing students. 

Indicator 4.2: Programs delivered to the field (University). 

FY 2007 Results: Target – 50,000 (enrollment in programs). Actual = 54,142 

Notes: The total actual figure includes: enrollments in GURC programs, Summer and Enrichment Programs, 

Center for Global Education programs, and conferences & training sponsored by Gallaudet. 

Explanation: 


Objective 5: Outside sources of support are a growing segment of Gallaudet resources and 

result in the University becoming more independent of the Federal 

Government.

Indicator 5.1: Fundraising – Endowment 

FY 2007 Results: Target – $1 million. Actual = $ .6 million 

Explanation: 

In FY 2007, the University, in recognition of an ambitious capital improvement plan, determined that the $1 

million federal match would assist the University and its students more if it was specifically for construction 

and renovation. The University does, however, recognize this shift in priorities as short-term and will continue 

to have the discretion to match endowment funds in the future. It should be noted that even without matching 

endowed funds, the University raised over $636,368 for its endowment in FY 2007. 

Fundraising – Gifts and Pledges 

FY 2007 Results: Target – $10.2 million. Actual = $9.5 million 

Explanation: 

In FY 2007, the University did not meet its private fund-raising goal primarily due to challenges on campus 

that resulted in a university-wide protest that began in May 2006 and that continued through early December 

2006. Despite these challenges, the University was able to raise $26,413,383 for The Campaign for 

Gallaudet’s Future which began in January 2004. The Campaign is scheduled to be completed in December 

2007. The goal at this time is to fully endow the I. King Jordan Chair in Leadership at a minimum of $1 million 

and to raise $28 million for the James Lee Sorenson Language and Communication Center. 

Fundraising – Grants and Contracts 

FY 2007 Results: Target – 20 grants/$3.0 million. Actual = 26 grants/$6.8 million 

Explanation: 

Target exceeded. Intense competition for a limited pool of federal grant and contract dollars continues from 

previous years. Gallaudet’s primary grantor (55% of all grants), the U.S. Department of Education (ED) 

competitively awarded grants to Gallaudet faculty and professional staff either directly or passed through 

another sponsor in the amount of approximately $3.7 million. The continued increased emphasis on 

collaborative and interdisciplinary research proposals by both principal investigators and their intended federal 

granting agencies is exemplified by the National Science Foundation sponsored Science of Learning Center 

Grant on Visual Learning and Visual Language (VL2 ) for approximately $3.5 million ($1.5 million last fiscal 

year and $2.0 million this fiscal year) and the Rehabilitation Engineering Research Center (RERC) on 

Hearing Enhancement funded by the United States Department of Education, National Institute on Disability 

and Rehabilitation Research (NIDRR) in the Office of Special Education and Rehabilitation Services 

(OSERS) for approximately $1 million. 

Additionally, Gallaudet is currently engaged in an extensive self-study following the Middle States Commission 

on Higher Education guidelines. Faculty and professional staff are intensely involved in development of 

assessment plans and tools and there will also be a campus wide conversation about and review of research, 

including sponsored research, at Gallaudet. Therefore we anticipate that fewer proposals will be submitted 

next fiscal year even though the total dollar amount of grants awarded will be higher. 

31

ACADEMIC AFFAIRS HIGHLIGHTS 

Bilingualism at Gallaudet 

Enrollment Management 

General Studies Curriculum 

Assessment Planning 

Foundations of Excellence Project 

National Science Foundation (NSF) Science of Learning Center 

for Visual Language and Visual Learning (VL2) 

Center for ASL/English Bilingual Education and Research (CAEBER) 

33

Bilingualism at Gallaudet 

Inclusive Bilingualism 

Gallaudet University has historically been a bilingual 

university, with English and American Sign Language 

(ASL) playing significant roles in social and 

academic discourse over the past century and a half. 

However, Gallaudet has not fully explored the 

implications of bilingualism in terms of its mission, 

curriculum, assessment and research. The spirit of 

the new mission of Gallaudet is to create a model of 

inclusive bilingualism, in which Gallaudet welcomes 

all qualified students from a variety of 

educational backgrounds with varying degrees of 

proficiency in ASL and English. In making its 

bilingual environment explicit in the new mission 

statement, the University commits to supporting 

community members in the development of bilingual 

proficiency during their time at Gallaudet. This 

would place Gallaudet directly in line with a host of 

other bilingual universities. As a higher education 

center notes, “The university can play an important 

role in helping individuals from both language groups 

to become bilingual … Part of the challenge is 

therefore to ensure that students can quickly operate 

in a bilingual environment, which requires a number 

of special measures, including intensive language 

courses when necessary.” Once students do acquire 

bilingual skills, the result is an expanded outlook on 

life. In this respect, bilingualism is more “inclusive” 

than monolingualism. This center also claims, “the 

continuous use of two working languages is viewed 

as a central element in the mission of the university 

to promote a broad intellectual and social outlook.” 

Academic Support for Bilingual Skills 

Academic Affairs Highlights 

A central aspect of Gallaudet’s Vision Statement is a 

commitment to “offer a welcoming, supportive, and 

accessible bilingual educational environment for 

teaching and learning through direct communication.” 

Gallaudet will assess students’ ASL and English 

proficiencies and then place students in the 

appropriate classes. A new General Studies 

curriculum integrates the study of reading, writing 

and signing as a means of developing effective 

communication and critical thinking skills. Students 

with developing ASL and/or English skills will be 

given direct and supportive instruction. Further, 

opportunities to acquire ASL will be offered as an 

ongoing aspect of academic support services and 

co-curricular programs. 

Inclusive Bilingualism and Academic Rigor 

By building a greater presence for ASL, Gallaudet is 

not segregating itself for cultural or political reasons, 

but just the opposite—it is enhancing the rigor of its 

curriculum, pedagogy and standards. In fact, it is our 

position that this program will also enhance the 

English literacy skills of our students, a primary goal 

of the University. The Middle States Commission on 

Higher Education (MSCHE) requires universities to 

demonstrate that students graduate with skills in 

“oral communication” and has suggested that 

Gallaudet may substitute ASL proficiency for 

meeting this requirement. MSCHE has a similar 

standard with respect to written English and the 

curriculum is designed to meet that proficiency 

standard as well. 

Enrollment Management 

The enrollment management office prepared a 

comprehensive plan addressing recruitment, retention 

to graduation, and post-graduation placement for 

undergraduate students. The planning process 

identified as the principal issue in recruitment the 

need to improve recruitment of undergraduate deaf 

students from non-residential programs. The strategic 

enrollment plan under the Government Performance 

and Results Act (GPRA), establishes a goal 

of 1,180 degree-seeking undergraduate students and 

a first-year retention rate of 75%. The 6-year 

graduation rate is to increase from its current rate of 

about 30%, a longer term goal. A fundamental 

strategy in retention and persistence to graduation is 

to limit admission to applicants who have a greater 

probability of success in the baccalaureate program, 

rather than to establish earlier “honorable” exit 

points. 

35

The faculty acted to raise the admissions cut-off to 

an ACT score of 14 in both English and mathematics, 

effective academic year 2008-2009. While 

student success and persistence to graduation are 

defined by a number of variables, the first and most 

obvious is to recruit students based on an academic 

profile that is consistent with students who are likely 

to graduate. Thus, successful students are defined 

as students who place in college English upon 

admission or who will be able to complete their 

conditional English courses and eventually move on 

to college English within four semesters. Research 

involving a study of 772 Gallaudet students (from 

1999 to 2004) shows the following: 84% of students 

who scored 14 on the ACT Reading test successfully 

completed their conditional English courses or 

were placed in college English upon admission. 

Students with an ACT score of 13 or less were most 

often placed in the lowest developmental English and 

math courses, and had less than a 10% chance of 

graduating within six years. Given the profile of 

entering students during the past ten years, the 

increase to an ACT of 14, in both English and 

mathematics, would result in a reduction of the 

entering class by 25%. Rather than reduce current 

enrollment targets, the enrollment management plan 

includes strategies to enhance recruitment, such as 

targeting different segments of the pool of potential 

students, e.g., transfer students. 

Student Retention and Persistence to 

Graduation 

The College of General Studies was established to 

give greater attention to the relationship between 

recruitment, retention and graduation; to train 

faculty; and to implement best practices, especially 

those successfully implemented in the first year and 

across the undergraduate programs. 

A new integrated general studies curriculum with 

clear student outcomes and reduced credits is in 

place. Central to this curriculum is an assessment 

plan that includes English, ASL, quantitative literacy, 

and emotional intelligence as indicators of student 

achievement. 

During the summer a team comprising representatives 

from athletics, advising, first year experience, 

Office of Students with Disabilities, tutoring, and 

mentoring met with admissions counselors to deter- 

36 

mine the needs of students identified as high risk 

with the goal of having services in place when 

students arrived. Also, prior to student arrival, 95% 

of transfer student credit was awarded, allowing 

students to register for appropriate classes (previously, 

the awarding of transfer credit took more than 

a semester to complete). 

A number of policies have been changed including 

limiting the number of courses a student can withdraw 

from (16 credits over the undergraduate 

experience – it was previously unlimited); requiring 

students on academic warning and probation to 

follow a contract designed to support their progress; 

and limiting all other activities during New Student 

Orientation, thus acclimating new students to a 

strong academic culture. Courses with the highest 

D, F, and withdrawal rates have been identified and 

targeted for additional support for students. 

A coordinator of student success was hired to 

address the needs of specific groups of students 

including: students of color, new signers and nontraditional 

and transfer students. 

General Studies Curriculum 

The Faculty Council on Undergraduate Education 

(CUE) developed a new undergraduate general 

education curriculum based on best practices, with 

built-in assessment components, and fewer course 

requirements. It was implemented in Fall 2007. The 

sweeping reform, passed by the University Faculty 

Senate in June, includes a three-stage general 

studies curriculum. It also calls for a reduction in 

general studies requirements to 40 credit hours from 

60 and lowers the number of credit hours for 

graduation to 120 from 124. 

This new curriculum draws on best practices in 

higher education, articulates specific, assessable 

learning outcomes, offers unprecedented opportunities 

for collegial inter-faculty collaboration, and 

integrates learning across disciplines. Outcomes are 

grouped in these areas: 

• Language and Communication: Students will 

use ASL and written English to communicate 

effectively with diverse audiences, for a variety of 

purposes, and in a variety of settings.

• Critical Thinking: Students will summarize, 

synthesize, and critically analyze ideas from 

multiple sources in order to draw well-supported 

conclusions and solve problems. 

• Identity and Culture: Students will understand 

themselves, complex social identities, and the 

interrelations within and among diverse cultures 

and groups. 

• Knowledge and Inquiry: Students will apply 

knowledge, modes of inquiry, and technological 

competence from a variety of disciplines in order 

to understand human experience and the natural 

world. 

• Ethics and Social Responsibility: Students will 

make well-reasoned ethical judgments, showing 

awareness of multiple value systems and taking 

responsibility for the consequences of their actions. 

They will apply these judgments, using collaboration 

and leadership skills, to promote social justice 

in their local, national, and global communities. 

Freshmen will take four foundations courses for 12 

credits; a series of integrated learning courses for 24 

credits, and a capstone experience for four credits. 

University faculty will select content for interdisciplinary 

courses that will also address the five learning 

outcomes to varying degrees. Finally, a capstone 

course will bring together all five outcomes and 

challenge the students to apply their knowledge and 

skills to solve real world problems. Gallaudet will 

invite community groups to present problems and 

needs. Students will work on project teams to 

research, plan, and implement innovative solutions. 

A career preparation requirement helps students 

prepare for a major, learn about potential career 

opportunities, identify needed skills, and maximize 

their potential during their college years and postgraduation 

employment search. 

Assessment Planning 

Comprehensive Assessment Plan 

In order to implement a continuous improvement 

cycle to ensure institutional effectiveness, a comprehensive 

assessment plan was developed by the 

newly created Office of Assessment. The assessment 

process model chosen is one generally 

accepted in higher education. It involves the establ- 

ishment of a department mission statements and 

broad goals which lead to the development of 

learning outcomes. Learning outcomes are then 

assessed and results are analyzed, shared and used 

as the basis for change/improvement in teaching, 

learning, programming and services. 

Departments, programs, and services have entered 

the assessment cycle at various points. The effort to 

capture a picture of where various departments 

were in utilizing the assessment cycle resulted in two 

actions. First, after adoption of the University’s new 

mission statement in August 2007, all departments or 

programs were asked to review their mission 

statements to determine their alignment with the 

new mission statement. Second, a grid showing 

progress around the assessment cycle was developed 

for the entire university and shared with the 

campus community. 

Data Warehouse System 

To support the assessment plan, implementation of 

Data Warehouse system for department level 

assessment and planning has begun. The Data 

Warehouse concept is a relational database system 

for the speedy retrieval of institutionally generated 

assessment information. In the Data Warehouse, 

key data already in the University’s PeopleSoft 

system is pulled into a centralized location with 

standardized reporting definitions tied to user friendly 

reporting and analysis tools. Essentially, the Data 

Warehouse eliminates the need for separate written 

reports on institutional functioning which would have 

to be periodically updated or revised. In this system, 

revisions occur with each “data dump” into the 

system. These data can be used for comparisons or 

trend analysis in a system that has an intuitive 

information retrieval structure. Department chairs 

will be able to easily retrieve information about their 

specific departments and utilize data for improvement. 

Current reports cover enrollment patterns, 

student performance, number of students in each 

major, grading based on class size and class type, 

and so on. In the future, reports which tie together 

student performance indicators and budget allocations 

will be added. Training for department chairs in 

the use of the system will take place in October, 

2007. Full implementation, including goal setting and 

justification of budget allocations, is expected by 

January 2008. 

37

Assessment of English and ASL Literacy Skills 

Improving reading and writing skills is the University’s 

first undergraduate academic priority, and Gallaudet 

is addressing it in a variety of ways. The first step 

was to raise admissions standards beginning in 2008, 

since it has become clear that the University has 

admitted students who are unlikely ever to develop 

sufficient reading and writing skills. The second step 

was to create a new general studies curriculum in 

which reading and writing are central to every 

course. This fall, the Office of Institutional Research 

(OIR) is working on a concurrent and predictive 

validity study of the Degrees of Reading Power and 

the ACT Compass tests as instruments for making 

placement decisions based on incoming skills. 

Also this fall, the final writing assignment in each 

new general studies course will be assessed 

according to a new rubric developed during the 

summer. OIR will conduct validity and reliability 

studies of the rubric, and deans and department 

chairs will evaluate the results with respect to the 

need for improvements in the new curriculum. 

During the 2007-08 academic year, the University 

will present a series of programs on bilingualism and 

further refine its expectations concerning appropriate 

skills in written English for Gallaudet 

graduates. By the end of the academic year, the 

University plans to have a trial instrument for 

assessing exit skills that can be pilot tested during 

the 2008-2009 academic year and various course 

level benchmarks that will indicate progress towards 

the graduating skill set. This instrument will also 

have sub-scales or sub- measures that will permit 

departments other than English to make decisions 

about accepting students into a major. 

Even though Gallaudet students have been communicating 

in ASL since the University’s inception, it 

has never conducted formal, comprehensive assessments 

of students’ signing skills. In August 2007, for 

the first time, Gallaudet freshmen took an ASL 

screening test to determine placement in the new 

curriculum. Then, as these students progress through 

the general studies curriculum, their ASL proficiency 

will be periodically assessed. Traditionally, the 

University has used the American Sign Language 

Proficiency Interview (ASLPI) or the Sign Communication 

Proficiency Interview (SCPI) to assess 

38 

faculty, staff, and students’ signing skills. However, a 

new assessment of ASL is needed to measure 

specific aspects of ASL as it is used in academic 

discourse. In order to coordinate this effort, the 

Department of ASL and Deaf Studies is developing 

a university-wide rubric for ASL assessment that 

parallels the Gallaudet University Writing Rubric. 

The ASL and Deaf Studies Department will then 

collaborate with the Office of Institutional Research 

to conduct reliability and validity studies of its 

assessment strategies. 

Foundations of Excellence 

The Foundations of Excellence Program is a 

comprehensive self-study and improvement process 

and responds to MSCHE concerns regarding a 

comprehensive enrollment and retention plan, 

academic rigor, mission and general education. The 

process enhances an institution’s ability to align its 

goals and action plans for student learning, success, 

and persistence in a liberal education curriculum. 

The centerpiece is a model for first-year excellence 

comprised of a set of principles, termed Foundational 

Dimensions®, that have been developed in collaboration 

with more than 300 institutions. These 

dimensions provide an aspirational model that has 

implications for all facets of the university, that 

affect all initiatives from initial contact with potential 

students through admissions, orientation, and all firstyear 

curricular and co-curricular experiences. 

Gallaudet University applied for participation in this 

process in May of 2005 and was accepted, but 

delayed participation until August of 2006. At that 

time, over 100 faculty and staff began work on this 

year-long initiative. 

During the 2006-07 academic year, Gallaudet 

University was one of 19, four-year institutions 

engaged in the Foundations of Excellence project. 

The project continued until May 2007, and in the 

summer of 2007 a report with action recommendations 

was developed. This report was submitted to 

the campus community in August of 2007. 

Recommendations at the end of the project were: 

• Be explicit in first-year programming through 

intentional articulation, design and implementation 

of philosophy, goals, outcomes, policies and 

practices for all first-year initiatives.

• Develop a campus wide understanding of the 

needs of first-year students and provide structure 

and staffing that supports such an approach. 

• Structure faculty and staff development opportunities 

that reinforce best practices in teaching, 

learning and student engagement. 

• Identify the most engaging faculty and staff, 

support and reward those who work with these 

students. 

• Become a data driven, assessment-based institution 

that uses evidence for continuous 

improvement and decisions for admissions, 

placement and progress. 

• Instill in all members of the community that 

policies and procedures supporting high expectations, 

academic rigor, and integrity must be 

supported daily in all aspects of our work. 

From these broad themes, detailed action plans were 

developed and many of the plans were included in 

the enrollment management plan developed later in 

response to MSCHE concerns. 

NSF Science of Learning Center for 

Visual Language and Visual Learning 

(VL2) 

VL2 is a Science of Learning Center (SLC) on 

Visual Language and Visual Learning, one of six 

SLCs funded by the National Science Foundation 

(NSF). The NSF has awarded Gallaudet $3.5 million 

over two years to establish the Center. The purpose 

of VL2 is to gain a greater understanding of the 

biological, cognitive, linguistic, sociocultural, and 

pedagogical conditions that influence the acquisition 

of language and knowledge through the visual 

modality. Gallaudet University houses VL2, and 

brings together deaf and hearing researchers and 

educators from a variety of disciplines and institutions 

to study how language and literacy develop in 

deaf individuals. The knowledge gained will help 

improve education for deaf students and will contribute 

to the understanding of how learning occurs 

through the visual pathway for all individuals, deaf 

and hearing. 

Current theories of literacy development have 

emphasized the role of speech and audition for 

extracting meaning from printed text. The role of 

vision in this learning process has been neglected. 

Yet some individuals who rely primarily on vision 

(deaf individuals) effortlessly acquire naturally 

occurring visual languages (signed language) and are 

able to learn how to read and write fluently. The 

multiple pathways used to derive meaning from 

visual symbols and print have yet to be fully understood. 

Hence, a better understanding of visual 

language and visual learning is essential for 

enhancing educational, socio-cultural and vocational 

outcomes. 

VL2 will pioneer a number of exciting technological 

approaches to the study of visual language and 

learning, including a video-based technology for 

exploring and analyzing complex classroom events, 

and computer recognition of ASL and Cued Language. 

If initial efforts are successful, NSF will fund an 

additional three years of VL2 at a level of $4 million 

per year. At the end of the five-year cycle, VL2 

could receive another five-year grant at the level of 

$4 million per year. In addition to drawing on the 

expertise of Gallaudet researchers and the 

University’s unique linguistic environment, VL2 will 

collaborate with researchers from Georgetown and 

Rutgers Universities, the University of California- 

Davis, the University of New Mexico, the University 

of Illinois at Urbana-Champaign, the Rochester 

Institute of Technology, and Boston University. 

Center for ASL/English Bilingualism 

Education and Research (CAEBER) 

In 1997, the Center for ASL/English Bilingual 

Education and Research (CAEBER) was established 

and directed by Dr. Stephen M. Nover at the 

New Mexico School for the Deaf (NMSD) in Santa 

Fe, New Mexico. From 1997-2005, CAEBER was 

funded by two federal grants (administered by 

Western Illinois University, through the Office of 

Educational Research and Improvement, U.S. 

Department of Education) to develop inservice and 

preservice curricula to train or retrain teachers of 

the deaf in an ASL/English bilingual model for 

instruction. Funding for 2005-2009 has been secured 

for the ASL/English Bilingual Professional Development 

(AEBPD) program through the United States 

39

Department of Education Office of Special Education 

and Rehabilitative Services (OSERS). As of 

January 2, 2007, CAEBER has relocated to 

Gallaudet University and is housed in the College of 

Professional Studies and Outreach in order to better 

serve its mission on the national as well as international 

level. CAEBER has been the only center in 

the United States devoted to supporting the ASL/ 

English bilingual professional development of K-12 

teachers/mentors and universities’ deaf education 

program instructors. 

Current and Future Plans 

To date (2007), the two-year ASL/English Bilingual 

Professional Development (AEBPD) inservice has 

been implemented and used by 25 state and charter 

schools for the deaf in 19 states and eight university 

deaf education teacher preparation programs, proof 

of the model’s replicability in a variety of settings. 

Thus far, over 100 mentors have been trained to 

facilitate the AEBPD inservice, and over 300 

teachers and staff have undergone the AEBPD 

inservice. Currently during the 2006-2007 school 

year, 48 mentors are leading the AEBPD inservice 

at 21 schools for the deaf across the country. Since 

1997, CAEBER continues to provide leadership, as 

well as collaborative opportunities for educators that 

promote ASL/English bilingual education. CAEBER’s 

three primary areas of focus are: 

1. Research and Development—CAEBER 

conducts research on and serves as a resource 

for improving the bilingual teaching and learning 

environment for deaf and hard of hearing 

students in the United States. CAEBER has 

researched, developed, revised, and two professional 

development products to train inservice 

and preservice teachers. 

40 

• A two-year, four-level professional development 

program was researched, developed 

and designed for schools for the deaf that 

imparts knowledge and skills in ASL/English 

bilingual teaching theories and practices. 

• A three-semester college curriculum was 

researched, developed, and designed for 

university deaf education teacher preparation 

programs to prepare preservice teachers. 

The curriculum includes ASL/English bilingual 

instruction theories and techniques and 

incorporates both online and in-class features. 

2. Professional Development—CAEBER 

provides leadership, as well as collaborative 

opportunities, for educators that promote ASL/ 

English bilingual professional development. 

CAEBER also trains mentors to facilitate the 

AEBPD inservice and preservice training at 

their educational sites through the following 

services: 

• CAEBER Summer Institute: Two-week 

summer intensive mentor training sessions 

(over two summers) that prepare mentors to 

facilitate and impart the professional development 

package at their own school site. This 

institute provides 96 hours (over two summers) 

of training in the theory and methodology of 

bilingual education using ASL and English as 

the languages of instruction, including ten 

hours of instruction in technology for the 

classroom, as well as the role and responsibilities 

of an ASL/English bilingual mentor. 

• 2-Year AEBPD Inservice for K-12 Teachers 

and Staff: The AEBPD inservice provides 

long-term staff development to schools for 

the deaf to assist them in developing deaf 

students’ academic proficiency in both ASL 

and English by using bilingual methodology 

and ASL and English as the languages of 

instruction in the classroom. 

• 3-Semester Professional Development 

Preservice for University Instructors: This 

college curriculum incorporates both online 

and in-class features and prepares preservice 

teachers in ASL/English bilingual instruction 

theories and techniques. 

• Biannual Mentor Meetings: Fall and latewinter 

meetings to review progress and 

support the mentors in their delivery and 

dissemination of the professional development 

package. 

• CAEBER Conferences: CAEBER hosts 

biennial conferences bringing together 

educational leaders and researchers, state 

and federal policymakers, college/university 

professors, and CAEBER mentors and

administrators from schools for the deaf 

throughout the country. CAEBER’s first 

conference was held March 9-12, 2005 at 

Gallaudet University in Washington, DC. 

Presenters from across the U.S. and Canada 

shared current information in the field of 

bilingual education as it pertains to both deaf 

and non-deaf students and presented samples 

of theory in action from a variety of programs. 

Over 200 participants attended presentations 

and engaged in brainstorming sessions to 

promote ASL/English bilingualism in deaf 

education. 

3. Language Planning—CAEBER promotes a 

national collaborative effort among educators, 

parents, and researchers who work together to 

promote bilingualism, multilingualism and respect 

for all languages of deaf and hearing people. 

CAEBER advocates the promotion of the 

appropriate use of research-based language 

planning in educational settings. Such activities 

are described below. 

• School-based Language Planning 

CAEBER facilitates the strategic use of 

school-based language planning as a key 

element in the implementation and mainte - 

nance of an ASL/English bilingual educational 

program for deaf and hard of hearing children. 

• Collaboration with Gallaudet Leadership 

Institute (GLI) 

CAEBER has collaborated with Gallaudet 

Leadership Institute (GLI) for the last three 

summers to provide a week-long training for 

administrators working at schools for the 

deaf across the country. GLI’s Enhancing 

Deaf Education: Language Planning and 

Leadership program is an adaptation of 

CAEBER’s research-based ASL/English 

bilingual professional development model. 

This program’s primary objective is to 

increase and support the efforts of educational 

leaders and school administrators to 

implement language planning, covering both 

ASL and English, in the education of deaf 

and hard of hearing students. To date, 111 

participants from 38 states, one participant 

from Canada, and two participants from 

Japan have successfully completed the GLI 

intensive professional development session. 

• Collaboration with the Science of 

Learning Center in Visual Language and 

Visual Learning (VL2) 

The CAEBER director accepted the position 

of Research-to-Practice (RTP) Director for 

Gallaudet University’s new NSF funded 

Science of Learning Center—VL2. 

• National Language Planning Committee 

for Deaf Education 

On September 29–30, 2005, the National 

Language Planning Committee for Deaf 

Education (NLPC-DE) held its first official 

meeting. This committee, under the direction 

of CAEBER, is a group of organizational 

peers/leaders who are providing guidance on 

overall strategic direction with the ultimate 

goal of establishing ASL Proficiency Stan - 

dards for Pre-K-12 students which will be 

reviewed, field-tested, and adopted by 

NLPC-DE. Three sub-committees have been 

formed: the ASL Proficiency Standards 

Subcommittee, ASL Instructional Language 

Materials Development Subcommittee, and 

ASL Instructional Language Assessment 

Committee. It is anticipated that the work 

on the subcommittee’s goal of designing, 

field-testing and disseminating the ASL 

Proficiency Standards for Pre-K-12 students 

will take approximately five years. 

41

RESEARCH AND DEVELOPMENT PROJECTS 

Gallaudet Research Priorities 

Research and Demonstration Projects 

Sponsored Programs 

43

Research and Demonstration Projects 

The summaries of the 133 projects that make up the 

research portion of this report represent the efforts 

of many faculty, professional staff, and students 

working to help Gallaudet University achieve its 

strategic objectives. These summaries are grouped 

here under the department of one of the principal 

investigators in a given project. When a project is 

being conducted in more than one department, crossreferences 

are indicated. 

Although Gallaudet’s faculty pursue a full range of 

research interests related to their own academic 

disciplines, Gallaudet as an institution has a unique 

obligation to contribute knowledge and scholarship 

likely to benefit the nation’s deaf and hard of hearing 

people, particularly in the areas of education and 

human services. The University therefore has 

continued 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 the deaf and hard of hearing population 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. 

The Priority Research Fund—an important 

component of these efforts—is managed by the 

GRI. During FY 2007, this fund supported research 

projects covering a range of priority-area topics such 

as: a study of differences between the ways ASL 

monolinguals and ASL/English bilinguals package 

information into certain word-order patterns during 

sign language discourse (Department of Linguistics); 

a study exploring the potential benefits to vocabulary 

development of developing associations between 

frequently encountered English morphemes and 

related, well-known ASL signs (Gallaudet Research 

Institute); study of the impact of newborn infant 

hearing screening on early intervention (Department 

of Education); an investigation into whether the 

quality of co-speech gestures can serve as a 

diagnostic to predict ASL aptitude (Department of 

Linguistics, Department of Psychology, and 

Department of Foreign Language); a study of the 

impact on deaf and hard of hearing children from 

various educational backgrounds of attending 

summer camps specifically for deaf and hard of 

hearing children (Department of Physical Education 

and Recreation); and, a study of various aspects of 

interpreting in institutional settings from a discourse 

perspective (Department of Interpretation). 

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. Gallaudet University, as an 

institution, accepts its special obligation to encourage 

and support research that aims to benefit deaf 

and hard of hearing people both on campus and 

beyond. 

The University also recognizes 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 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. 

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 

45

adulthood, as well as applied research concerning 

ways to achieve English literacy. This may include 

the study of how ASL literacy supports English 

literacy. 

Teaching, Learning, and the School 

Environment. Research on such areas as effective 

strategies for teaching deaf and hard of hearing 

students; the impact on learning of students’ 

cognitive processes, learning styles, and linguistic, 

cultural, and educational backgrounds; 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. 

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. 

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. 

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. 

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 

46 

focusing on successful strategies for encouraging 

the active participation of parents of deaf and hard 

of hearing children within school environments. 

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 impact of federal and state 

education legislation on deaf and hard of hearing 

individuals are particularly timely areas of study. 

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 

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. 

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 to shape the direction of future 

technological developments and accessibility. Applies 

to a broad range of visual and audiological 

technologies.

Hearing Loss and Aging. Studies of the nature 

and consequences of hearing loss in adulthood and 

within the elderly population. 

Psychosocial Development and Mental Health 

Needs. Research aimed at identification of issues 

affecting 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. 

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. 

Dissemination of Research Results 

Several departments sponsor a variety of forums for 

sharing information about research and scholarship. 

The GRI also sponsors special topic forums. The 

events are advertised on the University’s electronic 

Bulletin Board. The GRI maintains an extensive web 

site that lists priorities, invites comments through its 

guest book, provides abstracts of funded projects 

and e-mail links to principal investigators, and offers 

copies of in-house publications such as monographs 

and newsletters in PDF format. The GRI ’ s 

newsletter Research at Gallaudet describes results 

of priority-area research and is sent to a national 

mailing list, including all school programs that report 

data to the Annual Survey of Deaf and Hard of 

Hearing Children and Youth. Researchers take 

advantage of vehicles such as the American Annals 

of the Deaf, The Journal of Deaf Studies and 

Deaf Education, Sign Language Studies, and 

many other professional journals to report research 

findings. (The publication list following the project 

descriptions in this report identifies many such 

journals.) 

The Project Table: A User’s Guide 

The table on the following pages provides useful 

information concerning the project summaries that 

constitute the research and development section of 

this report. On the simplest level, the table serves as 

a table of contents. Projects are listed alphabetically 

by title in the first column on the left side of each 

page. The second column indicates the number of 

the page where a description of the project can be 

found. 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. 

47

Research and Demonstration Projects, FY 2007: Projects Categorized by Research Priorities 

Teaching, 

Home, 

Studies 

That Language, Technologies 

Psychosocial 

Learning, and 

School, and School and Inform Culture, and That May Hearing Development 

Project Title (PIs listed 

the School 

ASL Work Family Public History of Benefit Deaf/ Loss and and Mental 

alphabetically) 

Acquisition of ASL as a Second 

Page Literacy Environment Assessment Acquisition Transitions Relationships Policy... Deaf People HoH People Aging Health Interpretation 

Language (Chen Pichler) 

Adolescents and Cochlear 

Implants: Psychosocial Issues 

(Christiansen, Leigh, Maxwell- 

100 

McCaw) 

An Alternative Perspective in 

Research and Evaluation: 

Feminists, Minorities, and 

Persons With Disabilities 

106 

(Mertens) 

American Annals of the Deaf: 

71 

Reference Issue (Hotto) 

Annual Survey of Deaf and 

Hard of Hearing Children and 

82 

Youth (Hotto, Mitchell, Qi) 

Appropriateness of the N.Y. 

State Mandated 8th Grade 

Reading Competency Test for 

Deaf Students (LaSasso, 

82 

Martin) 

Are There Deaf People on Koh 

89 

Pennyi? (Kemp) 

ASL/English Bilingual 

Professional Development 

58 

(AEBP) (Nover) 

Assessment of Deaf and Hard 

of Hearing Children and 

Adolescents (Miller, Thomas- 

64 

Pressword) 

Assimilation Patterns in 

106 

Fingerspelling (Fuller) 

Attachment in Deaf Mothers 

and Their Children (Brice, 

101 

Leigh) 

Audism or Advocacy: Lydia 

106 

Sigourney (Gates, Sayers) 

Auditory Self-Monitoring 

76 

(Barac-Cikoja) 

Auditory Temporal Processes, 

Speech Perception, and Aging 

83 

(Fitzgibbons) 90

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Autism Spectrum Disorders and 

Deafness: Cultural Influence or 

Cultural Confusion (Brice, 


Szymanski) 

Automatic Fitting Algorithm for 

107 

Cochlear Implants (Bakke) 

B.H. and Arnold H. Payne: 

Early Champions of Sign 

90 

Language in the UK (Sayers) 

Basic Grammer of Croatian 

Sign Language (HZJ) (Chen 

76 

Pichler, Wilbur) 

Blind Characters in John 

101 

Gardner's Fiction* (Sayers) 

Communication Strategies Used 

by Spouses and Caregivers of 

Individuals with Aphasia and 

their Perceived Effectiveness* 

76 

(Gamon) 

Comparison of Lexical Versus 

Morphological Grouping of 

Graphemes in Learning New 

91 

Words (Barac-Cikoja, Kelly) 

Conceptualizing Disability* 

83 

(Barnartt) 

Creation of a DNA Repository 

to Identify Deafness Genes 

111 

(Arnos, Nance) 

Crossing the Divide: 

Representations of Deafness in 

59 

French Biography (Hartig) 

Cued Language Structure 

78 

(Fleetwood, Metzger) 

Deaf and Hard of Hearing 

Social Workers: Licensing and 

99 

Employment Equity (Mounty) 

Deaf People and Employment 

112 

(Barnartt) 

Deaf Studies Think Tank 

114 

(Bahan, Bauman) 

Demographic Characteristics of 

Deaf Persons with Schizo- 

58 

phrenia (Gutman, Mompremier) 

Describing Deaf English 

107 

(Channon, Sayers) 77

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Development of Phonological 

Awareness in Moderately-to- 

Profoundly Deaf Developing 

Readers: The Effect of 

Exposure to Cued American 


English (Crain, LaSasso) 

Disability Interest Groups in 

91 

Europe (Olson, Penna, Veith) 87 

Disability Protests (Barnartt) 

Discourse Analysis (focus on 

Nonmanual Signals in ASL) 

114 

(Andrews, Bridges, Metzger) 

Distance Learning in Genetics 

99 

for EHDI Professionals (Arnos) 

District of Columbia Space 

60 

Grant Consortium (Snyder) 

Drinking Among Deaf and 

Hard of Hearing College 

64 

Students (Mason, Schiller) 

The Effect of Profound 

Sensorineural Hearing Loss on 

Wideband Energy Reflectance 

in Young Adults With Normal 

112 

Middle Ear Function (Hanks) 

Effect of Stimulus Repetition 

Rate on Vestibular-Evoked 

Myogenic Potential 

91 

Thresholds* (Ackley, Tamaki) 

The Effectiveness of Cochlear 

Hydrops Analysis Masking 

Procedure (CHAMP) in 

Identifying Patients with 

Meniere's Disease (Follett, 

92 

Tamki) 

Effects of Bilingualism on 

Word Order and Information 

Packaging in ASL (Chen 

92 

Pichler) 

Effects of Using American Sign 

Language Nouns With a Five- 

Year-Old Hearing Child 

Receiving Language Therapy 

102 

(Overton) 

Emerging Themes in the Study 

93 

of Deaf Adolescents (Sheridan) 

Empowering Deaf Communities 

in Latin America 

112 

(Berdichevsky) 78

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



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 

104 

(Mason) 

An Examination of the Reading 

Strategies and Behaviors of 

Skilled Deaf Adult Readers 

113 

(Thumann) 

Experience, Authority, and the 

Mediation of Deafness: 

67 

Chaucer's Wife of Beth (Sayers) 

Experiences of Deaf Counselors 

in Developing Their 

68 

Professional Identities (Smith) 

Exploration of Deaf Empowerment 

in International Deaf 

People at Gallaudet University 

66 

(De Clerck) 

Exploring the Experiences of 

Deaf Parents Who Raise 

Hearing Children: A Qualitative 

Study Using Phenomenological 

59 

Methods (Lawson) 

Falling Through the Cracks: 

The Life Story of Junius Wilson 

108 

(Burch) 

Families Who Are Deaf: A 

Photographic Essay (Benedict, 

87 

Bodner-Johnson) 

French Connection: Gallaudet 

University's Influence on 

Emmanuelle Laborit and the 

French Hearing and Deaf 

68 

Communities (Hartig) 

French Deaf People and 

79 

Eugenics (Ryan) 

Gallaudet University Alumni 

88 

Survey 2006 (Karchmer, Lam) 

Gallaudet Writer's Handbook 

84 

(Bordman, Womeldorf) 

Gender Issues in the Writings of 

Mme. De Gouges and Mme De 

77 

Stael* (Berdichevsky) 79

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Genetic Deafness in Alumni of 


Gallaudet University (Arnos) 

Gesture and ASL Acquisition 

(Emmorey, Galvan, Holzrichter, 

61 

Mather, Piñar) 

GRI First Wednesday Seminar 

and Schaefer Lecture Series 

108 

(Benaissa, Reilly) 

Helen Keller and Yvonne 

Pitrois Dialogue About 

84 

Vaudeville (Hartig) 

High School Program for the 

79 

Deaf in Vietnam (Kemp) 

High-Frequency (1000 Hz) 

Tympanometry in 3-5 Year Old 

Inner City Children (Coll, 

59 

Hanks) 

History Through Deaf Eyes 

Exhibition/Through Deaf Eyes 

Documentary (Baynton, 

93 

Bergey, Gannon) 

House of the Large Fountain at 

105 

Pompeii* (Sutherland) 

ICARE Schools: A Research 

Study of Meaningful Parent 

Involvement in the Individual 

Education Plan (IEP) Process 

80 

(Gerner de García, Morocco) 

Implementing Bilingual 

Education for the Deaf in 

Catalonia: Beliefs About 

Critical Knowledge Needed in 

Bilingual Classrooms With 

Deaf Children (Fernandez- 

72 

Viader, Gerner de García) 

Industrializing American 

Culture: Heartland Radicals, 

Midwestern Migration, and the 

73 

Chicago Renaissance* (Brune) 

Instructional Episodes of 

Itinerant Teachers of Students 

Who Are Deaf or Hard of 

88 

Hearing (Clifford) 

Interactive Interpreting 

68 

(Metzger, Roy) 

Intercultural Writing Project 

99 

(Hoter, Markowicz) 77

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Interference in Hearing Aids 

from Digital Wireless Telephones: 

Improved Predictive 

Methods (Bakke, Kozma- 


Spytek, Levitt) 

Interpreting in Educational 

93 

Settings (Fleetwood, Metzger) 

Investigating the Social, 

Economic, Political, and 

Cultural Issues That Affect the 

Lives of Deaf People in 

Argentina, Costa Rica, and 

99 

Mexico (Berdichevsky) 

Investigation into the Oral and 

Written Narrative Skills of 

Implanted Children Who 

Communicate via Cues, Signs, 

or Speech (Ignacio Moreno- 

89 

Torres, LaSasso) 

Investigation of the Molecular 

Mechanisms of Tumor 

94 

Promotion* (Blumberg, Braun) 

Ipsilateral and Contralateral 

Acoustic Stapedial Reflexes in 

Neonates Using a High 

Frequency (1000 Hz) Probe- 

61 

Tone (Hanks, Kleindienst) 

Jump Searching of Lattice Data 

94 

Structures* (Obiedat) 

Kigali Handshapes: Phonology 

104 

in LSR (Whitworth) 

Language and Gesture in Cross- 

Linguistic Perspective (Galvan, 

102 

Piñar, Taub) 

Large-Scale Academic 

Achievement Testing of Deaf 

and Hard-of-Hearing Students: 

Past, Present, and Future 

108 

(Mitchell, Qi) 

Latin American and the 

Caribbean Newborn Hearing 

Screening Survey (Gerner de 

85 

García) 

Literacy for Latino Deaf and 

Hard of Hearing English 

Language Learners (Gerner de 

73 

García) 74

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Manet in Dialogue: Phase 


Three* (Glass) 

Maximum Permissible Ambient 

Noise Levels of Active Noise 

Cancellation Headphones 

58 

(Bakke, Del Valle) 

Meaning in Context: The Role 

of Context and Language in 

Narratives of Disclosure of 

95 

Sibling Sexual Assault* (Shaw) 

Medical Students, Cancer 

Control, and the Deaf 

100 

Community (Lytle, Sadler) 

Motivations and Goals of 

Owners, Managers, and Counselors 

of Planned Recreational 

Programs for Deaf and Hard of 

66 

Hearing Children (Oliva) 

Newborn Hearing Screening 

and Early Intervention: An 

Investigation of Family and 

105 

Child Outcomes (Sass-Lehrer) 

Older Adopted Deaf Children 

69 

(Hulsebosch, Mounty) 

Parental Attachment 

Representations and Child 

Attachment, Self-Concept, and 

Adjustment in Hearing Families 

With Deaf Children (Brice, 

63 

Buchanan) 

Pediatric Cochlear Implants: 

Implications for Gallaudet 

University and Deaf and Hard 

of Hearing People 

109 

(Christiansen, Leigh) 

Portrayals and Perceptions of 

Deaf Characters in Adolescent 

109 

Literature (Pajka-West) 

Possessives and Existentials in 

67 

ASL (Chen Pichler, Wilbur) 

Potential Societal Impact of 

Advances in Genetic Deafness 

103 

(Arnos, Pandya) 

Practicing Audiologists' 

Knowledge of Clinical Genetics 

62 

(Dove) 

Preparing Tomorrow's Teachers 

95 

for Technology (Mertens) 74

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



Psycholinguistic Investigation 

of Deaf Reader's Activation of 

Orthography-Phonology Correspondences 

in Two Languages 


(Gerfen, Kroll, Piñar) 

Qualitative Investigation of 

Secondary Level Bilingual 

Science Instruction of Deaf 

81 

Students (Outlaw) 

Real, Complex, and 

Quaternionic Vector Fields on 

69 

Spheres* (Obiedat) 

Reflective Journal Writing: 

Deaf Preservice Teachers With 

Hearing Children (Bailes, 

104 

Hulsebosch, Martin) 

Regulation of Dinoflagellate 

Urease by Different Nitrogen 

69 

Substrates* (Solomon) 

Rehabilitation Engineering 

Research Center on Hearing 

Enhancement (RERC-HE) 

62 

(Bakke, Neuman) 

Rehabilitation Engineering 

Research Center on 

Telecommunications Access 

95 

(Harkins, Vanderheiden) 

Relationship Satisfaction in 

Deaf and Hard of Hearing 

65 

Couples (Morgan) 

Roles of Immediacy, 

Authenticity, and Framing in 

Informal Learning During 

Interpreted Performances at 

110 

Living History Sites (Kluwin) 75 

Sarah Pratt (Carty) 

SCAN – C Competing Words 

Subtest: Effect of Asynchronous 

Word Alignment on 

70 

Test Sensitivity (Karch) 

School Psychology Practicum 

Candidates and Interns: An 

Analysis of Time in Roles 

96 

(Blennerhassett) 110

Teaching, 

Home, 

Studies 


Psychosocial 

Learning, and 



the School 



School Psychology Transition 

Points in Training: Candidate 

Assessment and Predictors of 

Graduate Knowledge, Skills, 

and Dispositions 


(Blennerhassett) 

Science of Learning Center 

Focusing on Visual Languages 

and Visual Learning (VL 

111 

2 ) 

(Allen, Corina, Eden) 

Signing With an Accent: ASL 

89 

L2 Phonology (Chen Pichler) 

Signs of Literacy: A Longitudinal 

Study of ASL and 

English Literacy Acquisition 

103 

(Bailes, Erting) 

Speech-Language Pathology 

Graduate Students' Knowledge 

and Awareness of and 

Experience with African- 

American English (AAE)* 

70 

(Allen, Moseley, Wilson) 

Studies in Postsecondary 

Education/College and Career 

Programs for Deaf Students, 

12th Edition (Benaissa, 

97 

Hochgesang, Karchmer) 

Successful Science Teaching: 

Problem-Solving Strategies of 

Outstanding Science Teachers 

85 

of the Deaf (Mangrubang) 

Survey of STI (Included HIV) 

Programs for People With 

Disabilities in Latin America 

and the Caribbean (Valderrama, 

71 

Wilson) 

Survey of Technology Use and 

Audiological/Aural Rehabilitation 

Services for Persons 

Who are Deaf and Hard of 

75 

Hearing (Adamovich, Verhoff) 

Testing Deaf Students in an 

Age of Accountability 

97 

(Johnson, Mitchell) 

Texas State Survey of Deaf and 

Hard of Hearing Students, 

85 

2006-2007 (Hotto, Mitchell) 86

Teaching, 

Home, 

Studies 


Learning, and 

School, and School and Inform Culture, and That May 


the School 

ASL Work Family Public History of Benefit Deaf/ 


Training of Social Workers to 

Meet the Educational and 

Emotional Needs of Deaf 

Page Literacy Environment Assessment Acquisition Transitions Relationships Policy... Deaf People HoH People 

Children in Schools (Betman) 

Tympanometry (18-26 years)- 

113 

1000 Hz Norms (Allen, Hanks) 

Tympanometry in Neonates: 

Comparison of 1000 Hz Norms 

97 

(Hanks) 

Type(s) of Communication 

Professional Use with Pediatric 

Cochlear Implant Clients in 

Aural Rehabilitation Therapy 

98 

(York) 

Understanding Sentences in 

Two Languages* (Dussias, 

98 

Piñar) 

Use of Candidate Exit Survey 

Results to Improve Program 

Performance: Evaluation of 

Faculty, Program, and Candidate 

Knowledge and Skills 

81 

2005-2006 (Blennerhassett) 

Using Corona Program Imagery 

to Study Bolivian Deforestation 

and Mexican Butterfly Habitat 

111 

in the 1960s* (Snyder) 

Visual and Haptic Self- 

Monitoring During Sign 

65 

Production (Barac-Cikoja) 

Who Are the Primary 

Consumers of Urea in Estuarine 

87 

Waters?* (Solomon) 

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 (Ketchem, 

63 

LaSasso) 

Worlds Apart? Disability and 

Foreign Language Learning 

98 

(Sutherland) 81 

Hearing 

Loss and 

Aging 

Psychosocial 

Development 

and Mental 

Health Interpretation 

Number of Projects Reported 28 35 22 18 14 22 37 40 29 4 13 7 

* Since Gallaudet's 12 priority areas all relate to aspects of deafness, projects unrelated to deafness are indicated with an asterisk (*) after the title.

Manet in Dialogue: Phase Three 

Art 

Status: Completed Begin date: August 2, 2004 End date: August 2007 

Principal investigator: Glass, Marguerite - Art (Gallaudet) 

Description: Research focused on the work of Edouard Manet, one of the most important artists of the 19th century, and one who many credit as 

being the father of modern art. The project is centered on Manet’s last painting—A Bar at the Folies-Bergere (1882) (Courtaud Institute Galleries, 

London)—a work which displays certain affinities to earlier artists while simultaneously expressing ideas more closely associated with modernism. 

Although significant research has been conducted on Manet, including several excellent exhibitions, existing scholarship has not adequately 

explored the relationship of Manet’s A Bar at the Folies-Bergere to earlier artists or the way in which this late painting can be read as a summary 

response to the influences that asserted themselves on his work throughout his career. Phase two of this project involved travel to London and 

Edinburgh to conduct object analysis and research related to sources for Manet’s work, his dialogue with them, and how A Bar at the Folies- 

Bergere can be viewed as an aesthetic bridge from past traditions of representation. Phase three of Manet in Dialogue is currently underway and 

has involved additional research and follow-up, working with resources and collections in the United States and abroad including New York, 

Philadelphia, Paris, and London. 

Are There Deaf People on Koh Pennyi? 

ASL and Deaf Studies 

Status: Ongoing Begin date: May 2006 End date: No set date 

Principal investigator(s): 

Kemp, Mike - ASL and Deaf Studies (Gallaudet) 

Description: In January of 2005 the researcher Mike Kemp went to Koh Pennyi as a tourist and there discovered that there was a deaf man 

residing on the island. Kemp decided to follow up to see if there are more deaf people living on the island. He went back in May 2006 and was not 

successful. In May 2007 he decided to use a travel guide to help in locating deaf people on the island; this time the search was successful. The 

main research question was which sign language was being used among deaf people in case there was more than one individual who was deaf. 

Upon the visitation Kemp learned that there are 4 deaf Muslim males in age ranging from 14 to 35. Three males use Thai Sign Language while the 

other male does not interact with them due to his sexuality. He is a transvestite and this is frowned upon among the Muslim villagers at the island. 

Either an article or a video journal is in pre-production stage. 

Funding source: ASL Storytime DVD sales 

Deaf Studies Think Tank 

Status: Ongoing Begin date: October 1, 2001 End date: No set date 

Principal investigators: 

Bahan, Ben - ASL and Deaf Studies (Gallaudet) 

Bauman, Dirksen L. - ASL and Deaf Studies (Gallaudet) 

Description: The Deaf Studies Think Tank was designed to convene scholars from the U.S. and England to discuss a variety of issues that will 

contribute toward a Deaf Theory. Just as other “area studies” have developed theoretical practices, such as feminist or Marxist theory, so too may 

Deaf Studies explore its own theoretical base. In 2002, twenty-one scholars discussed, debated, and presented perspectives regarding Deaf Studies. 

A book developed largely from these discussions was published in 2007 by the University of Minnesota Press. 

FY 2005-2006 product: 

Book: Bauman, H-D. (Ed.) (2007). Open your eyes: Deaf studies talking. Minneapolis: University of Minnesota Press. 

58

An Exploration of Deaf Empowerment in International Deaf People at Gallaudet 

University 

Status: Ongoing Begin date: August 2005 End date: No set date 

Principal investigator: 

De Clerck, Goedele - ASL and Deaf Studies (Gallaudet) 

Description: Research with Flemish Deaf people reveals that the rise of Deaf empowerment in the north of Belgium was intimately tied to 

transnational contact. This current project seeks to look deeper into this phenomenon by asking: “What is the role of transnational contact in the 

international phenomenon of Deaf empowerment?” By looking at the rise of Deaf cultural rhetoric and Deaf empowerment in the context of a 

variety of countries, a better understanding of the role of a transnational Deaf community as a means of spreading the notion of Deaf empowerment 

can be gained. In this exploratory qualitative research study, the research data will be gathered by videotaped in-depth interviews with 25 

international Deaf people at Gallaudet University, who will reflect upon their personal Deaf empowerment. The research findings will be discussed 

with a core group of 5 initially identified participants. On a theoretical level, this research aims to clarify similarities in Deaf lives across nation 

states. On a practical level, this research aims to help (young) deaf in their emancipation process and advocacy for their human rights. This project 

started in the beginning of August 2005. The data analysis was completed and discussed individually with all research participants. Currently, the 

investigator is working on the research report that will be part of her Ph.D. dissertation (submission on March 31, 2007 at Ghent University). 

Funding source: GRI Small Grant, Ghent University Special Research Fund, NVSG/Rotary, Belgium 

High School Program for Deaf in Vietnam 

Status: Ongoing Begin date: May 2007 End date: No set date 

Principal investigator: 

Kemp, Mike - ASL and Deaf Studies (Gallaudet) 

Description: This is an anthropological study of students attending a high school program in Bien Hoa City, Vietnam. Their ages range from 16 

to 35 and they reside in a dorm. Interviews were conducted by asking questions related to their daily routines and academic performance. An 

article and/or video journal is in pre-production stage. 

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 

Arnos, Kathleen - Biology 

Other investigator(s): 

Norris, Virginia - Biology (Gallaudet) 

Pandya, Arti - Virginia Commonwealth University 

Description: This project is a collaborative effort between Gallaudet (Department of Biology and the Gallaudet Research Institute) and the 

Department of Human Genetics at the Medical College of Virginia 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. 

59

Distance Learning in Genetics for EHDI Professionals 

Status: Completed Begin date: April 21, 2006 End date: August 20, 2007 


Arnos, Kathleen - Biology (Gallaudet) 


Nance, Walter - Virginia Commonwealth University 



Description: Project staff at Gallaudet University work in collaboration with geneticists at VCU and with the director and staff of the National 

Center on Hearing Assessment and Management to achieve two project goals: 1) to improve the basic knowledge of Early Hearing Detection and 

Intervention (EHDI) state coordinators and their key staff members regarding genetic factors in hearing loss and 2) to facilitate interaction among 

EHDI state coordinators and their key staff members to share ideas and improve their efforts to integrate genetics into EHDI programs at the local 

level. As part of this project, an online course was developed and implemented, a one-day workshop was held at the 2007 annual EHDI meeting 

in Salt Lake City, UT and educational materials were developed. This project plays an important role in the safe and effective translation of science 

related to the ongoing discovery of dozens of genes for hearing loss into the practice of medical genetics. 

Funding source: Tm Bioscience and the American College of Medical Genetics 

FY2006-2007 product(s): 

Presentation: Arnos, K.S. (2007, February). Genetics and hearing loss. Invited presentation at the annual meeting of the Illinois Speech and 

Hearing Association, Chicago, IL. 

Presentation: Arnos, K.S. (2007, March). Resources in genetics for EHDI professionals. Invited presentation at the annual meeting of the 

Directors of Speech and Hearing Programs at State Health and Welfare Agencies, Salt Lake City, UT. 

Presentation: Arnos, K.S., & Marin, R.S. (2007, April). Genetics and hearing loss. Invited presentations (Learning Lab) at the annual meeting of 

the American Academy of Audiology, Denver, CO. 

Presentation: Arnos, K.S., & Norris, V.W. (2007, March). Genetic epidemiology of deafness, Resources in genetics, and Case studies in genetics 

and hearing loss. Workshop presented at the annual meeting of Early Hearing Detection and Intervention, Salt Lake City, UT. 

Presentation: Norris, V.W. (2007, April). Genetic counseling and evaluation for deafness. Invited presentation for the University of Maryland 

AUD/PhD program, College Park, MD. 

Presentation: Norris, V.W. (2007, April). Genetic counseling and genetics of deafness. Invited presentation for Towson University AUD 

Program, Towson, MD. 

Presentation: Norris, V.W. (2007, June). A parent primer to the genetics of deafness, part 1. Invited presentation at the American Society for 

Deaf Children Conference, St. Augustine, FL. 

Presentation: Norris, V.W. (2007, June). A parent primer to the genetics of deafness, part 2. Invited presentation at the American Society for 

Deaf Children Conference, St. Augustine, FL. 

Book chapter: Arnos, K.S., & Pandya, A. (2007). Genetic causes of deafness. In Schwartz S. (Ed.) Choices in Deafness, 3rd Edition, Bethesda, 

MD: Woodbine House, pp 79-96. 

DVD: Gallaudet University Academic Technology, TV & Media Production Services and the Genetics Program, Department of Biology (2007). 

Genetics and deafness:Parent perspectives. (An Educational DVD). 

60

Genetic Deafness in Alumni of Gallaudet University 

Status: Ongoing Begin date: April 15, 2004 End date: February 28, 2009 


Arnos, Kathleen S. - Biology (Gallaudet) 


Pandya, Arti - Virginia Commonwealth University (Richmond, VA) 

Welch, Katherine O. - Biology (Gallaudet) 

Nance, Walter E. - Virginia Commonwealth University 

Blanton, Susan H. - University of Miami 

Marin, Ruth - Hearing, Speech, and Language Sciences (Gallaudet) 


Description: This project is a collaborative effort between Gallaudet’s Department of Biology and the Department of Human Genetics at the 

Medical College of Virginia designed to extend the 1898 study of deaf families by Professor E.A. Fay, Vice-President of Gallaudet University. 

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 

FY 2006-2007 product(s): 

Poster presentation: Madeo, A.C., Pryor, S.P., Yang, Y., Brewer, C.C., Zalewsk, C.K., Butman, J.A., Arnos, K.S., Nance, W.E., Thomsen, J., 

Reynolds, J.C., & Griffith, A.J. (2006, October). Thyroid phenotype associated with sensorineural hearing loss and enlarged vestibular aqueducts. 

Abstract and poster presented at the meeting of the American Society of Human Genetics, New Orleans, LA, . 

Presentation: Nance, W.E., Pandya, A., Blanton, S., Dodson, K., Arnos, K.S., & Welch, K.W. (2006, October). Gametic phase disequilibrium as 

a method to map deafness genes. Abstract and platform presentation at the meeting of the American Society of Human Genetics, New Orleans, LA. 

Presentation: Norris, V.W. (2007, February). Genetic counseling in the deaf community. Invited presentation for the University of Maryland 

Genetic Counseling Program, Baltimore, MD. 

Presentation: Norris, V.W., & Arnos, K.S. (2006, November). Genetic counseling for deafness. Invited presentation for the Howard University 

Genetic Counseling Masters Program, Washington, DC. 

Article: Arnos, K.S. (2007). The emerging clinical impact of genetic studies of hearing loss. International Journal of Audiology, 46:67-68. 

Article: Norris, V.W., Arnos, K.S., Hanks, W.D., Xia, X., Nance, W.E., & Pandya, A. (December, 2006). Does universal newborn hearing screening 

identify all children with GJB2 (Connexin 26) deafness? Penetrance of GJB2 deafness. Ear and Hearing 27(6): 732-741. 

Article: Welch, K.O., Marin R.S., Pandya, A., & Arnos, K.S. (2007) Compound heterozygosity for dominant and recessive GJB2 mutations: 

Effect on phenotype and review of the literature. 9 143A:1567-1573. 

Investigation of the Molecular Mechanisms of Tumor Promotion 



Blumberg, Peter M. (Leader) – National Institutes of Health (Bethesda, MD) 

Braun, Derek - Biology (Gallaudet) 

Description: This is an ongoing collaboration with a laboratory at the National Cancer Institute. Primarily, this study focuses on the pharmacology 

of phorbol esters, a class of tumor promoters and suppressors, and on the molecular biology of the receptors that are activated by phorbol 

esters. In the cell, these receptors are naturally activated by diacylglycerol and include the protein kinase C (PKC) and RasGRPs, which are 

central players in various cellular processes including carcinogenesis. A better understanding of the underlying mechanisms is vital to our goal of 

expanding the use of phorbol esters as pharmaceuticals. Drugs targeting PKC have already been exploited as therapeutic agents; these include 

bryostatin for chronic myeloid leukemia, LY333531 for diabetic retinopathy and 12-deoxyphorbol-13-phenylacetate and prostratin for HIV. 


Other: Braun, D.C., Brodie, C., Kedei, C., Pavlyukovets, V.A., & Blumberg, P.M. (In progress). Analysis of PKC delta activation using fluorescence 

resonance energy transfer. 

61

Potential Societal Impact of Advances in Genetic Deafness 

Status: Ongoing Begin date: September 1, 2003 End date: No set date 



Arnos, Kathleen S. - Biology (Biology) 



Nance, Walter E. - Virginia Commonwealth University 

Blanton, Susan H. - University of Miami 

Description: This project is 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 is 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 is to assess the impact of genetic 

testing on deaf couples by measuring its influence on selection of a marriage partner. 


Presentation: Pandya, A., Withrow, K., Norris, V.W., Blanton, S.H., Maes, H., & Arnos, K.S. (2007, July). The impact of testing for hereditary 

deafness on the consumer: Results of a US national survey. Abstract and platform presentation at the 6th Molecular Biology of Hearing and 

Deafness Conference, Cambridgeshire, UK. 

Poster presentation: Pandya, A., Withrow, K., Norris, V.W., Burton, S.B., Blanton, S.H., & Arnos, K.S. (2007, March). A survey assessing the 

attitudes about recent advances in the field of hearing loss. Abstract and poster presentation at the meeting of the American College of Medical 

Genetics, Nashville, TN. 

Article: Burton, S.B., Withrow, K., Arnos, K.S., Kalfoglou, A.L., Pandya, A. (2006). A focus group study of consumer attitudes toward genetic 

testing and newborn screening for deafness. Genetics in Medicine, 8(12): 779-783. 

Regulation of Dinoflagellate Urease by Different Nitrogen Substrates 

Status: Ongoing Begin date: January 2004 End date: No set date 


Solomon, Caroline - Biology 

Description: The project looked at the ability of three dinoflagellates (a type of phytoplankton), one chlorophyte, and one haptophyte to use urea 

through the enzyme, urease. Experiments were conducted to examine the possible connection between phytoplankton physiology and response to 

different nitrogen forms (urea, nitrate, and ammonium) under controlled conditions in the laboratory. Data obtained from this project provided 

some understanding of dinoflagellate (which often are harmful species) response to various nitrogen sources and the possible role of urea in 

bloom frequency in the Chesapeake Bay. 

Funding source: GRI Small Grant 


Paper: Solomon, C.M., & Glibert, P.M. (In review). Urease activity in five phytoplankton species. Aquatic Microbiology Ecology. 

Paper: Solomon, C.M., Glibert, P.M., & Alexander, J.A. (In press). Measurement of urease activity in natural samples. Limnology Oceangraphy: 

Methods. 

62

Who Are the Primary Consumers of Urea in Estuarine Waters? 



Solomon, Caroline - Biology (Gallaudet) 

Description: Urea, an organic substrate, supplies needed carbon and nitrogen for marine phytoplankton and bacteria metabolism. Urea was 

originally believed to contribute only a small percentage of total nitrogen requirements of marine microbes as compared to other nitrogen sources. 

Recently, urea has been found to contribute a large percentage of total nitrogen metabolic requirements in estuaries with a large diversity of 

microbes. In this study, the investigator is using a modification of a novel technique (DNA-SIP) to determine the eukaryotic consumers of urea in 

the Chesapeake Bay. The DNA-SIP method has been successful with investigators using 13C tracers to find methanotrophs in soil environments. 

Only one study to date has used 15N tracers to determine bacterial consumers of nitrogenous substrates. Furthermore, no studies have investigated 

the use of nitrogenous substrates by eukaryotic organisms such as phytoplankton. For those reasons, progress on this project has largely focused on 

making sure the method works for phytoplankton. The dinoflagellate, Prorocentrum minimum, is serving as the test organism. Dinoflagellates are 

generally difficult organisms to extract DNA from due to their tough cell membranes and complex chromosome structures. DNA extraction from P. 

minimum has been successful, but obtaining a visual band after cesium chloride centrifugation (another step in the DNA-SIP method) has proved 

difficult. The researcher is currently working with a scientist from the Center of Marine Biotechnology in Baltimore, Maryland to overcome this 

methodological hurdle. 



Chapter: Solomon, C.M. (2006). Regulation of estuarine phytoplankton and bacterial urea uptake and urease activity by environmental factors. 

Unpublished doctoral dissertation, University of Maryland, College Park. 

Center for American Sign Language Literacy 

Deaf and Hard of Hearing Social Workers: Licensing and Employment Equity 

See in Social Work Section 


Status: Completed Begin date: October 1, 2000 End date: August 31, 2007 


Mounty, Judith L. - Center for American Sign Language Literacy (Gallaudet) 

Hulsebosch, Patricia - Education (Gallaudet) 

Description: This study examines the impact 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 impact 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 co-investigators 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. 

63

Center for ASL/English Bilingual Education and Research 

(CAEBER) 

ASL/English Bilingual Professional Development (AEBP) 

Status: Ongoing Begin date: 2005 End date: 2009 


Nover, Stephen - Center for ASL/English Bilingual Education and Research (CAEBER) (Gallaudet) 

Description: This is a five-year grant project (2005-2009) focusing on K-12 teachers, educational leaders, and support staff from schools/programs 

for deaf and hard of hearing students and university preparation programs for teachers of deaf and hard-of-hearing students geographically 

dispersed throughout the country. This grant funding is provided under the 84.324C IDEA Research and Innovation to Improve Services and 

Results for Children with Disabilities category. During this time period, the project successfully continued collaborative relationships with sixteen 

(16) existing schools while initiating partnerships with five (5) additional schools that educate deaf and hard-of-hearing students. Specifically, the 

Center for American Sign Language/English Bilingual Education and Research (CAEBER), in collaboration with schools for the deaf and deaf 

education teacher preparation programs, forged the AEBPD program with the primary goal of building the capacity of local teaching staff (including 

teachers, educational leaders and support staff) to apply an effective approach to facilitating deaf and hard-of-hearing students' bilingual 

academic achievement in American Sign Language and English. 

Funding source: Office of Special Education and Rehabilitation Services Award #H324C040190 

Chemistry and Physics 

District of Columbia Space Grant Consortium 

Status: Ongoing Begin date: May 1, 2006 End date: April 30, 2008 


Snyder, Henry David - Chemistry and Physics (Gallaudet) 


Berendzen, Richard - District of Columbia Space Grant Consortium, American University 

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, (1) a fellowship competition was conducted and two $6000 fellowships and two $3000 scholarship 

awards were made available to students pursuing degrees in the sciences, (2) a 5-day summer GLOBE Program teacher training workshop 

with the Biomes and Seasons theme was conducted to certify teachers, (3) software was maintained supporting NASA educational and research 

activities and undergraduate teaching by Dr. Snyder, (4) support was provided for 1 MSSD botball team to be trained and compete in the 2006 

Botball regional competition at the University of Maryland (MSSD finished 4th out of 42 teams), (5) a new online course on weather was developed 

and is being offered by Dr. Snyder and (6) student balloon sounding investigations were planned to take place in Fall 2007 (Gallaudet Earth 

System Science classes). Dr. Snyder made a presentation on his work for a NASA website, www.oceanmotion.org, at the Oceans '07 conference 

in Aberdeen, Scotland. He participated in the National Federation of the Blind Youth Slam ballooning meeting with Mark Riccobono of NFB at 

the Johns Hopkins University, 1/10/2007, July 30-Aug 4 for 200 blind, low vision youth, http://www.blindscience.org/ncbys/Youth_Slam.asp 

Funding source: CLAST and Clerc Center, NASA 


Poster presentation: Snyder, D. (2007, January 13-16). American Meteorological Society Online Weather Studies Course at Gallaudet 

University. Poster presentation at the 87th American Meteorological Society Annual Meeting, San Antonio, Texas, 

http://ams.confex.com/ams/87ANNUAL/techprogram/meeting_87ANNUAL.htm 

Presentation: Snyder, D. (2007, June 18-21). Satellite data visualization on NASA’s ocean motion website. Presentation at the Oceans ‘07 

conference in Aberdeen, Scotland. 

64

Using Corona Program Imagery to Study Bolivian Deforestation and Mexican Butterfly 

Habitat in the 1960s 

Status: Ongoing Begin date: May 1, 2002 End date: No set date 


Snyder, Henry David - Chemistry and Physics (Gallaudet) 


Czanjar, Chris - The Nature Conservancy 

Slayback, Daniel - NASA, Goddard Space Flight Center 

Tucker, Compton J. - NASA, 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. 

Communication Studies 

Interference in Hearing Aids from Digital Wireless Telephones: Improved Predictive 

Methods 

See in Hearing, Speech, and Language Sciences section 

Rehabilitation Engineering Research Center on Telecommunications Access 

Status: Ongoing Begin date: September 1, 2004 End date: August 31, 2009 


Harkins, Judy - Communication Studies (Gallaudet) 

Vanderheiden, Gregg - Trace Research and Development Center, University of Wisconsin-Madison 


Kozma-Spytek, Linda - Communication Studies, Technology Access Program (Gallaudet) 

Tucker, Paula - Communication Studies, Technology Access Program (Gallaudet) 

Williams, Norman - Communication Studies, Technology Access Program (Gallaudet) 

Description: The primary mission of the Telecommunications Access RERC 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 long-term 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 to ensure accessible communication in emergency or crisis situations. (A State of the 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.); and c) Develop guidelines and reference materials to help mainstream telecommunications 

manufacturers build their regular products in ways that allow individuals with visual, hearing, physical, and cognitive disabilities to be able to use 

them. 

Funding source: National Institute on Disability and Rehabilitation Research (NIDRR) National Institute on Disability and Rehabilitation 

Research (NIDRR) Grant H133E040013. Grant H133E040013. 

65


Other: Harkins, J. (2006, November). Commonalities regarding E9-1-1 accessibility and other stakeholder issues. Remarks at COMCARE 

Roundtable, Washington, DC. 

Presentation: Harkins, J. (2006, November). Direct access to 9-1-1. Presentation at FCC Accessible E9-1-1 Summit, Washington, DC, FCC 

headquarters. (Invited presentation; the summit was webcast.) 

Presentation: Harkins, J. (2007, August). Plans for future alerts to mobile devices. Presentation at 17th Annual TDI International Conference, 

San Mateo, CA. 

Presentation: Harkins, J. (2007, June). Direct text access to 9-1-1. Presentation at 26th NENA Annual 9-1-1 Conference & Trade Show, 

Charlotte, NC. 

Other: Kozma-Spytek, L. (2006, October). Hearing aid compatibility for digital wireless phones. Live Expert e-Seminar for Audiology Online. 

Presentation: Kozma-Spytek, L. (2007, April). Telecommunications and hearing aid compatibility. Invited presentation at 8th Annual NAFDA 

Convention, Denver, CO. 

Presentation: Williams, N. (2007, August). New tools and toys. Presentation at the 17th Annual TDI International Conference, San Mateo, CA. 

Other: Harkins, J. & Kozma-Spytek, L. (2007, January 12). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid 

Compatible Telephones, WT Docket No. 06-203. Comments of the Technology Access Program, Gallaudet University. 

Other: Harkins, J. & Kozma-Spytek, L. (2007, January 31). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid 

Compatible Telephones, WT Docket No. 06-203. Reply comments of the Technology Access Program, Gallaudet University. 

Other: Kozma-Spytek, L. (2006, October 9). Hearing aid compatibility for digital wireless phones. Audiology Online. Retrieved June 12, 2007, 

from http://www.audiologyonline.com/articles/article_detail.asp?article_id=1701 

Counseling 

The Experiences of Deaf Counselors in Developing Their Professional Identities 

Status: Ongoing Begin date: July 1, 2006 End date: July 1, 2007 


Smith, Kendra L. - Counseling (Gallaudet) 

Description: This qualitative phenomenological study was designed to gain an understanding of how Deaf counselors experience becoming 

professional counselors and whether there are issues related to language that may have affected, in their opinion, the development of a professional 

identity. The research questions posed in this study were “What is the experience of a Deaf person in becoming a professional counselor?”and 

“Are there issues related to language that may have affected, in his or her opinion, the development of a professional identity as a counselor?” 

Semi-structured interviews were conducted in American Sign Language (ASL) with seven counselors who are Deaf. The data collected from the 

interviews were analyzed, central themes were identified, and findings were presented grouped by theme. The significant findings of this study 

were: 1) the importance of language to the participants’ professional identities, 2) professional relationships with hearing and Deaf persons, 3) 

issues in the integration of multiple identities (i.e., boundary issues with clients, the needs of the counselor, and cultural centrism within the field 

of Counseling), and 4) the incidence of professional burnout. Overall, the Deaf counselors in this study represented themselves as having a positive 

professional identity. 


Dissertation: Smith, K.L. (2007). The experiences of deaf counselors in developing their professional identity. Unpublished doctoral dissertation, 

Gallaudet University, Washington, DC. 

Medical Students, Cancer Control, and the Deaf Community 

Status: Ongoing Begin date: September 1, 2004 End date: October 31, 2008 


Sadler, Georgia - University of California, San Diego 

Lytle, Linda - Counseling (Gallaudet) 


Nakaji, Melanie - Moores UCSD Cancer Center, University of California, San Diego 

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 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 4week 

ASL/Deaf culture immersion program and while at Gallaudet, they continue with their research projects and cancer lectures. 

Funding source: National Cancer Institute 

66

Department of Applied Literacy 

The Portrayals and Perceptions of Deaf Characters in Adolescent Literature 

Status: Completed Begin date: January 2006 End date: June 2007 


Pajka-West. Sharon - Department of Applied Literacy (Gallaudet) 

Description: In this dissertation, consisting of the researcher's critical analysis of six adolescent books with deaf characters and a reader response 

survey, the researcher reports her findings concerning the portrayals and perceptions of deaf characters in adolescent literature. Through presentations 

and a publication, the researcher shared contemporary adolescent literature texts with a range of deaf characters; noted the differences in 

portrayals of deaf characters by deaf and hearing authors; and shared resources (websites, books, and articles) highlighting children's/adolescent 

books with deaf characters. 


Presentation: Pajka-West, S. (2007, June). The portrayals and perceptions of deaf characters in adolescent literature. Presentation at Teaching for 

Success: Literacy, Diversity and Technology. Fifth Meeting of the English Think Tank at Gallaudet University, Washington, D.C. 

Presentation: Pajka-West, S. (2007, June). The portrayals and perceptions of deaf characters in adolescent literature. Presentation at the Council 

of American Instructors of the Deaf (CAID) Conference in Reno, NV. 

Article: Pajka-West, S. (2007). The perceptions of deaf characters in adolescent literature. The ALAN Review, 34.3: 39-45. 

Dissertation: Pajka-West, S. (2007). The portrayals and perceptions of deaf characters in adolescent literature. (Ph.D. dissertation, University of 

Virginia, 2007). ProQuest Digital Dissertations UMI No. AAT 3238142. 

Education 

The Development of Phonological Awareness in Moderately-to-Profoundly Deaf 

Developing Readers: The Effect of Exposure to Cued American English 

See in Hearing, Speech, and Language Sciences Section 

An Examination of the Reading Strategies and Behaviors of Skilled Deaf Adult Readers 

Status: Ongoing Begin date: June 1, 2005 End date: No set date 


Thumann, Helen - Education (Gallaudet) 

Description: This dissertation project was designed to gain a better understanding of the reading attitudes, strategies and behaviors of skilled Deaf 

adult readers. Participants in this study were ten second-generation deaf women who are or have been teachers. This study aimed to get the 

perspective of these knowledgeable participants about what happens when they read. The study investigated attitudes, behaviors and reading 

strategies through the use of a questionnaire, interviews, and think-aloud reading activities. 



Dissertation: Thumann, H. (2007). Reading strategies of skilled deaf adult readers. (UMI No. 3257264). University of California at Berkeley. 

67

Experience, Authority, and the Mediation of Deafness: Chaucer’s Wife of Bath 

Status: Completed Begin date: End date: June, 2007 


Sayers, Edna Edith - Education (Gallaudet) 

Description: In the General Prologue to The Canterbury Tales, Chaucer gives the Wife of Bath’s deafness pride of place, and he follows up in the 

Prologue to her Tale by foregrounding it there as well. Because this latter prologue, ostensibly a satire on antifeminist literature, is a treatise on the 

relative importance of lived experience (and oral discourse) vs. lettered, Latin authority, the pointed and counterintuitive association between the 

Wife's literal deafness and her (oral) life experience suggests a thematic relevance for her deafness. This essay begins by arguing that deafness, 

literally understood, had some special meaning for Chaucer beyond the common trope in which it stands for refusal to listen (to Christian 

scripture). 


Essay: Sayers, E. (In press). Experience, authority, and the mediation of deafness: Chaucer’s wife of Bath. In J. Eyler (Ed.), Essays on Disability 

in the Middle Ages. 

Families Who are Deaf: A Photographic Essay 

Status: Ongoing Begin date: January, 2007 End date: December, 2007 


Bodner-Johnson, Barbara - Education (Gallaudet) 

Benedict, Beth - Education (Gallaudet) 

Description: This project (in progress) is being done by conducting 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 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 set-up 

photographs are made. 


The Instructional Episodes of Itinerant Teachers of Students Who Are Deaf or Hard of 

Hearing 

Status: Ongoing Begin date: March 2006 End date: No set date 


Clifford, Jessteene - Education (Gallaudet) 

Description: In this study the researcher observed the instructional episodes of itinerant teachers to determine which instructional techniques were 

being used, how those techniques were similar to or different from traditional techniques and how the amount of instructional time influenced the 

techniques selected. Current literature concerning itinerant teachers of students who are deaf or hard of hearing focuses on demographics and job 

perceptions. Data will lay a foundation in the inquiry of the effectiveness of the itinerant teaching model for deaf and hard of hearing students. 

Eleven itinerant teachers were interviewed and then observed teaching either a 30 minute session or a 50-60 minute session. Data was collected 

following rapid ethnographic techniques using semi-structured instruments. This project will result in a completed dissertation. 

68

Newborn Hearing Screening and Early Intervention: An Investigation of Family and 

Child Outcomes 

Status: Ongoing Begin date: October 2004 End date: No set date 


Sass-Lehrer, Marilyn - Education (Gallaudet) 


Wainscott, Sarah (student) - Education (Gallaudet) 

Croyle, Carol (student) - Education (Gallaudet) 

Description: The purpose of this pilot project is to confirm the effectiveness of instruments and data collection procedures to investigate families’ 

experiences through 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. 

Funding source: GRI Priority Fund 


See in Center for American Sign Language Literacy Section 

Qualitative Investigation of Secondary Level Bilingual Science Instruction of Deaf 

Students 

Status: Ongoing Begin date: February 2006 End date: December 2007 


Outlaw, Susan - Education (Gallaudet) 

Description: This qualitative ethnographic doctoral research study describes the nature of language use in four secondary level science classrooms 

with an American Sign Language/English bilingual philosophy. Four teachers were selected to participate in two ethnographic interviews, 

and one science class per teacher was observed for the duration of a unit of study. Through ethnographic interviews and participant observations, 

the researcher explored language use and science instruction in a natural setting using the teachers’ and students’ own language and from the 

teacher’ perspectives during interviews. Initial findings include descriptions of how teachers introduce new terms, use fingerspelling, use techniques 

for remembering terms, teach English word differentiation, and translate between ASL and English and vice versa. Another large finding 

was the amount of information that was presented in ASL and the limited instances of reading that took place in the four secondary level classrooms. 

As of August 2007 all the data had been collected and analyzed. All interviews have been transcribed and clips have been made and 

transcribed for further analysis. Chapters four and five of a dissertation are being drafted and are expected to be complete this fall. 


Reflective Journal Writing: Deaf Preservice Teachers With Hearing Children 



Bailes, Cynthia Neese - Education (Gallaudet) Martin, David S. - Boston, MA 

Hulsebosch, Patricia - Education (Gallaudet) 

Description: In this study, the content of reflective journals of Deaf pre-service teachers during student teaching in a classroom with hearing 

students has been examined. 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 socio-cultural perspectives in teacher education programs are discussed in the researchers’ analyses. 

69

Sarah Pratt 



Carty, Breda - Special Education, Renwick Centre for Research & Professional Education, University of Newcastle (Australia) 


Sayers, Edna Edith - Education (Gallaudet) 

Macready, Susannah - Independent scholar, Sydney, Australia 

Description: Sarah Pratt (1640-1729) of Weymouth, Massachusetts, became deaf at age 3, married a deaf man, and was the mother of 9 children. 

Increase Mather reports that Sarah and Matthew, as well as Sarah’s sisters and her children, all communicated by signing. Research continues on 

the family, community, church, and general understanding of deaf people in Sarah Pratt’s time. 

Signs of Literacy: A Longitudinal Study of ASL and English Literacy Acquisition 



Bailes, Cynthia - Education (Gallaudet) 

Erting, Carol - Education (Gallaudet) 


Ricasa, Rosalinda - Department of Applied Literacy (Gallaudet) Harris, Raychelle - Education (Gallaudet) 

Erting, Lynne - Clerc Center (Gallaudet) Kuntze, Marion - Boston University 

Reilly, Charles - Gallaudet Research Institute Holmes, Heidi - Education (Gallaudet) 

Thumann-Prezioso, Carlene - Gallaudet Research Institute Klotz, Margaret - Clerc Center (Gallaudet) 

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 FY2003, follow-up data were collected on six children selected for in-depth, longitudinal 

study. The goals were (1) to describe the ASL and English literacy acquisition of six deaf and hard of hearing children in preschool classrooms 

where ASL and English are the languages of instruction, (2) 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 (3) 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. 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. 


Encyclopedia entry: Erting, C.J., & Kuntz, M. (In press). Language Socialization in Deaf Communities. In P. Duff and N.H. Hornberger (Eds.), 

Encyclopedia of Language and Education, 2nd Edition, Volume 8: Language and Socialization (1-14). New York: Springer Science+Business 

Media LLC. 

Chapter: Erting, C.J., Bailes, C.N., Erting, LC., Thumann-Prezioso, C., & Kuntze, M. (2007). Signs of Literacy: Naturalistic Inquiry into 

ASL/English Bilingualism at Home and at School. In H. Goodstein (Ed.), The Deaf Way II Reader: Perspectives from the Second International 

Conference on Deaf Culture. Washington, DC: Gallaudet University Press. 

70

Successful Science Teaching: Problem-Solving Strategies of Outstanding Science Teachers 

of the Deaf 



Mangrubang, Fred R. - Education (Gallaudet) 

Description: This study involves direct observation of the classrooms of award-winning teachers teaching science to Deaf students. The study 

includes: (1) teaching styles of these teachers, (2) their relationships with students, (3) how they solve instructional problems, (4) 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 6th 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. 

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 

See in Hearing, Speech, and Language Sciences Section 

Educational Foundations and Research 

An Alternative Perspective in Research and Evaluation: Feminists, Minorities, and Persons 

with Disabilities 

Status: Ongoing Begin date: January 1, 1992 End date: No set date 


Mertens, Donna - Educational Foundations and Research (Gallaudet) 


Mounty, Judith L. - Center for American Sign Language Literacy (Gallaudet) 

Ginsberg, Pauline - Professor, NYU at Utica 

Wilson, Amy - Educational Foundations and Research (Gallaudet) 

Description: The researchers are examining the meaning of an inclusive 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. 


Plenary address: Mertens, D. (2006, August). Ethical implications of psychological research in culturally complex communities. Plenary Address 

at the American Psychological Association, New Orleans, LA. 

Presentation: Mertens, D. (2006, July 23-29). Ethics and social diversity: Quality of social existence in a globalizing world. Presentation at the 

XVI International Sociological Association World Congress of Sociology, Durban, South Africa. 

Presentation: Mertens, D. (2006, July 8-11 ). Mixed methods research in culturally complex settings: Tools for transformative work. Presentation 

at Second Annual Mixed Methods Conference, Homerton School of Health Studies, Cambridge University, UK. 

Keynote address: Mertens, D. (2006, July 8-11). Transformative theory: Mixed methods with a social justice agenda. Keynote Address at the 

Second Annual Mixed Methods Conference, Homerton School of Health Studies, Cambridge University, UK. 

Presentation: Mertens, D. (2006, May 5-7). Transformative Research and Ethical Implications. Presentation at the Second International 

Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, IL. 

Presentation: Mertens, D. (2006, November). Theory and its consequences in culturally complex communities: What are the connections? 

Presentation at the American Evaluation Association annual meeting, Portland, OR. 

Presentation: Mertens, D. (2006, November). Transformative Theory and Social Justice Consequences. Presentation at the American Evaluation 

Association annual meeting, Portland, OR. 

Panel Presentation: Mertens, D. (2006, November). 20 Years of AEA history: A gathering of AEA presidents. Invited panel, American Evaluation 

Association annual meeting, Portland, OR. 

Presentation: Mertens, D. (2007, January). Quality evaluation for social justice in the African development context: Where modernity coexist 

with tradition. Presentation at the African Evaluation Association annual meeting, Niger, Africa. 

71

Book chapter: Mertens, D. M., Wilson, A., & Mounty, J. (2007). Achieving gender equity for populations with disabilities. In S. Klein (Ed.), 

Handbook for Achieving Gender Equity through Education. Mahwah, NJ: Lawrence Erlbaum Associates. 

Article: Mertens, D.M. (2007). Transformative considerations: Inclusion and social justice. American Journal of Evaluation, 28(1), 86-90.. 

Book chapter: 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, CA: Jossey-Bass. 

Book chapter: Mertens, D.M. (in press). Representation of Stakeholders in Culturally Complex Communities. In N. Smith and P.Brandon (Eds.), 

Fundamental Issues in Evaluation. New York: Guilford Press. 

Article: Mertens, D.M. (under contract). Transformative research and evaluation. NewYork: Guilford Press. 

Book: Mertens, D.M., & Ginsberg, P. (Eds.) (Under contract). Handbook of Social Research Ethics. Thousand Oaks, CA: Sage Publications. 

Book chapter: 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. 

Book chapter: Whitmore, E., Guijt, I., Mertens, D.M., Imm, P.S., Chinman, M. & Wassermann, A., (2006). Embedding improvements, lived 

experience, and social justice in evaluation practice. (pp 297- 314). In I. F. Shaw, J. C. Greene, & M. M. Mark (Eds.), Handbook of evaluation: 

Programme, policy and practice. London: Sage Publications. 

ICARE Schools: A Research Study of Meaningful Parent Involvement in the Individual 

Education Plan (IEP) Process 

Status: Ongoing Begin date: October 1, 2004 End date: September 30, 2008 


Gerner de García, Barbara - (external consultant) Educational Foundations and Research (Gallaudet) 

Morocco, Catherine - Education Development Center, Newton, MA 


Brigham, Nancy - Education Development Center, Newton, MA 

Mata-Aguilar, Cynthia - Education Development Center, Newton, MA 

McTigue, Anna - Education Development Center, Newton, MA 

Description: In the four-year ICARE Schools study, the Education Development Center (EDC) is identifying and documenting middle-grade 

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-grade 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 are currently exploring 

the attitudes and activities of families and educators that foster meaningful parent involvement at these schools. They will disseminate study findings, 

including information about successful strategies, to a variety of audiences, including schools, families, policymakers, and researchers. 

Funding source: U.S. Department of Education Grant to Education Development Center 

72

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 End date: No set date 


Gerner de García, Barbara - Educational Foundations and Research (Gallaudet) 

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 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 post-secondary 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 co-investigators. 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. 



Presentation: de Garcia, B. (2007, February). Implementing bilingual education for the deaf in Catalonia: Beliefs about critical knowledge needed 

in bilingual classrooms with deaf children. Presentation at the American College Educators of the Deaf/HH, Pittsburgh, PA. 

Latin American and the Caribbean Newborn Hearing Screening Survey 



Gerner de García, Barbara - Educational Foundations and Research (Gallaudet) 


Chacon, Susan - New Mexico Department of Health 

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. We also have included Brazil, a Portuguese-speaking country. 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 we collect 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 amongst the countries involved. The researchers planning this project are 

frequently contacted for technical assistance by educators, parents, and professionals in Latin America. They believe that 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 

may be available in the region, as well as expertise. 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 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 EHDI (Early Hearing Detection and Intervention) conference. 

73

Literacy for Latino Deaf and Hard of Hearing English Language Learners 

Status: Completed Begin date: February 1, 2002 End date: November 2006 


Gerner de García, Barbara - Educational Foundations & Research (Gallaudet) 


Mata-Aguilar, Cynthia - Education Development Center, Newton, MA 

Morocco, Catherine - Education Development Center, Newton, MA 

Description: The purpose of this project is to review and describe research literature on the acquisition of literacy by deaf and hard of hearing 

second language learners. The researchers have identified and reviewed relevant literature within a socio-cultural framework, which assumes that 

the language and literacy acquisition of Latino deaf students takes place within and is influenced by several levels of social context and interactions 

including: the deaf child and his/her primary caretaker(s) and siblings, the family and other members of the Latino culture and community, 

the family and Deaf community, the family and the education system for deaf children, and the family and members of the mainstream U.S. 

culture. The researchers will produce a research report that summarizes the findings and makes recommendations for research practices. 


Report: Gerner de Garcia, B. Literacy for Latino Deaf and Hard of Hearing English Language Learners. Report submitted to U.S. Department 

of Education, Office of Special Education Programs, Office of English Language Affairs, and The National Institutes of Child Health and 

Development in November, 2006. 

Preparing Tomorrow’s Teachers for Technology 



Mertens, Donna - Educational Foundations and Research (Gallaudet) 


Slemenda, Katharine - Converse College 

Johnson, Harold - Kent State University 

Description: The Association for the College Educators of the Deaf and Hard of Hearing received three grants from the U.S. Dept. of Education. 

The first covered the period from 9/99-8/00 and was for $161,000. The second covered the period following the award in June 2000 and was for 

$2.6 million. The third covers 10/03-9/07. Donna Mertens is the evaluator for these projects. The projects are designed to 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 

and the abilities of the students they train and the teachers they interact with in their student teaching placements. 

Funding source: U.S. Department of Education 


Presentation: Mertens, D. (2006, March 19-24). The deaf teacher preparation programs provide a model for virtual communities. Presentation at 

the Society for Information Technology and Teacher Education, Orlando, FL. 

Presentation: Mertens, D., & Holmes, H. (2006, February). Web based resources for deaf educators. Presentation at the ACEDHH Annual 

Conference, Denver, CO. 

Article: 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. 

Book chapter: Johnson, H. & Mertens, D.M. (2006). New strategies to address old problems: Web based technologies, resources, and applications 

to enhance K-20 deaf education. In D. Martin & D. Moores (Eds.), Deaf learners: New developments in curriculum and instruction. 

Washington, DC: Gallaudet University Press. 

74

The Roles of Immediacy, Authenticity, and Framing in Informal Learning During 

Interpreted Performances at Living History Sites 



Kluwin, Thomas N. - Educational Foundations and Research (Gallaudet) 

Description: This is a rapid ethnographic study of nine Eighteenth Century living history sites in Pennsylvania, Virginia, and North Carolina that 

involve craft demonstrators. Informal interviews were conducted with site administrators and interpreters at the sites. A visual ethnography using 

digital images was also done in order to identify the key physical themes of a site. Site documents such as mission statements and site plans as 

well as formal evaluations of the sites were also reviewed. This project attempts to address several methodological challenges through posing 

three questions or themes. 

• How is information presented to the visitor by the site? (Framing) 

• How and what information is presented in the performance of the interpreter? (Immediacy) 

• How faithfully do both the site and the interpreter present the information? (Authenticity) 

Analysis has yielded ten themes related to the physical site and 12 themes related to the performance of the interpreter. 


Paper: Kluwin, T. (2006, July). Developing a graphic display of the results of a visual ethnography of living history sites. Paper presented at the 

First International Mixed Methods Conference, Fitzwilliam College, Cambridge, England, 

Paper: Kluwin, T. (2007, April). Can the “Time Machine” teach? A Rapid Ethnography of Living History Sites. Paper presented at the Annual 

meeting of the American Educational Research Association., Chicago, Il. 

Paper: Kluwin, T. (In press). Talking about tools and trades: Woodworking as a metaphor for teaching. Gristmill (October, 2007). 

Survey of STI (Including HIV) Programs for People With Disabilities in Latin America 

and the Caribbean 



Wilson, Amy - Educational Foundations and Research (Gallaudet) 

Valderrama, Julia - Pan American Health Organization 

Description: The study explores the opinions of professionals working in the field of STI/HIV/AIDS and will determine what STI/HIV/AIDS 

programming currently exists for people with disabilities through national, regional, and local agencies—both private and public—throughout 

Latin America and the Caribbean. The study will raise public awareness of the need to target people with disabilities within STI/HIV/AIDS programs; 

will inform the researchers and all participants of existing programs for networking and sharing purposes; and the data will prove the need 

for STI/HIV/AIDS programs for people with disabilities in Latin America and the Caribbean to support program funding from international/ 

national organizations. Exploratory cross-sectional surveys were sent to a convenience sample of professionals working in the area of 

STI/HIV/AIDS in countries in Latin America and the Caribbean. These professionals include those working within nongovernmental organizations, 

community, private or public practice, and international organizations. 

The grant has allowed the investigators to collect all of the data and input it into SPSS Software. They are analyzing the data and are looking for 

possible predictors of opinions towards the need of including people with disabilities in STI/HIV programs related to the existence of people with 

disabilities in their place of work or in their families. Initial results show that people with disabilities are rarely included in national or local programs 

but that most administrators are willing to open their programs to this marginalized group. 


75

Audism or Advocacy: Lydia Sigourney 

76 

English 

Status: Completed Begin date: June 2006 End date: No set date 


Sayers, Edna Edith- English (Gallaudet) 

Gates, Diana - Library (Gallaudet) 

Description: Lydia Huntley Sigourney taught Alice Cogswell to read and write English with sign as the medium of instruction. After the establishment 

of the first school for the deaf in America in 1917, Sigourney’s accomplishments were forgotten. 



Paper: Sayers, E.E. (2006, August). Audism or advocacy? Lydia Sigourney and the beginnings of the American deaf community in Hartford, 

Connecticut. Presentation at Deaf History International Conference, Berlin. 

Paper: Sayers, E.E. & Gates, D. (2007, April). Beginnings of American deaf education in Hartford: It takes a village. Presentation at the 

conference 150 Years on Kendall Green: Celebrating Deaf History and Gallaudet, Gallaudet University, Washington, DC. 

B.H. and Arnold H. Payne: Early Champions of Sign Language in the UK 

Status: Ongoing Begin date: October 2006 End date: January 2007 


Sayers, Edna Edith- English (Gallaudet) 

Description: King Silence (1918) by Arnold H. Payne is a semi-autobiographical account of Payne’s life as the son of the deaf headmaster of a 

Welsh deaf school and a normal student at Gallaudet in 1888-89. Payne went on to become a minister to the deaf in England and focused his 

entire professional life on fighting for sign language at a time with oral education was ascendant. 


Article: Sayers, E.E. (2007). B. H. and Arnold H. Payne: Early champions of sign language in the UK. Deaf History Review, 5(22-30). 

Blind Characters in John Gardner’s Fiction 

Status: Completed Begin date: October 2006 End date: September 2007 


Sayers, Edna Edith - English (Gallaudet) 

Description: American novelist and teacher John Gardner (1933-1982) grew up near the New York State School for the Blind in Batavia, a town 

that boasted a large and vibrant blind community up into the 1970s. This experience is surely why his novels include blind characters with fully 

imagined histories and inner lives, an extreme rarity in literary history. Esther Clumly in The Sunlight Dialogues, for example, is not only the 

presiding spirit of the novel but also a rounded and dynamic major character with a realistic blind-school background and a web of friends and 

community. What's remarkable is how Gardner controls the distance between his own views - that blind people are numerous, competent, interesting, 

and yet essentially ordinary - and those of his characters, some of whom find blind people frightening, pitiable, or freakish. 


Article: Sayers, E.E. (2007). B. H. and Arnold H. Payne: Early champions of sign language in the UK. Deaf History Review, 5(22-30).

Describing Deaf English 



Sayers, Edna Edith - English (Gallaudet) Channon, Rachel - University of Connecticut 

Description: The use of function words in 135 essays written by deaf college underclassmen in developmental and credit-bearing English composition 

classes is described and compared with Standard English (SE) versions of the same essay. If student and SE versions were the same, this 

was considered mastery; if the student omitted a word, this was considered avoidance; and if the student added a word, this was considered 

overuse. The deaf students varied from SE more for function than for content words. They demonstrated very low mastery of independent clause 

markers, demonstratives, neuter pronouns, and modals related to possibility, but had relatively high mastery of number words, the first person 

singular, and some punctuation. These students strongly avoided some dependent clause markers, some demonstratives, the indefinite article, 

punctuation except for periods and commas, and the modal verbs may, might and should, but greatly overused other dependent clause markers, 

the second person and neuter pronouns, quantifiers, the verb do, and the modals could and will. They were also more likely to produce run-ons 

than fragments. 



Article: Sayers, E.E., & Channon, R. Toward a description of deaf college students’ written English: Overuse, avoidance, and mastery of function 

words. Forthcoming in American Annals of the Deaf, 2007. 

Gallaudet Writer’s Handbook 

Status: Completed Begin date: January 2005 End date: December 2006 


Bordman, Marcia B. - English (Gallaudet) Womeldorf, Anne - Retired 

Description: The Gallaudet Writer’s Handbook is a grammar and usage handbook for deaf and hard-of-hearing writers in secondary and 

post-secondary programs. A new version was updated and published. 

Intercultural Writing Project 



Markowicz, Harry - English (Gallaudet) Hoter, Elaine - Talpiot Teachers College (Tel Aviv, Israel) 


Livingston, Sue - LaGuardia Community College (Queens, NY) 

Durr, Patti - National Technical Institute for the Deaf (Rochester, NY) 

Description: The Intercultural Writing Project is an ongoing Learning Community which, in the Fall semester of 2006, involved English classes 

at Gallaudet University, the National Technical Institute for the Deaf in Rochester, N.Y., plus classes of English teachers-in-training (hearing) at 

Talpiot Teachers College, a school for orthodox Jewish women, in Tel Aviv, Israel. The students explored two themes: the Holocaust and the Deaf 

Community. Deaf students at the American schools carried out projects on issues related to the Holocaust; the Talpiot students wrote research 

papers on issues connected to the Deaf Community. The online collaboration is based on cutting-edge technology, such as instant messaging, 

electronic forums, webcasts, digital storytelling, and videoconferencing. In this course, between two very diverse groups located on different continents, 

the students learned about each other's culture while improving their English literacy and computer skills. During the Fall semester there 

were three carefully timed and orchestrated live videoconferencing events in which the groups, via video hook-up, were able to communicate 

directly with each other in real time (assisted by interpreters), culminating online interactions in which the students had gotten to know each other 

through electronic exchanges in written English. 


Presentation: Lally, J., Markowicz, H., & Torres, F. (2007, June). Using digital media to enhance writing skills. A presentation given at the 

English Think Tank conference, Gallaudet University, Washington, DC. 

Poster presentation: Markowicz, H., & Livingston, S. (2007, June). Organizing and managing a linked course. A poster session presentation at 

the English Think Tank conference, Gallaudet University, Washington, DC. 

Presentation: Markowicz, H., Hoter, E., & Livingston, S. (2007, June). Developing literacy through cross-cultural communication. A presentation 

given at the English Think Tank conference, Gallaudet University, Washington, DC. 

77

Foreign Languages, Literatures, and Cultures 

Crossing the Divide: Representations of Deafness in French Biography 

Status: Completed Begin date: October 2002 End date: May 2007 


Hartig, Rachel - Foreign Languages, Literatures, and Cultures (Gallaudet) 

Description: This analysis explored the efforts of three French deaf biographers to find themselves as individuals and as artists and to cross the 

cultural divide between themselves and the mainstream society by means of their biographical studies of others. The authors included are Jean- 

Ferdinand Berthier (1803-1886), Yvonne Pitrois (1880-1937), and Corinne Rocheleau-Rouleau (1881-1963). 


Presentation: Hartig, R. (2007, May). Crossing the divide: Representations of deafness in biography. Presentation at a meeting of the 

Washington Biography Group, Washington, DC. 

Book: Hartig, R. (2006). Crossing the divide. Washington, DC: Gallaudet University Press. 

Empowering Deaf Communities in Latin America 



Berdichevsky, Cristina - Foreign Languages, Literatures, and Cultures (Gallaudet) 


Bibum, Aloy - Buea School for the Deaf, Cameroun 

Fernandez, Allan - PROGRESO, at the University of Costa Rica, San Jose, Costa Rica 

Battistelli, Luis - Mendoza Deaf Association, Argentina 

Sanabria, Gaspar - Mexican Deaf Federation, Mexico City 

Camarena, Silvia - Guadalajara Deaf Association 

López, Leonel - Costa Rica Deaf Association 

Bibum, Margaret - Buea School for the Deaf, Cameroun 

Guillermo, Elvia - Multicultural Student Programs 

Reuters, Mariana - Argentina Deaf Confederation, Buenos Aires 

Bradford, Stacey - Foreign Languages, Literatures, and Cultures (Gallaudet) 

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 U.S. and in four Latin American countries, Argentina, Colombia, Costa Rica, and Mexico. In 2006, 

this leadership model—which is known as IDP (International Deaf Partnerships)—was expanded to Africa. A graduate student interned at the Buea 

School for the Deaf in Cameroon during the spring and summer of 2007. In the spirit of our partnership with deaf communities in Latin America, 

we 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 we complete the analysis of the data and the captioning of the signed videotaped interviews. 

Funding source: GRI Small Grant, CLAST Dean’s Office 


Presentation: Berdichevsky, C. & Jimenez, A. (2007, March 7). Empowering deaf communities in Latin America. Presentation at the Legacy of 

the DPN Event. 

Panel Presentation: Berdichevsky, C., Chukwuma, E., Jimenez, A., McMall, J., & White, C. (2007, April 29). Community based learning and 

research and the deaf community. Panel presentation at the Annual Meeting of the Community Research and Learning Network, Washington DC . 

78

The French Connection: Gallaudet University’s Influence on Emmanuelle Laborit and the 

French Hearing and Deaf Communities 

Status: Ongoing Begin date: June 1, 2006 End date: April 2007 



Description: This research traces the strong, positive influence that Gallaudet University had on Emmanuelle Laborit and, through her, on her 

French compatriots, both hearing and deaf. It focuses on the genre of deaf autobiography, particularly Laborit’s The Cry of the Gull (1998) and 

discusses Laborit’s impressive evolution from troubled child to deaf activist, actress and current manager of the International Visual Theater. 

Funding source:Honorarium from the Gallaudet University Press 


Paper: Hartig, R. (2007, April). The French connection: Gallaudet University’s influence on Emmanuelle Laborit (1971- ) and the French 

hearing and deaf communities. Presented at the conference entitled “150 Years on Kendall Green: Celebrating Deaf History and Gallaudet,” 

Gallaudet University, Washington, DC. 

Gender Issues in the Writings of Mme. De Gouges and Mme. De Stäel 

Status: Ongoing Begin date: No set date End date: No set date 



Description: This is an ongoing project, which will result in the publication of a comparative study of the impact of gender politics in works by 

two daughters of the Enlightenment from opposite socio-economic 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 researcher is in the process of deciding where to publish her doctoral 

dissertation, which is written in French. In November 2007, she will deliver a paper entitled “Feminine and feminist perspectives” in Mme de 

Stäel’s anti-slavery discourse at a regional conference of the American Society for 18th Century Studies (ASECS) to take place in Atlantic City, NJ. 


See in Psychology Section 

Helen Keller and Yvonne Pitrois Dialogue About Vaudeville 

Status: Ongoing Begin date: June 6, 2003 End date: December 2006 



Description: This study involved a contrastive analysis of Helen Keller (1880-1968) and her French contemporary, Yvonne Pitrois (1880-1937). 

Having much in common, these two extraordinary women differed, nonetheless, in their views on living with disability. This study focuses, in 

particular, on Pitroi’ critique of Helen Keller’s appearances on the Vaudeville stage with Anne Sullivan and Keller’s response to that critique. This 

essay, originally presented at Deaf Way II in July of 2002, was selected for inclusion in a book tentatively entitled The Deaf Way II Reader. 


Essay: Hartig, R. (2006, December). Helen Keller and Yvonne Pitrois dialogue about vaudeville. In H. Goodstein (Ed.), The Deaf Way II Reader, 

267-271, Washington, DC: Gallaudet University Press. 

79

The House of the Large Fountain at Pompeii 



Sutherland, Ian M. - Foreign Languages, Literatures, and Cultures (Gallaudet) 

Description: Excavations at this site are ongoing. In February 2007 the investigator presented the findings of his research to date at an international 

conference, “Nuove ricerche archeologiche nell’area vesuviana,” in Rome, Italy. The next field season for this project will be in Summer 

2008. That campaign will excavate the street behind the house and search for evidence of the system of pipes that supplied water to the house. It 

is hoped that this will be the last season of excavation required for the completion of the project. 



Paper: Sutherland, I. (2007, February 2). Pompei VI.8.21: La Casa della Fontana grande. Presented at the “Nuove ricerche archeologiche nell’area 

vesuviana” conference, Rome, Italy. 

Investigating the Social, Economic, Political, and Cultural Issues That Affect the Lives of 

Deaf People in Argentina, Costa Rica, and Mexico 

Status: Ongoing Begin date: April 2006 End date: No set date 




Bradford, Stacey - Foreign Languages, Literatures, and Cultures (Gallaudet) 

Guillermo, Elvia - Multicultural Student Programs (Gallaudet) 

Rogers, Buck - Gallaudet alumnus 

Jimenez, Alvaro - Spanish Major (Gallaudet) 

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 

investigating issues that affect the lives of deaf Argentinians, 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 sixty signed interviews, written stories 

and surveys by a team of qualified deaf Americans, in collaboration with local deaf language consultants. Some of the stories and the surveys are 

still being collected and will be mailed/emailed to us by the final deadline of March 30th, 2008. Data will be analyzed during the summer of 

2008. Study results and the video interviews will be reported, edited, and published in a multimedia anthology in 2009. 

Language and Gesture in Cross-Linguistic Perspective 


80

A Psycholinguistic Investigation of Deaf Reader’s Activation of Orthography-Phonology 

Correspondences in Two Languages 



Piñar, Pilar - Foreign Languages, Literatures, and Cultures (Gallaudet) 

Kroll, Judith - Pennsylvania State University 

Gerfen, Chip - 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 plans to examine 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 current lines of inquiry in psycholinguistic research on bilingualism. The subjects are a group of collegelevel, 

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: Ongoing Begin date: August 2003 End date: No set date 


Dussias, Paola (principal investigator) - Pennsylvania State University (State College) 


Description: Using a moving window technique and an eye tracker, the researchers are comparing how native English speakers and second 

language learners of English process certain embedded interrogative structures during real time reading tasks. The main question is whether the 

previously observed asymmetry in the processing of object extractions versus subject extractions out of embedded structures is due to a competence 

or to a performance issue. The impact of language proficiency and working memory capacity on how these structures are processed is also 

examined. 


Paper: Dussias, P. & Piñar, P. (2007, May). The effect of L2 proficiency and plausibility in the reanalysis of wh-gaps by Chinese-English 

bilinguals. Paper presented at the 6th International Biannual Symposium on Bilingualism, Hamburg, Germany. 

Article: Dussias, P. & Piñar, P. Effects of language proficiency and plausibility in the reanalysis of wh-gaps by Chinese-English bilinguals. In 

submission to Second Language Research. 

Worlds Apart? Disability and Foreign Language Learning 

Status: Completed Begin date: January 1, 2002 End date: October 30, 2006 


Sutherland, Ian - Foreign Languages, Literatures, and Cultures (Gallaudet) 


Hamilton, Elizabeth - Oberlin College 

Berberi, Tammy - University of Minnesota 

Description: This collection of essays seeks to inspire a new approach toward the subject of disability in the teaching of foreign languages. It 

treats the subject from the perspective of the teacher, student, and the discipline as a whole. As increasing numbers of students with disabilities 

enter our colleges and universities, faculty members are asking for precisely the combination of theory, methods and hands-on experience offered 

in Worlds Apart? Disability and Foreign Language Learning. The book dispels any stigma surrounding disability in the classroom and confronts 

unacceptably high rates of attrition among college students with disabilities today. Authors propose a range of strategies for enabling the success 

of every student, highlighting practical approaches to all levels of language study, from beginning through advanced courses to study abroad. 

81

Contributors offer expertise in foreign languages and literatures and share additional insights from the legal arena, technology, the cognitive sciences, 

and from their students with disabilities. Convinced that every student is enriched by a nuanced understanding of disability at home and 

abroad, the authors provide resources for integrating disability topics into the foreign language classroom. By exploring the ways that disability is 

both universal and culturally conditioned, Worlds Apart? prompts us to examine critically the institutional environment in which our students 

learn. 


Book: Sutherland, I., Hamilton, E., & Berberi, T. (2007). Worlds Apart? Disability and Foreign Language Learning. New Haven, CT: Yale 

University Press. 

Gallaudet Research Institute 

American Annals of the Deaf: Reference Issue 

Status: Ongoing Begin date: January 1, 1990 End date: No set date 


Hotto, Sue - Gallaudet Research Institute 

Description: The GRI is in its 17th 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 2007 issue includes 680 

schools and programs in the United States and 23 schools and programs in Canada. The listings have been used for a variety of 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. 

Funding source: Gallaudet University Press 


Article: Hotto, S. (2007). Schools and programs in Canada—Canada directory listing and Canada program and services chart. American Annals 

of the Deaf, 152(2), 187-192. 

Article: Hotto, S. (2007). Schools and programs in the United States—US directory listing and U.S. program and services chart. American 

Annals of the Deaf, 152(2), 105-186. 

Annual Survey of Deaf and Hard of Hearing Children and Youth 

Status: Ongoing Begin date: 1968 End date: September 30, 2006 


Qi, Sen - Gallaudet Research Institute 

Mitchell, Ross - Gallaudet Research Institute 



Lam, Kay - Gallaudet Research Institute 

Perkins, Russell - Gallaudet Research Institute 

Woo, John - 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 U.S.; information collected through this survey 

is utilized—in summary, cumulative form only—by many individuals and organizations, within and beyond the Gallaudet community, including: 

(a) educators, (b) Gallaudet University researchers, (c) Gallaudet administration and staff, (d) external researchers, (e) doctoral students, and (f) 

state and national legislators and businesses. 

82


Report: Gallaudet Research Institute. (2006, December). Regional and national summary report of data from the 2005-2006 Annual Survey of 

Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. (Available at http://gri.gallaudet.edu/Demographics/ 

2006_National_Summary.pdf) 

Report: Gallaudet Research Institute. (2006, December). State summary report of data from the 2005-2006 Annual Survey of Deaf and Hard of 

Hearing Children and Youth. Washington, DC: Gallaudet University. (Available at http://gri.gallaudet.edu/Demographics/States/2006) 

Auditory Self-Monitoring 

Status: Ongoing Begin date: October 2003 End date: September 2008 


Barac-Cikoja, Dragana - Gallaudet Research Institute 


Cole, Kevin - Gallaudet Research Institute 

Description: A novel approach to investigating 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 his/her speech feedback (e.g., timing, intensity). To date, tests of 

feedback delay detection and relative loudness of the 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 the guidelines for the design of hearing assistive technology that 

can better serve self hearing needs of hard of hearing individuals. 

Funding source: RERC on Hearing Enhancement, Department of Education 


Presentation: Barac-Cikoja, D. (2006, September 8). Self hearing and hearing technology. Presentation at the State of the Science Conference on 

Hearing Enhancement, “Optimizing the benefit of Hearing Aids and Cochlear Implants for Adults: The role of Aural Rehabilitation and evidence 

for its success”, Washington, DC. 

Presentation: Barac-Cikoja, D., & Adamovich, S. (2007, March 8). Measurement of self-hearing and its importance for hearing technology. 

Presentation at the 2nd Mid-Atlantic Cochlear Implant Consortium, Washington, DC. 

Presentation: Barac-Cikoja, D., Kozma-Spytek, L., & Adamovich, S. (2007, June 7). Transformation of live versus recorded speech from the 

mouth to the open or occluded ear. Presentation at the 153rd Meeting of the Acoustical Society of America, Salt Lake City. 

Presentation: Barac-Cikoja, D., Reyes, Jose III, Sonnemann, S., & Adamovich, S. (2007, July 16). Psychoacoustic estimate of the relative loudness 

of self-generated speech. Presentation at the 2007 Conference on Implantable Auditory Prostheses, Lake Tahoe, CA. 

Comparison of Lexical Versus Morphological Grouping of Graphemes in Learning 

New Words 

Status: Ongoing Begin date: March 2007 End date: No set date 



Kelly, Leonard - Gallaudet Research Institute 




Klein, Leslie -Psychology (Gallaudet) 

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 at least partly sidestep the memory challenges of learning words as 

entire unanalyzed units. Once well learned, a morpheme-based strategy could be applied in order 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. 

83

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. 



Other: Barac-Cikoja, D., Kelly, L., Klein, L., Cole, K., & Qi, S. Comparison of lexical versus morphological grouping of graphemes in learning 

ne new words. Grant proposal submitted to VL2 (NSF). 

Gallaudet University Alumni Survey 2006 

Status: Ongoing Begin date: October 2005 End date: February 2007 


Karchmer, Michael - Gallaudet Research Institute 



Woo, John - Gallaudet Research Institute Hotto, Sue - Gallaudet Research Institute 

Stamper, Linda - Gallaudet Research Institute Choo-Kim, Peck - Gallaudet Research Institute 

Perkins, Russell - Gallaudet Research Institute Benaissa, Senda - Gallaudet Research Institute 

King, Susan - Gallaudet Research Institute 

Description: The project intended to collect information from Gallaudet alumni regarding their educational experience, both at Gallaudet 

University as well as other postsecondary programs outside of Gallaudet; their employment experience; and their Gallaudet experience—how 

education at Gallaudet contributed to their personal and professional growth in various areas; how it impacted their adult lives; what they like 

about Gallaudet and suggestions for changes. Information will be shared with the Gallaudet Board of Trustees at their next meeting; Gallaudet 

Departmental Summaries will be produced for those departments on campus that had 15 or more alumni respond; and presentations to 

administrators and interested groups will be scheduled during the fall. 

Funding source: The Provost’s Office 


Technical/research report: Departmental Summaries were produced for individual academic departments with 15 or more respondents. 

Technical/research report: Gallaudet Research Institute, (2006). Gallaudet University alumni survey-2006: A report prepared by the Gallaudet 

Research Institute. Washington, DC: Gallaudet University. 

Technical/research report: Special analyses conducted for different departments upon request (for example, Social Work Department) 

GRI First Wednesday Research Seminar and Schaefer Distinguished Lecture Series 

Status: Ongoing Begin date: September 2004 End date: No set date 



Benaissa, Senda - Gallaudet Research Institute 

Description: GRI First Wednesday Research Seminars and Schaefer Distinguished Lecture Series 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: 

First Wednesday Seminars: 

October 2006: The Effects of the Star Schools Bilingual In-Service Training Model on Teachers of the Deaf. Maribel Garate 

December 2006: Shared Reading Project: Evaluating Implementation Processes and Family Outcomes. Linda Delk 

February 2007: Measuring the Phonetics of Sign Location. Martha Tyrone 

March 2007: Deaf Empowerment in Flemish Deaf Leaders. Goedele De Clerck 

March 2007: Zooplankton Dispersal in the Chesapeake and Delaware Bays. Pia Marie Paulone 

April 2007: User Interfaces for a Computer-based Grammar Correction Tool for Deaf and Hard-of-hearing Writers. Corine Bickley 

Schaefer Lecture: 

October 2006: Rebuilt: My Journey Back to the Hearing World. Michael Chorost 

84

Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: 

Past, Present, and Future 

Status: Completed Begin date: January 2007 End date: September 30, 2007 




Description: This report summarizes Stanford Achievement Test data over the last three decades to indicate the trends in academic achievement 

for deaf and hard-of-hearing students. It also analyzes the current federal laws and regulations related to educational testing and special education, 

thereby identifying gaps between policy and practice in the field. The authors offer some insights and suggestions for future testing programs for 

this special student population. 


Paper: Qi, S., & Mitchell, R. (2007). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. 

Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Paper: Qi, S., & Mitchell, R. (forthcoming). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and 

future. Submitted to the Journal of Deaf Studies and Deaf Education. 

Studies in Postsecondary Education: College University Programs for Deaf and Hard of 

Hearing Students, Twelfh Edition 

Status: Ongoing Begin date: 1996 End date: No set date 


Hochgesang, Julie - Gallaudet Research Institute 

Benaissa, Senda - Gallaudet Research Institute 



Dunning, Lena - Gallaudet Research Institute 

DeCaro, James - National Technical Institute for the Deaf 


Description: The primary goal of this project is the publication of the 12th edition of a directory—to appear in both print and on-line versions— 

containing information on postsecondary institutions in the United States that offer significant support services for deaf and hard of hearing 

students. The rationale for this project derives from two perspectives: First, it is important that deaf and hard of hearing students considering postsecondary 

education have a reference guide that describes those institutions in the U.S. providing adequate support services to meet their needs. 

Second, research that describes services and enrollment trends of postsecondary programs serving deaf and hard of hearing students contributes to 

the eventual improvement of these programs and of the educational opportunities available to deaf and hard of hearing students beyond high 

school. 

Testing Deaf Students in an Age of Accountability 

Status: Ongoing Begin date: October 1, 2003 End date: June 2008 


Johnson, Robert C. - Gallaudet Research Institute 

Mitchell, Ross E. - Gallaudet Research Institute 


Jones, Michael - Illinois School for the Deaf 

Thurlow, Martha - National Council on Educational Outcomes 

Johnstone, Christopher - National Council on Educational Outcomes 

Thompson, Sandra - National Council on Educational Outcomes 

Case, Elizabeth - WestEd, CA 

Towles-Reeves, Elizabeth - National Alternate Assessment Center 

Cawthon, Stephanie - University of Texas, Arlington 

Raimondo, Barbara - American Society for Deaf Children 

Lollis, Jana - North Carolina School for the Deaf, Morganton 

85

Moore, Pat - California School for the Deaf, Fremont 

Bosso, Ed - Delaware School for the Deaf 

Bello, Michael - The Learning Center for Deaf Children, Framingham, Massachusetts 

Costello, Patrick - The Learning Center for Deaf Children, Framingham, Massachusetts 

Recane, Suzanne - The Learning Center for Deaf Children, Framingham, Massachusetts 

Fischgrund, Joseph - Pennsylvania School for the Deaf 

Steffan, Richard - Maryland School for the Deaf 

Foster, Courtney - South Carolina Department of Education 

Description: The goal of this project has been to develop a book that presents a range of perspectives on problems associated with the inclusion 

of deaf students in current statewide academic assessments. The manuscript begins with an introduction that describes the history of deaf education 

and the impact of mainstreaming on deaf students. The book includes chapters discussing the requirements K-12 schools with deaf students 

are facing as a result of the No Child Left Behind Act of 2001 and the 2004 reauthorization of the Individuals with Disabilities Education Act. 

Data that seem to predict failure on state assessments for many deaf students are presented. Potential consequences on promotion, graduation, and 

employment that test failure may pose for these students are discussed. Possible ways of enabling deaf students to meet these standards are 

presented, including descriptions of various test accommodations and alternative tests. Promising strategies and attitudes of educators with deaf 

students are presented. All chapters have been edited and an introduction and afterword have been written. These materials have now been submitted 

to Gallaudet University Press. The book will be published in spring, 2008. 


Book: Johnson, R.C., & Mitchell, R.E. (Eds.) (In press). Testing Deaf Students in an Age of Accountability. Washington, DC: Gallaudet 


Texas State Survey of Deaf and Hard of Hearing Students, 2006-2007 

Status: Completed Begin date: September 1, 2006 End date: August 31, 2007 





Pitt, Brent - Texas Education Agency, IDEA Coordination, Deaf Services 


Stamper, Linda - Gallaudet Research Institute 

Woo, John - Gallaudet Research Institute 

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 data base 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 2006-2007 data base—which contains information on 5,239 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 


Report: Gallaudet Research Institute. (2007, August). Comparison by ESC (Education Service Center), region, and state for selected variables, 

2006-2007 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University, Gallaudet Research 

Institute. 

Report: Gallaudet Research Institute. (2007, August). Comparison by region and state for selected variables, 2006-2007 school year. Texas State 

Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University, Gallaudet Research Institute. 

Report: Gallaudet Research Institute. (2007, August). Individual program summary, 2006-2007 school year. Texas State Survey of Deaf and Hard 

of Hearing Students. Washington, DC: Gallaudet University, Gallaudet Research Institute. 

Final report: Hotto, S., Lam, K., Woo, J., & Mitchell, R. (2007, August). Texas State Survey of Deaf and Hard of Hearing Students 2006-2007 

Final Report. Washington, DC: Gallaudet University, Gallaudet Research Institute. 

86

Visual and Haptic Self-Monitoring During Sign Production 





Hill, Joseph - Linguistics (Gallaudet) 

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 the signer via a pair of goggles that displayed a camera view of him/her 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. 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. 

Funding source: Politzer Award 

Disability Interest Groups in Europe 

Government and History 



Olson, Russell - Government and History (Gallaudet) 

Penna, David - Government and History (Gallaudet) 

Veith, Mairin - Government and History (Gallaudet) 

Description: This project involves a survey of various disability organizations in Europe, including in-depth follow-up interviews wherever 

possible, in an effort to evaluate the impact of Europeanization on the organizations' funding, resources, professionalization, accountability to 

membership, and choice of tactics. 

Funding source: Government and History Department 


Paper: Olson, R., Penna, D., & Veith, M. (2006, October). European disability policy and process: Does the EU really matter? Presented at the 

International Studies Association West Annual Meeting, Las Vegas, NV. 

Falling Through the Cracks: The Life Story of Junius Wilson 

Status: Ongoing Begin date: October 1, 2000 End date: October 2007 


Burch, Susan - Government and History (Gallaudet) 


Joyner, Hannah - Independent scholar Takoma Park, MD 

Description: This study culminated in a biography of Junius Wilson, an African American Deaf man from North Carolina. The study examined 

issues of deaf education, racism, southern identity, eugenics, mental health policy, civil rights, and disability rights. The book, to be published in 

October 2007, is being written under contract with the University of North Carolina Press and has the working title Unspeakable: The Life Story 

of Junius Wilson. 


Book: Burch, S. (In press). Unspeakable: The life story of Junius Wilson. Chapel Hill, NC: The University of North Carolina Press. 

87

French Deaf People and Eugenics 



Ryan, Donna - Government and History (Gallaudet) 

Description: Primary source research into the archives and professional journals housed by the Institut National des Jeunes Sourds in Paris 

reveals that the theories of eugenicists, especially the ideas of Alexander Graham Bell, were well known among educators of the deaf in France. 

Indeed, Bell was clearly respected for his work, yet eugenics theories appear not to have gained the popularity, or the same widespread support in 

France, that they did in the United States. More importantly, they never took the deadly turn that "negative eugenics" or “racial hygiene” did in 

Nazi Germany. The next step in this project will be to study the literature on these movements in Germany and the United States to determine 

why they were less popular in France. 

Industrializing American Culture: Heartland Radicals, Midwestern Migration, and 

the Chicago Renaissance 

Status: Ongoing Begin date: 2001 End date: February, 2007 


Brune, Jeffrey A. - Government and History (Gallaudet) 

Description: Industrializing American Culture uses the Chicago Renaissance, a literary movement whose importance is rarely appreciated today, 

to show industrialization's powerful influence on the development of twentieth-century American culture. During a brief period in the 1910s, the 

leaders of the movement, including Floyd Dell, Theodore Dreiser, Sherwood Anderson, Carl Sandburg, and Edgar Lee Masters, popularized a set 

of themes and a style that ended the nineteenth-century American romantic tradition and helped set a new direction for the nation's literature. 

They introduced to American writing a frank examination of sexuality. They focused on the grit of the industrial metropolis and the mundane life 

of Midwestern towns. They wrote about ordinary characters and, for the first time, introduced America’s urban vernacular to fiction and poetry. 

They also brought to American novels a less celebratory, more nuanced view of American migration and helped bring a style of realism to the 

fore of American writing. 

Why they made these particular stylistic and thematic choices had much to do with their experiences growing up in the industrializing Midwest. 

All of these authors were from the regional hinterlands where the wrenching social, economic, and political changes of industrialization shaped 

their childhood and youth in the late nineteenth century. As their families experienced downward mobility, these authors developed a Midwestern 

radical outlook pieced together from the many political movements that swept through the region. At the same time, however, their families clung 

to middle-class identities and the future authors developed a strong success ethos. They joined the ranks of ambitious Midwesterners who migrated 

to Chicago and, over the long term, succeeded in building professional careers. The changes they brought to American literature reflected 

many of their influences growing up in the industrializing Midwest. As they led American writing in new directions, they helped industrialize 

American culture. 

This deeply contextualized study offers a new understanding of the relationship between cultural and social history in the twentieth century. It 

also reevaluates the impact of American radicalism by focusing on its cultural legacy. In addition, it is one of the few studies of America's internal 

cityward migration during the industrial era. 

Funding source: Newberry Library, University of Washington History Department, Illinois Historic Preservation Agency 


Journal submission: Brune, J.A. (2007). Culture’s metropolis: Regional systems and the rise of Chicago in American art and literature. 

Dissertation: Brune, J.A. (2007). Industrializing American culture: Heartland radicals, midwestern migration, and the Chicago Renaissance. 

Unpublished doctoral dissertation for the University of Washington, Seattle, WA. 

88

Graduate School and Professional Programs 

Science of Learning Center Focusing on Visual Languages and Visual Learning (VL 2 ) 



Allen, Thomas - Graduate School and Professional Programs (Gallaudet) 

Corina, David - University of California, Davis 

Eden, Guinevere - Georgetown University 


Metaxas, Demitris - Rutgers University Vogler, Christian - Gallaudet Research Institute 

Hauser, Peter - National Technical Institute for the Deaf Bauman, H-Dirksen - ASL and Deaf Studies (Gallaudet) 

Morford, Jill - University of New Mexico Bickley, Corine - Hearing, Speech, and Language Sciences (Gallaudet) 

Singleton, Jenny - University of Illinois Johnson, Robert E. - Linguistics (Gallaudet) 

Kuntze, Lon - Boston University Dudis, Paul - Linguistics (Gallaudet) 

Nover, Steve - Gallaudet Research Institute Clark, Diane - Educational Foundations and Research (Gallaudet) 

Kelly, Len - Gallaudet Research Institute Barac-Cikoja, Dragana - Gallaudet Research Institute 

Description: VL 2 is an interdisciplinary, collaborative center funded under the National Science Foundation’s Science of Learning Centers 

program. VL 2 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 the key issue of 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 we can extend such visually-based learning strategies to 

general educational practice. During FY 2006, Gallaudet pursued this grant as a continuation of its successful catalyst grant. Researchers from 

Gallaudet and elsewhere prepared for the NSF site visit, wrote a rejoinder to the visit report, presented at a Blue-ribbon panel, and negotiated 

with NSF successfully for the award. The center began operations in FY2007. 

Funding source: National Science Foundation 

Hearing, Speech, and Language Sciences 

Appropriateness of the N.Y. State Mandated 8th Grade Reading Competency Test for Deaf 

Students 



LaSasso, Carol J. - Hearing, Speech, and Language Sciences (Gallaudet) 

Martin, Patricia F. - [Superintendent] St. Joseph’s School for the Deaf, New York 

Description: Currently, New York State administers standardized test in grades 4 and 8 to measure elementary and middle school student progress 

a 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 8 test item 

quality indicators. Item Difficulty p-values were calculated for each of the 25 M-C 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 criterion 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 NY testing 

program and the high stakes consequences that may occur if test results are unsatisfactory. 

89

Auditory Temporal Processes, Speech Perception, and Aging 

Status: Ongoing Begin date: March 15, 1991 End date: January 30, 2008 


Fitzgibbons, Peter - Hearing, Speech, and Language Sciences (Gallaudet) 


Gordon-Salant, Sandra - Hearing and Speech Sciences, University of Maryland 

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 age-related auditory dysfunction have not been examined systematically. The aim of 

this project is to contribute to the knowledge base in the hearing science of aging. This project 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) 


Presentation: Fitzgibbons, P., Gordon-Salant, S., Barrett, J. (2007, February). Discrimination of temporal intervals by young and elderly 

listeners. Presentation at the Association for Research in Otolaryngology, Denver, CO. 

Presentation: Gordon-Salant, S., Yeni-Komshian, G., Fitzgibbons, P. and Barrett, J. (2007, March). Age effects on identification of temporal cues 

in speech segments. Presentation at the American Auditory Society, Scottsdale, AZ. 

Article: Fitzgibbons, P., Gordon-Salant,S., & Barrett, J. (2007). Age-related differences in discrimination of an interval separating onsets of 

successive tone bursts as a function of interval duration. Journal of Acoustical Society of America, 122, 458-466. 

Article: Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (In press). Recognition of time-expanded speech by young and elderly listeners with 

normal hearing and mild-to-moderate hearing loss. Journal of Speech, Language, and Hearing Research. 

Article: Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (In review). 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 



Bakke, Matthew H. - Hearing, Speech, and Language Sciences (Gallaudet) 


Chatterjee, Monita - University of Utah, Dept of Communication Disorders 

Kwon, Bomjun Chatterjee, Monita - University of Utah, Dept of Communication 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 impact 

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 one 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. Experiment 2 and experiment 

3 will be recursively conducted until the results converge with up to 6 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 post-linguistically deafened Nucleus 24 cochlear implant users will then be recruited to 

complete the study. 

The successful completion of this research will not only result in better quality of life for cochlear implant users, but will form the basis for future 

research into the adaptive fitting of auditory prostheses. 

Funding source: U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) 

90


Poster presentation: Adamovich, S.L., Makke, M.H., & Xu, Y. (2007, July 17). Just noticeable differences for broadband frequency allocation 

changes in normal hearing individuals using a cochlear implant simulation. Poster presented at the Conference on Implantable Auditory 

Prostheses, Lake Tahoe, CA. 

Communication Strategies Used by Spouses and Caregivers of Individuals with Aphasia 

and their Perceived Effectiveness 

Status: Ongoing Begin date: May 2007 End date: April 2008 


Gamon, Lynne - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: This project aims to: 

a) Describe the communication strategies most often used by spouses and caregivers when communicating with the individual with aphasia. 

b) Describe the on-going communication skills the spouses and caregivers believe they need to be taught during post-stroke adjustment. 

c) Describe what speech-language pathologists can do to meet the communication needs of the spouses and caregivers of stroke survivors. 

The Development of Phonological Awareness in Moderately-to-Profoundly Deaf 

Developing Readers: The Effect of Exposure to Cued American English 




Crain, Kelly L. - Education (Gallaudet) Currently Assistant Professor 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, to investigate the relative importance of these factors on the development of PA and reading 

comprehension abilities of deaf students educated orally and with Cued Speech. Findings suggest that early and consistent access to English 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. 


Journal submission: Crain, K., & LaSasso, C. (submitted). Rhyming abilities of emerging readers who are deaf. Journal of Deaf Studies and Deaf 

Education. 

The Effect of Profound Sensorineural Hearing Loss on Wideband Energy Reflectance in 

Young Adults with Normal Middle Ear Function 

Status: Ongoing Begin date: March 2004 End date: No set date 


Hanks, Wendy - Hearing, Speech, and Language Sciences 

Description: Wideband energy reflectance has been used to look at the function of the middle ear. As a new investigative tool, it has been 

normed on individuals with normal middle ears and cochleae. Single subject research has shown differences in the wideband energy reflectance 

patterns of individuals with profound sensorineural hearing loss compared to the norms. However, there was no large-scale study that has examined 

the effects of cochlear damage on wideband energy reflectance. The purpose of this present study is to examine wideband energy reflectance 

patterns in young adults with normal middle ear function and profound sensorineural hearing loss. These patterns will be compared to young 

adults with normal middle ear function and no hearing loss. It is anticipated that the results of this study will be presented at a national convention 

and reported in a peer-reviewed journal article in 2008 following the completion of data collection. 

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The Effect of Stimulus Repetition Rate on Vestibular-Evoked Myogenic Potential 

Thresholds 

Status: Completed Begin date: January 2006 End date: No set date 


Tamaki, Chizuko - Hearing, Speech, and Language Sciences (Gallaudet) 

Ackley, Robert S. - Hear 

Description: This study was conducted with the aim of investigating the feasibility of shortening the test time for one of the balance function 

testing called vestibular-evoked myogenic potentials (VEMP) by increasing the stimulus presentation rate. Twenty (20) 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 to approximately 1/3. Other aspects 

of data (i.e., 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 (ARO) meeting in February, 2007. 

Manuscript for journal submission is currently being prepared. 



Poster presentation: Tamaki, C., & Ackley, R.S. (2007). The effects of stimulus repetition rate on VEMP threshold. Poster presentation at the 

Association for Research in Otolaryngology Midwinter Meeting, Denver, CO. 

Journal submission: Tamaki, C., & Ackley, R.S. (in preparation). The effects of stimulus repetition rate on VEMP threshold: Can more information 

be collected in a shorter test time? To be submitted to the Journal of Audiology and Neurotology. 

The Effectiveness of Cochlear Hydrops Analysis Masking Procedure (CHAMP) in 

Identifying Patients with Meniere’s Disease 



Follett, Kristin - Hearing, Speech, and Language Sciences (Gallaudet) 

Tamaki, Chizuko - Hearing, Speech, and Language Sciences (Gallaudet) 


Henry, Ken - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: This study’s aim is to assess the effectiveness (i.e., sensitivity and specificity, as well as reliability and ease of administration) of the 

new diagnostic tool called the Cochlear Hydrops Analysis Masking Procedure (CHAMP) testing 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 CHAMP’s effectiveness compared to, and in conjunction with, ECochG and symptomology 

diagnosis. 

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The Effects of Using American Sign Language Nouns With a Five-Year-Old Hearing Child 

Receiving Language Therapy 

Status: Completed Begin date: November 2006 End date: March 2007 


Overton, Lindsay B. - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: The primary purpose of this investigation was to determine the effects of using ASL nouns in therapy with a hearing five-year-old 

with a receptive language delay. Jimmy was predicted to learn more words while vocabulary was taught in conjunction with sign and voice as 

opposed to voice only. Since a vocabulary delay is a main component of a language delay, better ways of teaching vocabulary to children with a 

language delay need to be found to help them become more successful in the world. 

The method of collecting data included a single subject A-B-A-B design over the course of 8 weeks. Jimmy spent 20-40 minutes twice a week 

being taught a specific number of words by a second-year graduate speech language pathology student. Jimmy had a receptive language delay 1.5 

deviations below the mean. Three measures analyzed how many words he learned per session with and without ASL. Jimmy learned an overall 

average of 4.06 words per session. A slight increase in the number of words he learned when ASL nouns were presented was found compared to 

when spoken nouns were presented. Jimmy also successfully retained the words up to 160 days. 

The model used to collect data could be generalized to compare therapy approaches with children in the SLP clinic with a range of diagnoses. 

Since most children are not alike, a single subject design would be used most often and effectively in the SLP clinic. The data collected can be 

compared to different therapy methods and used to determine if they are showing improvements or declines in a client's condition. The data 

collected from these single subject designs can be solid evidence for parents, educators, insurance companies, or school administrators proving 

that a child does or does not benefit from speech-language therapy. 


High-Frequency (1000 Hz) Tympanometry in 3-5 Year Old Inner City Children 



Hanks, Wendy - Hearing, Speech, and Language Sciences (Gallaudet) 

Coll, Melanie - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: Recurrent bouts of middle ear infection have been shown to affect oral speech and language development during the formative 

years. These recurrent infections may also cause permanent changes to the typanic membrane and middle ear space, in turn affecting auditory 

function. Traditional tympanometry has not been found to be sensitive to these changes. Some case study research has shown that tympanometry 

using probe tones higher than 226 Hz may be more sensitive to middle ear pathology. The purpose of this study is to describe the characteristics 

of high frequency (1000 Hz) tympanometry in 3-5 year old inner city children in order to establish normative data for this population. This population 

is a high risk population for recurrent bouts of middle ear infection. The results of this study were presented at a national convention in 

2005 and the manuscript for publication in a peer-reviewed journal is near completion and should be published in 2008. 

Interference in Hearing Aids from Digital Wireless Telephones: Improved Predictive 

Methods 

Status: Ongoing Begin date: June 1, 2006 End date: October 31, 2008 



Kozma-Spytek, Linda - Communication Studies (Gallaudet) 

Levitt, Harry - Advanced Hearing Concepts, Inc., Bodega Bay, CA 


Verhoff, Julie Martinez - Hearing, Speech, and Language Sciences 

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 

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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 and covering the age range from 20 to 60 years of age, 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. 

Funding source: U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) via a subcontract from 

Advanced Hearing Concepts, Inc. 


Poster presentation: Verhoff, J.M., Bakke, M.H., & Kozma-Spytek, L. (2007, July 18). Cochlear implant compatibility with digital wireless 

phones. Poster presented at the Conference on Implantable Auditory Prostheses, Lake Tahoe, CA. 

An Investigation into the Oral and Written Narrative Skills of Implanted Children Who 

Communicate via Cues, Signs, or Speech 

Status: Ongoing Begin date: June 2007 End date: No set date 



Ignacio Moreno-Torres - Visiting Professor to Hearing, Speech, and Language Sciences Department (Gallaudet), Summer 2007, from University 

of Malaga, Spain 

Description: The purpose of this study is to examine the English narrative skills of deaf students with cochlear implants. Participants include 

deaf students between the ages of 8-13 years, who are from oral, signing, or cueing backgrounds. The task is for participants to view two wordless 

picture stories. For one they tell the story suggested by the pictures. For the second they write the story told by the pictures. Responses are 

analyzed for sentence length and specific linguistic structures. Data collection is in progress. 

Ipsilateral and Contralateral Acoustic Stapedial Reflexes in Neonates Using a High 

Frequency (1000 Hz) Probe-Tone 

Status: Ongoing Begin date: August 2007 End date: May 2008 


Kleindienst, Samantha. - Hearing, Speech, and Language Sciences (Gallaudet) 


Description: The goal of this research is to collect normative information on acoustic stapedial reflexes in neonates. A high-frequency (1000 Hz) 

probe-tone will be used to measure ipsilateral and contralateral presentations with elicitor-tones of 500, 1000, 2000, and broadband noise stimuli. 

Presence and characteristics of these measurements will be analyzed for normative purposes and compared with previous research with the longterm 

intentions of adding this diagnostic tool to a neonatal test battery. 

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Maximum Permissible Ambient Noise Levels of Active Noise Cancellation Headphones 

Status: Completed Begin date: January 2006 End date: December 2006 


Del Valle, Tamar - Hearing, Speech, and Language Sciences (Gallaudet) 

Bakke, Matthew - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: In this study, audiologic thresholds were recorded in various conditions from six participants with normal hearing. The American 

National Standards Institute (ANSI) has established maximum permissible ambient noise levels (MPANL) that will not interfere with threshold 

testing. Standards have been established for allowable noise levels in the ears uncovered condition, and in the ears covered condition, with supraaural 

and insert earphones separately. Additional ambient noise reduction methods are needed for testing environments such as nursing homes and 

mobile audiometric testing units. This research combined the use of insert earphones with a portable type of active noise cancellation device to 

determine the possibility of ultimately allowing for a higher MPANL without compromising audiologic test results. 

The research suggests that the combination of insert earphones and supra-aural active noise cancellation headphones can allow for ambient noise 

levels of greater intensity across most frequencies from 125 Hz through 8000 Hz. The application of this research to the real world could mean 

that using insert headphones and supra-aural active noise cancellation headphones while doing hearing testing in an environment with steady state 

background noise could result in fewer false positive referrals for hearing loss. Additional research is needed with a larger participant population 

as well as with various noise sources to expand the applicability of the research. 

Practicing Audiologists’ Knowledge of Clinical Genetics 



Dove, Amanda - Hearing, Speech, and Language Sciences (Gallaudet) 



Arnos, Kathleen - Genetics program, Biology (Gallaudet) 

Description: The purpose of this project was to describe the practical knowledge possessed by practicing audiologists regarding concepts related 

to clinical genetics. More specifically, the proposed project was designed to: (1) Describe the audiologists' practical knowledge regarding basic 

genetic concepts, the influence of genetics on hearing loss, genetic counseling,and available genetic testing for hearing loss; (2) Determine the 

level of education in genetics obtained by practicing audiologists, and the settings in which this education was obtained; and (3) Determine the 

interest of practicing audiologists in continuing education related to genetic content, and preferences of these clinicians regarding method of 

continuing education. 

Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE) 




Neuman, Arlene C. - New York University 


Long, Glenis - Graduate Center, CUNY 

Levitt, Harry - Independent, Advanced Hearing Concepts, Inc. 

Kozma-Spytek, Linda - Communication Studies (Gallaudet) 

Harkins, Judith - Communication Studies (Gallaudet) 

Gravel, Judith - Children's Hospital of Philadelphia/NYU 

Compton-Conley, Cynthia - Hearing, Speech, and Language Sciences (Gallaudet) 

Boothroyd, Arthur - Retired, CUNY 

Bickley, Corine - Hearing, Speech, and Language Sciences (Gallaudet) 

Bally, Scott - Hearing, Speech, and Language Sciences (Gallaudet) 


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 

95

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. 

Funding source: U.S. Dept of Education, National Institute on Disability and Rehabilitation Research (NIDRR) 


Presentation: Shterenberg, I., Long G.R., & Jeung C (2007). Influence of outer/middle ear on DPOAE fine structure. 19th Annual Convention of 

the American Academy of Audiology. 

Chapter: 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. Manuscript submitted). 

Totowa, NJ: Humana Press, Inc. 

Article: Bally, S. & Bakke, M. (2007). A peer mentor training program for aural rehabilitation. Trends in Amplification, 11, 125-131. 

Article: Bally, S. & Mullins, H. (2007). Hear ee! Hear ye! Disorder in the court. The Judge’s Journal, 45(4), 24-30. 

Article: Boothroyd, A. (2006). CASPERSENT: Programme de test et d’entrainment a la perception de phrases orales assiste par ordinateur. 

L’Audition Revue D’Informations Techniques et Scientifiques, 19, 9-18. 

Article: Boothroyd, A. (2007). Adult aural rehabilitation: What is it and does it work? Trends in Amplification, 11, 63-71. 

Article: Harkins, J. (2007, Spring). Survey of individuals with hearing loss on ALDs. RERC Quarterly Newsletter, 10, 2. 

Article: Harkins, J., & Tucker, P. (2007). An internet survey of individuals with hearing loss regarding assistive listening devices. Trends in 

Amplification, 11(2), 91-100. 

Article: Jeung, C., & Long, G.R. (2007). Dependence of distortion-product otoacoustic emissions (DPOAEs) using the scissor and equal-level 

paradigms. Assoc. Res. Otolaryngol., 30, 176. 

Chapter: Long, G.R. & Talmadge, C.L. (2006). DPOAE fine structure changes at higher stimulus levels - evidence for a nonlinear reflection 

component. In Nuttall, Ren, Gillespie, Grosh, de Boer (Eds.), Auditory mechanisms: Processes and models (pp. 354-360). London, UK: World 

Scientific Press. 

Other: Neuman, A.C. (2007). From the Editor (Introduction to the issue entitled “Adult aural rehabilitation: Proceedings from the state of the 

science conference on hearing enhancement, Gallaudet University, September 2006). Trends in Amplification, 11, 61-62. 

Article: Neuman, A.C. (2007). From the Editor (Introduction to the issue entitled “Reflections on the past, present and future of digital hearing 

aids”). Trends in Amplification, 11, 5-6. 

Article: Neuman, A.C., Haravon, A., Sislian, N., & Waltzman. (2007). Sound-direction identification with bilateral cochlear implants. Ear and 

Hearing, 28(1), 73-82. 

Article: Ross, M (2007). A look at AR in the last decade. The ASHA Leader, 3/ 6, 30. 

Article: Ross, M (2007). Supplement your hearing aids: Hearing assistive technologies (HAT). Hearing Loss, 27(6), 18-24.. 

Article: Ross, M. (2007). Reflections on my Cochlear Implant. Hearing Loss, 28(2), 24-29. 

Article: Ross, M. (2007). State of the Science on Aural Rehabilitation. Hearing Loss, 28(1), 31-37. 

Article: Ross, M. (2007). Digital hearing aids from the perspective of one consumer/audiologist. Seminars in Hearing, 11(1), 25-30. 

Article: Ross, M. (2007). Noise levels: The enemy of the hearing aid user, hearing loss. Hearing Loss, 28(3), 34-41. 

SCAN - C Competing Words Subtest: Effect of Asynchronous Word Alignment on Test 

Sensitivity 

Status: Ongoing Begin date: February 2007 End date: April 2008 


Karch, Stephanie - Hearing, Speech, and Language Sciences (Gallaudet) 


Brewer, Carmen - Hearing, Speech, and Language Sciences (Gallaudet) 

Ackley, Steve - Hearing, Speech, and Language Sciences (Gallaudet) 


Description: the SCAN-C is a common and frequent test used in audiology clinics to assess the presence (both as a screener and as a diagnostic 

tool) of central auditory processing order ((C)APD) in children (ages: 5-11 years). The test has four subtests (auditory figure ground, filtered 

words, competing words, and competing sentences), however, the current study will only address the competing words (CW) subtest. The CW 

subtest assesses binaural separation and ear advantage. This study will examine the influence of varied degrees of stimuli onset asynchrony 

(SOA) on the CW subtest of the SCAN-C has on individual performance of children (ages 9-11 years old) who do not have any difficulty hearing 

in adverse listening situations. My research question is as follows: does the asynchronous alignment of the stimulus onset effect task difficulty, 

and therefore, are there children who are not being identified as having or being at risk for a (C)APD? 

96

Speech-Language Pathology Graduate Student’ Knowledge and Awareness of and 

Experience with African-American English (AAE) 

Status: Ongoing Begin date: Spring 2007 End date: Spring 2008 


Wilson, Sharlene M. - Hearing, Speech, and Language Sciences (Gallaudet) 

Moseley, Mary June - Hearing, Speech, and Language Sciences (Gallaudet) 

Allen, Antoinette - Hearing, Speech, and Language Sciences (Gallaudet) 


Bland-Stewart, Linda - Speech & Hearing Sciences, George Washington University 

Description: The purpose of this study is to determine the knowledge that current graduate students have regarding the linguistic features of 

AAE, and their experiences with speakers of AAE. More specifically this proposed study will: 

1. Describe current graduate students’ ability to identify linguistic features that characterize AAE (morphosyntactic and phonological). 

2. Describe current graduate students’ ability to differentiate dialect from disorder. 

3. Describe current graduate students’ curricular training and clinical experience with speakers of AAE. 

4. Describe if curricular training and clinical experience lead to increased knowledge in identifying the linguistic features of AAE versus 

disordered language. 

Survey of Technology Use and Audiological/Aural Rehabilitation Services for Persons 

Who are Deaf and Hard of Hearing 

Status: Ongoing Begin date: November 1, 2006 End date: October 31, 2007 


Verhoff, Julie - Hearing, Speech, and Language Sciences (Gallaudet) 

Adamovich, Stephanie - Hearing, Speech, and Language Sciences (Gallaudet) 


Burger, Brianne - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: This survey is an institutional research project. The survey consists of 11 multiple choice questions related to hearing status, device 

use, and clinical service use. The survey is posted on the HSLS department website and on BlackBoard. 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 Clinic is to service the Gallaudet 

community. With the many hearing assistive device options now available (i.e., 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, 

we have 246 respondents. We are now completing data analysis on the returned surveys. 


Presentation: Verhoff, J. & Adamovich, S. (2007, March). Preliminary Outcomes: Survey of technology use and audiological/aural rehabilitation 

services for persons who are deaf and hard of hearing. Presentation given to the Department of Hearing, Speech and Language Sciences, 

Gallaudet University. 

Tympanometry (18-26 years)-1000 Hz Norms 




Allen, Jane - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: Tympanometry is a clinical test used to identify middle ear pathologies. The usefulness of tympanometry, using a 226-probe tone, 

has been clearly established for pathologies affecting the mass characteristics of the ear, such as ear infections. However, 1000 Hz probe tone 

norms for adults or neonates have not yet been established. Higher frequency tympanograms (e.g. 1000 Hz) may reveal middle ear pathologies 

affecting the stiffness characteristics of the ear, such as abnormal middle ear bone growth, which are not observed with a lower frequency (e.g. 

97

loss). Once normative data has been established, individuals with middle ear pathologies can be tested in order to see the effects of pathology on 

the tympanogram. At a later date, the effects of aging on the 1000 Hz tympanogram can also be examined to see if the effects of osteoporosis on 

the middle ear can be observed using tympanometry. Preliminary data were presented at a national conference in April, 2004. It is anticipated that 

the final results will also be presented at a national or international conference and in a peer-reviewed journal in 2008. 

Tympanometry in Neonates: Comparison of 1000 Hz Norms 

Status: Ongoing Begin date: June 2003 End date: No set date 




Henry, Ken (adjunct faculty, professional hearing services) - Private Practice 

Description: With the rapid implementation of newborn hearing screening programs, an accurate test of middle ear function for infants is urgently 

needed. Recent evidence suggests that tympanometry, using a 1000 Hz probe tone, may be an effective test for distinguishing newborn hearing 

screening failures resulting from permanent sensorineural hearing loss from those resulting from middle ear pathology. Two normative papers 

utilizing 1000 Hz tympanometry have been published. As the normative data conflicts, the purpose of this study is to compare both normative 

criteria to the same group of subjects in order to establish sensitivity and specificity for both sets of norms. It is anticipated that this research will 

be presented at either a national or international conference and submitted for publication in a peer-reviewed journal in 2007. 

Type(s) of Communication Professionals Use with Pediatric Cochlear Implant Clients in 

Aural Rehabilitation Therapy 

Status: Ongoing Begin date: January 2007 End date: May 2008 


York, MayJean Davis - Hearing, Speech, and Language Sciences (Gallaudet) 

Description: The researcher’s project will focus on distributing surveys to ascertain the type(s) of communication current professionals use with 

their clients in post-cochlear implant aural (re)habilitation therapy. The project aims to discover what factors influence the communication decision 

and what training the professionals have in the type(s) of communication used in post-cochlear implant therapy aural (re)habilitation therapy. The 

project will result in a master’s thesis. 


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, Kristie - Education (Gallaudet) (currently a teacher of deaf students in Fairfax County, Virginia) 

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 impacts on 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. The study is completed. A journal manuscript describing results 

of this study has been submitted. 

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Cued Language Structure 

Interpretation 

Status: Completed Begin date: 1996 End date: No set date 


Metzger, Melanie - Interpretation (Gallaudet) Fleetwood, Earl - Sign Language Associates, Inc. 

Description: This project is designed to investigate the use of cued languages from a linguistic and cultural perspective. 


Presentation: Metzger, M. (2006, Fall). Signed and cued language acquisition. Invited presentation at a meeting of the Northern Virginia Cued 

Speech Association, Jamestown, Virginia. 

Chapter: Metzger, M. & Fleetwood, E. (In press). No sound no (cued) speech: A linguistic discussion of how Deaf people process cued 

language. In LaSasso, C. & Leybaert, J. (Eds.). Studies of Cued Language and Cued Speech. Oxford: Oxford University Press. 

Article: Metzger, M., & Fleetwood, E. (Manuscript in process). Cued Speech does not entail speech. 

Discourse Analysis (focus on Nonmanual Signals in ASL) 

Status: Completed Begin date: 1996 End date: No set date 


Metzger, Melanie - Interpretation (Gallaudet) 

Bridges, Byron - ASL/Deaf Education, Lamar University 

Andrews, Jean - ASL/Deaf Education, Lamar University 

Description: This project is designed to investigate signed discourse, with an emphasis on non-manual signals. 


Other: Bridges, B., Metzger, M., & Andrews, J. (Manuscript in process). Non-manual signals in ASL. 

Interactive Interpreting 

Status: Ongoing Begin date: June 1, 2005 End date: June 1, 2008 


Roy, Cynthia - Interpretation (Gallaudet) Metzger, Melanie - Interpretation (Gallaudet) 

Description: The purpose of this project is to investigate 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. 


Interpreting in Educational Settings 



Metzger, Melanie - Interpretation (Gallaudet) Fleetwood, Earl - Sign Language Associates, Inc. 

Description: This project is designed to investigate interpreting in educational settings; visual learning via mediated discourse. 


Presentation: Metzger, M. (2006, December). Interpreting in mainstream classes. Invited presentation, Faribeault, MN. 

Presentation: Metzger, M. (2007, September). Educational interpreting defined. Invited presentation, Fairfax, VA. 

99

Meaning in Context: The Role of Context and Language in Narratives of Disclosure of 

Sibling Sexual Assault 

Status: Completed Begin date: October 18, 2006 End date: August 2007 


Shaw, Risa - Interpretation (Gallaudet) 

Description: Qualitative study of disclosure narratives and narrative retellings, in both ASL and English, with a change in context (conversations 

and interviews). Data was analyzed for the effect on discourse and interaction due to a change in context (setting, participant goals, participant 

background/status), and emergent themes in disclosure stories of sibling sexual assault. 


Dissertation: Shaw, Risa S. (2007). Meaning in context: The role of language and context in narratives of disclosure of sibling sexual assault. 

Unpublished dissertation. Union Institute and University, Cincinnati, OH. 

Audism or Advocacy: Lydia Sigourney 

See in English Section 

Acquisition of ASL as a Second Language 

Library 

Linguistics 



Chen Pichler, Deborah - Linguistics (Gallaudet) 


Members of LIN 812 class - Linguistics (Gallaudet) 

Description: Research on L2 acquisition of spoken languages has shown that many learners mistakenly assume that conventions for formulating 

complaints and apologies are universal, making these speech acts particularly susceptible to L1 transfer. This study compared complaints and 

apologies from native L1 signers, advanced L2 signers, and beginner L2 signers elicited via a role-play task, in search of (1) identifiable 

differences between the formulation of these speech acts in ASL and English, and (2) evidence of transfer from English in the production of L2 

signers. The spoken language literature highlights a number of factors affecting the length and force of apologies and complaints, such as the 

speaker's familiarity with the interlocutor and the perceived seriousness of the offense. The admittedly limited sample of three signers for each 

level did not yield any clear correlations between such factors and the length and force of elicited speech acts. Elaborate apologies and complaints 

were produced by subjects at all three proficiency levels, regardless of scenario. The researchers suspect that any distinctions between proficiency 

levels were obscured by personal preference, an effect of our small sample size. 


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Assimilation Patterns in Fingerspelling 

Status: Ongoing Begin date: September 2006 End date: May 2008 


Fuller, Jennifer - Linguistics (Gallaudet) 

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 pre-recorded narratives of deaf signers from 

the TV series Deaf Mosaic. Approximately two hundred 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. 


A Basic Grammar of Croatian Sign Language (HZJ) 

Status: Ongoing Begin date: May 2004 End date: August 2009 


Wilbur, Ronnie - Purdue University 



Vulje, Martina - University of Zagreb, Croatia 

Milkovic, Marina - University of Zagreb, Croatia 

Kuhn, Nina - Sunnyvale, CA 

Alibasic, Tamara - Split, Croatia 

Pribanic, Ljubica - University of Zagreb, Croatis 

Description: Five-year NSF funding for this project was granted in May 2004 and we have now assembled research teams in the U.S. (at Purdue 

and Gallaudet) and in Croatia (in Split and the University of Zagreb in Zagreb, Croatia.) Several trips for data collection and training of Croatian 

personnel have already been completed. The goal of the project is still to analyze grammatical structures of Croatian Sign Language (Hrvatski 

Znakovni Jezik) 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. 



Presentation: Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, L., & Vulje, M. (submitted). Possession et existence en trois langues 

signées, Silexicales 5, SILEX, Université Lille III, Villeneuve d'Ascq. 

Presentation: Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2006, December 6-10). Possessives and existentials in three sign 

languages. Presented at the 9th Congress on Theoretical Issues in Sign Language Research, Florianopolis, Brazil. 

Chapter: Chen Pichler, D. & Hochgesang, J. (submitted). An overview of possessives and existentials in American Sign Language. In U. Zeshan 

& P. Perniss (Eds.) Possessive and existential constructions in sign languages. Sign Language Typology Series No. 2. Nijmegen: Ishara Press. 

Chapter: Chen Pichler, D., Schalber, K., Wilbur, R., & Julie Hochgesang (submitted). Possession and existence in three sign languages. In 

Ronice de Quadros (Ed.) (forthcoming) [Title to be announced]. Petrópolis, Brazil: Editora Arara Azul. (also selected for eventual translation into 

Brazilian Portuguese and Brazilian Sign Language). 

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Effects of Bilingualism on Word Order and Information Packaging in ASL 

Status: Ongoing Begin date: June 1, 2006 End date: May 31, 2009 




Lillo-Martin, Diane - University of Connecticut, Storrs, CT 

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 inter-language 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 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 PhD 

students, with the possibility of leading eventually to dissertation research on topics of bimodal bilingualism. 




Kigali Handshapes: Phonology in LSR 

Status: Completed Begin date: June 2006 End date: December 2006 


Whitworth, Cecily - Linguistics (Gallaudet) 

Description: This project investigated the phonological system of the signed language used at the Institut Fillippo Smaldone (ISF), a residential 

school for deaf children in Kigali, Rwanda. No research or documentation of this sign language had been published to date. This project undertook 

a beginning description of the language and its phonology, with a primary focus on handshapes. Conceptions of phonology and definitions 

of phonemes for signed languages and for all human language were particularly affected by this research. 

Four groups of students at IFS participated in the study: 4 six-year-olds, 6 eleven-year-olds, 4 fourteen-year-olds and 4 eighteen-year-olds. Each 

student was filmed in three different settings: individual vocabulary elicitation, group vocabulary elicitation, and paired storytelling. Initial analysis 

of the data seemed to indicate the existence of more “basic” handshapes, which appear to be similar in Rwandan sign language to the more 

common handshapes in American Sign Language. Future analysis will focus on more depthful description of handshapes and handshape frequency 

in Rwandan sign language and comparison of these results with similar studies for other signed languages. 



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Possessives and Existentials in ASL 

Status: Ongoing Begin date: September 2005 End date: No set date 



Wilbur, Ronnie - Audiology-Linguistics, Purdue University 


Vulje, Martina - University of Zagreb, Croatia 

Pribanic, Ljubica - University of Zagreb, Croatia 

Schalber, Katharina - Vienna, Austria 

Hochgesang, Julie - Linguistics (Gallaudet) 

Description: Researchers in this project are participating in a large cross-linguistic study on possessives and existentials in 25 different sign languages 

of the world, led by Dr. Ulrike Zeshan of University of Centre Lancashire and the International Centre for Sign Language and Deaf 

Studies located in Preston, UK. Data collected at Gallaudet is being compared with that from 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 (MPI) for 

Psycholinguistics. 



Presentation: Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, L., & Vulje, M. (submitted). Possession et existence en trois langues 

signées, Silexicales 5, SILEX, Université Lille III, Villeneuve d'Ascq. 

Presentation: Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2006, December 6-10). Possessives and existentials in three sign 

languages. Presented at the 9th Congress on Theoretical Issues in Sign Language Research, Florianopolis, Brazil. 

Article: Chen Pichler, D. & Hochgesang, J. (forthcoming 2007/2008). An overview of possessives and existentials in American Sign Language. 

In U. Zeshan & P. Perniss (Eds.) Possessive and existential constructions in sign languages. Sign Language Typology Series No. 2. Nijmegen: 

Ishara Press. 

Chapter: Chen Pichler, D., Schalber, K., Wilbur, R., & Julie Hochgesang. (submitted). Possession and existence in three sign languages. In 

Ronice de Quadros (Ed.) (forthcoming) [Title to be announced]. Petrópolis, Brazil: Editora Arara Azul. (also selected for eventual translation into 

Brazilian Portuguese and Brazilian Sign Language). 

Signing With an Accent: ASL L2 Phonology 

Status: Ongoing Begin date: November 2005 End date: No set date 




Students of LIN 812 class - Linguistics (Gallaudet) 

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. Our investigations will focus on handshape, approaching the phenomenon 

of L2 signing accent from two different perspectives. A “production component” will explore non-signing subjects' ability to accurately reproduce 

ASL signs, while a “rating component” will compare the ability of native and non-native ASL signers to identify accented L2 signing, based 

primarily on handshape. 



Presentation: Chen Pichler, D. (2006, December 6-10). Handshape in L2 ASL: Effects of markedness and transfer. Presented at the 9th Congress 

on Theoretical Issues in Sign Language Research, Florianopolis, Brazil. 

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Mathematics and Computer Science 

Equivariant Cross Sections of Quaternionic Stiefel Manifolds 

Status: Ongoing Begin date: May 2007 End date: No set date 


Obiedat, Mohammad - Mathematics and Computer Science (Gallaudet) 

Description: A solution for the G-equivariant quaternionic vector fields problem on S(M) is given, where G is finite group with no type-H real 

irreducibles and M is a quaternionic representation space of G with a non-zero fixed point set. 

Jump Searching of Lattice Data Structures 

Status: Ongoing Begin date: January 29, 2007 End date: No set date 



Description: This project aims to devise a searching algorithm with lattice structure that has O(log n) performance. An article is in preparation. 

Real, Complex, and Quaternionic Vector Fields on Spheres 

Status: Completed Begin date: Summer 2003 End date: December 2006 



Description: The equivariant real, complex, and quaternionic vector fields on spheres problem is reduced to a question about the equivariant Jgroups 

of the projective spaces. As an application of this reduction, the investigator provides a generalization of the results of Namboodiri on 

equivariant real vector fields and Onder on equivariant complex vector fields, which avoids the restriction that the representation containing the 

sphere has enough orbit types. 


Article: Obiedat, M. (2006). Real, complex and quaternionic equivariant vector fields on spheres. Topology and its Application, 153 2182-2189. 

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Outreach 

History Through Deaf Eyes Exhibition/Through Deaf Eyes Documentary 



Bergey, Jean - Outreach (Gallaudet) 

Gannon, Jack - Community Advisor, Author 

Baynton, Douglas - University of Iowa 


Gannon, Rosalyn - Independent Community Advisor Kenton, Karen - WETA TV 

Hott, Larry - Florentine Films/Hott Productions Lang, Harry - National Technical Institute for the Deaf 

Description: History Through Deaf Eyes, a traveling social history exhibition, completed a 12-state tour in FY 2005-2006. Each host planned 

local events such as exhibition opening receptions, film series, lectures, and performances. Over 415,000 people visited the exhibition while on 

tour and it inspired a documentary film. In 2003, Gallaudet University began working with WETA, a PBS affiliate television station, to produce a 

two-hour documentary based on the Deaf Eyes exhibition. A national advisory group was formed, and filmmaker Larry Hott of Florentine 

Films/Hott Productions, Inc. was hired by WETA to create the film. Six filmmakers - Rene Visco, Arthur Luhn, Kimby Caplan, Wayne Betts, Jr., 

Tracey Salaway, and Adrean Mangiardi, were contracted by Florentine Films/Hott Productions to create topic-specific vignettes for the HDTV 

documentary, broadcast nationally March 21, 2007. Dr. Harry Lang served as senior advisor to the project. More than 50 public programs were 

planned in conjunction with the documentary broadcast. Outreach partners included the National Association of the Deaf, The National Technical 

Institute for the Deaf at RIT, and California State University at Northridge Deaf Studies Program. In March 2007, Gallaudet University Press 

released Through Deaf Eyes: A Photographic History of an American Community in conjunction with the documentary. Primary authors are 

Douglas C. Baynton, Jack R. Gannon, and Jean Lindquist Bergey. 


Documentary film: WETA TV and Florentine Films/Hott Productions in association with Gallaudet University. (2007). Through Deaf Eyes. 

More than 50 public programs have been held in conjunction with the broadcast of this documentary, with many more educational (school or 

organization based—not open to the public) events. Most public events included presentations, receptions, and/or panel discussions. 

Book: Baynton, D.C., Gannon, Jack R., and Bergey, J. L. (2007). Through Deaf Eyes: A Photographic History of an American Community. 


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 Begin date: June 2005 End date: No set date 


Oliva, Gina A. - Physical Education and Recreation (Gallaudet) 

Description: This project is a continuation of a study begun in 2005: The Experience of Deaf and Hard of Hearing Children from Various 

Educational Settings in Summer Camps. There are more than 60 summer camps that serve deaf and hard of hearing children and youth around the 

United States. In addition, weekend and retreat-type programs are coming into existence. While they are relatively widespread, there is almost no 

documentation in the professional literature about these programs—who sponsors them, why they were set up, who they cater to, what they provide, 

why they provide, etc. This qualitative study has evolved to focus on the motivations and goals of founders, managers, and key counselors 

of these programs and how these motivations play out in the actual activities provided. With reduced enrollments in deaf schools, summer and 

weekend programs can serve as a positive venue for interaction among widely dispersed deaf and hard of hearing youngsters and also as a place 

for exposure to deaf and hard of hearing role models. Ultimately, this study will call attention to the phenomenon of these locally managed 

programs for deaf and hard of hearing children, and encourage researchers in many disciplines (Leisure Studies, Deaf Studies, Sociology, 

Anthropology, Psychology, Physical Education, Social Work, Counseling) to utilize their expertise and perspective to further our knowledge of 

the roots, current status, and future potential of these programs. 



Workshop: Oliva, Gina A. (2007, May). Weekend and summer programs for Deaf, Hard of Hearing, and Cochlear-Implanted Youth—Current 

Status and a Call to Action. Pre-conference workshop at annual conference of ADARA. St. Louis, Missouri. 

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Psychology 

Adolescents and Cochlear Implants: Psychosocial Issues 

Status: Ongoing Begin date: August 1, 2002 End date: No set date 


Leigh, Irene - Psychology (Gallaudet) 

Christiansen, John - Sociology (Gallaudet) 

Maxwell-McCaw, Deborah - Psychology (Gallaudet) 


Alexander-Whiting, Harriet - Clerc Center 

Bat-Chava, Yael - Department of Youth and Community Development, New York City 

Acton, Bobby - Clerc Center 

Description: This project is comparing the psychosocial adjustment of a sample of 30 deaf adolescents who have had cochlear implants for at 

least 3 years, with 30 non-implanted adolescents. Having the implant, in conjunction with several demographic variables, is hypothesized to 

affect deaf-hearing cultural identity as well as social and academic functioning. These, in turn, are hypothesized to affect psychosocial functioning. 

This project is currently in the manuscript revision stage prior to submission for review/publication, with statistics being double-checked. 



: Manuscript in preparation. 

Assessment of Deaf and Hard of Hearing Children and Adolescents 



Miller, Margery - Psychology (Gallaudet) 

Thomas-Pressword, Tania - Psychology (Gallaudet) 


Hauser, Peter - Rochester Institute of Technology 

Description: The researchers are writing a book on cognitive assessment of deaf and hard of hearing children based on current research. 


Book: Miller, M., Thomas-Presswood, T.N., & Hauser, P. (In progress). Assessment of deaf and hard of hearing children and adolescents. 


Attachment in Deaf Mothers and Their Children 



Brice, Patrick - Psychology (Gallaudet) 


Description: A new aspect of this long term project is now being pursued. The primary goal of this pilot study is the investigation of the nature 

of attachment in deaf mothers and their children in order to further understand the nature of transmission of attachment from mother to child in 

this population. The Adult Attachment Interview phase during which deaf mothers were interviewed has been completed and translated. All 

Strange Situation Procedures for their young children have been videotaped. Tapes and interview data have been coded. Data analysis has been 

published in the Journal of Deaf Studies and Deaf Education. Plans are to reanalyze the linguistic aspects of the data. 

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Autism Spectrum Disorders and Deafness: Cultural Influence or Cultural Confusion 

Status: Ongoing Begin date: April 2006 End date: No set date 


Szymanski, Christen - Psychology (Gallaudet) 


Description: One 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 prevalence estimated as high 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 of 19 families that had a deaf child with 

Autism. Sixteen of the children had deaf parents; 3 had hearing parents. Parents were asked to complete a survey that included basic demographic 

information as well as in-depth questions touching on commonly believed stereotypes of Autism as well as 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 nor 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 and further research is pending. 


Poster presentation: Szymanski, C., & Brice, P. (2007, August). When autism and deafness coexist: Results from parent surveys. Poster presented 

at the 115th Annual Convention of the American Psychological Association (APA), San Francisco, CA. 

Poster presentation: Szymanski, C., Reesman, J., & Brice, P. (2007, May). Diagnosing and providing treatment to deaf and hard of hearing 

children with autism spectrum disorders: Past perspectives, current research and future directions. Poster presented at the ADARA 2007 National 

Convention, St. Louis, MO. 

Presentation: Szymanski, C., Reesman, J., & Brice, P. (2007, May). Diagnosing and providing treatment to deaf and hard of hearing children 

with autism spectrum disorders: Past perspectives, current research and future directions. Presentation at the ADARA 2007 National Convention, 

St. Louis, MO. 

Demographic Characteristics of Deaf Persons with Schizophrenia 

Status: Ongoing Begin date: March 2007 End date: No set date 


Mompremier, LaNina - Psychology (Gallaudet) 

Gutman, Virginia - Psychology (Gallaudet) 

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 attempted to address the dearth of demographic information by surveying mental 

health professionals that 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 provide 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 towards others, 

experienced legal issues or incarceration, or experienced multiple hospitalizations within one year. Clients exhibited symptoms 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. 


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Exploring the Experiences of Deaf Parents Who Raise Hearing Children: A Qualitative 

Study Using Phenomenological Methods 



Lawson, Angela - Psychology (Gallaudet) 

Description: There is a paucity of research from the Deaf perspective related to the parenting of hearing children. The goal of this study was to 

obtain Deaf parents’ experiences in raising hearing children in order to give Deaf parents a voice in the research on deafness. In the study, three 

Deaf parents of hearing children participated in videotaped interviews focused on issues related to parenting. In addition, they recorded three to 

four video journal entries related to their current experiences and perceptions of raising hearing children. The researcher also observed the Deaf 

parents and their hearing children interacting in natural settings (i.e., home, school, etc.) on three or more occasions. The researcher is currently in 

the analysis stage of the research project. The researcher will analyze the data with the assistance of a computer-aided qualitative data analysis 

software program (Atlas.ti 5.2). After the analysis is completed, the researcher will present the results and suggest future areas of study related to 

Deaf parents raising hearing children. 



Status: Ongoing Begin date: April 1, 2001 End date: No set date 


Galvan, Dennis - Psychology (Gallaudet) 


Mather, Susan - Linguistics (Gallaudet) 

Emmorey, Karen - School of Speech, Language, and Hearing Sciences, San Diego State University 

Holzrichter, Amanda - Foreign Languages, Literatures, and Cultures (Gallaudet) 

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. In order 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. 



Paper: Piñar, P., Galvan, D., & Mather, S. Gesture and the development of visuo-spatial skills in ASL as a second language. Paper accepted at the 

Boston Conference for Language Development, November 2-4, 2007. 

Paper: Taub, S., Galvan, D., Piñar, P., & Mather, S. (2006, December 6-9). Mental imagery and ASL L2 acquisition. Presented at the biannual 

Theoretical Issues in Sign Language conference, Florianopolis, Brazil. 




Galvan, Dennis - Psychology (Gallaudet) 


Taub, Sarah - Linguistics (Gallaudet) 

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, 

108

these studies have not looked at gesture. McNeill (1992) showed that gesture accompanying speech supplies much additional information. 

Comparative work should therefore focus on speech/gesture combinations; and signed languages should be compared to speech/gesture rather 

than speech alone (cf. Liddell, 1995). This project will thus 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. 



Article: Taub, S., Galvan, D., & Piñar, P. (Submitted for publication). The role of gesture in crossmodal typological studies. 

Parental Attachment Representations and Child Attachment, Self-Concept, and Adjustment 

in Hearing Families With Deaf Children 




Buchanan, Talibah - Psychology (Gallaudet) 

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. The goal 

of this portion of the study was 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 including the psycho-social development of deaf 

children, as well as school 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. Further results are expected this year. 



Presentation: Buchanan, T.E. & Brice, P.J. (2007, August). Concordance of attachment between deaf and/or hard of hearing and hearing siblings. 

Presented at the annual meeting of the American Psychological Association, San Francisco, CA. 

Pediatric Cochlear Implants: Implications for Gallaudet University and Deaf and Hard 

of Hearing People 




Christiansen, John - Sociology (Gallaudet) 

Description: Cochlear implants, particularly in young children, became an increasingly controversial issue during the 1990s. Many people in the 

deaf community strongly oppose such implants, while many otologists, audiologists, and other health professionals strongly support pediatric 

cochlear implants. The primary goal for this research is to determine how parents and families that include children with cochlear implants deal 

with a variety of implant-related issues. A non-random sample of approximately 50 parents of children with implants from more than a dozen 

states were interviewed during the summer and fall of 1999. The following questions are among those that were addressed: How do parents come 

to decide on an implant for their child? Looking back, if parents knew at the time the decision to have an implant was made what they know now, 

would they have done the same thing? Because pediatric cochlear implants are likely to continue to be available and will probably continue to 

improve technologically, it is apparent that Gallaudet University will need to come to grips with the question of how to respond to an increasingly 

diverse deaf and hard of hearing population. A book, developed from the interview data, was published by Gallaudet University Press in 

December, 2002. A reprint of the book was issued in 2005. Related presentations and publications are ongoing. 

109


Presentation: Leigh, I.W., & Christiansen, J.B. (2007, April ). Cochlear implants: Cool or not so cool? Rochester Academy of Medicine, 

Rochester, NY. 

Book chapter: Christiansen, J.B., & Leigh, I.W. (2006). The dilemma of pediatric cochlear implants. In H. Goodstein (Ed.) The Deaf Way II 

Reader (pp. 363-369). Washington, DC: Gallaudet University Press. 

Relationship Satisfaction in Deaf and Hard of Hearing Couples 

Status: Ongoing Begin date: November 2005 End date: No set date 


Morgan, Michal - Psychology (Gallaudet) 

Description: The goal of this project was to address the issue of relationship satisfaction within the deaf population. The main topic of interest was 

whether deaf, Deaf, and hard of hearing couples were satisfied with their relationship, as well as the constructs and processes that are associated 

with a satisfactory relationship. There is very little previous research completed on the topic of dyadic relationships within the Deaf community, 

especially the more specific topic of satisfaction within that primary relationship. This study was quantitative with data being collected through 

computer surveys as well as at private stations set up at Deaf events. 

The results written here are only preliminary results; they are being reviewed by the committee chair and members to authenticate the accuracy of 

the statistics. The initial result of the project suggested that participants who were more satisfied with their relationships as measured by the 

satisfaction scale (Kansas Marital Scale, KMS) were also found to be satisfied with their relationship according to an adjustment scale (Dyadic 

Adjustment Scale, DAS). This result also supports the face validity of measuring relationship satisfaction as well as convergent validity between 

the two measures. 

The majority of participants in the sample (70%) reported feelings of satisfaction with their partner and their relationship with their partner. 

Research within this project also focused on whether satisfaction levels differed depending on preferred mode of communication. The results were 

not statistically significant; couples who were “communication matched,” or those who reported preferring the same primary mode of communication 

as their partner, were not found to significantly differ in their relationship satisfaction scores from couples who were “communication 

mismatched,” or participants who reported preferring a different mode of communication from their partner. 

The communication modality used during interactions between partners and relationship satisfaction was also investigated; however, there was not 

enough data representing the vocal-auditory communication modality to conduct the statistical analysis. It is important to note that most individuals 

in this study had matching communication modality preferences (n=59 or 75.6%) and they reported using some form of sign language (n=75 or 

97.4%). 

One final area examined in the study was the amount of involvement in Deaf community activities and relationship satisfaction. There was no 

correlation found between attending events alone( i.e., without the participant’s partner, as reported by the participant) and satisfaction in the relationship. 

However, there was a correlation between attending Deaf community activities together and satisfaction scores; namely, participants who 

reported attending activities together frequently with their partners had slightly higher relationship satisfaction than those who reported not attending 

activities together or attending few of the activities together. Preliminary interpretations suggest the importance of partners spending time together. 


School Psychology Practicum Candidates and Interns: An Analysis of Time in Roles 

Status: Ongoing Begin date: June 2006 End date: December 2008 


Blennerhassett, Lynne - Psychology (Gallaudet) 

Description: The purpose of this study is to investigate 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. 

110

School Psychology Transition Points in Training: Candidate Assessment and Predictors of 

Graduate Knowledge, Skills, and Dispositions 




Description: Field Supervisor Surveys were used to assess knowledge, skills, and dispositions of 22 Practicum II candidates and interns placed in 

schools during 2005 and 2006. Survey responses indicated that all candidates and interns possessed at least sufficient, but predominantly aboveaverage 

and outstanding knowledge, skills, and dispositions for professional practice. Similar ratings were found across candidate and intern 

demonstration of the five NCATE professional institutional goals. The results provide validation of School Psychology Program transition point 

assessments, particularly comprehensive examinations, in guaranteeing that candidates and interns are prepared for fieldwork. The results also 

highlight differences between the Practicum II and internship field experiences. Only about half of the Practicum II candidates provided consultation, 

counseling, and systems level services, whereas all of the interns performed the full range of professional roles. The report reinforces the 

importance of requiring that all candidates complete Consultation Externship field work during the fourth semester of the program, after 

Practicum II and as a condition for the program transition point, Advancement to Internship. 


Report: Blennerhassett, L. (2006). Field supervisor assessments of candidate knowledge, skills, and dispositions, 2005-2006: Use of results to 

Improve the School Psychology program. Washington, DC: Gallaudet University. Author. 

Use of Candidate Exit Survey Results to Improve Program Performance: Evaluation of 

Faculty, Program, and Candidate Knowledge and Skills, 2005-2006 




Description: Candidate Exit Surveys were collected from graduating interns who earned the Specialist Degree in School Psychology in 2005 and 

2006. Survey responses were used to assess faculty and program quality, and graduate self-ratings of knowledge and skills. A pattern of high 

ratings was noted regarding the graduates’ perceptions of program and department faculty, advisement, and quality of research. With regard to 

graduates' self-perceptions of knowledge and skills gained during their years in the program, the vast majority gave themselves high ratings across 

all training areas. 


Final Report: Blennerhassett, L. (2006). Field supervisor assessments of candidate knowledge, skills, and dispositions, 2005-2006: Use of 

results to improve the School Psychology program. Washington, DC: Gallaudet University. Author. 

Conceptualizing Disability 

Social Work 



Barnartt, Sharon - Social Work (Gallaudet) 

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. 


Presentation: Barnartt, S. ( 2007, March). Disability as a fluid state. Presented at the annual meeting of The Eastern Sociological Society, 

Philadelphia, PA. 

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Deaf and Hard of Hearing Social Workers: Licensing and Employment Equity 

Status: Ongoing Begin date: January 1, 2003 End date: Net set date 


Mounty, Judity L. - Center for American Sign Language Literacy (Gallaudet) 


Mason, Teresa - Social Work (Gallaudet) 

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. Findings were included in a chapter written by Judith Mounty and Teresa (Crowe) Mason for the book Assessing deaf adults: Critical 

issues in testing and evaluation, published by Gallaudet University Press in December, 2005. Update August 31, 2007: No further data has been 

collected, but Dr. Mounty is still willing to accept more completed surveys. 

Drinking Among Deaf and Hard of Hearing College Students 

Status: Ongoing Begin date: January 2005 End date: Net set date 


Mason, Teresa - Social Work (Gallaudet) 

Schiller, James - Social Work (Gallaudet) 

Description: The purpose of this study was to examine differences in scores on the College Alcohol Problem Scale (CAPS) among class ranks 

and gather 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 non-significant. 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 towards 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 data analysis stage and a second paper, summarizing that data, will be submitted for publication at a later time. 


Article: Mason, T., & Schiller, J. (Under review). Drinking among deaf, hard of hearing, and hearing college students. 

Emerging Themes in the Study of Deaf Adolescents 

Status: Ongoing Begin date: May 1, 2002 End date: No set date 


Sheridan, Martha - Social Work (Gallaudet) 


Crowe, Teresa - Social Work (Gallaudet) 

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 

112

information about issues among adolescents who are deaf or hard of hearing. A book manuscript under contract with Gallaudet University Press 

is in the final revisions stage and is expected to be released in February 2008. In addition to the book, an article was published in the Clerc 

Center’s Odyssey (2007). Several presentations were given during this period including a keynote address at the Early Childhood and Deafness 

conference in Columbus, Ohio. 

Funding source: GRI Small Grant, GRI Priority Fund, Ohio Department of Education; St. Thomas University 


Presentation: Sheridan, M. (August, 2007). Inner lives of deaf children and adolescents. Presented at the Early Childhood and Deafness 

Conference, Columbus, OH. 

Keynote address: Sheridan, M. (August, 2007). Issues and trends: Deaf and hard of hearing children, their families and professionals. Opening 

keynote address at Early Childhood and Deafness Conference, Columbus, OH. 

Keynote address: Sheridan, M. (In press.) Emerging themes in the study of deaf adolescents. Opening keynote address at the National 

Conference on Deaf Adolescents titled Deaf and Hard of Hearing Adolescents: Leaving No One Behind. To be included in Conference 

Proceedings. 

Presentation: Sheridan, M. (June, 2007). Deaf and Hard of Hearing children and adolescents. St. Thomas University, Miami, FL. 

Presentation: Sheridan, M. (June, 2007). Life cycle development: Deaf and Hard of Hearing people. St. Thomas University, Miami, FL. 

Article: Sheridan, M. (Fall 2007). Deaf adolescents: An Overview. Imagination: A tool of children, teens–and adult professionals. In Odyssey 

8(1) 4-5. 

Book: Sheridan, M. (In press). Deaf adolescents: Inner lives. Washington, DC: Gallaudet University Press. 

An Examination of Personality Traits and Self-Esteem Across Gender, Ethnicity, and 

Hearing Status of Deaf College Students 

Status: Ongoing Begin date: January 2007 End date: January 2008 


Mason, Teresa Crowe - Social Work (Gallaudet) 

Description: The project was designed to allow graduate students in the SWK 756: Data Analysis class 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. Is there a relationship between hearing status and self-esteem and personality traits? 

2. Is there a relationship between self-esteem and personality traits? 

3. Is there a significant difference between gender and self-esteem and personality traits? 

4. 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 being prepared. 

The Training of Social Workers to Meet the Educational and Emotional Needs of Deaf 

Children in Schools 

Status: Ongoing Begin date: August 15, 2006 End date: 2008 


Betman, Beth - Social Work (Gallaudet) 

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 Personnel Preparation Grant 

113

Sociology 

Adolescents and Cochlear Implants: Psychosocial Issues 


Deaf People and Employment 



Barnartt, Sharon - Sociology (Gallaudet) 

Description: This project examines various aspects of deaf people’s employment, especially with regard to gender differences. 


Chapter: Barnartt, S. (2006). Deaf women workers and inequality: Is deafness or femaleness to blame? In B. Bruggeman and S. Burch (Eds.). 

Women and deafness: Double visions (pp. 57-77). Washington, DC: Gallaudet University Press. 

Disability Protests 



Barnartt, Sharon - Sociology (Gallaudet) 

Description: The investigator in this project has been examining protests related to disability, using written accounts of the protest events. 

Funding source: Faculty Development Grant 


Presentation: Barnartt, S. (2007, May). Globalization of disability protests? Comparing U.S. to Non-U.S. Protests 1970-2005. Presented at The 

Nordic Network on Disability Research Meetings, Gotenberg, Sweden. 

Presentation: Barnartt, S., & Rotman, R. (2007, August). Disability policies and protests in Israel. Presented at The American Sociological 

Association annual meetings, New York, NY. 

Article: Barnartt, S. (2007). The implications of disability protests for social work practice. Journal of Social Work in Disability and 

Rehabilitation, 6(1 & 2), 195-215. 

Chapter: Barnartt, S. (2007). The implications of disability protests for social work practice. In F. Yuen, C. Cohen, & K. Tower (Eds.), Disability 

and social work education: Practice and policy issues (pp. 195-216). Binghamton, NY: Haworth Press. 

Journal submission: Barnartt, S. (Forthcoming). Social movement diffusion? The case of disability protests in the U.S. and Canada. Disability 

Studies Quarterly. 

Other: Barnartt, S., & Rotman, R. Disability policies and protests in Israel. Forthcoming in Disability Studies Quarterly. 

Pediatric Cochlear Implants: Implications for Gallaudet University and Deaf and Hard of 

Hearing People 


114

Publications and Presentations 

Publications 

• Ackley, S.R., Decker, T.N., & Limb, C. (Eds.) (2007). An essential guide to hearing and balance disorders. Mahwah, NJ: 

Lawrence Erlbaum Publishers. 

• Arnos, K.S. (2007). The emerging clinical impact of genetic studies of hearing loss. International Journal of Audiology, 

46:67-68. 

• Arnos, K.S., & Pandya, A. (2007). Genetic causes of deafness. In Schwartz S. (Ed.) Choices in Deafness, 3rd Edition, 

Bethesda, MD: Woodbine House, pp 79-96. 

• 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 hand 

book for practitioners (Manuscript submitted). Totowa, NJ: Humana Press, Inc. 

• Bally, S. & Bakke, M. (2007). A peer mentor training program for aural rehabilitation. Trends in Amplification, 11, 125-131. 

• Bally, S. & Mullins, H. (2007). Hear ee! Hear ye! Disorder in the court. The Judge’s Journal, 45(4), 24-30. 

• Barac-Cikoja, D., Kelly, L., Klein, L., Cole, K., & Qi, S. Comparison of lexical versus morphological grouping of 

graphemes in learning new words. Grant proposal submitted to VL 2 (NSF). 

• Barnartt, S. (2006). Deaf women workers and inequality: Is deafness or femaleness to blame? In B. Bruggeman and S. 

Burch (Eds.). Women and deafness: Double visions (pp. 57-77). Washington, DC: Gallaudet University Press. 

• Barnartt, S. (2007). The implications of disability protests for social work practice. Journal of Social Work in Disability 

and Rehabilitation, 6(1 & 2), 195-215. 

• Barnartt, S. (2007). The implications of disability protests for social work practice. In F. Yuen, C. Cohen, & K. Tower 

(Eds.), Disability and social work education: Practice and policy issues (pp. 195-216). Binghamton, NY: Haworth 

Press. 

• Barnartt, S. (Forthcoming). Social movement diffusion? The case of disability protests in the U.S. and Canada. 

Disability Studies Quarterly. 

• Barnartt, S., & Rotman, R. Disability policies and protests in Israel. Forthcoming in Disability Studies Quarterly. 

• Batten-Mickens, M. (2007). A phenomenological exploration of deaf and hard-of-hearing technicians’ perceptions of 

communication technologies. Unpublished doctoral dissertation, University of Phoenix. 

• Bauman, H.D. (Ed.). (2007). Open your eyes: Deaf studies talking. Minneapolis: University of Minnesota Press. 

• Bauman, H.D., Rose, H.M., & Nelson, J.L. (Eds.). Signing the body poetic. San Diego, CA: Dawn Sign Press. 

• Baynton, D.C., Gannon, J. R., and Bergey, J. L. (2007). Through deaf eyes: A photographic history of an American 

community. Washington, DC: Gallaudet University Press. 

• Benedict, B., & Sass-Lehrer, M. (2007). The ASL and English bilingual approach: A professional perspective. In S. 

Schwartz (Ed.), Choices in deafness, 3rd Edition (pp. 185 -221). Bethesda, MD: Woodbine House. 

• Blennerhassett, L. (2006). Field supervisor assessments of candidate knowledge, skills, and dispositions, 2005-2006: 

Use of results to improve the School Psychology program. Washington, DC: Gallaudet University. Author. 

• Blennerhassett, L. (2006). Field supervisor assessments of candidate knowledge, skills, and dispositions, 2005-2006: 

Use of results to improve the School Psychology program. Washington, DC: Gallaudet University. Author. 

• Boothroyd, A. (2006). CASPERSENT: Programme de test et d’entrainment a la perception de phrases orales assiste par 

ordinateur. L’Audition Revue D’Informations Techniques et Scientifiques, 19, 9-18. 

• Boothroyd, A. (2007). Adult aural rehabilitation: What is it and does it work? Trends in Amplification, 11, 63-71. 

• Braun, D.C., Brodie, C., Kedei, C., Pavlyukovets, V.A., & Blumberg, P.M. (In progress). Analysis of PKC delta activation 

using fluorescence resonance energy transfer. 

• Bridges, B., Metzger, M., & Andrews, J. (Manuscript in process). Non-manual signals in ASL. 

• Brune, J.A. (Submitted). A model for welding history and popular entertainment. [Review essay about an historical 

play, “Gross Indecency: The Three Trials of Oscar Wilde”] 

• Brune, J.A. (Submitted). Culture’s metropolis: Regional systems and the rise of Chicago in American art and literature. 

• Brune, J.A. (2007). Industrializing American culture: Heartland radicals, midwestern migration, and the Chicago 

Renaissance. Unpublished doctoral dissertation for the University of Washington, Seattle, WA. 

• Burch, S. (In press). Unspeakable: The life story of Junius Wilson. Chapel Hill, NC: The University of North Carolina 

Press. 

• Burton, S.B., Withrow, K., Arnos, K.S., Kalfoglou, A.L., Pandya, A. (2006). A focus group study of consumer attitudes 

toward genetic testing and newborn screening for deafness. Genetics in Medicine, 8(12): 779-783. 

115

• Chen Pichler, D. (In press). Sign language development. In K. de Bot, S. Makoni, & R. Schrauf (Eds.), Language 

developPossessive and existential constructions in sign languages. Sign Language Typology Series No. 2. Nijmegen: 

Ishara Press. 

• Chen Pichler, D. (In press). Sign language development. In K. de Bot, S. Makoni, & R. Schrauf (Eds.), Language 

development over the life-span, Mahwah, NJ: Lawrence Erlbaum Associates. 

• Chen Pichler, D. & Hochgesang, J. (submitted). An overview of possessives and existentials in American Sign 

Language. In U. Zeshan & P. Perniss (Eds.) Possessive and existential constructions in sign languages. Sign Language 

Typology Series No. 2. Nijmegen: Ishara Press. 

• Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (submitted). Possession and existence in three sign 

languages. In Ronice de Quadros (Ed.) (forthcoming) [Title to be announced]. Petrópolis, Brazil: Editora Arara Azul. 

(also selected for eventual translation into Brazilian Portuguese and Brazilian Sign Language). 

• Christiansen, J.B., & Leigh, I.W. (2006). The dilemma of pediatric cochlear implants. In H. Goodstein (Ed.) The Deaf Way 

II Reader (pp. 363-369). Washington, DC: Gallaudet University Press. 

• Cindi, C., Kellogg, N., MacDonald, M., Mounty, J., & Northrop, K. (2007). Special considerations in the forensic inter 

view with the deaf or hard of hearing child. In N. Chandler, (Ed.), Guidelines on Children’s Advocacy Center Services 

for children who are deaf /hard of hearing. National Children’s Alliance in cooperation with Aetna Foundation 

Children’s Center, Saint Francis Hospital and Medical Center, Hartford, CT. Supported by OVC grant number 

2005VFK030. 

• Crain, K., & LaSasso, C. (submitted). Rhyming abilities of emerging readers who are deaf. Journal of Deaf Studies and 

Deaf Education. 

• Duffy, F.M. & Chance, P.L. (2007). Strategic communication during whole system change: Advice and guidance for 

school district leaders and PR specialists. Leading Systemic School Improvement Series, No. 9. Lanham, MD: Rowman 

& Littlefield Education. 

• Duffy, F.M. (2006). Power, politics and ethics in school districts: Dynamic leadership for systemic improvement. Leading 

Systemic School Improvement Series. Lanham, MD: Rowman & Littlefield Education. 

• Duffy, F.M. (In development). Dream! Create! Sustain!: Mastering the art and science of school district transformation. 

Leading Systemic School Improvement Series. Lanham, MD: Rowman & Littlefield Education. 

• Dussias, P. & Piñar, P. (Submitted) Effects of language proficiency and plausibility in the reanalysis of wh-gaps by 

Chinese-English bilinguals. 

• 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. 

• Erting, C.J. (2007). Sprach- und Lese- Schreibentwicklung bei gehorlosen Kindern: Auswirkungen einer sozioculturellen 

perspektive. (German translation of Erting, C.J. (2003). Language and literacy development in deaf children: Implications 

of a sociocultural perspective. In B. Bodner-Johnson & M. Sass-Lehrer (Eds.), The young deaf and hard of hearing 

child: A family-centered approach to early education (pp. 373-402). Baltimore, MD: Brookes Publishing. 

• Erting, C.J., & Kuntz, M. (In press). Language Socialization in Deaf Communities. In P. Duff and N.H. Hornberger (Eds.), 

Encyclopedia of Language and Education, 2nd Edition, Volume 8: Language and Socialization (1-14). New York: 

Springer Science+Business Media LLC. 

• Erting, C.J., Bailes, C.N., Erting, L.C., Thumann-Prezioso, C., & Kuntze, M. (2007). Signs of Literacy: Naturalistic inquiry 

into ASL/English bilingualism at home and at school. In H. Goodstein (Ed.), The Deaf Way II Reader: Perspectives from 

the Second International Conference on Deaf Culture. Washington, DC: Gallaudet University Press. 

• Fitzgibbons, P., Gordon-Salant, S., & Barrett, J. (2007). Age-related differences in discrimination of an interval separating 

onsets of successive tone bursts as a function of interval duration. Journal of Acoustical Society of America, 122, 

458-466. 

• Gallaudet Research Institute, (2006). Gallaudet University alumni survey-2006: A report prepared by the Gallaudet 

Research Institute. Washington, DC: Gallaudet University. 

• Gallaudet Research Institute. (2006, December). Regional and national summary report of data from the 2005-2006 

Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. (Available at 

http://gri.gallaudet.edu/Demographics/2006_National_Summary.pdf) 

• Gallaudet Research Institute. (2006, December). State summary report of data from the 2005-2006 Annual Survey of Deaf 

and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. (Available at http://gri.gallaudet.edu/ 

Demographics/States/2006) 

• Gallaudet Research Institute. (2007, August). Comparison by ESC (Education Service Center), region, and state for 

selected variables, 2006-2007 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: 

Gallaudet University, Gallaudet Research Institute. 

116

• Gallaudet Research Institute. (2007, August). Comparison by region and state for selected variables, 2006-2007 school 

year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University, Gallaudet 

Research Institute. 

• Gallaudet Research Institute. (2007, August). Individual program summary, 2006-2007 school year. Texas State Survey of 

Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University, Gallaudet Research Institute. 

• Gallaudet University Academic Technology, TV & Media Production Services and the Genetics Program, Department of 

Biology (2007). Genetics and deafness: Parent perspectives. (An Educational DVD). 

• Gerner de Garcia, B. (2006). Literacy for Latino Deaf and Hard of Hearing English Language Learners. Report 

submitted to U.S. Department of Education, Office of Special Education Programs, Office of English Language Affairs, 

and The National Institutes of Child Health and Development. 

• Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (In press). Recognition of time-expanded speech by young and 

elderly listeners with normal hearing and mild-to-moderate hearing loss. Journal of Speech, Language, and Hearing 

Research. 

• Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (In review). Identification of temporal cues in speech segments 

embedded in sentence contexts by younger and older adult listeners. Journal of the Acoustical Society of America. 

• Hanks, W.D., Crumley, W., Dybala, P., & English, K. (2007). Innovative models of continuing education. Seminars in 

Hearing, 28(1), 55-64. 

• Hanks, W.D., Palmer, C.V., & Johnson, C.E. (2007). Audiologists’ guide to selecting and providing audiology continuing 

education. Seminars in Hearing, 28(1), 36-45. 

• Harkins, J. & Kozma-Spytek, L. (2007, January 12). In the Matter of Section 68.4(a) of the Commission’s Rules Governing 

Hearing Aid Compatible Telephones, WT Docket No. 06-203. Comments of the Technology Access Program, Gallaudet 

University. 

• Harkins, J. & Kozma-Spytek, L. (2007, January 31). In the Matter of Section 68.4(a) of the Commission’s Rules Governing 

Hearing Aid Compatible Telephones, WT Docket No. 06-203. Reply comments of the Technology Access Program, 

Gallaudet University. 

• Harkins, J. (2007, Spring). Survey of individuals with hearing loss on ALDs. RERC Quarterly Newsletter, 10, 2. 

• Harkins, J., & Tucker, P. (2007). An internet survey of individuals with hearing loss regarding assistive listening devices. 

Trends in Amplification, 11(2), 91-100. 

• Hartig, R. (2006). Crossing the divide. Washington, DC: Gallaudet University Press. 

• Hartig, R. (2006). Helen Keller and Yvonne Pitrois dialogue about vaudeville. In H. Goodstein (Ed.), The Deaf 

Way II Reader, 267-271, Washington, DC: Gallaudet University Press. 

• Hotto, S. (2007). Schools and programs in Canada—Canada directory listing and Canada program and services chart. 

American Annals of the Deaf, 152(2), 187-192. 

• Hotto, S. (2007). Schools and programs in the United States—U.S. directory listing and U.S. program and services chart. 

American Annals of the Deaf, 152(2), 105-186. 

• Hotto, S., Lam, K., Woo, J., & Mitchell, R. (2007, August). Texas State Survey of Deaf and Hard of Hearing Students 

2006-2007 Final Report. Washington, DC: Gallaudet University, Gallaudet Research Institute. 

• Jeung, C., & Long, G.R. (2007). Dependence of distortion-product otoacoustic emissions (DPOAEs) using the scissor 

and equal-level paradigms. Assoc. Res. Otolaryngol., 30, 176. 

• Johnson, C.E., Danhauer, J.L., Dybala, P., Garner, G.D., Hanks, W.D., Meyer, D.H., Palmer, C.V., & Wilson, M.W. (2007). 

Future perspectives for continuing education in audiology. Seminars in Hearing, 28(1), 72-85. 

• Johnson, H. & Mertens, D.M. (2006). New strategies to address old problems: Web based technologies, resources, and 

applications to enhance K-20 deaf education. In D. Martin & D. Moores (Eds.), Deaf learners: New developments in 

curriculum and instruction. Washington, DC: Gallaudet University Press. 

• Johnson, R.C., & Mitchell, R.E. (Eds.) (In press). Testing deaf students in an age of accountability. Washington, DC: 

Gallaudet University Press. 

• Kluwin, T. (In press). Talking about tools and trades: Woodworking as a metaphor for teaching. Gristmill (October, 

2007). 

• Kozma-Spytek, L. (2006, October 9). Hearing aid compatibility for digital wireless phones. Audiology Online. Retrieved 

June 12, 2007, from http://www.audiologyonline.com/articles/article_detail.asp?article_id=1701 

• Leigh, I.W. (2007). The odyssey of a deaf adult. In S. Schwartz (Ed). Choices in deafness, 3rd edition (pp. 346-354). 

Bethesda, MD: Woodbine House. 

• Long, G.R. & Talmadge, C.L. (2006). DPOAE fine structure changes at higher stimulus levels - evidence for a nonlinear 

reflection component. In Nuttall, Ren, Gillespie, Grosh, de Boer (Eds.), Auditory mechanisms: Processes and models 

(pp. 354-360). London, UK: World Scientific Press. 

117

• Mahshie, J., & Alarcon, N. (2007). Summary of the SLP summit in New Orleans, LA. 

• Mason, T., & Schiller, J. (Under review). Drinking among deaf, hard of hearing, and hearing college students. 

• Mertens, D. M., Wilson, A., & Mounty, J. (2007). Achieving gender equity for populations with disabilities. In S. Klein 

(Ed.), Handbook for achieving gender equity through education. Mahwah, NJ: Lawrence Erlbaum Associates. 

• Mertens, D., Wilson, A., & Mounty, J. (2007). Sex equity and disabled students. In Barbara J. Bank (Ed.), Gender and 

education: An encyclopedia. Connecticut: Greenwood Publishing Group 

• Mertens, D., Wilson, A., & Mounty, J. (2007). Gender and disability. In Susan Klein (Ed.), Handbook for achieving 

gender equity through education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 

• Mertens, D.M. (2007). Transformative considerations: Inclusion and social justice. American Journal of Evaluation, 

28(1), 86-90.. 

• 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, CA: Jossey-Bass. 

• Mertens, D.M. (in press). Representation of Stakeholders in Culturally Complex Communities. In N. Smith and 

P.Brandon (Eds.), Fundamental issues in evaluation. New York: Guilford Press. 

• Mertens, D.M. (under contract). Transformative research and evaluation. NewYork: Guilford Press. 

• Mertens, D.M., & Ginsberg, P. (Eds.) (Under contract). Handbook of social research ethics. Thousand Oaks, CA: 

Sage Publications. 

• 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). Achieving gender equity for populations with disabilities. In S. Klein 

(Ed.), Handbook for achieving gender equity through education. Mahwah, NJ: Lawrence Erlbaum Associates. 

• Metzger, M. & Fleetwood, E. (In press). No sound no (cued) speech: A linguistic discussion of how Deaf people 

process cued language. In LaSasso, C. & Leybaert, J. (Eds.). Studies of Cued Language and Cued Speech. Oxford: 

Oxford University Press. 

• Metzger, M., & Fleetwood, E. (Manuscript in process). Cued Speech does not entail speech. 

• Meyer, D.H., Hanks, W.D. (2007). Continuing professional education in audiology: Who, what, why. Seminars in 

Hearing, 28(1), 17-23. 

• Miller, B.D. (2007). Contemporary assessment approaches with deaf and hard of hearing children in the school setting. 

Maryland School Psychologists’ Association Protocol, 27(3), 24-29. 

• Miller, M., Thomas-Presswood, T.N., & Hauser, P. (In progress). Assessment of deaf and hard of hearing children and 

adolescents. Washington, DC: Gallaudet University Press. 

• Nelson, J.L. (2006). The aesthetics of linguistic envy: Deafness and muteness in “Children of a Lesser God” and “The 

Piano”. In B.J. Brueggemann & S. Burch (Eds.). Women and deafness: Double visions, Washington, DC: Gallaudet 


• Nelson, J.L. (2007). “Disability” as insight: The body as default application in William Gibson’s “Idoru”. In C.B. Yoke & 

C.L. Robinson (Eds.), The cultural influences of William Gibson, the “Father” of cyberpunk science fiction: Critical 

and interpretive essays, Lewiston, NY: Edwin Mellen Press. 

• Neuman, A.C. (2007). From the Editor (Introduction to the issue entitled “Adult aural rehabilitation: Proceedings from 

the state of the science conference on hearing enhancement, Gallaudet University, September 2006). Trends in 

Amplification, 11, 61-62. 

• Neuman, A.C. (2007). From the Editor (Introduction to the issue entitled “Reflections on the past, present and future of 

digital hearing aids”). Trends in Amplification, 11, 5-6. 

• Neuman, A.C., Haravon, A., Sislian, N., & Waltzman. (2007). Sound-direction identification with bilateral cochlear 

implants. Ear and Hearing, 28(1), 73-82. 

• Norris, V.W., Arnos, K.S., Hanks, W.D., Xia, X, Nance, W.E., & Pandya, A. (2006). Does universal newborn hearing 

screening identify all children with GJB2 (Connexin 26) deafness? Penetrance of GJB2 deafness. Ear and Hearing, 

27:732-741. 

• Norris, V.W., Arnos, K.S., Hanks, W.D., Xia, X., Nance, W.E., & Pandya, A. (December, 2006). Does universal newborn 

hearing screening identify all children with GJB2 (Connexin 26) deafness? Penetrance of GJB2 deafness. Ear and 

Hearing, 27(6): 732-741. 

• Nuzzo, R. (2006, December 11). A more sound solution. Los Angeles Times Health Section, p. 2. 

• Obiedat, M. (2006). Real, complex and quaternionic equivariant vector fields on spheres. Topology and its Application, 

153 2182-2189. 

118

• Pajka-West, S. (2007). The perceptions of deaf characters in adolescent literature. The ALAN Review, 34(3): 39-45. 

• Pajka-West, S. (2007). The portrayals and perceptions of deaf characters in adolescent literature. (Ph.D. dissertation, 

University of Virginia, 2007). ProQuest Digital Dissertations UMI No. AAT 3238142. 

• Qi, S., & Mitchell, R. (forthcoming). Large-scale academic achievement testing of deaf and hard-of-hearing students: 

Past, present, and future. Submitted to the Journal of Deaf Studies and Deaf Education. 

• Rose, H.M., & Nelson, J.L. (Eds.). (2006). Signing the body poetic: Essays on American Sign Language Literature. 

Berkeley, CA: University of California Press. 

• Ross, M (2007). A look at AR in the last decade. The ASHA Leader, 3(6), 30. 

• Ross, M (2007). Supplement your hearing aids: Hearing assistive technologies (HAT). Hearing Loss, 27(6), 18-24.. 

• Ross, M. (2007). Reflections on my cochlear implant. Hearing Loss, 28(2), 24-29. 

• Ross, M. (2007). State of the science on aural rehabilitation. Hearing Loss, 28(1), 31-37. 

• Ross, M. (2007). Digital hearing aids from the perspective of one consumer/audiologist. Seminars in Hearing, 11(1), 

25-30. 

• Ross, M. (2007). Noise levels: The enemy of the hearing aid user, hearing loss. Hearing Loss, 28(3), 34-41. 

• Roy, C.B. (2006). A discourse-based approach to teaching interpreters. In R.L. McKee (Ed.), Proceedings of the 

Inaugural Conference of the World Association of Sign Language Interpreters (pp. 91-100). England: Douglas-McLean 

Publishing. 

• Roy, C.B. (Ed.). (2006). New approaches to interpreter education. Washington, DC: Gallaudet University Press. 

• Rypkema, P.J. (In press). Risk manager as grievance petitioner? Manage lobbying risks or lose. University Risk 

Management & Insurance Association (URMIA). 

• Sass-Lehrer, M., & Benedict, B. (2006). Deaf and hearing partnerships: Ethical and communication considerations. In M. 

Hintermair (Ed.), Ethics and deafness: Reflections on living and life under difficult conditions in insecure times (pp. 

171 -189). Heidelberg, Germany: Median-Verlag. 

• Sayers, E. (In press). Experience, authority, and the mediation of deafness: Chaucer’s wife of Bath. In J. Eyler (Ed.), 

Essays on disability in the Middle Ages. 

• Sayers, E.E. (2007). B. H. and Arnold H. Payne: Early champions of sign language in the UK. Deaf History Review, 5 

(22-30). 

• Sayers, E.E. (Winter 2007). Blind characters in John Gardner’s fiction. Disability Studies Quarterly, 27(1-2). 

• Sayers, E.E., & Channon, R. (In press). Toward a description of deaf college students’ written English: Overuse, 

avoidance, and mastery of function words. 

• Shaw, Risa S. (2007). Meaning in context: The role of language and context in narratives of disclosure of sibling 

sexual assault. Unpublished dissertation. Union Institute and University, Cincinnati, OH. 

• Sheridan, M. (Fall 2007). Deaf adolescents: An overview. Imagination: A tool of children, teens, and adult professionals. 

Odyssey 8(1) 4-5. 

• Sheridan, M. (In press). Deaf adolescents: Inner lives. Washington, DC: Gallaudet University Press. 

• Smith, K.L. (2007). The experiences of deaf counselors in developing their professional identity. Unpublished doctoral 

dissertation, Gallaudet University, Washington, DC. 

• Solomon, C.M. (2006). Regulation of estuarine phytoplankton and bacterial urea uptake and urease activity by 

environmental factors. Unpublished doctoral dissertation, University of Maryland, College Park. 

• Solomon, C.M., & Glibert, P.M. (In review). Urease activity in five phytoplankton species. Aquatic Microbiology 

Ecology. 

• Solomon, C.M., Glibert, P.M., & Alexander, J.A. (In press). Measurement of urease activity in natural samples. 

Limnology Oceanography: Methods. 

• Staples, J., Wilson, A., & Gordon, J. (March, 2007). Effectiveness of a mind-body medicine-based training program in 

integrative cancer care. Integrative Cancer Therapies. 

• Sutherland, I., Hamilton, E., & Berberi, T. (2007). Worlds apart? Disability and foreign language learning. New 

Haven, CT: Yale University Press. 

• Tamaki, C., & Ackley, R.S. (in preparation). The effects of stimulus repetition rate on VEMP threshold: Can more 

information be collected in a shorter test time? To be submitted to the Journal of Audiology and Neurotology. 

• Taub, S., Galvan, D., & Piñar, P. (Submitted for publication). The role of gesture in cross-modal typological studies. 

• Thomas-Presswood, T.N. & Presswood, D. (2007). Meeting the needs of students and families from poverty: A hand 

book for school and mental health professionals. Baltimore, MD: Paul H. Brookes Publishing. 

• Thumann, H. (2007). Reading strategies of skilled deaf adult readers. (UMI No. 3257264). University of California at 

Berkeley. 

119

• Wang, Q. (2006). Blending electronic and classroom teaching to support deaf and hard of hearing college students. In 

T. Reeves & S. Yamashita (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, 

Healthcare, and Higher Education 2006, (pp. 2471-2478), Honolulu, HI. International conference presentation. 

• Welch, K.O., Marin R.S., Pandya, A., & Arnos, K.S. (2007) Compound heterozygosity for dominant and recessive GJB2 

mutations: Effect on phenotype and review of the literature. American Journal of Medical Genetics 143A:1567-1573. 

• Whitmore, E., Guijt, I., Mertens, D.M., Imm, P.S., Chinman, M., & Wassermann, A., (2006). Embedding improvements, 

lived experience, and social justice in evaluation practice (pp 297- 314). In I. F. Shaw, J. C. Greene, & M. M. Mark (Eds.), 

Handbook of evaluation: Programme, policy and practice. London: Sage Publications. 

• Wilson, A. (2006). Improving development assistance from American organizations to deaf communities in developing 

countries. In H. Goodstein (Ed.), Deaf Way II. Washington, DC: Gallaudet University Press. 

Presentations 

• Adamovich, S.L., Makke, M.H., & Xu, Y. (2007, July 17). Just noticeable differences for broadband frequency allocation 

changes in normal hearing individuals using a cochlear implant simulation. Poster presented at the Conference 

on Implantable Auditory Prostheses, Lake Tahoe, CA. 

• Arnos, K.S. (2007, February). Genetics and hearing loss. Invited presentation at the annual meeting of the Illinois 

Speech and Hearing Association, Chicago, IL. 

• Arnos, K.S. (2007, March). Resources in genetics for EHDI professionals. Invited presentation at the annual meeting of 

the Directors of Speech and Hearing Programs at State Health and Welfare Agencies, Salt Lake City, UT. 

• Arnos, K.S., & Marin, R.S. (2007, April). Genetics and hearing loss. Invited presentations (Learning Lab) at the annual 

meeting of the American Academy of Audiology, Denver, CO. 

• Arnos, K.S., & Norris, V.W. (2007, March). Genetic epidemiology of deafness, Resources in genetics, and Case studies 

in genetics and hearing loss. Workshops presented at the annual meeting of Early Hearing Detection and Intervention, 

Salt Lake City, UT. 

• Barac-Cikoja, D. (2006, September 8). Self hearing and hearing technology. Presentation at the State of the Science 

Conference on Hearing Enhancement, “Optimizing the benefit of Hearing Aids and Cochlear Implants for Adults: The 

role of Aural Rehabilitation and evidence for its success”, Washington, DC. 

• Barac-Cikoja, D., & Adamovich, S. (2007, March 8). Measurement of self-hearing and its importance for hearing 

technology. Presentation at the 2nd Mid-Atlantic Cochlear Implant Consortium, Washington, DC. 

• Barac-Cikoja, D., Kozma-Spytek, L., & Adamovich, S. (2007, June 7). Transformation of live versus recorded speech from 

the mouth to the open or occluded ear. Presentation at the 153rd Meeting of the Acoustical Society of America, Salt 

Lake City. 

• Barac-Cikoja, D., Reyes, J. III, Sonnemann, S., & Adamovich, S. (2007, July 16). Psychoacoustic estimate of the 

relative loudness of self-generated speech. Presentation at the 2007 Conference on Implantable Auditory Prostheses, 

Lake Tahoe, CA. 

• Barnartt, S. (2007, May). Globalization of disability protests? Comparing U.S. to Non-U.S. Protests 1970-2005. 

Presented at The Nordic Network on Disability Research Meetings, Gotenberg, Sweden. 

• Barnartt, S. ( 2007, March). Disability as a fluid state. Presented at the annual meeting of The Eastern Sociological 

Society, Philadelphia, PA. 

• Barnartt, S., & Rotman, R. (2007, August). Disability policies and protests in Israel. Presented at The American 

Sociological Association annual meetings, New York, NY. 

• Berdichevsky, C. & Jimenez, A. (2007, March 7). Empowering deaf communities in Latin America. Presentation at the 

Legacy of the DPN Event. 

• Berdichevsky, C., Chukwuma, E., Jimenez, A., McMall, J., & White, C. (2007, April 29). Community based learning and 

research and the deaf community. Panel presentation at the Annual Meeting of the Community Research and Learning 

Network, Washington DC . 

• Buchanan, T.E. & Brice, P.J. (2007, August). Concordance of attachment between deaf and/or hard of hearing and 

hearing siblings. Presented at the annual meeting of the American Psychological Association, San Francisco, CA. 

• Chen Pichler, D. (2006, December 6-10). Handshape in L2 ASL: Effects of markedness and transfer. Presented at the 9th 

Congress on Theoretical Issues in Sign Language Research, Florianopolis, Brazil. 

• Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, L., & Vulje, M. (submitted). Possession et existence en trois 

langues signées, Silexicales 5, SILEX, Université Lille III, Villeneuve d’Ascq. 

• Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, L., & Vulje, M. (submitted). Possession et existence en trois 

langues signées, Silexicales 5, SILEX, Université Lille III, Villeneuve d’Ascq. 

120

• de Garcia, B. (2007, February). Implementing bilingual education for the deaf in Catalonia: Beliefs about critical 

knowledge needed in bilingual classrooms with deaf children. Presentation at the American College Educators of the 

Deaf/HH, Pittsburgh, PA. 

• Dussias, P. & Piñar, P. (2007, May). The effect of L2 proficiency and plausibility in the reanalysis of wh-gaps by 

Chinese-English bilinguals. Paper presented at the 6th International Biannual Symposium on Bilingualism, Hamburg, 

Germany. 

• Fitzgibbons, P., Gordon-Salant, S., Barrett, J. (2007, February). Discrimination of temporal intervals by young and 

elderly listeners. Presentation at the Association for Research in Otolaryngology, Denver, CO. 

• Gordon-Salant, S., Yeni-Komshian, G., Fitzgibbons, P., and Barrett, J. (2007, March). Age effects on identification of 

temporal cues in speech segments. Presentation at the American Auditory Society, Scottsdale, AZ. 

• Harkins, J. (2006, November). Commonalities regarding E9-1-1 accessibility and other stakeholder issues. Remarks at 

COMCARE Roundtable, Washington, DC. 

• Harkins, J. (2006, November). Direct access to 9-1-1. Presentation at FCC Accessible E9-1-1 Summit, Washington, DC, 

FCC headquarters. (Invited presentation; the summit was webcast.) 

• Harkins, J. (2007, August). Plans for future alerts to mobile devices. Presentation at 17th Annual TDI International 

Conference, San Mateo, CA. 

• Harkins, J. (2007, June). Direct text access to 9-1-1. Presentation at 26th NENA Annual 9-1-1 Conference & Trade Show, 

Charlotte, NC. 

• Hartig, R. (2007, April). The French connection: Gallaudet University’s influence on Emmanuelle Laborit (1971- ) and 

the French hearing and deaf communities. Presented at the conference entitled “150 Years on Kendall Green: Celebrating 

Deaf History and Gallaudet,” Gallaudet University, Washington, DC. 

• Hartig, R. (2007, May). Crossing the divide: Representations of deafness in biography. Presentation at a meeting of the 

Washington Biography Group, Washington, DC. 

• Kluwin, T. (2006, July). Developing a graphic display of the results of a visual ethnography of living history sites. 

Paper presented at the First International Mixed Methods Conference, Fitzwilliam College, Cambridge, England, 

• Kluwin, T. (2007, April). Can the “Time Machine” teach? A rapid ethnography of living history sites. Paper 

presented at the Annual meeting of the American Educational Research Association., Chicago, Il. 

• Kozma-Spytek, L. (2006, October). Hearing aid compatibility for digital wireless phones. Live Expert e-Seminar for 

Audiology Online. 

• Kozma-Spytek, L. (2007, April). Telecommunications and hearing aid compatibility. Invited presentation at 8th Annual 

NAFDA Convention, Denver, CO. 

• Lally, J., Markowicz, H., & Torres, F. (2007, June). Using digital media to enhance writing skills. A presentation given 

at the English Think Tank conference, Gallaudet University, Washington, DC. 

• Leigh, I.W., & Christiansen, J.B. (2007, April ). Cochlear implants: Cool or not so cool? Rochester Academy of 

Medicine, Rochester, NY. 

• Madeo, A.C., Pryor, S.P., Yang, Y., Brewer, C.C., Zalewsk, C.K., Butman, J.A., Arnos, K.S., Nance, W.E., Thomsen, J., 

Reynolds, J.C., & Griffith, A.J. (2006, October). Thyroid phenotype associated with sensorineural hearing loss and 

enlarged vestibular aqueducts. Abstract and poster presented at the meeting of the American Society of Human 

Genetics, New Orleans, LA, . 

• Markowicz, H., & Livingston, S. (2007, June). Organizing and managing a linked course. A poster session presentation 

at the English Think Tank conference, Gallaudet University, Washington, DC. 

• Markowicz, H., Hoter, E., & Livingston, S. (2007, June). Developing literacy through cross-cultural communication . 

A presentation given at the English Think Tank conference, Gallaudet University, Washington, DC. 

• Mertens, D. (2006, August). Ethical implications of psychological research in culturally complex communities. 

Plenary Address at the American Psychological Association, New Orleans, LA. 

• Mertens, D. (2006, July 23-29). Ethics and social diversity: Quality of social existence in a globalizing world. 

Presentation at the XVI International Sociological Association World Congress of Sociology, Durban, South Africa. 

• Mertens, D. (2006, July 8-11 ). Mixed methods research in culturally complex settings: Tools for transformative work. 

Presentation at the Second Annual Mixed Methods Conference, Homerton School of Health Studies, Cambridge 

University, UK. 

• Mertens, D. (2006, July 8-11). Transformative theory: Mixed methods with a social justice agenda. Keynote Address at 

the Second Annual Mixed Methods Conference, Homerton School of Health Studies, Cambridge University, UK. 

• Mertens, D. (2006, March 19-24). The deaf teacher preparation program provides a model for virtual communities. 

Presentation at the Society for Information Technology and Teacher Education, Orlando, FL. 

121

• Mertens, D. (2006, May 5-7). Transformative Research and Ethical Implications. Presentation at the Second International 

Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, IL. 

• Mertens, D. (2006, November). Theory and its consequences in culturally complex communities: What are the 

connections? Presentation at the American Evaluation Association annual meeting, Portland, OR. 

• Mertens, D. (2006, November). Transformative theory and social justice consequences. Presentation at the American 

Evaluation Association annual meeting, Portland, OR. 

• Mertens, D. (2006, November). 20 Years of AEA history: A gathering of AEA presidents. Invited panel, American 

Evaluation Association annual meeting, Portland, OR. 

• Mertens, D. (2007, January). Quality evaluation for social justice in the African development context: Where modernity 

coexists with tradition. Presentation at the African Evaluation Association annual meeting, Niger, Africa. 

• Mertens, D., & Holmes, H. (2006, February). Web-based resources for deaf educators. Presentation at the ACEDHH 

Annual Conference, Denver, CO. 

• Metzger, M. (2006, December). Interpreting in mainstream classes. Invited presentation, Faribeault, MN. 

• Metzger, M. (2006, Fall). Signed and cued language acquisition. Invited presentation at a meeting of the Northern 

Virginia Cued Speech Association, Jamestown, Virginia. 

• Metzger, M. (2007, September). Educational interpreting defined. Invited presentation, Fairfax, VA. 

• Nance, W.E., Pandya, A., Blanton, S., Dodson, K., Arnos, K.S., & Welch, K.W. (2006, October). Gametic phase 

disequilibrium as a method to map deafness genes. Abstract and platform presentation at the meeting of the American 

Society of Human Genetics, New Orleans, LA. 

• Norris, V.W. (2007, April). Genetic counseling and evaluation for deafness. Invited presentation for the University of 

Maryland AUD/PhD program, College Park, MD. 

• Norris, V.W. (2007, April). Genetic counseling and genetics of deafness. Invited presentation for Towson University 

AUD Program, Towson, MD. 

• Norris, V.W. (2007, February). Genetic counseling in the deaf community. Invited presentation for the University of 

Maryland Genetic Counseling Program, Baltimore, MD. 

• Norris, V.W. (2007, June). A parent primer to the genetics of deafness, part 1. Invited presentation at the American 

Society for Deaf Children Conference, St. Augustine, FL. 

• Norris, V.W. (2007, June). A parent primer to the genetics of deafness, part 2. Invited presentation at the American 

Society for Deaf Children Conference, St. Augustine, FL. 

• Norris, V.W., & Arnos, K.S. (2006, November). Genetic counseling for deafness. Invited presentation for the Howard 

University Genetic Counseling Masters Program, Washington, DC. 

• Oliva, Gina A. (2007, May). Weekend and summer programs for deaf, hard of hearing, and cochlear-implanted 

youth—current status and a call to action. Pre-conference workshop at the annual conference of ADARA. 

St. Louis, Missouri. 

• Olson, R., Penna, D., & Veith, M. (2006, October). European disability policy and process: Does the EU really matter? 

Presented at the International Studies Association West Annual Meeting, Las Vegas, NV. 

• Pajka-West, S. (2007, June). The portrayals and perceptions of deaf characters in adolescent literature. Presentation at 

Teaching for Success: Literacy, Diversity and Technology. Fifth Meeting of the English Think Tank at Gallaudet 

University, Washington, D.C. 

• Pajka-West, S. (2007, June). The portrayals and perceptions of deaf characters in adolescent literature. Presentation at 

the Council of American Instructors of the Deaf (CAID) Conference in Reno, NV. 

• Pandya, A., Withrow, K., Norris, V.W., Blanton, S.H., Maes, H., & Arnos, K.S. (2007, July). The impact of testing for 

hereditary deafness on the consumer: Results of a U.S. national survey. Abstract and platform presentation at the 6th 

Molecular Biology of Hearing and Deafness Conference, Cambridgeshire, UK. 

• Pandya, A., Withrow, K., Norris, V.W., Burton, S.B., Blanton, S.H., & Arnos, K.S. (2007, March). A survey assessing the 

attitudes about recent advances in the field of hearing loss. Abstract and poster presentation at the meeting of the 

American College of Medical Genetics, Nashville, TN. 

• Qi, S., & Mitchell, R. (2007). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, 

present, and future. Paper presented at the annual meeting of the American Educational Research Association, 

Chicago, IL. 

• Sayers, E.E. (2006, August). Audism or advocacy? Lydia Sigourney and the beginnings of the American deaf 

community in Hartford, Connecticut. Presentation at Deaf History International Conference, Berlin. 

• Sayers, E.E. & Gates, D. (2007, April). Beginnings of American deaf education in Hartford: It takes a village. 

Presentation at the conference 150 Years on Kendall Green: Celebrating Deaf History and Gallaudet, Gallaudet 

University, Washington, DC. 

122

• Sheridan, M. (August, 2007). Inner lives of deaf children and adolescents. Presented at the Early Childhood and 

Deafness Conference, Columbus, OH. 

• Sheridan, M. (August, 2007). Issues and trends: Deaf and hard of hearing children, their families and professionals. 

Opening keynote address at Early Childhood and Deafness Conference, Columbus, OH. 

• Sheridan, M. Emerging themes in the study of deaf adolescents. Opening keynote address at the National 

Conference on Deaf Adolescents titled Deaf and Hard of Hearing Adolescents: Leaving No One Behind. 

• Sheridan, M. (June, 2007). Deaf and hard of hearing children and adolescents. St. Thomas University, Miami, FL. 

• Sheridan, M. (June, 2007). Life cycle development: Deaf and hard of hearing people. St. Thomas University, Miami, FL. 

• Shterenberg, I., Long G.R., & Jeung C (2007). Influence of outer/middle ear on DPOAE fine structure. 19th Annual 

Convention of the American Academy of Audiology. 

• Snyder, D. (2007, January 13-16). American Meteorological Society Online Weather Studies Course at Gallaudet 

University. Poster presentation at the 87th American Meteorological Society Annual Meeting, San Antonio, Texas, 

http://ams.confex.com/ams/87ANNUAL/techprogram/meeting_87ANNUAL.htm 

• Snyder, D. (2007, June 18-21). Satellite data visualization on NASA’s ocean motion website. Presentation at the Oceans 

’07 conference in Aberdeen, Scotland. 

• Sutherland, I. (2007, February 2). Pompei VI.8.21: La Casa della Fontana grande. Presented at the “Nuove ricerche 

archeologiche nell’area vesuviana” conference, Rome, Italy. 

• Szymanski, C., & Brice, P. (2007, August). When autism and deafness coexist: Results from parent surveys. Poster 

presented at the 115th Annual Convention of the American Psychological Association (APA), San Francisco, CA. 

• Szymanski, C., Reesman, J., & Brice, P. (2007, May). Diagnosing and providing treatment to deaf and hard of hearing 

children with autism spectrum disorders: Past perspectives, current research and future directions. Poster presented 

at the ADARA 2007 National Convention, St. Louis, MO. 

• Szymanski, C., Reesman, J., & Brice, P. (2007, May). Diagnosing and providing treatment to deaf and hard of hearing 

children with autism spectrum disorders: Past perspectives, current research and future directions. Presentation at 

the ADARA 2007 National Convention, St. Louis, MO. 

• Tamaki, C., & Ackley, R.S. (2007). The effects of stimulus repetition rate on VEMP threshold. Poster presentation at the 

Association for Research in Otolaryngology Midwinter Meeting, Denver, CO. 

• Taub, S., Galvan, D., Piñar, P., & Mather, S. (2006, December 6-9). Mental imagery and ASL L2 acquisition. Presented at 

the biannual Theoretical Issues in Sign Language conference, Florianopolis, Brazil. 

• Verhoff, J. & Adamovich, S. (2007, March). Preliminary Outcomes: Survey of technology use and audiological/aural 

rehabilitation services for persons who are deaf and hard of hearing. Presentation given to the Department of 

Hearing, Speech and Language Sciences, Gallaudet University. 

• Verhoff, J.M., Bakke, M.H., & Kozma-Spytek, L. (2007, July 18). Cochlear implant compatibility with digital wireless 

phones. Poster presented at the Conference on Implantable Auditory Prostheses, Lake Tahoe, CA. 

• WETA TV and Florentine Films/Hott Productions in association with Gallaudet University. (2007). Through Deaf Eyes. 

More than 50 public programs have been held in conjunction with the broadcast of this documentary, with many more 

educational (school or organization based—not open to the public) events. Most public events included presentations, 

receptions, and/or panel discussions. 

• Williams, N. (2007, August). New tools and toys. Presentation at the 17th Annual TDI International Conference, San 

Mateo, CA. 

123

124

Millions 

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 and contracts. 

$35 

$30 

$25 

$20 

$15 

$10 

$5 

$0 

9 

7.6 

Dollar Amounts for Proposals and Awards, FY 97-FY 07 

11.1 

21.3 

2.7 2.6 2.3 2.5 

10.1 10 

4 4 

The OSP is committed to augmenting institutional 

resources in order 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 up-to-date information on the OSP, consult the 

OSP’s Web site at http://osp.gallaudet.edu/. 

FY 97 FY 98 FY 99 FY 00 FY 01 FY 02 

Fiscal Year 

FY 03 FY 04 FY 05 FY 06 FY 07 

16 

3.3 

11.9 

3.8 

Award Amount Proposal Amount 

31.5 

4.8 

6.8 

6.1 

6.8 

5 

125

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. 

The participation in the sponsored programs process 

in the past Fiscal Year by the Gallaudet community 

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 

126 

Other Federal Pass 

Through* 

8 at $702,547 (10.33%) 

University; Boston University; University of 

California-Davis; University of California-San 

Diego; University of Illinois-Urbana-Champaign; the 

University of Maryland at College Park; University 

of New Mexico; the District of Columbia’s National 

Space Grant Consortium; Georgetown University; 

Hearing Loss Association of America; National 

Science Foundation, NYU School of Medicine; 

Rochester Institute of Technology; Rutgers 

University; Virginia Commonwealth University; and 

the University of Wisconsin-Madison. The following 

pie chart shows the dollar amount of awards 

received by sponsor. The U.S. Department of 

Education consistently remains the largest grantor 

agency over time. Individual awards and proposals 

for FY 2007 are listed on the following pages. 

Dollar Amount of Awards Received by FY 2007 

by Sponsor Classification 

U.S. Department of 

Education 

12 at $3,393,131 (49.90%) 

National Institutes of 

Health 

1 at $338,141 

(4.97%) 

National Science 

Foundation 

4 at $2,340,632 (34.42%) 

U.S. Department of 

Transportation 

1 at $25,000 (0.37%) 

* Federal Pass-Through and Other Sponsors: University of Wisconsin – Madison (ED) 52.52%; American University 

(NASA) 7.51%; Virginia Commonwealth University, University of California – San Diego and University of Maryland 

(NIH) 28.45%; Texas Education Agency 9.66%; and Vcom3D, Inc. (NSF) 1.86%.

Project 

Director(s) 

Agboola, 

Isaac 

Allen, 

Thomas 

Allen, 

Thomas 

Allen, 

Thomas; 

Clark, M. 

Diane 

Arnos, 

Kathleen 

Arnos, 

Kathleen 

Bakke, 

Matthew 

Bakke, 

Matthew 

Betman, 

Beth 

Betman, 

Beth 

Fitzgibbons, 

Peter 

FY 2007 Awards: October 1, 2006 – September 30, 2007 

School Department Title Sponsor Begin/ End 

Dates 

CLAST Office of the Dean Increasing International Business Opportunities 

for Deaf and Hard of Hearing Americans 

GSPP Gallaudet Science 

of Learning Center 

(SLC) on Visual 

Language and 

Visual Learning, 

Science of Learning Center; Visual Language 

and Visual Learning (VL2) 

GSPP Office of the Dean Georgetown University's Science of Learning 

Center; Visual Language and Visual Learning 

(VL2) Collaborative Research Project: Neural 

Basis of Single-Word Reading in Bilingual 

GSPP Office of the Dean/ 

Education, 

Foundations & 

Research 

CLAST Biology/ Genetic 

Service Center 

CLAST Biology/ Genetic 


GSPP Hearing, Speech 

and Language 

Sciences 


and Language 

Sciences 

Adults 


and Visual Learning (VL2) Evaluation 

Genetic Deafness in the Alumni of Gallaudet 

University 

Potential Societal Impact of Advances in 

Genetic Deafness 

An Automatic Fitting Algorithm for Cochlear 

Implants 

Rehabilitation Engineering Research Center On 

Hearing Enhancement 

CLAST Social Work The Training of Social Workers to Meet the 

Educational and Emotional Needs of Deaf 


CLAST Social Work The Training of Social Workers to Meet the 

Educational and Emotional Needs of Deaf 


GSPP Hearing, Speech, 

and Language 

Sciences 

Auditory Temporal Processes, Speech 

Perception And Ageing 

U.S. Department of Education, International 

Education Programs Service 

National Science Foundation, Directorate for 

Social, Behavioral & Economic Sciences 





National Institutes of Health, National Institute 

on Deafness and other Communication 

Disorders 

Virginia Commonwealth University - Medical 

College (National Institutes of Health) 

U.S. Department of Education (National 

Institute on Disability and Rehabilitation 

Research) 

U.S. Department of Education, The National 


Research 

U.S. Department of Education, Office of 

Special Education and Rehabilitative Services 



University of Maryland (National Institutes of 

Health) 

07/01/07 - 

06/30/08 

10/01/06- 

09/30/07 

10/01/07- 

09/30/08 

10/01/07- 

09/30/08 

03/01/07- 

02/29/08 

09/01/06- 

08/31/07 

10/01/06- 

09/30/07 

10/01/07- 

09/30/08 

08/15/06- 

08/14/07 

08/15/07- 

08/14/08 

03/15/07- 

01/31/08 

Award 

Amount 

Award 

Date 

$98,957 04/28/07 

$1,996,989 09/25/06 

$149,998 09/18/07 

$134,976 09/15/07 

$338,141 02/26/07 

$82,810 01/10/07 

$146,562 09/18/06 

$949,999 08/06/07 

$536,196 11/14/06 

$236,926 08/22/07 

$92,048 06/27/07

Project 

Director(s) 

Guteng, 

Simon; 

Erting, 

Carol 

Harkins, 

Judith 

Kimmel, 

Karen 

LaSasso, 

Carol 

LaSasso, 

Carol 

LaSasso, 

Carol 

Lewis, 

Jeffrey 



Dates 

GSPP Education/Office of 

the Dean 

CLAST Communication 

Studies 

Project SUCCESS: A Collaborative Partnership 

to Improve the Preparation of Teachers of Deaf 

and Hard of Hearing Students with Multiple 

Disabilities 

Rehabilitation Engineering Research Center On 

Telecommunication Access 

CLAST Office of the Dean Dwight David Eisenhower Department of 

Transportation Project: A Partnership Between 

The U.S. Department of Transportation And 



and Language 

Sciences 


and Language 

Sciences 


and Language 

Sciences 

A New Ph.D. Program to Prepare Future 

Faculty in Audiology with an Emphasis on 

Recruitment and Preparation of Individuals who 

are Deaf/Hard of Hearing and/or from 

Underrepresented Racial-Ethnic Groups 

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 Racial-Ethnic Groups 

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 

GSPP Counseling The Rehabilitation of Individuals Who Are Deaf, 

Deaf-Blind, and Hard of Hearing 

Lytle, Linda GSPP Counseling Medical Students, Cancer Control and the Deaf 

Community 

Mitchell, 

Ross 

Roy, 

Cynthia 

GSPP Gallaudet 

Research Institute 

Texas State Survey of Deaf and Hard of 

Hearing Students 

GSPP Interpretation Training of Interpreters for Individuals Who Are 

Deaf or Hard of Hearing And Individual Who Are 

Deaf-Blind 



University of Wisconsin - Madison (U.S. 

Department of Education) 

U. S. Department of Transportation, Federal 

Highway Administration 









University of California - San Diego (National 

Institutes of Health) 

09/01/07- 

08/31/08 

10/01/06- 

09/30/07 

09/01/07- 

09/01/08 

01/01/08- 

12/31/08 

09/01/07- 

08/31/08 

09/01/07- 

08/31/08 

09/01/07- 

08/31/08 

09/11/07- 

08/31/08 

Texas Education Agency 09/01/07 - 

08/31/08 

U.S. Department of Education, Rehabilitation 

Services Administration 

10/01/07- 

09/30/8 

Award 

Amount 

Award 

Date 

$261,632 09/16/07 

$369,000 04/03/07 

$25,000 06/06/07 

$176,649 05/11/07 

$239,890 05/22/07 

$184,329 05/30/07 

$99,333 06/28/07 

$25,000 06/21/07 

$67,896 09/04/07 

$294,434 07/19/07

Project 

Director(s) 

Snyder, H. 

David 

Snyder, H. 

David 

Sorensen, 

Charlene 

Stifter, 

Rosemary 

Zieziula, 

Frank 



Dates 

CLAST Chemistry/Physics National Space Grant College and Fellowship 

Program 

CLAST Chemistry/Physics National Space Grant College and Fellowship 

Program 

CLAST Chemistry and 

Physics 

Clerc 

Center 

Educational 

Technology & 

Training 

American University (National Aeronautics 

and Space Administration) 

American University (National Aeronautics 

and Space Administration) 

ADVANCE Leadership Award National Science Foundation, Directorate for 

Social, Behavioral, and Economic Sciences 

Life-Like, Expressive Avatars for the Instruction 

of Young Learners who are Deaf 

GSPP Counseling A Masters of Arts Degree Program In School 

Counseling: Summers Only Option 

05/15/06- 

11/30/07 

05/15/07- 

11/30/08 

08/15/07- 

09/30/08 

Vcom3D, Inc (National Science Foundation) 01/01/07- 

06/30/07 



01/01/08- 

12/31/09 

Award 

Amount 

TOTAL 26 $6,799,451 

Award 

Date 

$25,452 11/16/06 

$27,285 08/17/07 

$58,669 08/16/07 

$13,056 04/30/07 

$168,224 05/31/07

Project 

Director(s) 

FY 2007 Proposals: October 1, 2006 – September 30, 2007 

School Department Title Sponsor Begin/ 

End 

Allen, Thomas GSPP Office of the Dean Georgetown University's Science of Learning 

Center; Visual Language and Visual Learning 

(VL2) Collaborative Research Project: Neural 

Basis of Single-Word Reading in Bilingual Adults 

Allen, Thomas; 

Bickley, Corine 


Clark, M. Diane 


Dudis, Paul; 

Mulrooney, 

Kristin; Roy, 

Cynthia 

GSPP Office of the Dean/ 

Hearing, Speech, 

and Language 

Sciences 

GSPP Office of the 

Dean/ Education, 

Foundations & 

Research 

GSPP Office of the 

Dean, Linguistics, 

Interpretation 

Arnos, Kathleen CLAST Biology/Genetic 


Bakke, Matthew GSPP Hearing, Speech, 

and Language 

Sciences 

Bickley, Corine GSPP Hearing, Speech, 

and Language 

Sciences 

Chen-Pichler, 

Deborah 

Science of Learning Center; Visual Language and 

Visual Learning (VL2) Collaborate Research 

Project: Composition Corrector Phase II 


and Visual Learning (VL2): Evaluation 


and Visual Learning (VL2): Collaborate 

Research Project 

Potential Societal Impact of Advances in 

Genetic Deafness 

Hearing Aid Interference From Digital Wireless 

Telephones: Improved Predictive Methods 









Virginia Commonwealth University (National 


Advanced Hearing Concepts (U.S. 

Department of Education) 

Composition Corrector, Phase II Martha Birnbaum Consulting (National 


GSPP Linguistics The Development of Bimodal Bilingualism University of Connecticut (National Institutes 

of Health) 

Clark, M. Diane GSPP Education, 

Foundations & 

Research 

Gallaudet University McNair Research 

Scholarships 

Hedberg, Ulf GSPP Archives Founding the American Deaf-World: Digitizing 

and Posting the Laurent Clerc Papers 

Hulsebosch, 

Patricia 

U.S. Department of Education (Institute of 

Education Sciences) 

Dates 

10/01/07- 

09/30/09 

10/01/07- 

09/30/09 

10/01/07- 

09/30/09 

10/01/07- 

09/30/08 

12/01/07- 

11/31/12 

03/01/07- 

02/28/08 

06/01/07 

- 

05/31/10 

01/01/08- 

12/31/12 

10/01/07- 

09/30/08 

National Endowment for the Humanities 05/01/08- 

04/30/10 

GSPP Assistant Dean Teacher Quality Enhancement State Grant District of Columbia State Education Agency 

(U.S. Department of Education) 

09/14/07- 

03/15/09 

Amount 

Requested 

Submit 

Date 

$299,910 03/09/07 

$290,828 03/09/07 

$273,377 03/09/07 

$114,556 03/09/07 

$733,837 02/20/07 

$80,985 11/21/06 

$531,121 11/29/06 

$895,250 01/30/07 

$172,253 01/31/07 

$97,444 07/16/07 

$225,960 09/07/07

Project 

Director(s) 



End 

Kimmel, Karen CLAST Office of the Dean Dwight David Eisenhower Department of 

Transportation Project: A Partnership Between 

The U.S. Department of Transportation And 


LaSasso, Carol GSPP Hearing, Speech 

and Language 

Sciences 


and Language 

Sciences 


and Language 

Sciences 

A New Ph.D. Program to Prepare Future Faculty 

in Audiology with an Emphasis on Recruitment 

and Preparation of Individuals who are Deaf/Hard 

of Hearing and/or from Underrepresented Racial- 

Ethnic Groups 

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 

Preparation of Clinical (Au.D.) Audiologist 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 Racial-Ethnic Groups 

Lewis, Jeffrey GSPP Counseling The Rehabilitation of Individuals Who Are Deaf, 

Deaf-Blind, and Hard of Hearing 

Lytle, Richard & 

Agboola, Isaac 

GSPP Education/ 

Business 

Administration 

Increasing International Business Opportunities 

for Deaf and Hard of Hearing Americans 

Roy, Cynthia GSPP Interpretation Training of Interpreters for Individuals Who Are 

Deaf or Hard of Hearing And Individual Who Are 

Deaf-Blind 

Stifter, 

Rosemary 

Clerc 

Center 

Information 

Systems/Computer 

Support 

Mobile Language Reference for Deaf and Hardof-Hearing 

K-12 Students 

U. S. Department of Transportation, Federal 

Highway Administration 


Special Education and Rehabilitative 

Services 



Services 



Services 



Services 

U.S. Department of Education (International 

Education Program Service) 

U.S. Department of Education, Rehabilitation 

Services Administration 

U.S. Department of Education (National 


Research) 

Dates 

09/01/07- 

09/01/08 

01/01/08- 

12/31/08 

09/01/07- 

08/31/08 

09/01/07- 

08/31/08 

09/01/07- 

08/31/08 

07/01/07- 

06/30/08 

10/01/07- 

09/30/8 

10/01/07- 

09/30/09 

Amount 

Requested 

Submit 

Date 

$25,000 04/02/07 

$176,649 04/27/04 

$184,329 04/27/04 

$242,693 04/27/04 

$99,333 04/27/07 

$98,957 04/30/07 

$294,959 05/30/07 

$35,529 03/27/07

Project 

Director(s) 



End 

Zieziula, Frank GSPP Counseling A Masters of Arts Degree Program In School 

Counseling: Summers Only Option 



Services 

Dates 

01/01/08- 

12/31/09 

Amount 

Requested 

TOTAL 20 $5,041,194 

Submit 

Date 

$168,224 04/27/07

Laurent Clerc National Deaf Education 

Center 

Working for 

Deaf and Hard of Hearing Children 

Throughout the United States 

133

134

National Mission 

The Laurent Clerc National Deaf Education Center, 

a unit of the Academic Affairs division of Gallaudet 

University, 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. The Clerc Center 

focuses on three priority areas: literacy, family 

involvement, and transition. The National Mission 

Advisory Panel, a group representative of the Clerc 

Center’s constituents, established these priorities in 

1994. 

History 

Prologue 

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, come from families who speak a 

language other than English in the home, have 

additional disabilities, are members of diverse racial 

or cultural groups, or live in rural areas. Working 

through its two demonstration schools, and through 

collaboration with programs throughout the country, 

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. 

1857 Amos Kendall establishes a school on his estate for deaf and blind children from 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 (MSSD) Act 

(P.L. 89-694) 

1969 Secretary of the U.S. Department of Health, Education, and Welfare and the president of Gallaudet 

College sign an agreement, enabling the implementation of Public Law 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 fifteen, 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 Laurent Clerc National Deaf Education Center. 

135

Public Input 

Public Input Process 

The Clerc Center has been charged by the Congress 

of the United States “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 

136 

Introduction 

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 during fiscal 

year (FY) 2007. This report is divided into six sections: 

Section 1: 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. 

Section 2: National Mission Projects 

Contained in this section are descriptions of the Clerc Center national mission projects. In FY 2005, this section 

was revised to provide a more complete picture of each project. Each project is now a separate entry and 

reported in its entirety. Each project summary contains a description of the project itself, as well as an outline 

of the work completed to date and in the current fiscal year. 

Section 3: National Mission Data Summary 

This section summarizes the data on training, technical assistance, information dissemination, exhibits, new 

products, and publications. 

Section 4: Gallaudet University Regional Centers (GURCs) 

Described in this section are the FY 2007 activities of the Gallaudet University Regional Centers. 

Section 5: Demonstration Elementary and Secondary Schools 

Highlighted in this section are initiatives underway in FY 2007 at Kendall Demonstration Elementary School 

(KDES) and the Model Secondary School for the Deaf (MSSD). 

Section 6: KDES/MSSD Student Characteristics, Services Received, and 

Achievement 

This section describes student characteristics, support services, and student achievement at KDES and MSSD. 

The following information is provided as framework for the six main sections listed above. Background 

on the public input process and the movement of national mission projects through the 

multi-phase process offers context for the remainder of the report. 

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 make 

an impact on these 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. And, in FY 2003, conferences 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 regional 

conference of the National Black Deaf Advocates, 

and the National Asian Deaf Conference. More than 

300 people responded to the survey. In 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 a national stakeholder 

meeting in FY 2007. This discussion will continue at 

an additional stakeholder meeting scheduled for 

November 2007. To date, the public input process 

has focused on obtaining input on the 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. 

After critical needs are identified, they are analyzed 

and synthesized. While some critical needs can be 

met through the work of the Demonstration Elementary 

and Secondary Schools, other needs are more 

appropriately addressed by developing collaborations 

with schools and programs. Once potential ideas for 

collaboration are identified, the NMAP reviews 

them. The Clerc Center uses feedback from the 

NMAP in preparing the final version of Requests for 

Collaboration (RFCs) for specific projects. These 

are projects for which the Clerc Center is seeking 

collaborations with other schools and programs 

throughout the country. Applications for RFC 

projects undergo both internal and external reviews 

culminating in site selection and implementation of 

the collaboration. 

The Clerc Center is in the process of reviewing the 

public input process and a revised process will be 

reported in FY 2008. 

Satisfaction with Input Process 

The Clerc Center is also expected to assess 

satisfaction with the process by which it obtains 

public input on research, development, and 

demonstration. In FY 2000, the Clerc Center 

surveyed key constituents from around the country 

on their satisfaction with the process that the Clerc 

Center was using to identify critical needs. In FY 

2006, a description of the process outlined was 

developed and disseminated to constituent groups for 

feedback through an independent third party firm. 

Results are reported as part of the Government 

Performance and Results Act to the U.S. 

Department of Education (see section 1). 

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. Beginning in FY 2005, projects are 

reported with evaluation components included under 

development or dissemination activities. In addition, 

the Ongoing Dissemination Phase has been added. 

In this phase, projects are no longer listed in this 

report. Projects completing the Initial Dissemination 

Phase in a given fiscal year will be 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 under way: 

• Development Phrase: 

- Conceptual exploration 

- Specification of information use 

- Product development 

- Formative evaluation 

137

• Initial Dissemination Phase: 

- Provision of training programs on request 

- Dissemination of materials in print, audiovisual, 

and/or electronic formats 

- Evaluation at external sites 

• Ongoing Dissemination Phase: 

- Advertised in the Clerc Center catalog or on the 

Clerc Center web site. 

- Offered at established times through the 

Gallaudet University Regional Centers or Clerc 

Center mechanisms. 

138 

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.

Government Performance and Results Act 

Clerc Center 

The Government Performance and Results Act (GPRA) requires that federally supported programs 

develop and report performance indicators. Gallaudet University, including the Clerc Center, works with 

the U.S. Department of Education to determine appropriate performance indicators. Data for these 

indicators are collected and reported on a routine basis. Many of the items listed below can be derived 

from the data in the tables presented later in this report (Section 3). The goals, objectives, and indicators 

outlined below are those that apply to the Clerc Center. The FY 2007 results are as follows: 

Goal: 

Objective 1: 

Gallaudet challenges students who are deaf to achieve their academic goals and 

attain productive employment. 

University Programs and KDES/MSSD will optimize the number of students 

completing programs of study. 

Indicator 1.1: Enrollment at Gallaudet University 

FY 2007 Results: 

KDES and MSSD enrollment targets are 140 and 225, respectively. KDES enrollment for FY 2007 was 

128; MSSD enrollment was 218. The official enrollment date is September 15 for each year. 

Assessment of Progress and Limitations of Data: 

For FY 2007, KDES and MSSD enrollment were below target. Strategies to address enrollment were 

developed and reported to the U.S. Department of Education for FY 2008 related to this indicator. 

Indicator 1.2: Student retention rate. Increase the KDES/MSSD retention rate to 90%. 

Clerc Center student persistence is defined as the number of returning students (i.e., 

students enrolled on the official enrollment date for the year of interest who were 

also enrolled on the official enrollment date one year prior) plus the number of 

students who graduated in the prior year, divided by the total official enrollment 

number for the year of interest. 


With the agreement of the U.S. Department of Education, this indicator is no longer being used for 

KDES and MSSD. Instead, “dropout rate” will be used as an indicator of MSSD students’ program 

completion. The following indicator (1.x) will be incorporated into future reports and assigned the 

appropriate number once integrated by the U.S. Department of Education. 

Indicator 1.x: Student dropout rate. Target rate TBD. 

Clerc Center dropout rate is defined as the percent of MSSD students included in the 

official September 15 enrollment who withdrew from the program and did not 

transfer to another high school program, who indicated that they were dropping out 

of school, or whose disposition after leaving MSSD could not be determined by the 

beginning of the next academic year. 

139

140 


The dropout rate at MSSD for FY 2007 was 2%. 


Data are obtained from the PeopleSoft database, withdrawal forms from the Clerc Center Admissions 

Office, and transcript requests from the MSSD Principal’s Office and analyzed by the Clerc Center’s 

Knowledge Integration and Evaluation team. 

Indicator 1.3: 

Student graduation rate. Increase the MSSD graduation rate to 90% based on 

the percentage of seniors enrolled in the fall who graduate at the end of their 

senior year. 


The graduation rate for MSSD seniors in FY 2007 was 98% and exceeded the target rate of 90%. 


The new MSSD graduation rate uses a two-year senior cohort approach. The graduation rates reported in 

FY 2001 – 2006 gave an incomplete picture of the graduation status of seniors. This new two-year senior 

cohort graduation rate more accurately reflects program changes that encourage students to take 

extended time to complete IEP and transition goals. New baselines and targets are being established to 

replace those for the previous one-year senior class graduation rate. 

For the new calculation, a cohort of first-time seniors is identified within each senior class. This cohort is 

followed for two years to determine the graduation rate after one year and the graduation rate for 

remaining members of the cohort after two years. The cumulative first and second year graduation rates 

are summed to determine the two-year graduation rate for each cohort. The cumulative two-year 

graduation rate exceeded the target in FY 2007. The FY 2007 rate is based on the cohort of first-time 

seniors formed in FY 2006, which was followed through FY 2007. 

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. 

Literacy skills. Annual English test results will indicate marked improvement in 

English competency levels for all students. 


The overall reading level of MSSD graduates, 7.3, exceeded the FY 2007 target of 5.8. 


The average reading comprehension grade equivalent of MSSD graduates has exceeded the target for the 

last three fiscal years. The current indicator includes only those seniors who graduate in their first senior 

year.

Objective 3: 


Curriculum and extracurricular activities prepare students to meet the skill 

requirements of the workplace and/or continue their studies. 

Employment/postsecondary opportunities. A high percentage of MSSD’s 

graduates will either find jobs commensurate with their training or will attend 

postsecondary programs. 


The FY 2007 rate of 81% meets the target of 81%. The FY 2007 data is based on the 37 MSSD seniors 

who graduated in spring 2007 and who responded to the follow-up survey. 

• Students employed – 8% 

• Students in postsecondary education or training – 73% 

• Students not engage d in either act ivity – 19% 


MSSD targets have been met or exceeded for the past six years, with the exception of FY 2006. Survey 

results reflect only the most recent post-high school activities. The Clerc Center is in the process of 

designing a one-year follow-up to improve the usefulness of graduate follow-up data. 

Goal: 

Objective 4: 


Gallaudet provides le adership in setting the national standard for best practices 

in education of deaf and hard of hearing students. 

Research conducted contributes to quality state-of-the-art educational services 

for deaf and hard of hearing students. 

Public input satisfaction assessments. Conduct periodic assessments of the 

process used by KDES/MSSD to obtain public input on all deafness-related 

research, development, and demonstration activities from infancy through 

adulthood. Assess satisfacti on levels for products, training, and services. 

Satisfaction is defined as whether the product, training, or service met the 

individual’s need and is assessed with survey forms that accompany products, 

training, and services. 


Two of the three performance measures are presented for FY 2007 data: 

Of the 1,589 survey respondents, 96% said they were satisfied with Clerc Center products, training, or 

services. This satisfaction percentage meets the target of 96%. 

Of the 44 on-line survey respondents, 82% said the Clerc Center web pages met their needs. These 

results exceed the target of 73%. 

Every five years, the Clerc Center is also required to report the satisfaction with the process used to 

collect public input on national mission priorities. The next data collection for this indicator will be 

conducted in 2011. 


Of the two indicators presented for FY 2007, one was met and the other exceeded. The third indicator 

was not scheduled to be reported in this fiscal year. 

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Objective 5: 


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Gallaudet works in partnership with others to develop and disseminate 

educational pr ograms and materials for deaf and hard of hearing students. 

Use of KDES/MSSD expertise. Maintain or increase the level of 55 programs 

and institutions annually that adopt innovative curricula and other products or 

modify their strategies as a result of KDES/MSSD’s leadership. 

Programs using KDES/MSSD’s expertise are defined as: 1) programs with whom the 

Clerc Center has ongoing collaborative relationships, or 2) the number of programs 

that invested a substantial amount of money and staff time to send their staff to the 

Clerc Center for training in the use of our curricula and strategies. 


Eighty-nine (89) new programs adopted innovative curricula and other products or modified their 

strategies as a result of KDES/MSSD leadership, exceeding the target of 55. This figure is in addition to 

the cumulative total of 624 programs adopting innovations since FY 1998. 


The target was exceeded in FY 2007. Nonetheless, it should be noted that the number of new programs 

adopting innovations from year to year will vary and depends, in part, on the number and type of 

strategies and curricula being disseminated by the Clerc Center, as well as the financial and human 

resources available within other programs to participate in training and implementation activities. 


KDES/MSSD projects and programs. The number and type of KDES/MSSD 

projects and programs developed and evaluated annually will be maintained or 

increased. 


Forty-three (43) total programs and projects were underway at the Clerc Center in the following 

categories: 

Development: 13 projects, including 5 new projects 

Dissemination: 4 projects are in the dissemination phase 

Development and Dissemination: 26 projects were undergoing both dissemination and development 

activities 


The Clerc Center (KDES/MSSD) exceeded the target for FY 2007 on this indicator. The figures above 

show progressive movement of projects from one phase to the next. Although each national mission 

project will progress from development to the initial dissemination phase and eventually into the Clerc 

Center’s ongoing dissemination mechanisms, each progression is unique. Some projects may complete 

the development phase entirely before moving into the initial dissemination phase; other projects may 

have activities in both phases simultaneously. Many times projects are disseminated for some time, 

evaluated, and then returned to the development phase for revision based on the evaluation results. It is, 

therefore, difficult to provide a meaningful target that matches the indicator language. The Clerc Center 

proposes revising this indicator and its performance measure.

Indicator 

5.3: 

Programs delivered to the field. The University will maintain or increase 

the numbers and kinds of programs delivered to the field as follows: 

37,000 persons will be served through KDES/MSSD; and 125,000 

KDES/MSSD outreach publications and products will be distributed. 


To more accurately convey the number of people the Clerc Center is serving, included below are the 

totals for People Served and Products Distributed, as well as web hits to Clerc Center web pages. 

Results for FY 2007 are as follows: 

People Served: 41,757 

Products 

Distributed: 

300,346 

Clerc Center 

Web Hits: 

3,211,625 (10/1/06-9/30/07) 

267,635 (Clerc Center monthly average) 


It is important to consider that in addition to direct service to families and professionals across the 

nation, the Clerc Center also reaches a broad audience through press releases (40 issued in FY 2007 

reaching over 73,000 people) and by granting reprint permission for third party publications that 

reach large audiences, such as newspaper articles and textbooks. The totals for Products Distributed 

and People Served, reported as a part of this indicator, do not include the thousands of people who 

were reached in FY 2007 through these mechanisms. 

For FY 2003 and forward, the Products Distributed counts have included products for which a 

complete Adobe PDF file was downloaded off the Clerc Center website. 

For FY 2007, the Clerc Center exceeded the target number for people served and products distributed. 

In addition, the number of hits on the Clerc Center web pages averaged over 267,635 per month, 

reflecting the increased move to on-line resources. However, all information dissemination of this 

nature is not reflected in the current indicators. The Clerc Center will be exploring additional 

strategies for accurately accounting for the people served through web dissemination efforts. 

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National Mission Projects 

The Laurent Clerc National Deaf Education 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. Following is a summary of the activities that have occurred during FY 2007. 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 section. For the purpose of this report, projects are listed alphabetically. 

1. ASL/English Bilingual Professional Development (AEBPD) 

2. Celebrate! 

3. Children With Cochlear Implants: A Study of Their Communication Profiles 

4. Cochlear Implant Education Center 

5. DecisionMaker Consumer Survey 

6. Early Potential in Young Deaf Children: Supportive Family Contexts 

7. Family-School-Community Action Team for Partnerships 

8. GLOBE 

9. Honors Program 

10. I Like Dialogue Journals, BUT…Strategies for Using Dialogue Journals 

with Deaf and Hard of Hearing Students (Manual and DVD) 

11. Independent Reading 

12. Integrated Pre-Kindergarten and Kindergarten 

13. Journals and Logs 

14. KidsWorld Deaf Net 

15. Language Experience 

16. Learning Experience Accumulation Program 

17. Language Planning for ASL and English Bilingual Education 

18. A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and 

Hard of Hearing Students 

19. Literacy—It All Connects 

20. Longitudinal Graduate Study 

21. MSSD Internship Program 

22. News and Notables 

23. Portfolios for Student Growth 

24. Reading to Deaf Children: Learning From Deaf Adults 

25. Read It Again and Again

26. Rights, Respect & Responsibility: Sexuality Education for Deaf and 

Hard of Hearing Students 

27. Road Map to Emotional Intelligence in the Home for Deaf and Hard of 

Hearing Students 

28. Safe & Caring Schools: Bullying Prevention Program for Deaf and Hard 

of Hearing Students 

29. Shared Reading Project: Book Bags and Bookmarks 

30. Shared Reading Project: Chapter by Chapter—The Thinking Reader 

31. Shared Reading Project: Directory 

32. Shared Reading Project: Keys to Success—Training for Site 

Coordinators 

33. SOAR-High Earth Systems Science 

34. Standards for Achievement 

35. Starting With Assessment: Guided Reading and Writing 

36. Teaching Emotional Intelligence—A Curriculum for High School 

Social Studies Classes 

37. Technology in Education Can Empower Deaf Students 

38. Transition Resources 

39. Transition Skills Guidelines 

40. Transitions: Working to Learn—Learning to Work (A Career 

Education Curriculum) 

41. Utilization of Sand Tray as a Counseling Technique 

42. World Around You 

43. Writer’s Workshop: Getting Started 

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National Mission Priority Area: Literacy 

ASL/English Bilingual Professional Development (AEBPD) 

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 

promoting the acquisition and development of both ASL and English for students, staff, and 

parents; supporting staff in the effective use of these languages in their educational settings; 

educating parents about literacy and language development using both ASL and English; and 

developing appropriate instructional designs that integrate innovative technology. The training 

provided to teachers and staff—referred to as the Star Online Seminar—is in correlation to the 

Star Schools Project—ASL/English bilingual staff development model. 

This Star Online Seminar is a collaboration with the Center of 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, 

California; Lamar University, Beaumont, Texas; University of Oklahoma, Tulsa; and Western 

Oregon University, Monmouth. 

Principal Investigator: Nancy Berrigan 

Other Investigators: Phyllis Ballenger, Christi Batamula, Debra Cushner, Jennifer Furlano, 

Rebecca Gage, Senoa Goehring, Stella Lee, Kellie Pagano, Francisca Rangel, Susanne Scott 

DEVELOPMEN T 

Prior Years: 

During FY 2005, the Star Online Seminar was offered at Gallaudet University during fall and 

spring semesters for three graduate credits each and addressed the following topics: current 

research in bilingual and ESL education, culture, the bilingual child, first and second language 

acquisition and learning, and language use. Two mentor teachers from the Clerc Center taught the 

seminars along with a Gallaudet University professor. Eight teachers and staff from KDES and 

MSSD participated. A new group of eight teachers and staff took AEBPD-Level One and Two Inservice 

Training during fall and spring 2006. 

The participants reflected on the concepts of bilingualism, as well as on their own bilingual 

experiences, and applied their reflections and learning through seminar discussions, readings, 

reflective writings, on-line group activities, and assignments designed for the creation of 

classrooms for deaf children. The discussion during seminars centered on practical languageteaching 

applications and on the strategic uses of ASL and English, including how to integrate 

signing, reading, and writing lessons across the curriculum content. 

FY 2007: 

• A new group of teachers took the AEBPD Level One and Two In-service Training in fall 

2006 and spring 2007, conduc ted by two new Clerc Center mentor teachers.

• 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 

M SSD teachers and staff worked to implement ASL/English bilingual education 

strategies as part of Accreditation for Growth, the school accreditation process. 

National Mission Priority Area: Supports Multiple Priority Areas 

Celebrate! 


Celebrate!, 28 colorful pages of award-winning student work, was published for the second time. 

Celebrate! showcased and celebrated the work of deaf and hard of hearing students throughout 

the United States as they explored the theme of “Going for the Gold” through writing, art, and, 

for the first time, American Sign Language (ASL). The winning work was part of the Gallaudet 

National Essay, Art, and Sign Contest for Deaf and Hard of Hearing Students. In addition, 

Celebrate! printed the unique drawings of a group of deaf and hard of hearing students from 

India. Celebrate! is an important way to reward students who place in the contest for their 

successful work and thus encourages the nation’s deaf and hard of hearing students to express 

themselves through writing, drawing, and now ASL. 

Principal Investigator: Cathryn Carroll 

Other Investigators: Timothy Worthylake, Michael Walton, Catherine Valcourt-Pearce, Clerc 

Center; Andrea Feldman, Maryland School for the Deaf; Gerry Francini, Winter Deaflympics 

Organizing Committee 

DEVELOPMEN T 


• In the 2007 issue of Celebrate!, writing, art, and ASL entries generated by the students 

focused on the two-part question, “What does going for the gold mean to me? How do I 

go for the gold in my own life?” More than 300 entries were received. 

• M arketing for the 2008 contest was initiated in FY 2007. The theme of the 2008 will be 

personal exploration of students’ aspi rations. Students will be asked to interpret and 

respond to the phrase, “Yes, I Can!” 

DISSEMINATION 


• Ten thousand copies were printed and distributed, including 1,100 at the Deaflympics in 

Salt Lake City 

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Children with Cochlear Implants: 

A Study of Their Communication Profiles 


“Children with Cochlear Implants: A Study of Their Communication Profiles” is a collaborative 

research project between the Clerc Center’s Cochlear Implant Education Center and James 

Madison University (JMU). This study documents the varied characteristics and communication 

profiles of young children with cochlear implants who use signed and spoken language. The 

study is describes changes in vocal, gestural, and sign communication for 36 months post 

implantation. 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 participating in the study. The other sites are the University of 

Virginia; The Cochlear Implant Center in Charlottesville, Virginia; and the Virginia School for 

the Deaf and the Blind in Staunton. 

Principal Investigator: Debra Nussbaum 

Other Investigators: Susanne Scott, Bettie Waddy-Smith 

DEVELOPMEN T 

Prior Years: 

This study, beginning in FY 2003, was originally designed to follow identified students for 18 

months post implantation. 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 being followed. In FY 2004, one student withdrew from the 

school program and the study, one student discontinued use of her cochlear implant, and four 

additional students were added. 

Beginning fall 2003 videotaped samples were gathered every three months (up to 36 months post 

implantation). These samples were analyzed at JMU for percentage of sign language and spoken 

language used, intelligibility of spoken utterances and sign utterances, and, where possible, for 

phonological features of both sign and spoken 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. 


• Final tapes of the study participants were sent to JMU for analysis in winter 2006. 

• JMU collaborative researchers completed analysis of the data in summer 2007.

DISSEMINATION 

Prior Years: 

Preliminary findings of the JMU collaborative research study, “Children with Cochlear Implants: 

A Study of Their Communication Profiles,” were presented in four venues: the JMU Faculty 

Research Forum in Baltimore, Maryland, on October 7, 2004; the American Speech-Language 

and Hearing Association Convention on November 18, 2004; the Educational Audiology 

Association Conference from July 18-21, 2005; and the American Speech-Language and Hearing 

Association Convention in San Diego, California, in November 2005. 


• Nussbaum, D., Scott, S., Seal, B., & Waddy-Smith, B. (2007, April). “Trajectories of 

Spoken and Sign Language Development of Children with Cochlear Implants.” 11 th 

International Symposium for Cochlear Implants and Children, Charlotte, North Carolina. 

• Nussbaum, D., & Seal, B. (2006, November). “Children with Cochlear Implants: A 

Goodness of Fit Model.” American Speech-Language and Hearing Association, Miami, 

Florida. 

• Seal, B. (2006, October). “Trajectories of Spoken and Sign Language Development in 

Implanted Children from Total Communication Programs.” Nemours Symposia on 

Pediatric Medical Research, Dupont Hospital, Delaware. 


Cochlear Implant Education Center 


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 teacher and staff development. National mission objectives focus on 

development of resource s, training workshops, national presentations, hosting of national visitors, 

and research. 

Principal Investigator: Debra Nussbaum 

Other Investigators: Susanne Scott, Bettie Waddy-Smith 

DEVELOPMEN T 

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 

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(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 to facilitate a collaborative 

approach for language planning for students with cochlear implants in an educational 

environment that addresses development and use of both American Sign Language (ASL) and 

spoken English. 

The staff of the CIEC worked on a variety of national initiatives, including the design of a CIEC 

web page on the Clerc Center website, a CIEC brochure, and an e-document posted on 

KidsWorld DeafNet 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. The CIEC staff presented 

professional training workshops in collaboration with the Gallaudet University Regional Centers 

and through the Clerc Center Summer Institute entitled “Spoken Language and Sign: Optimizing 

Learning for Children with Cochlear Implants.” 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 on-line course on “Cochlear Implants and Children: 

Considerations for Implantation and Educational Planning.” The CIEC staff responded regularly 

to e-mail and phone requests and met with visitors to the Clerc Center. The CIEC staff 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: 19 

• The CIEC staff developed and presented two family education workshops on cochlear 

implants to KDES and M SSD families. 

• A CIEC staff member collaborated with KDES ASL professionals to develop a language 

and communication profile to document ASL and English proficiency to assist in the 

planning of individualized programs related to language use in the classroom and support 

service provision at KDES. 

• A CIEC staff member served as an ASL/English Bilingual Professional Development 

(AEBPD) mentor/trainer for KDES professionals during fall and spring. She also worked 

on a draft of an “Oracy Learning Framework” for incorporation in the AEBPD 

curriculum. 

• Two CIEC staff members participated on the Clerc Center Language Planning Team to 

provide feedback regarding spoken English planning. 

DISSEMINATION 

Prior Years: 

The CIEC disseminated information via the CIEC website, the CIEC brochure, and an edocument 

titled Cochlear Im plants: Navigating a Forest of Information…One Tree at a Time (a 

component of KidsWorld DeafNet). Modules of this document have been modified as needed. 

The CIEC disseminated information via numerous professional training workshops on the topic 

of “Spoken Language and Sign: Optimizing Learning for Children with Cochlear Implants.”

During April 2002, the CIEC hosted a national conference titled “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 website. The on-line course, “Cochlear Implants 

and Children: Considerations for Implantation and Educational Planning,” has been offered twice 

a year during the fall and spring semesters since fall 2002. 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. 


• Planning and presentation of regional professional training workshops on the topic of 

“Spoken Language and Sign: Optimizing Learning for Children with Cochlear Implants”: 

o Nussbaum, D., Scott, S., & Waddy-Smith, B. (2007, January 16-17). Gallaudet 

University Regional Center, Ohlone College, Fremont, California. 

o Nussbaum, D., & Scott, S. (2007, March 26-27). Gallaudet University Regional 

Center, Ohio School for the Deaf, Columbus. 

o Nussbaum, D., Scott, S., & Waddy-Smith, B. (2007, June 27-28). Clerc Center 

Summer Institute, Gallaudet University, Washington, D.C. 

• Presentations to postsecondary students looking to enter professions where they will 

work with students with cochlear implants: 

o Nussbaum, D. (2007, February). “Family Decision Making: Cochlear Implants,” 

Gallaudet University Department of Psychology. 

o Nussbaum, D. (2007, February). “Spoken Language and Sign: Optimizing 

Learning for Children with Cochlear Implants,” George Washington University, 

Department of Audiology and Speech. 

o Nussbaum, D. (2007, April). “Fami ly Dec ision M aking: Cochlear Implants,” 

Department of Social Work, Gallaudet University. 

o Nussbaum, D. (2007, May). “Cochlear Implants: Why the Debate?” Montgomery 

College, Rockville, Maryland. 

o Nussbaum, D. (2007, July). “Children with Cochlear Implants, Medical 

Students,” University of California San Diego (visiting Gallaudet). 

o Nussbaum, D., & Scott, S. (2006, O ctober). “Educational Trends and 

Considerations for Children with Cochlear Implants,” Gallaudet University, 

Department of Education, Washington, D.C. 

o Nussbaum, D., & Scott, S. (2007, June). “Language and Communication 

Planning for Children with Cochlear Implants,” Department of Speech and 

Hearing, Gallaudet University, Washington, D.C. 

o Nussbaum, D., & Scott, S. (2006, October). “Education and Interpreter 

Considerations for Children with Cochlear Implants,” Kent State University, 

Deaf Education Class (video teleconference). 

• Presentations to professionals and families regarding CIEC initiatives and considerations 

for children with cochlear implants 

o Nussbaum, D. (2007, May). “About the CIEC,” Mid-Atlantic Consortium on 

Cochlear Implants, Maryland School for the Deaf. 

o Nussbaum, D. (2007, August). “Explore the Possibilities, Treasuring Language 

and Family Communication,” Wisconsin Center for the Deaf and Hard of 

Hearing Family Learning Vacation. 

o Nussbaum, D., & Scott, S. (2007, February). “Addressing Spoken Language 

Skills in an ASL/English Bilingual Program,” Pennsylvania School for the Deaf. 

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o Nussbaum, D., & Scott, S. (2007, February). “Speaking and Listening Skills in a 

School for the Deaf: It Can Work,” Pennsylvania School for the Deaf. 

o Nussbaum, D., & Scott, S. (2007, January). “Spoken Language and Sign: 

Optimizing Learning for Children with Cochlear Implants,” British Columbia 

Services for the Deaf and Hard of Hearing. 

o Nussbaum, D., & Scott, S. (2007, January). “Addressing the Needs of Children 

with Cochlear Implants in a School for the Deaf,” British Columbia School for 

the Deaf. 

o Scott, S. (2007, August). “Early Communication Planning for Children with 

Cochlear Implants: Where Does Sign Fit In?” Great Start Conference, Penn State 


• Presentations at national conferences: 

o Nussbaum, D., & Seal, B. (2006, November). “Children with Cochlear Implants: 

A Goodness of Fit Model,” American Speech-Language and Hearing 

Association, Miami, Florida. 

o Nussbaum, D., & Seal, B (2007, April). “Trajectories of Spoken and Sign 

Language Development for Children with Cochlear Implants,” 11 th International 

Symposium for Children with Cochlear Implants, Charlotte, North Carolina. 

o Nussbaum, D. (2006, October). “Facilitating Spoken Language for Children with 

Cochlear Implants: Where Does Sign Language Fit?” Nemours-Dupont Hospital 

Research Symposium 

o Scott, S. (2006, November). “Addressing Spoken English in an ASL/English 

Bilingual Program,” American Speech-Language and Hearing Association, 

Miami, Florida. 

o Scott, S. (2006, November). “Essentials of Aural Rehabilitation with Deaf 

Children in Mainstream Settings,” American Speech-Language and Hearing 

Association, Miami, Florida. 

o Scott, S. (2006, November). “ASL/English Bilingualism: Communication and 

Language Planning for Diverse Students,” Poster Session, American Speech- 

Language and Hearing Association, Miami, Florida. 

o Scott, S. (2007, May). “Planning for Students in an ASL/English Bilingual 

Program,” CEASD conference, Ellicott City, Maryland 

o Scott, S. (2007, M ay). “Addressing Oracy in an ASL/English Bilingual 

Program,” CEASD conference, Ellicott City, Maryland. 

o Scott, S. (2007, July). “Addressing Oracy in an ASL/English Bilingual Program,” 

Gallaudet Leadership Institute, Gallaudet University, Washington, D.C. 

• Additional dissemination efforts: 

o Responded to phone and e-mail requests: 100 

o Updated “Resources” module on CIEC website and e-document, Cochlear Implants: 

Navigating a Forest of Information…One Tree At a Time. 

o Nussbaum, D. (2007, Spring). “Cochlear Implants and Children: Considerations for 

Implantation and Educational Planning,” On-line Course, Gallaudet University.

National Mission Priority Area: Transition 

DecisionMaker Consumer Survey 


DecisionMaker: A Student-Directed Transition Program, developed and successfully marketed 

by the Clerc Center since 2002, is an instructional program developed for use with high schoolage 

deaf and hard of hearing students. Its materials are designed to facilitate the students’ learning 

about themselves, taking responsibility for their decisions, and the process of decision making as 

it applies to their everyday and long-range life decisions. Developing and disseminating the 

Consumer Survey for DecisionMaker fulfills the Clerc Center’s responsibility to evaluate the 

outcomes of its products and services. Since a number of the early purchasers of 

DecisionMaker have now experienced reviewing, using, or deciding not to use the 

DecisionMaker materials with their deaf and hard of hearing students, the Clerc Center felt this 

was an opportune time to begin collecting information from them. The results of the survey will 

be compiled into a report and distributed to respondents and appropriate Clerc Center staff to 

assist in future evaluation activities. 

Principal Investigator: Judith LeNard 

Other Investigators: Gary Hotto, Patrick Atuonah 

DEVELOPMEN T 

Prior Years: 

In FY 2004, the Clerc Center developed the Consumer Survey for DecisionMaker in order to 

obtain verification that the DecisionMaker materials purchased from the Clerc Center are being 

used with students and in what kinds of programs; a description of the professionals and classes 

using DecisionMaker; a description of the characteristics of students who benefit the most and 

the least from using DecisionMaker; an explanation of the reasons why professionals who 

reviewed the DecisionMaker materials purchased for their program decided not to use them 

with their students; and identification of a group of professionals using or planning to use 

DecisionMaker with their students who are interested in participating in future evaluations. 

On September 1, 2004, the first distribution of surveys was made to the 64 programs that had 

purchased DecisionMaker as of June 2004. In the fall of 2004, a database was developed to 

analyze the results of the surveys. Eight programs responded to the survey and three additional 

programs requested the survey be sent again at a later date after they had an opportunity to use 

DecisionMaker. In the winter of 2005, all the data from the completed surveys were entered 

into the database. A second distribution of the survey to purchasers from July 2004 to the summer 

of 2005 was completed in the fall of FY 2006. All data received from both distributions was 

entered into the database and analyzed. A draft report of the results was written. 


• A final report was completed and distributed within the Clerc Center in the fall of 2007. 

• An executive summary of the final report was sent to all interested respondents. 

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National Mission Priority Area: Supports Multiple Areas 

Early Potential in Young Deaf Children: 

Supportive Family Contexts Study 


The Early Potential in Young Deaf Children: Supportive Family Contexts 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 strengths at a young age 

and to examine how similar and different those family environment patterns are to those of 

families with deaf children who are still developing readers. 

Principal Investigator: Lori Lutz 

DEVELOPMEN T 

Prior Years: 

A proposal describing the Early Potential in Young Deaf Children: Supportive Family Contexts 

Study was submitted through the Clerc Center’s Project Review System in November 2005 and 

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. Two 

families and their deaf children’s teachers from one school participated in the study. The principal 

investigator conducted interviews with the teachers. Negotiations continued with at least three 

other school districts for permission to work with eligible families and teachers in their schools. 

A request for fellowship funding was also submitted to the University of Virginia in support of 

this study in April 2006. A $3,000 fellowship grant was subsequently approved. 


• Two parent and two teacher interviews conducted at the first participating school were 

reviewed and corrected for transcription accuracy. 

• Preliminary data analysis of parent and teacher interview data collected from the first 

participating school was begun in early fall of 2006. 

• Extensive coding work was completed by the principal investigator and the research 

assistant that resulted in a code book to use and refine for coding of additional interview 

data from new participants at other schools. 

• Preliminary data analysis activities were conducted, resulting in early case descriptions of 

parents, children, and teachers. 

• Proposals were submitted to four school districts. Three were subsequently approved, and 

two schools agreed to participate in the study. 

• Letters were sent to parents sending their deaf children to the second participating school. 

Subsequently, a parent and the child’s teacher consented to participate in the study. 

• M eetings were held with administrators at the third participating school to begin the 

process of contacting families and teachers for participation in the study.

National Mission Priority Area: Family Involvement 

Family-School-Community Action Team for Partnerships 


The Clerc Center uses the research-based model of family involvement created by Dr. Joyce 

Epstein at John Hopkins University. Epstein’s model identifies six types of family involvement: 

parenting, communicating, volunteering, learning at home, decision-making, and collaborating 

with the community. Research shows that the six types of involvement help develop a 

comprehensive program of family, school, and community partnerships. The Action Team for 

Partnerships (ATP) includes parents, administrators, teachers, and staff. Its primary goal is to 

work together to accomplish school goals by selecting, designing, implementing, and evaluating 

partnership activities and improving partnership practices for the students’ overall success. 

Principal Investigator: Carla Hanyzewski 

Other Investigators: Rosemary Adamca-Balzer, Tara Downing, Marilyn Farmer, Janne 

Harrelson, Kristi Ann Nolan 

DEVELOPMEN T 


• Membership was selected for the KDES Action Team for Partnership (ATP) 

• The ATP reviewed current family involvement practices at KDES, and, based on that 

review, identified priority areas of focus from the six types of involvement. 

• The ATP developed plans to enhance each type of family involvement to guide planning 

and action efforts. 

• Selected members received training on the Action Team for Partnership model and the 

various designs for implementation in a school setting. 

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GLOBE 


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 for 

Research in Atmospheric Sciences 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 four and one-half 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 United States organizations which 

undertake efforts to recruit GLOBE schools, train GLOBE teachers, and mentor GLOBE students 

in their region of the country. The Gallaudet University/Clerc Center GLOBE Partner works to 

ensure that every school program serving deaf and hard of hearing students in the U.S. has the 

opportunity to pa rticipat e in the GLOBE Program by providing annual trainings and support. 

Teacher trainings have been offered by the Gallaudet University/Clerc Center GLOBE Partner 

since 1996. 

Principal Investigators: Mary S. Ellsworth, David H. Snyder 

Other Investigators: Kamilla Jakubowyc, Mark Tao, Dorothy Wynne, Kevin Taylor (MSSD 

science teachers) 

DEVELOPMEN T 

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 5-day 

workshops. Support for interpreters for the trainings has allowed fully integrated participation by 

non-signing teachers, including D.C. public school teachers, which supports the sharing and 

exchange of ideas and experiences, enriching the experience for all participants. 

The District of Columbia Space Grant has provided funding for teacher trainings. The Gallaudet 

University/Clerc Center GLOBE Partner seeks ways to support trained teachers to continue to 

participate in GLOBE activities after they return to their home schools, including providing basic 

equipment, a mailing list, and a newsletter. 

In 2006, the Gallaudet University/Clerc Center GLOBE teacher training became part of the 

offerings of the new Clerc Center Summer Institute. The June workshop featured presentations 

from invited deaf professionals and an invited guest speaker from NASA Goddard Space Flight 

Center.

MSSD Science Department teachers have been trained in the GLOBE protocols and most have 

attended special trainings. In August 2005, four of the five MSSD science teachers attended a 

special GLOBE teacher training in Cullowhee, North Carolina, for training in advanced 

atmosphere protocols (ozone measurements and bio-indicator plant species). Activities conducted 

at MSSD model GLOBE activities for the four other schools in the SOAR-High project. All 

SOAR-High project participating teachers are GLOBE trained and implement GLOBE protocols 

in their classrooms. 


• In FY 2007, National Science Foundation and NASA began funding four new GLOBE 

projects, collectively called the Earth System Science Projects (ESSPs). This new 

direction for GLOBE provided an opportunity for the Gallaudet University/Clerc 

Center GLOBE Partner to take its annual training in a new direction. The Clerc Center 

principle investigators chose to work with the Seasons and Biomes ESSP for our 

trainings, and also for integration in the MSSD Science Department curriculum. 

• An MSSD science teacher and GLOBE trainer was invited to attend a special “Seasons 

and Biomes” training in Fairbanks, Alaska, conducted in two sessions (March and 

September 2007). Thirty-eight teachers and teacher educators from around the world 

gathered at the University of Alaska Fairbanks (UAF) campus in late March 2007 to 

participate in a professional development workshop sponsored by UAF’s M onitoring 

Seasons Through Global Learning Communities Project (Seasons and Biomes), a 

GLOBE Earth System Science Project. The project engages pre-college teachers and 

students in climate change research to learn science and to participate in the International 

Polar Year. 

• The GLOBE Program has invited an MSSD science teacher and GLOBE trainer to be on 

a new Access Advisory Board that will provide advice on GLOBE’s new GLOBE School 

Network (GSN). The GSN is a collaborative global network that will link schools and 

communities to ESSPs and to local and regional projects in support of student learning 

and research. The GSN is designed to support student involvement in research projects, 

provide a network of scientists accessible to students, and support student inquiry and 

research worldwide. Dr. Samantha Langley and Dr. Glen Wilson, of the University of 

Southern Maine, were also invited to participate on the advisory board. 

• In June 2007, “Integrated Global Science Teacher Training” was offered through the 

Clerc Center Summer Institute. The training included three days of instruction in the 

Seasons and Biomes GLOBE protocols, and a final two days on sandbox analog 

modeling with Dr. Michele Cooke, of the Geosciences Department at the University of 

Massachusetts Amherst. Invited presenters for the GLOBE training included deaf 

professionals, guest speakers from the University of Alaska, and speakers from the 

NASA Goddard Space Flight Center. The technique of reading aloud to deaf children in 

ASL was demonstrated during three days of the workshop using selections from literature 

that connected with the training topics (polar studies and geoscience). A report on the 

training can be viewed at http://sci.gallaudet.edu/GIS/TrainingSummary2007.html. 

• A team of four students, two each from the Indiana School for the Deaf and MSSD, 

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. The 

collaboration led to the honor of the students’ research being selected to join the U.S. 

delegation of five schools on the GLOBE Learning Expedition to South Africa planned 

for June 2008. 

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DISSEMINATION 

Prior Years: 

The Gallaudet University/Clerc Center GLOBE Partners have conducted annual teacher 

trainings in the GLOBE protocols for more than 90 teachers of deaf students (representing 48 

programs for the deaf.) The summer of 2007 marked the twelfth year of trainings. A Gallaudet 

University/Clerc Center GLOBE website is maintained at http://sci.gallaudet.edu/GLOBE/. 

Recruitment for the GLOBE workshops happens through Gallaudet’s Summer Programs, Clerc 

Center professional development publications, Summer Institute announcements, and in e-mail 

announcements submitted to the EduDeaf e-mail list. Each year the Gallaudet University/Clerc 

Center training is listed on the main GLOBE website, and it attracts the attention of public and 

private school teachers. 


• From June 26-30, 2007, a three-day GLOBE training in the new Seasons and Biomes 

ESSP was provided for six participating teachers and was announced through the usual 

channels (see above). The annual teacher training is again planned for teachers of deaf 

students nationwide in July 2008. 

• Two MSSD students entered a report on their research in the Rochester Institute of 

Technology (RIT) National Science Fair for the Deaf. The research was conducted 

following GLOBE protocols on environmental factors influencing the timing of spring 

budburst (from the Seasons and Biomes ESSP). The students were notified in May that 

they had won first place in the team division of the science fair. RIT sent the winners 

plaques and cash awards, and announced the winners nationally. 

• A team of four students, two each from the Indiana School for the Deaf and MSSD, 

submitted a research report (in the Seasons and Biomes category) that won them the 

honor of participating in the GLOBE Learning Expedition to South Africa in June 2008 

(one of five schools from the U.S.). The students will present their work to an audience of 

scientists, their peers from around the world, teachers, GLOBE Program Office staff, 

South African Ministry personnel, and other community members. Students will also 

present an aspect of their country’s culture (in this case ASL and deaf culture) through a 

dramatic presentation.


Honors Program 


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. 

KDES students in grades 1-8 participate in the Honors Program’s Curriculum Enhancement (CE) 

classes, which provide students with activities, simulations, puzzles, games, and experiments in 

the various academic fields. The KDES Honors Lab program also gives 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 student with an intensive foundation from which to 

gain competency in a particular discipline. MSSD students are also invited to participate in 

additional Honors Program events, including weekend programs (for example, 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. 

Principal Investigator: Daniel Dukes 

Other Investigators: Christopher Kaftan, Jason Stewart 

DEVELOPMEN T 

Prior Years: 

In 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 US 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 include 17 honors courses and five 

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. 

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In FY 2006, 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 our most advanced students. 

In FY 2007, the Clerc Center Honors Program continued initiatives started in previous years, such 

as the KDES “Literacy in Motion” class, MSSD honors and AP classes, the National Honor 

Society, and the Academic Bowl. The Honors Program also expanded its offerings in 2007 by 

creating the Wildcat News 18 (WCN18) program at KDES and the MSSD Honors/AP vertical 

teams. 


• MSSD offered 17 honors courses and five AP courses (AP English-Literature, AP 

English-Language, AP Biology, AP US History, and AP Psychology) for MSSD 

students. MSSD had two students pass three AP exams. 

• The Honors Program also continued offering ACT Test Preparation and an Honors Senior 

Seminar courses for MSSD students. Senior honors students completed me ritorious 

senior projects as part of their graduation requirements. 

• The Honors Program continued operating the MSSD chapter of National Honor Society, 

the Honors VIP Lunch program, the Weekend of Wisdom—Advanced Placement Test 

Review workshop, and the Academic Bowl team. The Academic Bowl team finished 

third in the regional competition, and one of the MSSD players was named one of two 

outstanding players of the tournament. 

• The MSSD Honors Program established vertical teams for each of the four core academic 

areas: English, math, science, and social studies. During vertical team meetings, honors 

and AP teachers gathered to discuss issues related to the alignment of honors/AP 

curricul um. 

• KDES offered the “Literacy in Motion” (CE) courses for all students in grades 1-8, and 

also continued the Honors Lab time for working with our 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. 

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.


• MSSD Honors Program teachers collaborated with public school teachers from 

surrounding districts to host the 2007 Weekend of Wisdom program. 

• The KDES Honors Program participated as part of Gallaudet University’s Kendall 

School: 150 th Anniversary Celebration by having KDES honors students participate in 

various activities, including making a special video/slide show for the celebration. 

• M SSD 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. 


I Like Dialogue Journals, BUT… 

Strategies for Using Dialogue Journals with Deaf and Hard of Hearing Students 


Dialogue journals are a written conversation between a student and educator, allowing 

the student to write independently and the educator to respond and to 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 address common questions about dialogue journals and 

showcase the experience of teachers and staff members at KDES and MSSD. 


DEVELOPMEN T 

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, a manual and DVD were developed 

and produced. An on-line, self-guided workshop was developed and is intended to be an 

initial distance education course developed by the Clerc Center. 

• 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. 

• An on-line workshop was developed. 

• Marketing materials for on-line ordering were developed and posted on the Clerc Center 

website. 

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Independent Reading 


The Independent Reading Project supports the development of independent reading skills for 

students. During independent reading activities, students read books of their choice based on a 

wide selection of fiction and nonfiction materials. Independent Reading is one of the nine areas of 

literacy used at schools and programs throughout the United States. As part of an ongoing series 

of teacher support materials, a manual, DVD, and workshop on Independent Reading will be 

developed. 


Other Investigators: David R. Schleper, Elizabeth Meynardie 

DEVELOPMEN T 

Prior Years: 

During 2002, an article by David R. Schleper was published in Odyssey (“SSR? DEAR? USSR? 

DIRT? No matter what you call it, Independent Reading is for Everyone”). During 2006, a rough 

draft of a manual on Independent Reading was written by a content expert. 


• Work on this project was deferred to FY 2008 due to fiscal limitations.


Integrated Pre-Kindergarten and Kindergarten 


During FY 2000, the Child Development Center (CDC) and Early Childhood Education (ECE) 

team at KDES began the implementation of two integrated classes—a pre-kindergarten class and 

a kindergarten class. Each class contains a maximum of 12 children and is taught by an ECE team 

teacher, a CDC teacher, and an aide from the ECE team. The model is designed to have a 

majority of deaf children or at least equal numbers of deaf and hearing children. All of the 

hearing children in the integrated program have deaf parents or siblings. The goal for both 

classrooms is to have an environment in which, for most of the day, ASL is the primary language. 

A major goal of this project is to have peers who can sign serve as signing models for children 

who do not have strong signing skills. A second goal is to create an environment that fosters joint 

learning and friendships among the children. Strengthening literacy skills is a major focus for the 

class. A typical day includes an “ASL morning,” during which all instruction occurs in ASL, 

including reading and writing, science, math, social studies projects, community building 

sessions, and read-alouds. The afternoon literacy period is divided into those children who benefit 

from and access information through auditory means and those who access information visually 

and through ASL and ends with full-group activities in ASL. 

Principal Investigators: Gail Solit, Maureen Burns 

DEVELOPMEN T 

Prior Years: 

During FY 2005, teachers and aides from the pre-kindergarten class and the coordinator of the 

ECE program began to work with Gallaudet University’s Education Department to look at 

friendships between deaf and hearing children. This research will help the team begin to see the 

effect of the integrated programs on social relations between deaf and hearing children. This has 

become a two-year project and data collection and continued into FY 2007. Ongoing discussions 

continued among ECE and CDC staff to explore effective practices for implementing a duallanguage 

model. 


• The two integrated pre-kindergarten and kindergarten classes continued for the 2006- 

2007 school year. 

• The ECE team and CDC staff had numerous meetings to discuss the design of these two 

classes and how to implement a dual language model. It was decided that the two classes 

would be suspended for FY 2008 while the ECE team and CDC staff investigated ways 

to establish a dual language model from preschool to kindergarten. 

• The research project on friendships between deaf and hard of hearing children completed 

its second year of data collection. 

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Journals and Logs 


Journals and Logs is one of the Clerc Center’s Nine Areas of Literacy. Journals and logs are 

excellent tool for promoting scientific literacy by developing students’ ability to read and write 

graphs, charts, maps, and other visual representations of events. The Clerc Center plans to publish 

a manual, DVD, and a workshop describing how journals and logs can be used to record, explore, 

and reflect math, science, social studies, and deaf culture activities and experiences. Materials 

will incorporate examples from teachers, students, and staff at KDES and MSSD using journals 

and logs effectively. 


Other Investigators: David R. Schleper, Elizabeth Meynardie 

DEVELOPMEN T 

Prior Years: 

Journals and logs were actively used both at KDES and MSSD. Literature journals were used by 

KDES teachers with middle school-age students, as well as with MSSD high school-age students. 

Students read various pieces of literature and wrote responses in journals that were then reviewed 

and discussed with teachers. Math learning logs were used in KDES to allow students to write 

about their experiences in math. During 2006, the content expert developed an initial draft of the 

Journals and Logs manual. 


• Work on this project was deferred due to fiscal limitations and will continue in FY 

2008.


KidsWorld Deaf Net 


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 Clerc Center’s three 

priority areas (literacy, family involvement, and transition) and to provide concise, important 

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 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, but it is open to anyone interested in the education of deaf and 

hard of hearing students. 

Principal Investigator: Danielle Puzio 

Other Investigators: Jennifer Hinger, Debra Nussbaum, Silvia Golocovsky, Lon Anderson 

DEVELOPMEN T 

Prior Years: 

In June 1999, KWDN 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. 


• The “Resources” module of Navigating a Forest of Information…One Tree at a Time was 

revised. Revision of the “Sign Language,” “Educational Placement,” and 

“Communication” modules are under revision and will be completed, along with the 

revision of the “Insurance” module, in FY 2008. 

• How the Individuals with Disabilities Education Act (IDEA) Applies to Deaf and Hard of 

Hearing Students is under revision. 

• Currently in development is a document to provide information to parents of newly 

identified deaf and hard of hearing children on how to address the issues of language 

acquisition, communication, and education. 

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DISSEMINATION 


• There were 22,065 (September 1, 2006-July 31, 2007) downloads of complete Adobe 

PDF KWDN documents. 

• The following e-documents are available for on-line viewing and downloading: 

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 A Good Start: Suggestions for Visual Conversations with Deaf and Hard of 

Hearing Babies and Toddlers 

o How the Individuals with Disabilities Education Act (IDEA) Applies to Deaf and 

Hard of Hearing Students (taken off-line for revision in FY 2007) 

o Keys to English Print: Phonics, Signs, Cued Speech, Fingerspelling, and Other 

Learning St rategi es 

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 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 We are Equal Partners: Recommended Practices for Involving Families in Their 

Child’s Educational Program 

• At the end of FY 2007, 575 individuals were registered for the discussion forum. 

Registered users who responded to the request to provide demographic information on 

those served in their programs reported the following: 

o 16,278 deaf and hard of hearing individuals 

o 9,306 students 

o 71,062 members of the general public 

o 4,190 parents 

o 2,978 teachers, administrators, residential personnel, and support personnel 

o Regarding the registrants’ program locations: 

27% small city/town 

24% suburban 

21% urban 

8% rural/farming 

6% unspecified 

14% no answer


Language Experience 


Language Experience includes student-initiated experiences and reflective inquiry that give 

teachers the opportunity to facilitate more 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. 

Principal Investigator: David R. Schleper 

Other Investigators: Dennis Berrigan, Nancy Berrigan, Mandy Christian, Alexis Greeves, 

Charles Kelley, Lisa Jacobs, Elizabeth Meynardie 

DEVELOPMEN T 

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 F amilies” was piloted at Family Learning Vacations in Honolulu, Hawaii, and 

Brooklyn, Michigan. 


• Ballentine, P., & Christian, M. (2007, August). “Leading from Behind: Language 

Experience in Action,” Falmouth, Maine. 

• Christian, M., & Jeffries, R. (2007, August). “Leading from Behind: Language 

Experience in Action,” Wilson, North Carolina. 

• Jacobs, L., & Meynardie, E. (2006, November). “Leading from Behind: Language 

Experience in Action,” Hartford, Connecticut. 

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Learning Experience Accumulation Program 


The Learning Experience Accumulation Program (LEAP) is essential for any school with a 

residential program. LEAP is a conceptual guide that offers structured activities and training 

workshops at different stages of development so that, upon graduation, students will have 

acquired essential knowledge in areas of independent living such as cooking, personal safety, 

finding and obtaining jobs and apartments, banking, investing, and buying a car. For example, 

LEAP’s Apartment Training section provides instruction in nutrition, health, money management, 

and maintenance, thus fostering the acquisition of knowledge needed to live independently. 

LEAP emphasizes residential students’ continuous growth and is developed according to the 

needs of the students. Each high school grade level has its own benchmarks, transition skills, and 

workshop themes. This program uses the many opportunities a student has outside of school to 

interact with real-life applications. A residential program housing students has the unique 

advantage of teaching student leadership and emotional intelligence (EQ) on a continued basis 

outside of class time. 

Principal Investigator: Bo Acton 

Other Investigators: Melissa Lawton 

DEVELOPMEN T 

Prior Years: 

LEAP was first developed and implemented in the residence halls at MSSD in 1998. This project 

began as a result of a need to identify daily teachings that promote social, physical, intelligence, 

communication, and EQ in our students. Daily teachings in the residence hall programs are 

documented and converted into accessible resources. Once this work is organized into a 

documented source, it will be shared nationally. 


Work continued to focus on the development and organization of LEAP materials under the 

direction of the coordinator of Student Programs. LEAP workshop materials and activities were 

organized to be consistent with the primary aspects of the program: student organizations, 

apartment-independent living training, student leadership, and student enterprises. Long-range 

plans include dissemination of the materials to support school-based residential programs. Plans 

for FY 2008 include ongoing implementation of LEAP activities in the residence halls at MSSD 

and further revision and refinement of related materials.


Language Planning for ASL and English Bilingual Education 


An increasing number of schools and programs recognize the importance of educating deaf and 

hard of hearing students using both ASL and English for academic instruction and for promoting 

full proficiency in both languages. There is a critical need to develop and implement effective 

school-based language planning in order to increase capacity of schools and programs to 

successfully engage students in this type of dual language learning environment. Language 

planning involves a process whereby schools take a more global view of the theoretical constructs 

of bilingual education and language and how these can be used to effectively plan and structure 

the school-wide learning environment. Language planning is part of the research-based 

ASL/English Bilingual Professional Development curriculum that was developed, revised, and 

facilitated in residential schools and programs for deaf students in the United States. 


Other Investigators: Jane Baldi, Dennis Berrigan, Maureen Burns, Jane Doyle, Marilyn Farmer, 

Matthew Goedecke, Janne Harrelson, Carla Hanyzewski, Katherine A. Jankowski, Richard 

Jeffries, Gabrielle Jones, Debra Nussbaum, Lisa Pershan, Francisca Rangel, Julie Mitchiner, 

Susan Schatz, Susanne Scott, Rosemary Stifter, Charles Welsh-Charrier, M yra Yanke 

DEVELOPMEN T 

Prior Years: 

During FY 2005 and FY 2006, a Language Planning Team was formed at the Clerc Center. The 

team consisted of different representatives from the school community. The members included 

the dean of the Clerc Center, the director of National Mission Planning, the coordinator of the 

ASL Center, the coordinator of the ASL Department, team leaders, classroom teachers (Early 

Childhood Education; elementary, middle school, and high school), the assistant principal of 

KDES, the principal of MSSD, the coordinator of the Cochlear Implant Education Center (CIEC), 

an outreach specialist from the CIEC, the coordinator of Family Involvement, the Instructional 

Technology specialist, the Speech-Language pathologist, and the Accreditation for Growth 

Action Plan Leaders for Reading and Writing. The purpose of this team was to facilitate the 

planning process for ASL and English bilingual education at the Clerc Center. This process 

enabled the team to develop a shared understanding of the goals of a bilingual program and of the 

best ways to achieve these goals. Key components of this process included monthly meetings, 

presentations, and a retreat. 

FY2007: 

• Monthly meetings of the Language Planning Team continued to focus on various 

topics related to ASL and English bilingual programming and projects at KDES and 

MSSD. 

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• Consultation, as well as communication and planning within the departments and 

units at KDES and MSSD, was provided by the coordinator of literacy at the Clerc 

Center, to support and facilitate the process for language planning—ASL & English 

bilingual education. Planning included meetings with the Language Planning Team 

through training, presentations, literature review, and gathering information about 

bilingual education programs in general. The consultation was also in collaboration 

with the director of the Center for ASL & English Bilingual Education at Gallaudet 


DISSEMINATION: 

FY2007: 

• Berrigan, N., Nover. S., & Scott, S. (2006, May). “Language Planning: An ASL/English 

Bilingual Education Program Model for Children Who are Deaf and Hard of Hearing, or 

Have Cochlear Implants,” Conference of Educational Administrators of Schools and 

Programs for the Deaf , Ellicott City, Maryland. 

• Scott, S. (2006, November). “Bilingualism: ASL/English Bilingual Education,” 

American Speech-Language-Hearing Association Annual Conference, Miami, Florida. 

• Scott, S. (2006, November). “ASL/English Bilingualism: Communication and Language 

Planning for Diverse Students,” American Speech-Language-Hearing Association 

Annual Conference, Miami, FL. 

• Scott, S. (2007, July). “Addressing Oracy in an ASL/English Bilingual Program,” 

Gallaudet Leadership Institute, Washington, D.C. 


A Lifetime of Learning and Earning: 

A Transition Series for Families of Deaf and Hard of Hearing Students 


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. 

Principal Investigator: Susan Jacoby 

Other Investigators: Annette Reichman, Jannel Grossinger, Jandi Arboleda

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 website. Collaboration for 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. 


• Publication design and dissemination planning took place focusing on first phase web 

dissemination and future print copy dissemination. 

• A workshop sharing the publications with MSSD families was provided during the 

MSSD Family Weekend. 

• Development continued on the third publication in the series focusing on financial aid 

planning and VR for students preparing to enter college. 

DISSEMINATION 

Prior Years: 

• The completed publications were made available via the Clerc Center’s Transition web 

page. 


• 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 Transition website: 

http://clerccenter.gallaudet.edu/Transition/LearningtoEarn.html. 

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Literacy—It All Connects 


The Clerc Center examined the balanced literacy programs and the best educational practices for 

deaf and hard of hearing children and young adults and developed nine areas of literacy that have 

been highlighted in workshops and a new manual. The nine areas include: Reading to Students, 

Language Experience, Shared Reading and Writing, Guided Reading and Writing, Writers’ 

Workshop, Research Reading and Writing, Independent Reading, Dialogue Journals, and Journals 

and Logs. 


Other Investigators: David R. Schleper, Richard Jeffries, Elizabeth Meynardie 

DEVELOPMEN T 

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. 

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, Baltimore, Maryland; 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 students and families. In FY 2003, a 

presentation was developed and piloted. Revisions were made based on trainer and participant 

feedback. Training happened 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, FY 2005, and FY 2006, demand for the training continued throughout the 

United States. A multi-day training was also offered during the Clerc Center’s Summer Institute 

for Educators. 


• Berrigan, N. (2006, October). “Literacy—It All Connects,” Tennessee School for the 

Deaf, Knoxville. 

• Berrigan, N. (2007, January). “Literacy—It All Connects,” Lamar University, Beaumont, 

Texas.

• Berrigan, N. (2007, June). “Literacy—It All Connects,” South Carolina Department of 

Education, Goose Creek. 

• Berrigan, N., & Jeffries, R. (2007, March). “Literacy—It All Connects,” Mantua 

Elementary School, Fairfax, Virginia. 

• Jeffries, R. (2007, June). “Literacy—It All Connects,” University High School, Irvine, 

California. 

• Jeffries, R. (2007, July). “Literacy—It All Connects,” Professional development for 

teachers of deaf and hard of hearing students in the district, Louisville, Kentucky. 

• Jeffries, R. (2007, August). “Literacy—It All Connects,” Eastern North Carolina School 

for the Deaf, Wilson. 


Longitudinal Graduate Study 


The Model Secondary School for the Deaf (MSSD), the Illinois School for the Deaf (ISD), and 

South Hills High School (SHHS) are collaborating in a study, the Longitudinal Graduate Study 

(LGS), to explore postsecondary transition issues from the graduate’s perspective. The study has 

three purposes: 1) 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; 

2) to identify and explore the common themes in the transition experience of young adults; and 3) 

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. 

Principal Investigator: Judith LeNard, Clerc Center 

Other Investigators: Gary Hotto and Patrick Atuona h, Clerc Center, Washington, D.C.; Mickey 

Jones and Jill Whitmore, Illinois School for the Deaf; Julie Starrett, Patti Shawn, and Marie 

Lubman, South Hills High School, West Covina, California 

DEVELOPMEN T 

Prior Years: 

A collaboration was established among three sites: the Clerc Center, ISD, and the SHHS Deaf 

and Hard of Hearing Program in West Covina, California, in spring 1999. Orientation and 

training was provided to LGS collaborators on recruitment, interviewing, data management, 

coding, qualitative analysis techniques, and use of qualitative software. Three cycles of 

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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, work experiences, and use of SSI and VR 

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 on graduates’ work 

experience, family, and resource use during all three cycles of interviews was completed in 

September 2005. Information was collected for a draft report throughout FY 2005. 

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 

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 interviews. A draft of the final report on the background, methodology, 

sample, and results of postsecondary group data was sent to reviewers. 


• All group data on postsecondary school and work experiences data were analyzed. 

• All qualitative analysis on the 138 interviews was completed. 

• Drafts of the final report on the background, methodology, sample, and results of the 

postsecondary school group data were sent to reviewers. 

DISSEMINATION 

Prior Years: 

• LeNard, J., Bruington, J., Hotto, G., & Atuonah, P. (2003, February 27-28). “Work: A 

Postsecondary Challenge,” Presentation made at the meeting of Illinois Supervisors of 

programs for hard of hearing and deaf children and a general session at the Illinois 

Teachers of Hard of Hearing/Deaf Individuals Conference, Chicago.


MSSD Internship Program 


The MSSD Internship Program (MIP) is a multi-year, high-school, internship experience 

designed to provide students with opportunities to acquire the work habits and skills needed to 

succeed in lifelong employment. Using a multi-year format, students participate in increasingly 

complex and independent work experiences that allow for a progression of skill development. 

MIP is designed to infuse literacy, meta-cognition, and thinking skills as tools to enhance student 

learning. 

Implementation at MSSD includes half-day internships for the sophomore and junior classes— 

sophomores in various Clerc Center locations and juniors at locations primarily for Gallaudet 

University. Seniors participate in all-day, unpaid internships throughout the metropolitan D.C. 

area, including internships with a variety of offices within the federal government. 

At each level, MIP has a clear structure that includes guidelines for the host site, an agreement of 

mutual expectations, and a detailed internship evaluation. Students provide an integral part of 

their own evaluations, and journals are kept to encourage reflection and self-assessment. 

The Expanded Work Program (EWP) is designed for second year seniors and juniors who request 

a more intensive work experience program in order to transition into the world of work or into 

postsecondary education following graduation. EWP students participate in academic courses that 

emphasize the application of academic content to their postsecondary goals and plans. Students 

receive support from transition counselors and job coaches to make school-to-work connections 

and to develop independence skills in the workplace. Most EWP students work five days a week 

and many are in paid positions. 


Other Investigators: Allen Talbert 

DEVELOPMEN T 

Prior Years: 

Early development of the MIP in 1999 and 2000 included exploring the research and best 

practices in school internship programs. Mechanisms and administrative practices were 

developed to support internship programs at MSSD, and the program was piloted in the fall of 

2000. In the fall of 2002, the internship program expanded to include the EWP. Academic 

components (e.g., transition journals, self-assessment, curricular framework) and a Freshman 

Work Preparation Program were added in FY 2003. A handbook was developed and piloted in the 

spring of 2004, and a CD of the handbook/program was developed and produced in the fall of 

2004. The internship program handbook was revised in the spring of 2005. 

A program review, and subsequent program revisions based on this review, began in the fall of 

2004 and was completed in FY 2006. Also during FY 2006, transition personnel developed a 

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workshop to share the MIP model and information on the value of work experience as part of an 

academic program. They also began to revise the MIP journaling process, a key literacy 

component of the internship program. Journaling goals were reviewed and clarified and journal 

prompts were rewritten and piloted. It is anticipated that these prompts, once finalized, will be 

shared via the Clerc Center website. Recognizing that internship expectations and requirements 

were equal to that of an academic course, transition personnel developed criteria and supporting 

rubrics and checklists so students could earn a letter grade for their MIP performance. 


• As a result of the 2006 review, in the fall of 2007, freshmen programming was assumed 

by school personnel with an increased focus on successful transition to high school. 

• Goals, criteria, and rubrics were developed for the MIP to become a graded course. 

• The journaling process was revised to fit with MSSD’s school structure and to provide 

more ongoing communication between transition counselor and student. 

DISSEMINATION 

Prior Years: 

The MIP concept was introduced via articles and Clerc Center web pages in the fall of 2002. 

Information about the MIP was featured in an article in the Spring/Summer 2005 edition of 

Odyssey. MIP materials have been available on Clerc Center web pages since 2002. 


• M IP PDF files were downloaded over 2,737 times in FY 2007. 

• A MIP overview workshop was piloted in Fall 2006 and reviewed during FY 2007. 


News and Notables 


News and Notables is the Clerc Center’s exciting e-mail newsletter that features stories about new 

products, workshop trainings, summer offerings, national contests, information from the 

Gallaudet University Regional Centers, and news from Kendall Demonstration Elementary 

School and the Model Secondary School for the Deaf. A sidebar provides updates on products, 

workshops, and course offerings; links to current editions of World Around You, Odyssey, and 

Celebrate! magazines; and the Clerc Center Catalog. Archives can be read on the web. 

The e-newsletter is sent to approximately 5,000 subscribers each mailing. Registration is open to 

anyone and 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. 

Principal Investigator: Cathryn Carroll 

Other Investigators: Susan Flanigan, Michael Walton, Catherine Valcourt-Pearce, Timothy 

Worthylake

DEVELOPMEN T 


• In FY 2007, the Clerc Center expanded the e-news dissemination format to include a onepage 

“Flash” news announcement to share updates on events happening between issues 

of the News and Notables e-newsletters. 

DISSEMINATION 


• The e-newsletter was disseminated three times, along with 11 “Flashes” for a total 

distribution of 73,776 received e-mails. The distribution of the e-mails is managed and 

tracked by an independent company, Fire Engine Red, which furni shes the Clerc Center 

with reports on how many recipients received the mailings and which links were opened. 


Portfolios for Student Growth 


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: selfawareness, 

reflection, goal-setting, and decision making. These skills are critical for lifelong selfdetermination, 

independence, and success. 

PSG is a holistic portfolio experience that incorporates a student-directed process and an 

outcome-based product. It includes: 

• 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: 

• collect, manage, and think about their work and what it means for today and in 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 

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Other Investigators: Matt Goedecke, Jessica Sandle, Luanne Kowalski, Lynn Olden 

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 a variety of 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 individual needs of high school students, development of a one-day PSG overview 

training, and drafting of the PSG Foundations Curriculum. The currently titled Foundations 

curriculum was developed to teach new students the knowledge and skills needed for high school 

success, portfolio development, and to understand the KDES/MSSD student outcomes. 

Additional PSG work completed in FY 2005 were 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. Initial work began to standardize 

implementation of PSG at KDES consistent with the student outcomes. 

During FY 2006, attention was focused 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 sha red 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. 


• Two new PSG workshops were developed and piloted during FY 2007—one for 

educators working with students who have disabilities and the other for families who 

would like to develop family portfolios at home. 

• To meet the increasing requests for PSG workshops, additional PSG trainers were 

identified and trained during FY 2007. 

• The multi-day PSG institute planned for summer 2007 was deferred until summer 2008.

• PSG product planning continued during FY 2007, and it is anticipated that final decisions 

about PSG products will be made in FY 2008. 

• PSG implementation continued at KDES and MSSD with a focus on modifying systems 

to meet revised school structures and schedules. Incorporated routine use of the Senior 

Project Guide. 

• The PSG website was updated, including the addition of the elementary version of the 

Educator’s Guide. 

• The Foundations curriculum was shared with schools using PSG. 

DISSEMINATION 

Prior Years: 

PSG workshops were presented at conferences for deaf and hard of hearing students beginning in 

FY 2003. The PSG website was online beginning 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, Wisconsin. PSG was also featured in the Fall 2005 issue of Odyssey in an article 

entitled “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. 


• Strong demand for PSG workshops continued during FY 2007, and training was made 

available to teachers in Colorado, Mississippi, South Carolina, and Kansas. As part of the 

Clerc Center Regional Training series, the PSG two-day workshop was offered in 

Atlanta, Georgia. A new workshop for educators who work with deaf students with 

disabilities was piloted, as was a workshop for families wanting to developing portfolios 

at home. Also during FY 2007, the PSG website was updated including the addition of 

the elementary school Educator’s Guide. 

Presentations: 

• Goedecke, M. J., & Jacoby, S. (2006, October). “Portfolios for Student Growth: Collect, 

Reflect, Decide, Achieve,” workshop for teachers and staff, Colorado School for the Deaf 

and Blind, Colorado Springs. 

• Goedecke, M. J., & Jacoby, S. (2007, January). “Portfolios for Student Growth: Collect, 

Reflect, Decide, Achieve,” workshop for teachers and staff, Mississippi School for the 

Deaf, Jackson. 

• Goedecke, M. J., & Jacoby, S. (2007, June). “Portfolios for Student Growth for 

Families,” Family Learning Weekend, Great Falls, Montana. 

• Goedecke, M. J., & Jacoby, S. (2007, June). “Portfolios for Student Growth—Technical 

Consultation,” Multi-day technical support for teachers at Foster & Williams Visual 

Communication Campus, Washington, D.C. 

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• Goedecke, M. J., & Jacoby, S. (2007, August). “Portfolios for Student Growth: Collect, 

Reflect, Decide, Achieve,” workshop for teachers and staff, Alabama School for the 

Deaf, Talladega. 

• Jacoby, S., & Goedecke , M. J. (2007, February). “Portfolios for St udent Growth— 

Planning,” American School for the Deaf, Hartford, Connecticut. 

• Jacoby, S., & Goedecke, M. J. (2007, March). “Portfolios for Student Growth— 

Reflection, End of Year Presentations, and Planning,” workshop for teachers, Colorado 

School for the Deaf and Blind, Colorado Springs. 

• Jacoby, S., & Goedecke, M. J. (2007, March). “Portfolios for Student Growth: Learning 

Who I Am Today, Preparing for Who I Want to Become Tomorrow,” workshop for 

educators and administrators, Conference Addressing the Needs of Students Labeled 

Deaf and Low Functioning, At Risk or Deaf-Blind, Houston, Texas. 

• Jacoby, S., & Goedecke, M. J. (2007, March). “Portfolios for Student Growth: Collect, 

Reflect, Decide, Achieve,” Clerc Center Regional Training, Atlanta, Georgia. 

• Jacoby, S., & Goedecke , M. J. (2007, September). “Portfol ios for Student Growth: 

Collect, Reflect, Decide, Achieve,” American School for the Deaf, Hartford, Connecticut. 

• Kowalski, L., Olden, L., & Goedecke, M. J. (2007, July). “Portfolios for Student Growth: 

Collect, Reflect, Decide, Achieve,” The Office of Exceptional Children at the South 

Carolina Department of Education, Greenville. 

• Sandle, J., & Kowalski, L. (2006, November). “Portfolios for Student Growth—An 

Overview,” Kansas Deaf Educators Conference, Kansas City. 


Reading to Deaf Children: Learning from Deaf Adults 


“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. 


Other Investigators: Dennis Berrigan, Nancy Berrigan, Mandy Christian, Lisa Jacobs, Chachie 

Joseph, Elizabeth Meynardie, Lucie Ngongbo, Richard Suiter 

DEVELOPMEN T 

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 threehour 

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 enlarge the pool

of trainers and, at the same time, expanded 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 in order to set up 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 

workshop from the Clerc Center, 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 was provided annually at 

school, programs, and during conferences and Family Learning Vacations throughout the United 

States. 


• Ballentine, P., & Christian, M. (2007, June). “Reading to Deaf Children: Learning from 

Deaf Adults,” Beaumont, Texas. 

• Christian, M. (2007, July). “Reading to Deaf Children: Learning from Deaf Adults,” 

Austin, Texas. 

• Christian, M., & Downey, T. (2007, July). “Reading to Deaf Children: Learning from 

Deaf Adults,” Brooklyn, Michigan. 

• Christian, M., & Symansky, K. (2006, October). “Reading to Deaf Children: Learning 

from Deaf Adults,” Columbus, Ohio. 

• Christian, M., & Symansky, K. (2007, March). “Reading to Deaf Children: Learning 

from Deaf Adults,” Cincinnati, Ohio. 

• Conlin, F., & Timko-Hochkeppel, K. (2007, May). “Reading to Deaf Children: Learning 

from Deaf Adults,” Beverly, M assachusetts. 

• Conlin, F., & Timko-Hochkeppel, K. (2007, September). “Reading to Deaf Children: 

Learning from Deaf Adults,” Framingham, Massachusetts. 

• Golos, D. R. (2007, April). “Reading to Deaf Children: Learning from Deaf Adults,” 

Burbank, California. 

• Joseph, C., & Zwicker, S. (2006, June). “Reading to Deaf Children: Learning from Deaf 

Adults,” St. Augustine, Florida. 

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Read It Again and Again 


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. 


Other Investigators: Dennis Berrigan, Nancy Berrigan, Alexis Greeves, Lisa Jacobs, Elizabeth 

Meynardie 

DEVELOPMEN T 

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 pilot tested at the Intermountain Special Studies 

Institute in Pocatello, Idaho. The Clerc Center then contracted with an instructional designer to 

formalize the workshop and develop the training materials that were needed. Once these were 

completed and the workshop was tested again, the Clerc Center provided a train-the-trainer 

program to form a pool of qualified trainers for this workshop. In 2006, an added video showed 

the process with older st udents. 


• 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. 

DISSEMINATION 

Prior Years: 

The Clerc Center began offering “Read It Again and Again” workshops in FY 2003. Since that 

time, the training has been provided to educators and schools and programs throughout the United 

States and as part of professional conferences and the Clerc Center Summer Institute.


• Berrigan, N., Christian, M., & Jeffries, R. (2006, October). “Read It Again and Again,” 

Knoxville, Tennessee. 

• Berrigan, N., & Jeffries, R. (2007, January). “Read It Again and Again,” once for Lamar 

University students and once open to the public, Beaumont, Texas. 

• Berrigan, N., & Jeffries, R. (2007, June). “Read It Again and Again,” part of the Clerc 

Center Summer Institute, Washington, D.C. 

• Berrigan, N., & Jeffries, R. (2007, September). “Read It Again and Again,” Frederick, 

Maryland. 

• Christian, M., & Jeffries, R. (2007, August). “Read It Again and Again,” Wilson, North 

Carolina. 

• Golos, D., & Jeffries, R. (2007, June). “Read It Again and Again,” presented twice, 

Irvine, California. 

• Jeffries, R. (2007, July). “Read It Again and Again,” Louisville, Kentucky. 

National Mission Priority Area: Transition – Emotional Intelligence 

Rights, Respect & Responsibility: 

Sexuality Education for Deaf and Hard of Hearing Students 


The purpose of Rights, Respect & Responsibility: Sexuality Education for Deaf and Hard of 

Hearing Students is to develop a comprehensive, evidence-based sexuality education program for 

deaf and hard of hearing students. The program will be culturally and linguistically appropriate 

for elementary, middle, and high school students who are deaf and hard of hearing and who use 

sign language. 

This sexuality education program will incorporate current research findings in the field of human 

sexuality, best practice models for sexuality education, and the Clerc Center’s emotional 

intelligence objectives and transition goals. This project will develop two sets of training 

materials, one for parents of deaf and hard of hearing students and another for educators and 

professionals working with deaf and hard of hearing students. 

It is anticipated that at the end of this project, three products will be available from the Clerc 

Center: 

1. A workshop for educators and a workshop for parents. 

2. A training packet for educators of deaf and hard of hearing students 

3. A training packet for parents or caretakers of students who are deaf and hard of hearing. 

Principal Investigator: Asiah Mason 

Other Investigators: Tara Downing, Lisa Jacobs, Charles Kelley, Nancy Walla 

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DEVELOPMENT 

Prior Years: 

In FY 2006, a brief proposal was submitted via the Clerc Center Project Review System to 

introduce the idea and the need for the project. The Project Review Team selected the worthy for 

further exploration and planning. The principal investigator completed a more comprehensive 

literature review focusing on professional articles and current curriculum and materials for deaf 

and hard of hearing students as well as the general student population. Dialogue was initiated 

with professionals already involved in human sexuality and sexuality education research and 

application around the country. Based on current research and effective practices in this area, a 

project proposal was completed and submitted to the Project Review Team. Approval for project 

development was granted. 


• Mini-workshops were piloted at KDES and MSSD and several co-trainers were trained to 

assist in providing these for students. In addition, work began on training materials for 

educators and families as well as on materials to be used with students during sexuality 

education activities. 

• Materials were piloted at several educator and family workshops around the country and 

were modified according to participant feedback. 

• During FY 2007, training materials and an instructor’s guide were drafted and piloted. 

Development of Training Materials and Instructor’s Manual included: 

o Began developing training materials to be used with the students. 

o Began developing training materials to be used with the teachers and staff. 

o Began developing training materials to be used with parents and caretakers. 

o Conducted trainings with the teachers, staff, and students as part of the project 

development. 

o Identified and recruited co-trainers who were trained to conduct mini-workshops 

for the students. 

o Began providing sexuality education workshops for ninth graders at MSSD. Four 

workshops were conducted for the students. 

• Provided training for parents and caretakers at various national conferences. 

DISSEMINATION 

Prior Years: 

A workshop was piloted during FY 2006 for educators and revisions made based on participant 

feedback. 


• Downing, T., & Mason, A. (2007, June). “Rights, Respect & Responsibility: Sexuality 

Education for Deaf and Hard of Hearing Students,” a two-day workshop conducted at the 

Clerc Center Summer Institute, Gallaudet University, Washington, D.C. 

• Jacobs, L., & Mason, A. (2007, March). “Sexuality Education for Deaf Students with 

Developmental Disabilities,” a workshop presented at a conference for Deaf People 

Labeled as Low Functioning, Houston, Texas. 

• Jacobs, L., & Mason, A. (2007, June). “An Emotionally Intelligent Way of Teaching 

Sexuality Education to Deaf and Hard of Hearing Students,” a workshop conducted at the 

Intermountain Studies of Deafness Institute, Pocatello, Idaho.

• Jacoby, S., & Mason, A. (2007, March). “Sexuality Education for Deaf and Hard of 

Hearing Students,” a presentation given at the Adolescence Sexuality Conference, 

Seaside, Oregon. 

• Mason, A. (2007, June). “Beyond the Birds and the Bees: How to Talk to Deaf Kids 

about Sexuality,” a presentation given at the American Society for Deaf Children 

Conference, St. Augustine, Florida. 

• Mason, A. (2007, June). “Beyond the Birds and the Bees: How to Talk to Deaf Kids 

about Sexuality,” a presentation given at the American Society for Deaf Children 

Conference, St. Augustine, Florida. 

• M ason, A. (2007, August). “Rights, Respect & Responsibility: Sexuality Education for 

Deaf and Hard of Hearing Students,” a presentation given at the Western Pennsylvania 

School for the Deaf, Pittsburgh, Pennsylvania. 

• Mason, A., & Walla, N. (2007, April). “There’s No Place Like Home for Sexuality 

Education,” a workshop conducted at a Family Learning Weekend at the American 

School for the Deaf, Hartford, Connecticut. 


Road Map to Emotional Intelligence in the Home for Deaf 

and Hard of Hearing Students 


Road Map to Emotional Intelligence in the Home for Deaf and Hard of Hearing Students is a 

program designed to support parents and caretakers of deaf and hard of hearing students and 

promote emotional intelligence (EQ) in the home. The program will be culturally and 

linguistically appropriate for elementary, middle school, and high school students who are deaf 

and hard of hearing and who use sign language. The goal is to establish social and emotional 

learning as an essential part of growing up and education. “Family life is our first school for 

emotional learning,” states author of Emotional Intelligence, Daniel Goleman. In the family, he 

says, “we learn how to feel about ourselves and how others will react to our feelings.” This 

learning happens both through what parents say and do to their children and how they treat each 

other. Most deaf and hard of hearing students have parents who are not deaf and, as a result, the 

facilitation of social-emotional learning between parents and students may be a challenge. 

This EQ program will incorporate current research findings related to EQ, social-emotional 

learning and caring, safe schools, and character education. It will also reflect the Clerc Center’s 

EQ objectives and transition goals. 

Plans for this project include a training for parents, a workshop for families, and related 

supporting materials, including materials that can be used directly with deaf and hard of hearing 

students. 


Other Investigators: Mandy Christiansen, Tara Downing, Alexis Greeves, Lisa Jacobs, Nancy 

Topolosky, Nancy Walla 

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DEVELOPMENT 

Prior Years: 

Planning for this project began in FY 2006 based on feedback from the Clerc Center community 

as well as trends in the literature. An exploratory proposal was submitted to the Clerc Center 

Management Team, who approved the concept as worthy of further exploration and development. 

Following approval, a more comprehensive literature review was completed in the area of EQ. 

The principal investigator met with professionals working in the area of EQ both within and 

outside of the Clerc Center, as well as participated in electronic discussions and reviewed 

currently available materials. Based on a review and analysis of the literature and available 

materials, a comprehensive proposal was developed and subsequently approved as a project for 

development within the Clerc Center. 


• A workshop, training materials, and an initial draft of an instructor’s manual were 

developed 

• Initial training materials were drafted for use with parents and caretakers. 

• Workshops were piloted at selected Family Learning Weekends and conferences for 

parents and caretakers of deaf and hard of hearing students. 

• Based on feedback, the training materials were modified. 

• Additional co-trainers were identified, recruited, and prepared. 

DISSEMINATION 

Prior Years: 

• An initial pilot of the workshop was given at a Family Learning Vacation for parents and 

caregivers of deaf and hard of hearing students. 


• Downing, T., & Christian, M. (2007, July). “Road Map for Promoting Emotional 

Intelligence in the Home for Deaf and Hard of Hearing Students,” workshop conducted at 

the Holley Family Village/DeSales Center, Brooklyn, M ichigan. 

• Jacobs, L., & Topolosky, N. (2007, May). “Road Map for Promoting Emotional 

Intelligence in the Home for Deaf and Hard of Hearing Students,” a two-day workshop 

conducted at the Holley Family Village/DeSales Center, Brooklyn, Michigan. 

• Mason, A. (2007, May). “Road Map for Emotional Intelligence in the Home for Deaf and 

Hard of Hearing Students,” a presentation to parents and professionals at the Camelot 

Hearing Society, Fairfax, Virginia. 

• Mason, A., & Walla, N. (2007, April). “Road Map for Promoting Emotional Intelligence 

in the Home for Deaf and Hard of Hearing Students,” a keynote presentation at the 

Family Learning Weekend, American School for the Deaf, Hartford, Connecticut.


Safe & Caring Schools: 

Bullying Prevention Program for Deaf and Hard of Hearing Students 


Safe & Caring Schools: Bullying Prevention Program for Deaf and Hard of Hearing Students will 

be a comprehensive, evidence-based bully prevention education program for deaf and hard of 

hearing students. The program will be culturally and linguistically appropriate for elementary, 

middle school, and high school students who are deaf and hard of hearing and who use sign 

language. The purpose of the Bully Prevention Program is to assist schools in developing and 

implementing a detailed action plan that strengthens the physical, social, and emotional safety of 

schools and reduces the incidence of bullying. 

This Bully Prevention Program will reflect current research findings related to emotional 

intelligence (EQ), caring and safe schools, and character education. This program will also 

incorporate best-practiced models of bully prevention education programs and will support the 

Clerc Center’s EQ objectives and transition goals. 

Three products will be developed: (1) a training packet with an instructor’s manual to train school 

staff and teachers, (2) a training packet and instructor’s manual to train parents of students who 

are deaf and hard of hearing, and (3) a workshop for educators interested in implementing a Bully 

Prevention Program in their schools. 


Other Investigators: Alexis Greeves, Jennifer Grinnell, Cynthia Hunt, Kathy O’Brien 

DEVELOPMEN T 

Prior Years: 

Initial planning for the Bully Prevention Program began in FY 2006. Initial work included 

information gathering in the area of bully prevention. This included a comprehensive literature 

review, discussions with other professionals involved in bullying prevention research and 

application, and meetings with Clerc Center professionals having experience and/or interest in 

this area, as well as attending workshops and participating in electronic discussions related to 

bully prevention and safer schools. Based on current practices and literature, a project proposal 

was developed and submitted as part of the Clerc Center Project Review System. 


• An initial draft of training materials and an instructor’s manual were developed. 

• Development of training materials for teachers and staff began. 

• A bullying prevention action leaders group was instituted at the school to focus on 

implementation of bully prevention programming at KDES. 

• Teachers and staff were trained to provide bully prevention workshops at KDES. 

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• A series of 12 workshops for middle school students was piloted at KDES. The series 

began and ended with a pretest/climate survey for baseline data and posttest climate 

survey for students, teachers, and staff. 

• The training materials were modified using feedback from the co-trainers, teachers, staff, 

and students. 

DISSEMINATION 


• Mason, A. (2007). “How to Create a Therapeutic Classroom for High Risk Deaf 

Students,” workshop conducted at the Intermountain Deaf Studies Institute, Pocatello, 

Idaho. 

• M ason, A., & Smith, M. (2007). “Safe & Caring Schools: Bullying Preve ntion Program 

for Deaf and Hard of Hearing Students,” a two-day workshop conducted at the Clerc 

Center Summer Institute, Gallaudet University, Washington, D.C. 


Shared Reading Project 

Book Bags and Bookmarks 


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 videotaped 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 

videotapes 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. 


Other Investigators: Leslie Page, Richard Suiter

DEVELOPMEN T 

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 Goldman’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 the production costs. Development activities for the new 

book bags included identifying deaf readers of diverse racial backgrounds, 

identifying ASL coaches to work with readers, filming readers and books, developing 

activity guides, creating the DVDs, and marketing the new series of book bags. 

DISSEMINATION 

Prior Years: 

Book bags and bookmarks are available for over 100 titles through routine Clerc Center 

dissemination mechanisms. 


Shared Reading Project: 

Chapter by Chapter—The Thinking Reader 


In response to feedback from parents and teachers that the Shared Reading Project, a program that 

teaches hearing families how to read effectively with their young deaf children, be expanded to 

include older students who are just starting to read, the Clerc Center identified potentially useful 

strategies for using chapter books with these students. Students in KDES Team 6/7/8 provided 

feedback on a series of videotaped versions of chapter books. 

Building on this initial experience, the Clerc Center began a partnership in FY 2003 with the 

Center for Applied Special Technology (CAST) to use technology applications to support 

struggling deaf and hard of hearing readers in grades 6, 7, and 8. CAST has experience in 

developing and using Universal Design for Learning (UDL), which involves technology-based 

applications and materials for students with physical and learning disabilities. CAST is exploring 

the adaptation of its technology tools and materials to support older deaf students’ reading 

development. 

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Other Investigators: David R. Schleper, Clerc Center; Bridget Dalton and Mei Kennedy, CAST 

DEVELOPMEN T 

Prior Years: 

Digital versions of two chapter books and a unit of a textbook were developed. The digital 

representations included different levels of reading support using video clips of ASL translations 

and multimedia glossaries, and adapting the graphic design of the UDL to be appropriate for older 

deaf readers. The digital reading materials were pilot tested in the Team 6/7/8 classrooms. 

Data was collected from classroom observations, student worklogs, student and teacher 

interviews, and end-of-book assessments to evaluate the use of the Thinking Reader approach as 

a tool to improve deaf students’ reading comprehension. As a result of these evaluation processes, 

revisions were made to the Thinking Reader approach and described in the final report. The final 

report of the two-year project and the results of the formative evaluation were completed in FY 

2006. To share findings, an article describing the study and the formative evaluation was 

submitted by CAST and the Clerc Center to a peer-reviewed journal for consideration. 


• CAST and the Clerc Center submitted an article describing the study and the formative 

evaluation results to a peer-reviewed journal for consideration. 

DISSEMINATION 

Prior Years: 

The final report was completed during FY 2006. 


Shared Reading Project Directory 


The Shared Reading Project Directory was designed to collect information about individual 

schools and programs setting up the Shared Reading Project (SRP) that could be made available 

to external audiences. Interested parents, teachers, and other SRP coordinators can use this 

resource to contact SRP coordinators for more information and networking opportunities. Keys to 

Success training participants receive SRP Directory surveys and are requested to update their 

contact information for each school year. 


Other Investigators: Blanche Drakeford, LaWanda Jackson

DEVELOPMENT 

Prior Years: 

Since FY 2001, schools, programs, and organizations that sent people for Keys to Success 

training have received the Shared Reading Project survey, requesting review of their contact 

information and providing updated contact information for the new school year. Survey recipients 

are also asked to indicate whether or not they want to be identified as a SRP site for the new 

school year. Surveys are disseminated in the fall, with data entry and analysis activities completed 

the following spring. During FY 2006, a major database development project was undertaken to 

reduce duplication of data and subsequently improve the process for reporting survey results. 


• Information for the directory was obtained via a survey in FY 2007. Upon completion of 

data entry and analysis, periodic testing was completed as was the generation of various 

reports based on the data. The entire process from preparing surveys to creating reports 

was developed into a manual available to individuals supporting this project. 

o A survey was disseminated to collect information in October 2006. 

o Data entry was completed in January 2007. 

o Data analysis and reporting activities were conducted periodically from January 

to September 2007 to test the new database and to generate different types of 

reports based on need. 

o A manual was developed describing the entire process, from preparing surveys 

for dissemination to creating reports. This manual was used by other individuals 

assisting with the project. 

DISSEMINATION 

Prior Years: 

Thirty-five schools, programs, and organizations reported identifying themselves as SRP sites in 

FY 2005. During FY 2006, 29 programs reported as having SRP sites running for families in their 

area. The number of sites reporting SRP programs expanded to 38 in FY 2007. 


• Thirty-eight programs reported as having SRP sites running for families in their area in 

FY 2007. 

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Shared Reading Project: 

Keys to Success—Training for Site Coordinators 


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: 

• 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, Reading to 

Deaf Children: Learning from Deaf Adults—Video Clips 

• Other related materials: SRP brochure, poster, bookmark, wallet card, tote bag, and 

notepads 


Other Investigators: Dennis Berrigan, Nancy Berrigan, Patricia Dabney, Dr. Linda Delk, Julie 

Greenfield, Alexis Greeves, Janne Harrelson, Lisa Jacobs., Michelle Jefferson, Charles Kelley, 

Lori Lutz, Elizabeth Meynardie, Lucie Ngongbo, Leslie Page, Cynthia Sadoski 

DEVELOPMENT 

Prior Years: 

A request for collaborations was sent out to schools and programs across the United States to find 

sites that were interested in setting up 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 startup 

funds, and ongoing coaching and support. Evaluation of the SRP implementation was 

conducted and the results were used for designing 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, handouts, 

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. 


In the past year, new trainers were trained as instructors, participant materials were updated, and 

the evaluation module of the course was revised. 

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. In FY 2006, the Keys to Success training was 

provided for sites in Huntsville, Alabama; Talladega, Alabama; Peoria, Arizona; Fresno, 

California; San Francisco, California; Washington, D.C.; Fort Meyers, Florida; Detroit, 

Michigan; Oakland, Michigan; Concord, New Hampshire; Rochester, New York; Duncanville, 

Texas; and Houston, Texas. An issue of the Clerc Center’s Odyssey magazine was devoted to the 

SRP and 13 articles from various regions of the United States, and from educators and families 

working with students from traditionally underserved populations, to share how SRP is modified 

by individual sites to fit the needs of their unique populations. 


• Berrigan, N., Delk, L., Downey, T., Kelley, C., Lutz, L., Page, L., & Suiter, R. (2007, 

M arch). “Shared Reading Proj ect: Keys to Success— Traini ng for Site Coordinat ors,” 

Washington, D.C. 


SOAR-High Earth System Science 


The SOAR-High Project supports on-line collaboration for teachers and students in six 

participating programs for deaf and hard of hearing students. The project provides an on-line 

professional development environment for the participating teachers, and builds learning 

opportunities and activities for students in courses in Earth Science and Earth System Science 

with an emphasis on use of technology in the classroom. The project consists of an on-line 

curriculum and collaboration strategies for both teachers and students, including development of 

on-line portfolios of student work. The collaborators conduct the interactive Earth System 

Science coursework developed on web pages by an MSSD teacher/researcher. 

(http://csc.gallaudet.edu/soarhigh). 

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Principal Investigator: Mary S. Ellsworth 

Other Investigators: Teresa Huckleberry, Indiana; Chris Gonzales, California; Michael George, 

Iowa; Jana Lollis, North Carolina; Kamilla Jakubowyc, MSSD, Clerc Center; Rita Miller and 

Nancy Little, Washington; Dr. Michele Cooke, University of Massachusetts 

DEVELOPMENT 

Prior Years: 

The SOAR-High Project was started in 1999 when three science teachers took advantage of new 

Internet capabilities at three schools for the deaf. Now in its eighth year, and grown to six 

schools, the project continues to provide unique opportunities for students using technology and 

doing authentic science. SOAR-High teachers incorporate the GLOBE Program into their 

curricula, a project to involve students in environmental measurements, which contribute to the 

scientific understanding of the Earth. All SOAR-High project participating teachers are GLOBE 

trained and implement GLOBE protocols in their classrooms. 

Programs for the deaf participating in the SOAR-High Project: 

• Indiana School for the Deaf, Indianapolis, IN 

• Model Secondary School for the Deaf, Washington, D.C. 

• North Carolina School for the Deaf, Morganton, NC 

• University High School Deaf and Hard of Hearing Program, Irvine, CA 

• Chinook Middle School Deaf and Hard of Hearing Program, SeaTac, WA 

• Iowa School for the Deaf, Council Bluffs, IO 

Since 2004, SOAR-High teachers have collaborated with Dr. Michele Cooke, of the Department 

of Geosciences at the University of Massachusetts Amherst (UMass). Dr. Cooke, who is hard of 

hearing, is an invaluable role model for deaf and hard of hearing students. Her National Science 

Foundation -sponsored 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. Dr. Cooke has provided curriculum support for sandbox modeling of 

faults. Students had opportunities for videoconferencing and e-mail interactions with Dr. Cooke. 


• During FY 2007, SOAR-High teachers continued to use the SOAR-High on-line 

curriculum, daily teacher messages, and other Internet tools for collaboration (including 

one blog for student class discussions and another for teacher professional sharing. 

(“Faults in the Field Idea Exchange”) 

• Teachers continued the collaboration with Dr. Cooke in her research on earthquakes and 

the growth of faults. All teachers utilized Dr. Cooke’s curriculum for sandbox modeling 

of faults. Students had opportunities for videoconferencing and e-mail interactions with 

Dr. Cooke 

Some of the SOAR-High teachers and students pursued authentic science work through research 

on the effect of ozone on plants. Student data was sent to scientists in this NASA-sponsored 

project. Other student research involved investigation of environmental factors controlling the 

budburst of new spring leaves on two local tree species. A collaboration between students at the 

Indiana School for the Deaf and MSSD led to the honor of the student research being selected and 

the team being invited to joi n the U.S.

• delegation of five schools on the GLOBE Learning Expedition to South Africa in June 

2008. 

• Dr. Patricia Jepson guided formal research into the impact of the work with Dr. Cooke, a 

role model for deaf and hard of hearing students, and the sandbox activities, through online 

pre-post testing. Three instruments were developed to document student beliefs about 

science, about science careers (efficacy), and acquisition of science content knowledge. 

Data analysis is underway at the time of this writing. 

• In June 2007, “Integrated Global Science Teacher Training” was offered through the 

Clerc Center Summer Institute. The June workshop included three days of instruction in 

GLOBE program protocols, and the final two days were devoted to using the sandbox for 

analog modeling with Dr. Cooke. Five teachers from programs serving deaf and hard of 

hearing students attended the training, plus one teacher from a private school in the D.C. 

metropolitan area. Teachers received support from a grant from the National Science 

Foundation, including a $200 stipend, and materials to build a sandbox for their 

classrooms. 

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 around the United States. 

This work has also been published at various stages throughout the project including the 

following: 

• Barman, C., & Stockton , J. D. (2001). An evaluation study of Project SOAR-High. 

Indiana University Purdue University Indianapolis. Report submitted to the Laurent Clerc 

National Deaf Education Center. 

• 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). 

• Wuestman, R. (2000). Documentation report: SOAR-High: A collaborative distance 

learning curriculum development project. Report submitted to the Laurent Clerc National 

Deaf Education Center. 

Dr. Cooke has arranged for two unique geoscience fieldtrips for SOAR-High teachers and 

students. 

In May 2005, six teachers selected three to four students each (totaling 20 students) for a 

geological fieldtrip to Utah. This trip, featuring deaf scientists as role models, was shared through 

several articles, including the Clerc Center’s Odyssey magazine, the Clerc Center’s News and 

Notables, UMass’s news website, SigNews, the Minnesota School for the Deaf’s news website, 

and the American Geophysical Institute’s Geotimes magazine. A web log written by students can 

be viewed at http://clerccenter.gallaudet.edu/academicteams/team12/2004- 

2005/faultsinthefield/index.html. In May 2006, Dr. Cooke conducted a geological fieldtrip to 

Massachusetts and Vermont for six participating teachers and 13 students. 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 web log written by students. 

In 2005, then-PhD candidate Patricia Jepson, of the Department of Education Psychology and 

Cognition at the University of Connecticut, collected data on the SOAR-High student activities. 

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• Jepson, P. (2005). SOAR-High students explore faults in the field: A study of science selfefficacy 

with deaf and hard of hearing students, doctoral dissertation, University of 

Connecticut. 

Two SOAR-High teachers were selected as NASA Earth Explorers and, along with Dr. Cooke, 

are featured in an article on the NASA Earth Explorers website: 

http://www.nasa.gov/audience/foreducators/informal/features/F_Signs_of_Science.html. 


• Dr. Patricia Jepson, of the Department of Education Psychology and Cognition at the 

University of Connecticut, collected data on SOAR-High student activities. The 2007 

data collection included assessment of science content knowledge in addition to beliefs 

about science and science careers. That report is planned for publication in late 2007. 

• Two articles about the use of sandboxes for analog modeling in the high school science 

classroom are planned for the fall of 2007. An article is planned for the National Science 

Teachers Association’s publication, The Science Teacher, by Mary Ellsworth, of MSSD, 

and a second in the Journal of Geoscience Education by Dr. Mario Del Castello, of 

UMass. 

• Two SOAR-High teachers and Dr. Cooke were chosen to be featured in a NASA Earth 

Explorers “Signs of Science” on-line article. Earth Explorers are individuals who are 

working with NASA Earth Science data and imagery in order to better understand our 

home planet. The article, which can be viewed at the following link, is available online to 

educators and students in four versions (K-4, 5-8, 9-12, and postsecondary): 

http://www.nasa.gov/audience/foreducators/informal/features/F_Signs_of_Science.html. 

Dr. Cooke and an Indiana School for the Deaf student were then included in a NASA 

Earth Explorers poster, shown in a photo from the expedition to Utah (2005): 

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Earth_and_Space 

_Science_Explorers_Poster.html. 


Standards for Achievement 


Standards for Achievement (SFA) is a multi-year project to implement standards-based education 

at KDES and MSSD. SFA is based on five educational outcomes important for all students: 

essential knowledge (academics); communication; thinking skills; emotional intelligence; and life 

planning. The outcomes are defined by a series of standards and benchmarks that describe the 

knowledge and skills students will need during their lifetimes. Outcomes, standards, and 

benchmarks serve as the framework for curriculum development, class activities, and student 

assessment. The outcomes also guide student portfolio development and end-of-year 

presentations. MSSD graduation requirements reflect expectations for student achievement in all 

outcome areas.

Principal Investigator: Matt Goedecke 

Other Investigators: Lynne Erting 

DEVELOPMENT 

Prior Years: 

Implementation of draft standards and benchmarks began during the 2002-2003 school year. 

MSSD began using portfolios to document progress in the five outcomes in FY 2003. 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 the No Child Left Behind Act (NCLB). A 

review of selected state accountability plans (which include standards) was also conducted in FY 

2005 to gain an understanding of how various states are responding to the requirements of NCLB. 

In FY 2006, selected state standards were examined to identify those that were both wellreviewed 

and most closely match our current standards and benchmarks in preparation for 

compliance with NCLB. Delaware state standards was identified for the Clerc Center to adopt in 

preparation for compliance with NCLB. These state standards would replace the Clerc Center 

standards under the outcome of essential knowledge (academics). 


• In FY 2007, the Clerc Center began using the Delaware standards to guide instruction. 

Instructional departments and teams in the demonstration schools began a process of 

reviewing the standards. This review included an initial curricular audit to see what 

aspects of the Delaware standards teachers were already covering in their current 

instructional programming, units, and courses. The second phase involved identifying 

what aspects of the standards need to be expanded or added to the current curriculum and 

what current programming might need to be eliminated in order to cover the standards 

appropriately. This process will continue in order to align the curriculum and instruction 

with the standards. 

• The Clerc Center is also investigating the Delaware State Testing Program (DSTP). The 

state of Delaware is currently involved in changing their state assessment and has out 

forth Requests For Proposals for assessment companies in order to develop both a 

formative and a summative state assessment. Once the new assessments have been 

developed, the Clerc Center will pursue using the DSTP to assess KDES and MSSD 

students. 

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Starting With Assessment: 

Guided Reading and Writing 


The Clerc Center identified Guided Reading and Writing as an important component in a 

balanced literacy program. Guided Reading and Writing, one of the nine areas of literacy at the 

Clerc Center, is an approach to word and language study where, under the guidance of a teacher, 

small groups of students read books that are just a little harder than those they can read on their 

own. The teacher assists the students in developing fluency, confidence, and insights into themes, 

styles, divergent opinions, and various forms of literature. Guided Reading and Writing is one 

important instructional strategy teachers can use regularly to teach reading and writing. Guided 

Reading has been found to assist many hearing children with the development of their reading 

skills. There is little research, however, on how Guided Reading is used with deaf and hard of 

hearing students. The Clerc Center is looking at a multi-year project to explore how Guided 

Reading and Writing may be effectively used with deaf and hard of hearing children and young 

adults at KDES and MSSD 


Other Investigators: Richard Jeffries 

DEVELOPMEN T 

Prior Years: 

The teachers at KDES and MSSD worked to research, reflect upon, and experiment with how to 

teach Guided Reading and Writing with deaf and hard of hearing children and young adults. FY 

2006, KDES and MSSD teachers attempted to apply Guided Reading and Writing strategies by 

working with students to read books slightly more challenging than they could read on their own. 

In addition, the teachers worked with the Clerc Center literacy specialist, who provided literacy 

classroom support by planning, modeling, observing the classroom interactions, and providing 

feedback. 


• Ongoing classroom support at KDES through teacher consultation, modeling, and 

collaboration continued during FY 2007. In addition, materials were made available to 

support the instruction for Guided Reading and Writing in the classroom. 

• The literacy specialist continued to work with the teachers in the classroom and taught a 

group of KDES students on Team 1/2/3 as a model to the teachers. In addition, the 

materials were provided to support the instruction for Guided Reading and Writing.


Teaching Emotional Intelligence: 

A Curriculum for High School Social Studies Classes 


Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes is a webbased 

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 a person handles his or her feelings and how well he or she empathizes and gets 

along with others. EQ is, according to Daniel Goleman, author of the book Emotional 

Intelligence, 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 can pay attention better, take in information better, 

and remember better. There are five primary aspects of EQ: 1) awareness of self and others; 2) 

management of emotions; 3) motivation, perseverance, and responsibility; 4) empathy; and 5) 

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 impact 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 enrolling in Social Issues, an upper-level sociology-focused social studies course at 

MSSD, study the theoretical constructs of EQ. The EQ unit includes the study of EQ, its 

components, and its impact on individuals and organizations. Students complete self-assessments, 

reflections, and class activities to identify their strengths and needs within the five dimensions of 

EQ. Through an essay project, students establish goals and create plans to address their needs. 

Students review their progress throughout the school year as they assume ever-increasing 

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 website to share these and other classroom materials to 

teach high school students the constructs of EQ. 


Other Investigators: Jessica Sandle, Linda McCarty 

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DEVELOPMEN T 

Prior Years: 

Planning to make the EQ curriculum available to educators via the Clerc Center Transition 

website began in the summer of 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 the summer of 2006. Based on this review and feedback, content 

experts were hired to revise draft materials and to develop additional materials appropriate for 

freshmen and sophomore students. Following completion of additional materials, a follow-up 

internal review was completed during the fall of 2006. 


• A project team worked with the NOREN director and a web designer on website planning 

and construction. 

• A draft website was completed during the fall of 2007. 

• Plans were made for an internal administrative review and an external stakeholder review 

to take place in late 2007. 


Technology in Education Can Empower Deaf Students 


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 were realizing that they had 

a very 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, were investing in increased 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 of 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 (http://clerccenter.gallaudet.edu/TecEds/index.html) to train teachers in 

the effective integration of technology into 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 into 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 that they can empower 

their students.

Principal Investigator: Cary Barbin 

Other Investigators: Rosemary Stifter, Julie Longson, William Humm 

DEVELOPMENT 

Prior Years: 

The TecEds project developed and provided training workshops to groups of its 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 

five years of the project, the training workshops have been modified to meet changes in 

technology and in teacher skills. 


• New technology exploration: A new weekly Kendall news show (WCN18) was explored 

and created for and by KDES students with assistance from the project investigators. The 

show was broadcast daily on Gallaudet cable channel 18. Developing signed dictionary 

definitions was explored using video iPods. Developing on-line training courses using 

screencasting tools was explored as a way to help with dissemination of TecEds training 

nationwide. This will continue into FY 2008. 

• Technology exploration continued in FY 2007. Digital storytelling was explored with 

some Clerc Center teachers; this will continue into FY 2008. Creating and maintaining 

on-line courses using Blackboard was explored by the project’s investigators. The 

investigators are working with several Clerc Center teachers on implementing this in their 

courses in fall 2007, and it will continue into FY 2008. Blogs were explored with more 

Clerc Center teachers and staff. Videoconferencing technology exploration was expanded 

to include parents and students from multiple locations. Video Conference Web (VC 

Web) development, in cooperation with the American School for the Deaf, will continue 

into FY 2008. 

DISSEMINATION 

Prior Years: 

The TecEds project has been disseminated since its inception in FY 2000 through 26 

presentations at national conferences and schools across the U.S., online through the Clerc Center 

web pages, and in print publications. 


• Presentation: Stifter, R. (2007, June). “Technology in the ASL/English bilingual 

classroom,” Council of American Instructors of the Deaf Conference, Reno, Nevada. 

• Presentation: Stifter, R., & Jones, G. (2007, June). “Technology in the ASL/English 

bilingual classroom,” English Think Tank, Gallaudet University, Washington, D.C. 

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Transition Resources 


The 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; a resume and cover letter 

checklist designed for students to use independently with educator support as needed; a life 

planning process; and work internship journal prompts that infuse literacy, problem solving, and 

metacognition into a work internship experience. 


DEVELOPMEN T 

Prior Years: 

The transition needs of KDES and MSSD students have been identified and addressed on an 

ongoing basis. 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 Pre-Internship materials, refinement of the MSSD Internship Program (MIP) 

journaling process, and completion and use of the travel training curriculum. During FY 2006 and 

2007, MIP pre-internship and journaling materials were piloted and revised so as 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 Trai ning 

Manual was disseminated via the Clerc Center Transition website after internal and external 

review. 


• The MIP journaling process was revised based on feedback during the pilot process. 

Journal prompts were reviewed by the literacy and emotional intelligence content experts. 

Dissemination of the journal prompts is anticipated during FY 2008. 

• Students on the Go—A Travel Training Manual was completed fol lowing web design, 

dissemination planning, and internal and external review. 

• Development began on student life planning materials to support postsecondary planning 

for freshmen through seniors. 

DISSEMINATION 

Prior Years: 

Information about transition resources has been made available via the Clerc Center Transition 

website, 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 website. 

• Arboleda, R. J., & Hullinger, M. (2007, August). “The Clerc Center—Addressing the 

Transition Needs of Deaf and Hard of Hearing Students Nationwide,” Unlocking 

Opportunities, Unleashing Potential: Educating Students Who Are Deaf and Hard of 

Hearing Through Communication, Literacy, Technology and Transition, Staunton, 

Virginia. 


Transition Skills Guidelines 


The Transition Skills Guidelines (TSG) was developed to provide guidance to transition 

counselors, teachers, and other educators about the knowledge and skills students need to develop 

to succeed throughout and beyond high school. The TSG is aligned with the KDES/MSSD life 

planning student outcome and is consistent with the 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 for transition 

support at KDES and MSSD. The TSG is available via the Transition website in both English and 

Spanish. 


Other Investigators: Luanne Kowalski, Lynn Olden 

DEVELOPMEN T 

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 review and revision of this draft 

by the Clerc Center transition team continued into FY 2003. The final working draft of the TSG, 

expanded over previous versions to include a broader range of topics critical for transition, and 

reviewed by both Clerc Center content experts and the Clerc Center community, was completed 

in the fall of 2004. The TSG was implemented within the demonstration schools in September 

2004. During FY 2005 work began to develop the TSG website, 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. Development of two new TSG workshops 

occurred in FY 2007. 

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• Programmatic and classroom applications for the TSG, especially at the elementary level, 

continued in FY 2007. 

• A TSG workshop was designed and piloted for families wanting to use the TSG at home. 

• A workshop was designed and piloted for educators on using the TSG with students who 

have disabilities. 

• Planning began for an ASL version of the TSG. 

• A Spanish version of the TSG was made available on the Clerc Center’s TSG website. 

DISSEMINATION 

Prior Years: 

The TSG has been available via the Clerc Center website since October 2004. Workshops for 

educators and families were offered during FY 2006, including workshops focusing on using the 

TSG with students who have disabilities and for families wanting to support transition at home. 


• Kowalski, L. (2007, January). “Transition Skills Guidelines.” Center for Education and 

Work National Career Conferences 2007, Madison, Wisconsin. 

• Kowalski, L. (2007, March). “Transition Skills Guidelines—A framework for lifelong 

success,” conference for students labeled low-functioning, deaf-blind, or at risk, Houston, 

Texas. 

• Kowalski, L. (2007, March). “Transition Skills Guidelines,” Virginia Transition Forum, 

Norfolk. 

• Kowalski, L. (2007, June). “Transition—What it looks like for my child today and as 

they prepare for life,” Family Learning Weekend, Montana School for the Deaf, Great 

Falls. 

• Olden, L. (2007, July). “Transition—What it looks like for my child today and as they 

prepare for life,” Family Learning Weekend, Michigan Family Learning Vacation, 

Brooklyn. 


Transitions: Learning to Work—Working to Learn 

(A Career Education Curriculum) 


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: 1) work performance; 2) work 

concepts; 3) communication; 4) personal and interpersonal development; and 5) 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.

incipal Investigator: Susan Jacoby 

Other Investigators: Matt Goedecke, Don Mahoney 

DEVELOPMEN T 

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 the fall of 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 to FY 2008 due to fiscal limitations. 


Utilization of Sand Tray as a Counseling Technique 


Sand tray counseling is a nonverbal tool that crosses both language and cultural barriers. It allows 

children to “build their world” using a sand tray and a selection of miniature objects, such as 

animals, people, trees, vehicles, and furniture. Sand tray counseling provides a visual and tactile 

approach that enables the child to understand his or her experiences, manage difficult emotions, 

and visualize new possibilities. 

Principal Investigator: Alexis Greeves 

DEVELOPMEN T 

Prior Years: 

During the 2002-2003 sc hool year, a sandtray counseling group was offered to students on KDES 

Team 1/2/3 who are adopted. Three children participated weekly for 10 weeks. Marked 

improvement was noted in their ability to organize their thinking process and visual presentation 

in the sandtray. Therapeutic progress was evident in the children’s ability to integrate their 

adoption experience. During the 2005-2006 school year, sandtray counseling continued to be used 

with individual students. Students used the sandtray room as one of their counseling options. 


• A new approach to counseling services is being developed at KDES and MSSD. Sandtray 

therapy will be considered an option for students needing this type of support and 

exploration. 

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DISSEMINATION 

Prior Years: 

The Clerc Center responded to requests from schools and programs around the United States to 

present on sandtray therapy. To date, Clerc Center personnel have presented at numerous 

programs to share this technique with other professionals working with deaf and hard of hearing 

children, including a presentation at an international conference sponsored by the National Deaf 

Academy, “Mental Health & Deafness around the Globe,” in April 2004. Sand tray was also 

featured in the Spring 2004 issue of Odyssey magazine. In FY 2006, the Clerc Center hosted 

visitors and responded to information requests related to sand tray therapy on an ongoing basis. 

Clerc Center personnel also responded to multiple requests for an introduction to sandtray therapy 

from Gallaudet University’s professional programs in social work and psychology. 


World Around You 


World Around You (WAY) is the Clerc Center’s on-line magazine for deaf and hard of hearing 

students. WAY provides examples of successful deaf and hard of hearing individuals who are 

active in the workplace. In addition, it promotes literacy among deaf and hard of hearing students 

by providing reading material of special interest to them. Deaf and hard of hearing teens can find 

it difficult to access information about deaf people, deaf history, and the deaf community. WAY is 

increasingly interactive and helps to create a sense of community for these teens who too often 

find themselves alone and isolated. The magazine arrives once a month by e-mail to those who 

request it. 

Principal Investigator: Danielle Puzio 

Other Investigators: Michael Walton, Timothy Worthylake, Cathryn Carroll, Catherine 

Valcourt-Pearce 

DEVELOPMEN T 


• FY 2007 was the second year of on-line distribution. 

DISSEMINATION 


• Issues were distributed to the subscriber list on 12/5/06, 2/28/07, 5/29/07, and 9/4/07. 

Circulation continued to increase from 1,238 in the fall of 2006 to 1,543 currently.

National Mission Summary Data 

Training, Technical Assistance, Information 

Dissemination and Exhibits 

The Clerc Center documents activities and contacts of Clerc Center 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 1: FY 2007 Clerc Center Summary 

Training, Information, Exhibits, and Products Disseminated 

How many products and publications are distributed by the Clerc Center? 

Table 2: FY 2007 Publications and Information Dissemination Product Distribution 

How is the Clerc Center reaching its constituents and distributing materials 

in each region? 

Table 3: FY 2007 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 4: FY 2007 Training and Technical Assistance 

National Mission Priority Areas Served 

Table 5: FY 2007 Information Dissemination 

National Mission Priority Areas Served 

What types of programs are being served by the Clerc Center through 

training, technical assistance and information dissemination efforts? 

Table 6: FY 2007 Training and Technical Assistance 

Types of Requesting Programs Served 


Types of Requesting Programs Served 

By what mechanisms were Clerc Center personnel contacted for information? 


How Were Clerc Center Personnel Contacted? 

How often are Clerc Center documents accessed via the World Wide Web? 

Table 9: FY 2007 Clerc Center Web Hits 

Excerpts of the information contained in the aforementioned tables are highlighted in the following pages. 

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Training, Technical Assistance and 

Information Dissemination 

Based on the records of activities and contacts that 

were documented by teachers and staff during FY 

2007, the Clerc Center supported 457 training and 

technical assistance activities that served 14,525 

parents and professionals working with deaf and 

hard of hearing students. Clerc Center personnel 

also documented 2,662 contacts, providing information 

to 8,124 people. Thirty-four (34) exhibits or 

performances were held, serving an additional 

19,127 people. A total of 509,852 products were 

disseminated throughout the nation, and hits to the 

Clerc Center website totaled over 3.2 million. (See 

Table 1 and Table 2). 

The numbers reflected in Tables 1-8 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 1), the Clerc Center sponsored in excess 

of 3,153 activities or contacts and served at 

minimum 41,776 people. 

Individuals and programs that requested services 

from the Clerc Center were identified based on the 

educational settings that serve deaf and hard of 

hearing students with which they were affiliated. 

Tables 6 and 7 report the educational setting by 

region. For FY 2004 and forward, the documentation 

procedures used to derive the numbers in Tables 6 

and 7 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: 

• 458 schools for the deaf—public, private, residential, 

and/or day 

• 254 public/private schools—regular class, resource 

room, separate class, residential and/or day 

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• 859 postsecondary programs 

• 445 organizations/agencies 

• 20 hospitals/homebound programs 

• 1,440 programs receiving services were documented 

as “other”, “unknown”, or not specified. 

Training and Technical Assistance 

Clerc Center personnel participated in 721 training 

and technical assistance activities throughout FY 

2007. Each training and technical assistance activity 

was coded according to the priority area it addressed 

(see Table 4): 

• 205 activities serving 3,721 people related to 

literacy 

• 135 activities serving 4,438 people related to family 

involvement 

• 130 activities serving 2,786 people related to 

transition 

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 721 

and differ from those in Table 3. 

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 website 

which includes information on the national mission, 

an on-line catalog of products and services, the Info 

to Go information service, information on Kendall 

Demonstration Elementary School (KDES) and the 

Model Secondary School for the Deaf (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 the Gallaudet University’s Daily 

Digest, and through a regular column in On the 

Green, the campus newsletter. Working and occasional 

papers are distributed online, through the 

catalog, and at conference exhibits and workshops. 

Odyssey magazine carries news from around the 

country and from the Clerc Center as well as 

advertising for Clerc Center products. World

Around You (WAY) is an on-line magazine for deaf 

and hard of hearing teens focuses on providing 

information about deaf role models. 

As reported above for training and technical assistance, 

when Clerc Center personnel met with visitors 

and/or responded to inquiries and requests for 

information, the national mission priority areas were 

addressed as follows (see Table 5): 

• 409 contacts serving 42,972 people related to 

literacy 


family involvement 


transition 

A given activity may have addressed more than one 

priority area. 

Clerc Center Website 

The Clerc Center website provides extensive 

information to on-line users and is becoming an 

increasingly important mechanism for information 

dissemination. Between October 1, 2006 and the end 

of September 2007, the Clerc Center web pages 

averaged 267,635 hits, or visits, per month. The total 

number of web hits during FY 2007 was 3,211,625. 

People around the world are looking to the Clerc 

Center website 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 in their complete Adobe PDF file to 

document the effect that the availability of information 

on the web is having on how individuals obtain 

their information from the Clerc Center. The criterion 

of downloading a complete document rather 

than web hits or a section of a document provides a 

conservative estimate of web dissemination. More 

than 178,866 complete Adobe PDF files of Clerc 

Center materials were downloaded in FY 2007. 

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/infotogo. 

They include some of the following most popular 

titles, which were revised in FY 2007: 

• Deaf Children with Multiple Disabilities 

• Resources on Educational Interpreting 

• Resources to Develop Speechreading Skills 

• Summer Camps for Deaf and Hard of Hearing 

Children 

• National Commemorative Dates Related to 

Deafness 

• Making New Friends 

• Locating Parent Groups 

• Mainstreaming Deaf and Hard of Hearing 

Students: Further Readings 

• Noise and Deafness 

• Superintendents of Schools for the Deaf: 

Contact Information 

• Sources of Financial Assistance for Students 

Who Are Deaf or Hard of Hearing 

• Materials Resource Connections 

• Metropolitan D.C. Area Sign Language Classes 

• Sign Language Specialty Items: Where to Get 

Them 

• Learning Sign Language: Media Resources 

• States that Recognize American Sign Language 

as a Foreign Language 

• Performance Groups 

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 2007, 6,735 Info to Go materials were distributed. 

In addition, 31,963 PDF files of complete 

informational documents were downloaded. 

Clerc Center Catalog 

The Clerc Center on-line catalog shares information 

with our constituents on products available for 

purchase, materials available for free download, and 

resource information. In FY 2007, there were 

160,516 hits on the catalog website. To inform 

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people about the on-line catalog, the Clerc Center 

distributed 1,100 copies of a catalog flier listing the 

catalog website with a list of products, materials, and 

resources. This flier was distributed at exhibits, 

conferences, and workshops. The Clerc Center 

Catalog is posted online at http://clerccenter. 

gallaudet.edu/products/. 

News and Notables 

News and Notables, the Clerc Center’s exciting email 

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, WAY, and 

Celebrate! magazines and the Clerc Center Catalog. 

News and Notables is sent to approximately 5,000 

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 on-line archives on the Clerc 

Center website. The site also asks current readers 

to recommend the publication to potential subscribers. 

In FY 2007, the Clerc Center expanded the e-news 

dissemination format to include a one-page “Flash” 

news announcement to share updates between 

issues of the News and Notables e-newsletters. 

News and Notables was disseminated three times, 

along with 11 “Flash” distributions for a total distribution 

of 73,776 received e-mails in FY 2007. 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 Clerc Center to 

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reach large audiences and share information regarding 

national mission efforts through our 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 2007, press releases were published in 40 

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 websites and publications. The following 

list of selected publications and websites represents 

only a sample of the full list: 

• Inside Gallaudet, On the Green, Gallaudet 

University Regional Centers 

• Deafnation.com 

• Deafweekly.com 

• Family Network for Deaf Children Newsletter 

• Northern Virginia Resource Center for Deaf and 

Hard of Hearing People 

• Ohio School for the Deaf [one amongst schools 

for the deaf] 

• Hearing Exchange for People with Haring Loss, 

Parents and Professionals 

• National Dissemination Center for Children with 

Disabilities 

• Statewide Family Support Center (Kentucky) 

• FDLRS—Resource Materials and Technology 

Center for the Deaf and Hard of Hearing 

• Sorenson Communications 

• 4Hearing Loss 

Conference Exhibits 

The Clerc Center exhibits at national and regional 

conferences on deaf education from preschool 

through high school. In selecting conferences, we 

look for 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 2007, the Clerc Center exhibited at the 

following 12 events: 

• American Speech-Language-Hearing Association 

Convention, November 16-18, 2006 

• Clerc Center Stakeholder’s Meeting, 

November 2006 

• Deaf Expo at Deaflympics, February 2-3, 2007 

• 2007 Council of American Instructors of the Deaf 

(CAID) National Conference, June 25-29 

• American Society for Deaf Children Conference, 

June 28-July 2, 2007 

• Clerc Center Keys to Success Training, 

March 12-16, 2007 

• CEASD (Conference of Educational Administrators 

of Schools and Programs for the Deaf) 

Convention, May 4-7, 2007 

• Northern Virginia Resource Center for Deaf and 

Hard of Hearing Persons Celebrate Communications 

Day, May 12, 2007 

• Clerc Center Summer Institute, June 25-29, 2007 

• Certified Visual Phonics Trainers Workshop, 

July 25, 2007 

• ASL Fest, July 28, 2007 

• National Black Family Reunion, September 8-9, 

2007 

Promotional Materials Sent 

When the Clerc Center is unable to exhibit at a 

particular conference or event for one of our key 

audiences, we send materials for distribution through 

the conference organizers, at the Gallaudet University 

booth, or through the GURC representative on 

site. 

In FY 2007, the Clerc Center distributed promotional 

materials at: 

• NASDE (National Association of State Directors 

of Special Education) Conference, February 2007 

• Pacific Rim Conference, March 12-13, 2007 

• Addressing Needs of Students Labeled Deaf and 

Low Functioning, At-Risk, Deaf-Blind, March 28- 

30, 2007 

• Early Detection Hearing Conference, March 26- 

27, 2007 

• Deaf People of Color Conference, March 29- 

April 1, 2007 

•11th International Conference on Cochlear 

Implants in Children, April 11-14, 2007 

• ADARA Conference, May 23-26, 2007 

• KDES 150th Reunion (participant packets), 

June 14-16, 2007 

Publications 

The Clerc Center publishes various magazines and 

informational resources, including, the Sharing 

Ideas series, the Sharing Results series, Odyssey, 

World Around You, and Celebrate! All publications 

are available on the Clerc Center Web site and are 

distributed free as a service of the Clerc Center. 

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 2007, the Sharing Ideas series contained 

12 titles: 

• A First Language: Whose Choice Is It? 

• Becoming Bilingual: Facilitating English 

Literacy Development Using ASL in Preschool 

• 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 

211

• Community Building: A Positive Approach to 

Discipline in Schools 

• Cochlear Implants and Sign Language: Putting 

It All Together (Identifying Effective Practices 

for Educational Settings) Conference Proceedings. 

The 12 titles received a total of 57,225 hits on the 

Sharing Ideas website, 6,200 copies of these titles 

were distributed in print, and over 10,000 were 

downloaded as complete Adobe PDF files. 

Sharing Results 

Sharing Results is a series of occasional papers, both 

online and in print, that describe the results of work 

undertaken by the Clerc Center in its three priority 

areas of literacy, family involvement, and transition 

from school to postsecondary education and employment. 

The focus of each of these papers 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 of 

the Clerc Center priority areas. 

• Extensive descriptions of the evaluation of selected 

innovations to provide information to help program 

planners determine whether an innovation would 

be appropriate for their program. 

During FY 2007, the on-line Sharing Results library 

contained five documents in English (one of which is 

available in Spanish): 

• Shared Reading Project: Evaluating Implementation 

Processes and Family Outcomes 

(Executive Summary) 

• 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 

212 

• How Public Input Shapes the Clerc Center’s 

Priorities: Identifying Critical Needs in Transition 

From School to Postsecondary Education 

and Employment 

• We Are Equal Partners: Recommended Practices 

for Involving Families in Their Child’s 

Educational Program 

• 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). 

These five documents received 19,403 hits on the 

Sharing Results web pages in FY 2007, 2,300 print 

copies were distributed, and over 10,000 were 

downloaded as complete Adobe 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 2006-2007 issue focused on the topic of 

deaf adolescents and incorporated selected papers 

from the conference “Deaf and Hard of Hearing 

Adolescents: Leaving No One Behind” in Memphis, 

Tennessee. To date, 50,000 print versions of the 

magazine have been distributed by request and more 

than 120,000 electronic versions of Odyssey articles 

have been downloaded. 

World Around You 

In FY 2007, World Around You (WAY) began its first 

year as an on-line magazine, 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.

Celebrate! 

Celebrate! magazine 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 posted on the Clerc Center 

website, 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 write and draw. Celebrate!—28 colorful 

pages of student writing and art—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. 

Educational Projects 

National Essay and Art Contest 

Gallaudet University’s Office of Enrollment Services 

and the Clerc Center collaborated with the Winter 

Deaflympics Organizing Committee in FY 2007 to 

sponsor the annual Gallaudet National Essay and Art 

Contest for Deaf and Hard of Hearing Students. An 

additional category of competition was added this 

year, and the contest became the Gallaudet National 

Essay, Art, and ASL Contest for Deaf and Hard of 

Hearing Students. The theme was decided in conjunction 

with the Winter Deaflympics Organizing 

Committee for the Deaflympics in February 2007 in 

Salt Lake City, Utah. Students were asked to 

respond to the questions, “What does ‘going for 

the gold’ mean to me? How do I ‘go for the gold’ 

in my own life?” Students in schools and programs 

throughout the country submitted more than 300 

entries—131 essays, 196 art entries, and 30 ASL 

entries. 

First place winners won two free combo tickets to 

the Winter Deaflympics for themselves and an adult 

chaperone. Top contest entries also won scholarships 

for postsecondary education and books donated by 

the Mildred Albronda Memorial Trust. All entrants 

received participation awards. The Clerc Center has 

sponsored the contest each year for 30 years to 

encourage deaf and hard of hearing students to 

express themselves not only through writing but also 

through art and, now, American Sign Language. 

Art Exhibition 

Going for the Gold, a body of work developed from 

the art entered in the Gallaudet National Essay, Art, 

and Sign Contest, was exhibited at Gallaudet University 

throughout the summer of FY 2007. The art 

reflected what these deaf and hard of hearing teens 

feel are important endeavors in their lives. In a 

variety of media, they drew themselves participating 

in sports activities, diverse occupations such as 

carpentry and working with international young 

people, and several abstract poses of success, 

including “reaching for the stars.” Visitors and 

conference attendees on campus this summer 

viewed the exhibition in the Linda K. Jordan Art 

Gallery of the Washburn Arts Center. 

Deaflympics Clubhouse Website 

The Clubhouse, an educational website for the 16 th 

Winter Deaflympics, continued as a resource for 

deaf and hard of hearing students throughout the 

world. Established in collaboration with the Clerc 

Center and the Deaflympics Organizing Committee, 

The Clubhouse helped its young visitors learn more 

about the achievements of deaf and hard of hearing 

people in sports. The website also featured history 

and facts about the Deaflympics itself and a word 

puzzle in which students could identify outstanding 

deaf athletes. 

New Products 

The Clerc Center produces resource kits, educational 

materials for the classroom, DVDs, booklets, 

brochures, and web-based materials. Educators in 

schools and programs, service professionals, and 

families use these publications to enhance the skills, 

knowledge, and social development of deaf and hard 

of hearing students from birth through 21 years of 

age. 

The Clerc Center product line is sold through the 

Clerc Center’s on-line catalog, in the Gallaudet 

University bookstore, and at conferences and 

workshops across the country. Web-based products 

are available free of charge for reading and downloading 

from the Clerc Center website. 

In FY 2007, the Clerc Center produced a math 

resource kit, three new DVDs, four new web-based 

documents, and four new educational websites: 

213

Resource kit: 

• Families Count! Year A 

DVDs: 

• Beyond Strategies: Book Sharing the Deaf Way 

• I Like Dialogue Journals, BUT… Strategies for 

Using Dialogue Journals with Deaf and Hard 

of Hearing Students (manual and DVD) 

• MSSD and You (Model Secondary School for the 

Deaf informational DVD) 

Web documents: 

• Deaf Community Module of Cochlear Implants: 

Navigating a Forest of Information…One Tree 

at a Time 

• Students on the Go, Safely and Independently— 

A Travel Training Manual 

• A Lifetime of Learning and Earning: Vocational 

Rehabilitation Services FAQ for Parents of 

Deaf and Hard of Hearing Students 

• A Lifetime of Learning and Earning: A Family 

Guide to Work Preparation for Deaf and Hard 

of Hearing Students 

214 

Websites: 

• Winter Deaflympics 2007 

• 2007 Gallaudet National Essay, Art, and Sign 

Contest 

• 2008 Gallaudet National Essay, Art, and ASL 

Contest 

• Kendall School 150th Anniversary 

Marketing Pieces: 

• “Beyond Strategies: Book Sharing the Deaf Way” 

• “Families Count!” 

• “Literacy—It All Connects”

Table 1: FY 2007 Clerc Center Sum mary—Training, Information, Exhibits, 

Products Disseminated, and Web Hits 

Training & 

Technical 

Assistance 

Activities 

People 

Served Activities 

Information 

Dissemination 

People 

Served Activities 

Exhibits & 

Performances Products Website 

People 

Served 

Products 

Disseminated Web Hits 

457 14,525 2,662 8,124 34 19,127 509,852 3,211,625 

Sources: 

Publications and Information Dissemination (PID) product distribution information 

(Table 2) 

Clerc Center Activity Summary and Contact Log forms (Table 3) 

Clerc Center Log Reports (http://clerccenter.gallaudet.edu/log/index.html) (Table 9) 

215

Table 2: FY 2007 Publications and Information Dissemination (PID) Product 

Distribution 

216 

Product Category and Name Total 

Major Periodicals 

Odyssey (print) 50,000 

Odyssey (electronic) 2 93,613 

World Around You (WAY), student and teacher editions 6,440 

WAY (electronic) 2 13,670 

Total Major Periodicals 163,723 

Products Sold or Distributed 

Products sold/distributed (videotapes, educational materials, promotional materials, print 

versions of Sharing Ideas and Sharing Results papers, etc.) 2 37,078 

Products downloaded (Not reported elsewhere) 2 1,037 

Info to Go products (previously National Information Center on Deafness) 6,735 

Info to Go products PDF downloads of complete papers 2 31,963 

Clerc Center Information Packets (each contains 13 separate items) 10,660 

KidsWorld Deaf Net (PDF downloads for complete papers) 2 23,093 

Sharing Ideas (PDF downloads of complete papers) 2 10,437 

Sharing Results (PDF downloads of complete papers) 2 5,053 

Total Products Sold o r Distributed 126,056 

New Prod ucts fo r F Y 2007 

Celebrate! 10000 

Families Count! Kit (pc. ct. – 15) 306 

Beyond Strategies DVD 251 

I Like Dialogue Journals, BUT… (pc. ct. – 2) 10 

Total New Products 10,567 

Other Items Reported Through Activity Summaries and Contact Logs Not Reported 

Above 

Handouts 1 18,161 

Gallaudet Materials 1 2,638 

Web Materials 1 2,432 

Total Other 23,231 

Materials Published Through the Deaf/General Press 

Total circulation of third party publications not reported above 1 13 

News and Notables 1 112,509 

Total circulation of articles/press releases not reported above 1 73,776 

Total Materials Published – Deaf/General Press 186,298 

Total Number of Products Disseminated 509,852 

GPRA Count 300,336 

Notes: 

• All with 1 (superscript 1) are excluded from the GPRA count. All with 2 (superscript 2) are 

counted from 9/1/06 to 8/31/07. All editions of World Around You and Odyssey magazines, 

selected Info to Go docu ments, all 12 Sharin g Ideas papers, all five Sha ring Results pap ers, 

and the Clerc Center catalog can be downloaded free from the Clerc Center website. 

Downloads of a few selected products are reported above. G eneral hits on the website are 

reported in Table 9.

Table 3: FY 2007 Training and Technical Assistance, Information Dissemination, 

and Exhibits and Performances 

Training & Technical 

Assistance Information Dissemination Exhibits & Performances Total 

People Materials 




GURC Region Activities Served Distrib. Activities Served Distrib. Activities Served Distrib. Activities Served Distrib. 

Mid-Atlantic 83 1,644 2237 1014 1,717 3,847 6 751 754 1,103 4,112 6,838 

Northeast 100 1,960 3395 289 309 99,467 16 3,385 6,555 405 5,654 109,417 

Southeast 54 2,159 4019 365 2,903 554 1 20 0 420 5,082 4,573 

Midwest 119 4,664 3112 472 670 6,440 0 0 0 591 5,334 9,552 

Western States 41 2,225 4128 312 440 833 2 3,125 289 355 5,790 5,250 

Pacific 12 559 135 6 6 3 1 250 448 19 815 586 

National 43 1,142 5072 31 1,863 1,825 7 11,396 8,287 81 14,401 15,184 

International 5 172 10 117 159 860 0 0 0 122 331 870 

Unknown 0 0 0 56 57 69 1 200 525 57 257 594 

Total 457 14,525 22,108 2,662 8,124 113,898 34 19,127 16,858 3,153 41,776 152,864 

Sources: 

Clerc Center Activity Summary and Contact Log forms 

• Total Activity Summary forms = 721 

• Total Contact Log forms = 2,933 (with Listserv), 2,765 (without Listserv) 

Note: 

Table 3 does not include all materials distributed by the Clerc Center. See Table 2 

for a comprehensive report of products. 

GURC = Gallaudet University Regional Center 

217

218 

Table 4: FY 2007 Training and Technical Assistance—National Mission Priority Areas Served 

Literacy Family Involvement Transition 


Peop le Materials 


GURC Region Activities Served Distrib. Activities Served Distrib. Activities Served Distrib. 

Mid-Atlantic 33 161 1329 22 69 283 46 225 548 

Northeast 100 1,892 4133 77 1,905 2,746 26 740 1473 

Southeast 10 219 2515 5 214 0 10 477 213 

Midwest 40 793 2167 9 650 10 20 375 587 

Western States 8 217 1270 8 986 879 11 583 716 

Pacific 5 249 0 7 137 135 3 218 0 

National 9 190 1802 7 477 1,655 12 166 151 

International 0 0 0 0 0 0 2 2 0 

Unknown 0 0 0 0 0 0 0 0 0 

Total 205 3,721 13,216 135 4,438 5,708 130 2,786 3,688 

Sources: 

Clerc Center Activity Summary forms 

• Total Activity Summary forms = 721 

Notes: 

A given activity may address more than one priority area. 

GURC = Gallaudet University Regional Center

Table 5: FY 2007 Information Dissemination—National Mission Priority Areas Served 

Literacy Family Involvement Transition 

Materials 

Distrib. 

People 

Served 

Materials 

Distrib. Activities 

People 

Served 

Materials 

Distrib. Activities 

People 

Served 

GURC Region Activities 

Mid-Atlantic 68 228 1288 24 79 85 110 162 68 

Northeast 114 30,021 30128 78 31,613 31,730 38 30,037 30,027 

Southeast 44 744 242 0 0 0 47 5,721 44 

Midwest 79 7,290 616 10 23 25 59 78 48 

Western States 70 4,630 125 8 9 6 31 32 199 

Pacific 0 0 0 0 0 0 1 1 0 

National 5 5 22 1 3 1 3 3 6 

International 18 42 185 10 39 75 9 21 57 

Unknown 11 12 7 1 1 0 1 1 0 

Total 409 42,972 32,613 132 31,767 31,922 299 36,056 30,449 

Source: 

Clerc Center Contact Log forms 

• Total Contact Log forms = 2,933 

Notes: 

A given contact may address more than one priority area. 


219

220 

Table 6: FY 2007 Training and Technical Assistance—Types of Requesting Programs Served 

Hospital/ 

Homebound Other Unknown Total 

Organization/ 

Agency 

Public/Private 

Schools Postsecondary 

Schools f/t 

Deaf 

GURC Region 

Mid-Atlantic 9 6 56 20 0 6 5 102 

Northeast 37 21 22 35 2 12 44 173 

Southeast 20 8 11 8 0 10 6 63 

Midwest 40 20 25 74 3 27 27 216 

Western States 16 10 5 10 0 2 15 58 

Pacific 6 3 8 4 0 4 2 27 

National 2 2 6 8 0 4 27 49 

International 2 0 0 1 0 2 1 6 

Unknown 0 0 0 0 0 0 0 0 

Total 132 70 133 160 5 67 127 694 

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. 


Table 7: FY 2007 Information Dissemination—Types of Requesting Programs Served 

Other 

Setting Unknown Total 

Hospital/ 

Homebound 

Organization/ 

Agency 

Public/Private 

Schools Postsecondary 

Schools f/t 

Deaf 

GURC Region 

Mid-Atlantic 52 36 591 125 10 106 106 1,026 

Northeast 58 18 32 59 1 29 105 302 

Southeast 62 38 15 28 0 19 224 386 

Midwest 61 33 32 29 2 46 314 517 


Pacific 0 0 1 2 0 0 3 6 

National 8 7 4 11 0 6 5 41 


Unknown 2 3 1 4 2 15 32 59 

Total 326 184 726 285 15 273 973 2,782 

Sources: 


Note: 


221

222 

Table 8: FY 2007 Information Dissemination—How Were Clerc Center Personnel Contacted? 

GURC Region Electronic Communication Fax In Person Listserv Mail Phone/Video Phone Unknown Total 

Mid-Atlantic 276 4 646 0 42 33 13 1,014 

Northeast 186 5 51 11 15 32 0 300 

Southeast 272 5 61 10 19 8 0 375 

Midwest 310 6 102 39 37 16 1 511 


Pacific 2 0 4 0 0 0 0 6 

National 21 0 9 0 0 0 0 30 


Unknown 49 0 0 2 0 0 2 53 

Total 1,422 31 959 69 126 100 17 2,724 

Sources: 


Notes: 

In addition to the contacts reported above, the Clerc Center has a website that provides extensive information to on-line users. 

See Table 9 for a summary of web hits. 


Table 9: FY 2007 Clerc Center Web Hits 

2007 2006 FY2007 

Month Sep Aug Jul Jun May Apr Mar Feb Jan Dec Nov Oct TOTALS 

Entire Clerc Center 220,264 156,695 349,980 160,269 237,125 278,196 265,563 345,215 282,949 226,974 391,583 296,812 3,211,625 

CIEC 3,458 2,134 6,764 2,729 4,029 4,978 4,916 4,661 3,920 3,105 8,025 4,434 53,153 

Deaflympics 1,492 1,126 1,631 1,312 2,101 2,748 4,215 39,530 25,963 8,881 9,087 9,056 107,142 

DPN 3,999 967 5,743 1,411 2,948 4,000 3,114 3,164 2,291 2,507 10,676 7,554 48,374 

GURC 1,203 877 1,374 577 922 1,130 1,097 1,440 1,286 1,006 1,537 1,110 13,559 

Info to Go 17,946 14,988 20,464 13,578 17,759 19,314 19,118 25,615 24,240 20,543 41,816 35,746 271,127 

KidsWorld Deaf Net 9,753 6,992 13,074 9,202 13,574 16,527 14,814 15,264 5,305 4,506 9,886 6,226 125,123 

Literacy 19,091 12,462 19,644 11,461 16,548 18,702 18,346 19,869 17,358 12,672 24,323 21,955 212,431 

NOREN 2,664 1,790 6,582 2,336 3,437 3,792 3,293 4,089 4,196 4,106 5,303 3,949 45,537 

Odyssey 9,351 6,522 18,333 6,654 7,529 10,037 11,010 12,777 9,985 8,646 21,497 13,682 136,023 

Priorities 4,861 3,620 7,257 3,110 3,405 4,575 4,028 5,219 4,173 2,989 6,398 5,067 54,702 

Products 13,472 9,175 23,987 10,189 13,278 15,924 15,819 17,912 13,665 11,395 24,694 14,453 183,963 

Residence Education 1,891 1,244 5,144 1,538 2,644 2,005 1,783 2,748 2,686 2,607 4,575 2,392 31,257 

Sharing Ideas Series 4,352 3,188 8,975 3,555 4,666 5,929 5,463 5,854 4,705 3,937 9,060 5,381 65,065 

Sharing Results Series 984 544 5,180 680 1,273 1,373 1,337 1,701 1,047 1,287 4,315 1,210 20,931 

Showcase 1,353 1,559 1,730 644 1,299 1,601 1,969 3,529 1,219 1,236 1,736 1,818 19,693 

Signs of Literacy 

w/o Gally users 1,667 1,432 5,789 1,268 1,720 2,118 2,416 2,155 1,601 1,589 5,682 2,989 30,426 

Signs of Literacy 

w/ Gally users 2,384 1,679 7,095 1,305 1,740 2,164 2,437 2,395 2,055 1,645 5,974 3,283 34,156 

TecEds 14,675 8,867 24,763 10,516 13,551 15,452 12,133 12,739 9,751 8,952 21,440 13,860 166,699 

TecEds Reviews 203 160 5,544 109 296 320 390 604 353 820 2,835 118 11,752 

Transition 1,557 1,277 5,885 1,994 896 1,243 1,115 1,539 1,428 1,311 5,619 1,216 25,080 

VC Web 20 11 9,856 12 30 391 62 229 129 447 5,235 171 16,593 

World Around You 12,419 9,945 19,598 9,696 13,817 14,217 14,779 17,504 13,488 12,515 20,613 14,465 173,056 

223

224 

Gallaudet University Regional Centers 

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. The 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). 

Through the GURCs, Gallaudet University offers 

extension courses, training workshops, and technical 

assistance. The GURCs also host the regional High 

School Academic Bowl competitions that culminate 

in the National Academic Bowl competition sponsored 

by Gallaudet. They address the educational, 

transition, and professional development needs of 

deaf and hard of hearing individuals from birth 

through adulthood, their families, and the professionals 

who work with them. 

Because the Laurent Clerc National Deaf Education 

Center has a congressional mandate not only to 

develop and evaluate innovative curricula, instructional 

techniques and strategies, and materials, but 

also to disseminate them nationwide, the GURCs are 

a part of the Clerc Center. By working with the 

GURCs and their networks, the Clerc Center 

promotes collaborative relationships with programs 

and schools in the GURC regions. 

In FY 2007, GURC activities served 51,556 people 

through training, technical assistance, and information 

dissemination efforts. A total of 25,395 materials 

were distributed. 

Flagler College—Southeast Region 

The GURC at Flagler College (GURC/Flagler) has 

been providing continuing education activities since 

1986. In FY 2007, the GURC/Flagler served 19,708 

individuals through training, technical assistance, and 

information dissemination efforts. The GURC/ 

Flagler distributed 4,019 materials. 

The Southeast Region Academic Bowl, hosted by 

Berkmar High School in Lilburn, Georgia, had 16 

school programs participate. The regional champion 

was the Florida School for the Deaf, and the host, 

Berkmar High School, finished in second place. 

The GURC/Flagler and the Clerc Center sponsored 

two regional trainings during FY 2007: Literacy—It 

All Connects and Read It Again and Again in 

Knoxville, Tennessee; and Portfolios for Student 

Growth (PSG) in Atlanta, Georgia. The GURC/ 

Flagler also coordinated seven other literacy workshops 

in the southeast 

The American Society for Deaf Children conference 

was held in St. Augustine, Florida, in July cosponsored 

by GURC/Flagler. GURC/Flagler staff 

participated in three workshops at the conference, 

including Reading to Deaf Children: Learning from 

Deaf Adults. 

Interpreter training continued to be a priority for the 

GURC/Flagler. The GURC/Flagler and the Office of 

Deaf and Hard of Hearing in Mississippi co-sponsored 

a “Meeting the Challenge” conference in 

Jackson, Mississippi. The GURC/Flagler also 

sponsored the Mental Health Interpreter Training 

(Part 2) in Alabama and the Georgia Registry of 

Interpreters for the Deaf conference. 

Teacher training was also a priority. The GURC/ 

Flagler supported the Tennessee Statewide Workshop 

for Educators and the Florida Educators of 

Deaf/Hard-of-Hearing Individuals. In addition, the 

GURC/Flagler continued to sponsor the Florida 

Symposium on Early Childhood Hearing Loss. 

The GURC/Flagler was a co-sponsor of the Southeast 

Regional Institute on Deafness in Tampa, 

Florida. This conference served rehabilitation 

counselors and human services personnel working 

with deaf and hard of hearing individuals in the 

southeast.

Johnson County Community College 

—Midwest Region 

The GURC at Johnson County Community College 

(GURC/JCCC) provides continuing education 

services for the 15-state Midwest region. In FY 

2007, the GURC/JCCC sponsored a variety of 

educational activities, including state, regional, and 

national conferences; workshops; training; and 

extension courses. The GURC/JCCC staff also 

provided technical assistance and consultation to 

numerous individuals and groups. In FY 2007, these 

efforts served 12,461 individuals with 3,800 materials 

being distributed. The GURC/JCCC News listserv 

provided informational and promotional materials to 

approximately 125,924 people. 

The GURC/JCCC, in conjunction with the Clerc 

Center, provided literacy-based workshops in 

Kansas, Texas, Ohio, and Michigan. These workshops 

included Reading to Deaf Children: Learning 

from Deaf Adults, Read It Again and Again, 

Leading from Behind: Language Experience in 

Action, Literacy—It All Connects, and Portfolios 

for Student Growth. Workshops on cochlear 

implants and Visual Phonics were also provided in 

Wisconsin and Ohio. 

The Texas School for the Deaf in Austin hosted the 

2007 Midwest Academic Bowl. Sixteen teams 

representing 10 states participated in the competition. 

The Indiana School for the Deaf won the 

Midwest championship and the John Hersey High 

School team placed second. Both the champion and 

the runner-up were invited to participate in the 

National Academic Bowl held at Gallaudet in 

Washington, D.C. The John Hersey team won the 

2007 national championship, with the Indiana School 

for the Deaf placing second overall. 

The GURC/JCCC provided sponsorship for statewide 

parent/educator conferences in Kansas, Illinois, 

Texas, Michigan, Missouri, and Wisconsin; and 

statewide interpreter conferences in Kansas, 

Missouri, Arkansas, and Illinois. The GURC/JCCC 

also provided support for several major national 

conferences, including the First National Conference 

on Deaf People of Color held in Indianapolis, 

Indiana; the National ADARA Conference held in 

St. Louis, Missouri; and Addressing the Needs of 

Students Labeled Deaf and Low Functioning, Deaf- 

Blind or At-Risk held in Houston, Texas. 

Kapi‘olani Community College— 

Pacific Region 

The efforts and activities of the GURC at Kapi‘olani 

Community College (GURC/KCC) during FY 2007 

have continued to produce a positive impact on deaf 

and hard of hearing individuals, their families, and 

the professionals who work with them in Hawaii and 

the Pacific Islands. In FY 2007, the GURC/KCC 

training, technical assistance, and information 

dissemination activities served 1,829 individuals and 

970 materials were distributed. 

During FY 2007, the GURC/KCC offered a number 

of workshops and trainings for families with deaf 

children. In the spring, a Shared Reading Project 

class was offered for interested families on Oahu. 

The GURC/KCC continues to provide ongoing 

consultation and training to the deaf education 

programs in American Samoa, the Commonwealth 

of the Northern Mariana Islands (CNMI), the 

Federated States of Micronesia (FSM), the Marshall 

Islands, and Guam. In June 2007, the GURC/KCC 

collaborated with the University of Hawaii Center 

on Disability Studies—Pacific Outreach Initiative 

and the KCC ASL and Interpreter Education 

Program to offer a two-week Pacific Deaf-Blind 

Summer Institute. Deaf education and ASL 

workshops were provided for Pacific Islanders 

working with deaf and hard of hearing students. 

Twelve administrators, teachers, parents, and 

service providers from FSM, CNMI, the Marshall 

Islands, and American Samoa attended. Participants 

attended workshops and observed and assisted in 

various K-12 summer classes at the Hawaii Center 

for the Deaf and Blind. 

The GURC/KCC works closely with KCC and the 

Kapi‘olani Deaf Center faculty, staff, and administrators 

to provide a comprehensive educational 

support system for deaf and hard of hearing s 

tudents. As a result of this collaboration, KCC had 

an enrollment of 25-30 deaf and hard of hearing 

students per semester during FY 2007. KCC now 

has a large population of deaf and hard of hearing 

students taking college-level courses and seen an 

increase in the number of students who have 

225

transferred to Gallaudet. Additionally, the GURC/ 

KCC supports undergraduate education for deaf and 

hard of hearing students in the region by providing 

deaf awareness training to faculty and staff at 

various community colleges and universities. 

The GURC/KCC continues to support a degree 

program that provides education and training for the 

educational assistants who work with deaf and hard 

of hearing children in the K-12 classrooms. After the 

passage of the No Child Left Behind Act, this 

additional training became mandatory for all educational 

assistants. Due to the efforts of the GURC/ 

KCC and the ASL and Interpreter Education 

Program, KCC received a federal grant from the 

U.S. Department of Education to support these 

endeavors. The grant stipend program is now in its 

final year and courses continue to be offered at 

KCC. 

Northern Essex Community College 

—Northeast Region 

The GURC at Northern Essex Community College 

(GURC/NECC) is in its twenty-seventh year of 

serving the states in the Northeast region. During 

FY 2007, 7,088 individuals were served through 


dissemination activities. Information about upcoming 

events was also shared on web-based listservs with 

more than 99,000 people. Approximately 11,100 

materials were disseminated. 

Gallaudet University was a “Diamond” sponsor of 

the Clarke School for the Deaf’s Annual 

Mainstreaming Conference. The GURC/NECC 

worked with Gallaudet’s Office of Enrollment 

Services and Admissions to assure Gallaudet’s 

visibility at this conference and coordinated the 

Gallaudet exhibit booths. 

The GURC/NECC co-sponsored with the American 

School for the Deaf in West Hartford, Connecticut, 

a two-day training, Visual Phonics, in the fall. Other 

conferences sponsored in part by the GURC/NECC 

include the Working Together Conference hosted by 

Northeast Deaf and Hard of Hearing Services in 

Concord, New Hampshire. Family Fun Day at the 

Manchester Program for Deaf and Hard of Hearing 

Students was also co-sponsored by the GURC/ 

226 

NECC and included presentations utilizing the Clerc 

Center’s Families Count! product. Information was 

disseminated by staff at exhibits at the Children’s 

Hospital’s Fall Seminar; the American School for the 

Deaf’s LEA Conference, “Universal Design in the 

Classroom for Children with Hearing Loss, and 

ASD’s Family Learning Weekend; and Northeastern 

University’s ASL Festival. In addition, the GURC/ 

NECC provided information at the statewide Early 

Intervention Conference in Massachusetts; the 

statewide Educational Support Services Personnel 

Conference in New York; the Rhode Island Hearing 

Assessment Program Conference; the Vermont 

Expo; the Beverly School for the Deaf’s Open 

House; the Hearing Loss Association’s conference 

in Rhode Island; the Deaf Women United Regional 

Conference in Maine; and the ALDA Conference in 

Rochester, New York. 

Shared Reading Saturdays, an innovative adaptation 

of the Shared Reading Project, continued to provide 

support to parents in the Greater Lawrence, Massachusetts, 

area. The GURC/NECC, in collaboration 

with the NECC’s Office of Institutional Advancement 

and the Lawrence, Massachusetts Public 

Schools, served approximately 15 families, totaling 40 

to 50 adults monthly. The GURC/NECC has received 

several grants from a variety of foundations, 

allowing for the continuation of the program. Both 

spoken English and spoken Spanish translations were 

provided and a new story selected each month. 

Families had the opportunity to work with deaf tutors 

to practice signing the stories while the children were 

involved in organized activities. Each family received 

a book bag with the selected story for continued 

practice and re-telling at home. The families have 

consistently attended the program each month and 

many have invited their extended family members to 

join them. 

Thanks to a generous grant from the Verizon Foundation, 

the GURC/NECC has piloted a Shared 

Reading Online Project using high speed Internet 

lines and videophones. Deaf tutors provide instruction 

to family members in the comfort of the families’ 

homes on a weekly basis. Approximately 15 families 

have been involved thus far in the program and an 

article featuring the project was printed in the 

Boston Herald newspaper.

A Reading to Deaf Children: Learning from Deaf 

Adults workshop was provided for families at the 

Beverly School for the Deaf and at The Learning 

Center for the Deaf in Massachusetts. Our outreach 

specialist assisted with Literacy—It All Connects, 

Leading from Behind: Language Experience in 

Action, and Reading to Deaf Children: Learning 

from Deaf Adults workshops provided at Lamont 

University in Texas. A Leading from Behind: Language 

Experience in Action workshop was also 

presented at the Governor Baxter School for the 

Deaf in Maine and at the American School for the 

Deaf in Connecticut. 

In collaboration with the Rochester School for the 

Deaf in New York, the GURC/NECC hosted the 

2007 Northeast Regional Academic Bowl. Sixteen 

teams participated, including one team for the first 

time. Monroe #1 BOCES from Rochester, New 

York, took first place and the Austine School for the 

Deaf from Vermont took second place. Both teams 

represented the region at the National Academic 

Bowl held at Gallaudet. The GURC/NECC director 

continued to serve as a liaison for the GURCs to the 

Academic Bowl Executive Committee and worked 

with the Academic Bowl staff to update and modify 

the Academic Bowl Handbook for the GURCs. 

The GURC/NECC staff has continued to participate 

in numerous meetings, supporting NECC’s strategic 

planning initiative, especially in the area of deafrelated 

services. The GURC/NECC director participated 

on a steering committee focused on reviewing 

all deaf-related programs on campus. Recommendations 

were made to the vice-presidents of the various 

areas involved. As a result, NECC is streamlining its 

programs and providing a more cohesive provision of 

services and allowing for increased collaboration 

among departments. 

The GURC/NECC has continued to work closely 

with Gallaudet’s Admissions Office in assisting 

NECC students who wish to transfer to Gallaudet 

and has continued to monitor the renewing of the 

articulation agreement between Gallaudet and 

NECC. 

Ohlone College—Western Region 

The GURC at Ohlone College (GURC/Ohlone), now 

in its twenty-fourth year of serving the states in the 

Western region, served 10,470 individuals through 


dissemination activities in FY 2007. -There were 

5,510 materials distributed through these activities. 

The 2007 Western Regional Academic Bowl was 

held at the Arizona School for the Deaf and the Blind 

in Tucson. Twenty-three schools and programs 

applied for the 16 slots available for the competition. 

Of the final 16 teams in attendance one new school 

participated—the Alaska State School for the Deaf 

and Hard of Hearing/East High School. The event 

drew 73 competitors from five mainstream/ regional 

programs and 11 residential schools. Nearly 40% of 

the competitors were first-time participants. The 

states represented were Alaska, Arizona, California, 

Colorado, Oregon, Montana, New Mexico, Utah, 

Washington, and Wyoming. Over 100 volunteers 

from all over Arizona came to participate, including 

many Gallaudet University retirees and alumni. The 

Western region was well-represented in the finals at 

the national championship this year: teams from 

Edmonds-Woodway High School from Edmonds, 

Washington, and the California School for the Deaf- 

Fremont attended. 

The GURC/Ohlone worked with the planning 

committee for an annual conference for teachers 

and interpreters in the mountain region, the Intermountain 

Special Studies Institute in Pocatello, 

Idaho. In addition, the regional center provided 

support for the CAL-ED/IMPACT 2007 Conference 

in California. 

In addition to these conferences, the GURC/Ohlone 

provided support, staffing, and programmatic work 

for the National Asian Deaf Conference in San 

Francisco, California. Support was also provided to 

the Conference of Interpreter Trainers in San Diego, 

California; the Registry of Interpreters of the Deaf 

(RID) National Conference in San Francisco, 

California; and the Mano-a-Mano Convention in San 

Francisco, California. The GURC/Ohlone also 

supported the efforts of the RID Interpreters with 

Deaf Parents and the RID Deaf Caucus to hold a 

community forum before the RID Conference. 

227

The GURC/Ohlone also provided support to a 

variety of groups this year. These included learning 

weekends and/or conference opportunities for 

parents of deaf and hard of hearing children in 

Washington and Montana. Interpreter trainers from 

all over the nation and interpreters in Arizona, 

California, Colorado, Idaho, Montana, Utah, and 

Wyoming attended workshops or conferences 

sponsored by the center. Mental health issues were 

supported through a Deaf Domestic Violence 

Symposium in San Diego, California, and Red Cross 

training for interpreters in the San Francisco Bay 

Area. Deaf and hard of hearing students participated 

in the family events held in Montana and Washington, 

and in deaf author workshops held at Ohlone 

College and the California School for the Deaf- 

Fremont. Deaf people of all ages and service 

providers had the opportunity to hear about such 

topics as “Deaf Film,” as well as about the Irish deaf 

experience. 

228 

During the year, several Clerc Center workshops 

were presented in the region. These included: 

Portfolios for Student Growth and Transition Skills 

Guidelines in Montana; Reading to Deaf Children: 

Learning from Deaf Adults, focused on parents, at 

the CAL-ED/IMPACT Conference in California; 

Developing a Therapeutic Classroom for High Risk 

Deaf Students and Sexuality Education: An Emotionally 

Intelligent Way of Teaching Human Sexuality to 

Deaf and Hard of Hearing Students at the Intermountain 

Special Studies Institute in Idaho; and 

Portfolios for Student Growth in Colorado.

Demonstration Elementary and Secondary 

School Initiatives 

This section of the report highlights several initiatives 

in the two demonstration schools, Kendall Demonstration 

Elementary School (KDES) and the Model 

Secondary School for the Deaf (MSSD), during FY 

2007. 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 then later become 

national mission projects as those described in 

Section 2. 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 Section 2. 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 (CEASD) 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 continue to move the 

AFG work forward. 

In accordance with AFG guidelines, the schools 

underwent a mid-cycle 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 

working on 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 reviewed the current implementation 

mechanism and made some changes that would 

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 we approach the next accreditation cycle. 

action plan projects and sub-projects. 

Action Research 

In FY 2007, MSSD teachers began the process of 

conducting individual action research projects 

connected with student learning. Each teacher 

selected a specific topic that he or she felt would in 

some way impact student achievement in the classroom. 

Examples of action research topics included 

study skills, reading and writing strategies, and 

classroom management approaches. Two teachers 

focused on using spoken English and sign language 

to improve the literacy skills of students whose first 

language is spoken English. Also, the Honors Pro- 

229

gram teachers focused on strategies for improving 

timed writing skills, as well as approaches for 

teaching advanced English grammar skills. Twice 

during the year, all teachers summarized the progress 

of their topic by submitting action research reports. 

At the end of the 2006-2007 school year, MSSD 

teachers conducted a school-wide presentation of all 

action research projects. Teachers presented an 

overview of the findings of their action research, as 

well as participated in a showcase of their work for 

other members of the Clerc Center. 

American Sign Language Department 

In FY 2005, the American Sign Language Department 

was established. ASL instruction became an 

integral part of the academic program at KDES and 

MSSD. Given the research on first language development 

and its role in the growth of reading and 

writing skills, the goal for the ASL Department is to 

provide significant guidance and support in the 

development of students’ first language skills in ASL. 

During FY 2007, the ASL Department continued to 

focus on the assessment of students’ ASL skills and 

the application of this information to classroom 

instruction. 

Botball 

Botball, commonly known as Lego Robotics, requires 

students to apply science and math knowledge to 

create robots that compete against each other in a 

game played on a 4 x 8-foot table. Students write a 

computer program in C language to perform tasks 

that allow them to win the game. No remote controls 

are used to control 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 2007, MSSD students participated in the 

Greater DC Botball Robotics Tournament for the 

fourth consecutive year. At the spring tournament, 

the MSSD team turned in its best performance ever, 

placing fourth among 42 teams from the greater 

D.C. area. 

230 

Curriculum Mapping 

KDES/MSSD teachers continue the process of 

curriculum mapping. Curriculum mapping, a phase of 

the standards-based curriculum development process, 

is a multi-year procedure to develop a database 

of the operational curriculum used at KDES 

and MSSD. Teachers and staff members document, 

month by month, the content, skills, assessment, and 

essential guiding questions for each unit of study in 

their classes. 

For FY 2007, curriculum mapping efforts focused on 

aligning KDES and MSSD curriculum with the 

Delaware state educational standards for each 

grade level. Teachers compared their previous 

curriculum maps with the Delaware standards to 

identify the content areas that Clerc Center teachers 

were already covering, as well as content gaps that 

must be addressed in future curriculum planning. 

This multi-year process will continue in FY 2008. 

Early Childhood Education Program: 

Reggio Emilia Philosophy 

Both the Early Childhood Education (ECE) program 

and the Child Development Center (CDC) at KDES 

continue to 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. 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 occurs throughout the year. 

In FY 2007, monthly training for the ECE team and 

CDC teachers and staff continued during the school 

year. These trainings focused on documentation of 

classroom activities, project development, and visits 

to other schools using the Reggio Emilia philosophy. 

Integrated Curriculum 

KDES focuses on teaching and learning in teams 

that integrate study of the main content areas 

(language arts, math, science, and social studies).

Major concepts and methods from the various 

disciplines are taught in an integrated fashion using 

unit plans. 

During FY 2007, KDES teaching teams focused 

their efforts on revising unit plans to ensure that our 

curriculum is tied to the Delaware instructional 

standards in core content areas of English, math, 

science, and social studies. Since the Delaware 

standards are articulated by grade level, the school 

has begun a review of these standards and will 

continue a three- to five-year effort to align our 

instructional program with them. 

KDES 150 th Anniversary Celebration 

KDES was established by Amos Kendall in 1867 and 

during the 2006-2007 school year, the school celebrated 

its 150 th anniversary of educating deaf and 

hard of hearing students. Students were actively 

involved in the celebration. Monthly literacy activities 

were held on early closing days to teach students 

about KDES history and to work on studentcentered 

projects. Students were involved in read 

alouds, researching KDES history, producing the 

“Wildcats News,” collecting artifacts for the Time 

Capsule Project, writing essays, signing ASL stories, 

and creating artwork. The year ended with a formal 

celebration in June with a ribbon cutting for the 

opening of the KDES Museum. 

Literacy Initiatives 

During FY 2005 several new initiatives were implemented 

at KDES and MSSD to promote student 

achievement. Here are the initiatives that continued 

throug FY 2007: 

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 read in 

order to increase their enjoyment of reading. 

At MSSD, students selected books and read with 

teachers and staff every Wednesday throughout the 

year. Teachers and staff also were able to discuss 

reading with students during this time, to answer 

questions, or to engage students in discussions about 

authors or writing strategies. 

Reading Is Fundamental 

For the fourth year, KDES participated in the 

Reading Is Fundamental (RIF) program. Several 

times during the school year the RIF organization 

provided students with free books for reading. These 

books were distributed to students just before the 

silent reading time so they could enjoy reading them 

as part of this activity. KDES will continue to take 

part in RIF during FY 2008. 

Student Presentations 

At the end of each quarter, KDES held an Expo to 

provide students with an opportunity to present to 

others what they had learned for the quarter. To 

prepare for these presentations, students reflected 

on what they had learned, identified what information 

they wanted to share with others, determined 

how they would share this information, developed 

their presentations, and practiced presenting the 

information to others. Students also used a variety of 

different technological tools to demonstrate how 

they used technology to promote learning. Helping 

students to prepare for these presentations involved 

extensive collaboration between team teachers, 

curriculum enhancement teachers, and support staff 

from a number of different units. Student presentations 

were shared with students from other teams, 

parents, and individuals from other Clerc Center 

units. These presentations served as excellent 

documentation of the growth that students demonstrated 

in a variety of areas, including literacy and 

EQ skills. 

Visual Literacy Project 

During FY 2007, students at KDES were engaged in 

visual literacy projects that involved the use of 

technology to foster the development of reading and 

writing skills. One of those projects was the Global 

Virtual Classroom (GVC), an online collection of 

educational activities and resources to empower, 

enable and connect students around the world in 

order to develop the essential 21 st century skills of 

cross-cultural communication, collaboration and 

computer skills. 

231

During FY 2007, KDES students participated in the 

GVC Contest, a global team cooperation and 

website-building activity for students from 7 to 18 

years of age. Schools from around the world collaborated 

to build websites that were judged on the 

quality of their content and presentation and on 

collaboration. Team 6/7/8’s second and third period 

ASL/English students teamed with students from 

two other schools—Hai-Tung Primary School in 

Tainan City, Taiwan, and St. Therese Education 

Center in Parkville, Missouri—to build a website on 

the topic of “The Wide World of Sports,” which was 

awarded third prize in the contest. Each week the 

students completed activities related to the GVC 

project. 

For FY 2008, teams will continue their work on the 

use of technology to promote literacy development 

through participation in GVC activities. 

Student Data Analysis/Reflective 

Practice 

In FY 2005, the KDES instructional program began a 

new approach to using student data to guide classroom 

instruction. Information about each student’s 

assessment results, academic strengths and weaknesses 

and other information was collected to 

develop individual student profiles. Using the data in 

the student profiles, teachers and staff engaged in 

reflection and discussion in order to develop and 

implement instructional programs that utilize best 

educational practices. 

In FY 2007, teachers and staff continued to use the 

data from student profiles and assessment results to 

assess student progress, identify those students 

needing additional assistance, and provide appropriate 

supplemental instruction and services where 

needed. Plans for FY 2008 include using this data in 

implementing action research activities aligned with 

the school work plans for literacy and EQ. 

Students with Unique Needs 

The Students with Unique Needs Committee (SUN), 

established in FY 2005, investigates ways to enhance 

programming for deaf special needs students. The 

committee, which includes teachers, support staff 

from various units, and administrators, reviews 

232 

information on students with additional disabilities, 

the services and support that they have received, 

and explores a variety of service delivery models to 

more effectively address the learning needs of this 

unique group of students. 

During FY 2007, the committee developed an action 

plan that included recommending resources and 

professional development/training related to current 

best practices with special needs students for staff, 

teachers, and parents. Committee members also 

served as advocates for deaf special needs students 

on school committees and planning groups. 

Plans for FY 2008 include providing direct support to 

teachers working with deaf special needs students 

and participating in the development of long-range 

programmatic solutions to address the educational 

needs of this population. 

Wednesday Morning Program for 

MSSD Freshmen 

In FY 2007, MSSD launched a special Wednesday 

morning program for freshman students. This was a 

time for freshmen to engage in a variety of academic 

workshops, led by the English, Math, Science, 

and Social Studies Departments. Freshmen participated 

in a variety Departments. Freshmen participated 

in a variety of hands-on learning exercises to 

expand their knowledge and challenge them academically. 

In addition, the freshmen participated in a 

four-week sex education workshop led by Dr. Asiah 

Mason. During this time, Dr. Mason was also able to 

educate the freshmen using a sex education curriculum 

developed by the Clerc Center. Also, the Honors 

Program led the freshmen in a variety of higherlevel 

academic and leadership exercises from the 

Honor’s Program’s Summit program. 

In FY 2008, the Wednesday Morning Program for 

MSSD Freshmen will also include a nine-week 

orientation to high school life, during which students 

will focus on the basics for success at MSSD, 

including activities related to study skills, academic 

motivation, social skills, relationships, life away from 

home, and academic achievement.

KDES Student Characteristics, Support Services 

Received and Outcomes 

Enrollment 

Kendall Demonstration Elementary School (KDES) 

serves students from birth through age 15 who reside 

in the Washington, D.C., metropolitan area. The 

majority of new students enroll at the beginning of 

the school year, but students also 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, 2006, 128 students 

were enrolled at KDES (See Table 1). This is the 

official enrollment number for the year and is used in 

this section as the basis for reporting student characteristics 

and services received. Thirty-one of those 

enrolled were new students to KDES. The majority 

of new students were admitted into the Early Childhood 

Education (ECE) program or Team 6/7/8. 

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 2a). This comparison is 

made available through the Annual Survey of Deaf 

and Hard of Hearing Children & Youth, conducted 

by the Gallaudet Research Institute. This 

survey includes students from about 70% of the 

educational programs that serve students who are 

deaf or hard of hearing nationwide. 

In FY 2007, the number of KDES students with 

cochlear implants was 31, or about 24% of the 

school population. Twenty-four of these students 

were currently using their implant. 

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 51% of students who are deaf 

or hard of hearing belong to these traditionally 

underserved groups (see Table 3a). The proportion 

of black and African American students enrolled at 

KDES was more than double that of other programs 

nationwide (38% vs. 15%). 

Additional Disabilities 

Thirty-four percent of KDES students were identified 

as having additional physical or cognitive disabilities 

(see Table 4a). Nine percent of KDES students 

had “other conditions,” which included obsessive 

compulsive traits, motor delay, emotional issues, and 

anxiety disorder. In addition to these “other conditions,” 

the most prevalent disabilities among KDES 

students were Attention Deficit Disorder, learning 

disabilities, and developmental delays. 

Languages Spoken in the Homes of 

KDES Students 

English was the most common language spoken in 

the homes of KDES students. However, 2% of 

KDES students came from homes in which Amharic 

or French were spoken. Twelve percent of students 

came from Spanish-speaking homes. Thirty-eight 

percent of KDES students live in homes where sign 

language, including American Sign Language (ASL), 

is used. 

233


Audiology, health services from the school nurse, and 

transportation services are routinely available to all 

KDES students. An array of other educationally 

related services is provided to KDES students who 

need them to benefit from the instructional program. 

Eighty-four percent of KDES students received one 

or more support services, compared to 93% for deaf 

and hard of hearing students nationwide in programs 

ranging from special schools to public school settings 

(see Table 5a). Support services provided most often 

to KDES students included speech training, counseling, 

occupational or physical therapy, and “other 

support services.” At KDES, Extended School Year, 

ASL instruction, and visual adaptive services are 

included in the “other support services” category. 

At KDES, students from traditionally underserved 

racial/ethnic groups received all support services at 

higher rates than Caucasian students (see Table 6a). 

Student Reading Achievement 

The reading comprehension attainment of KDES 

students, age 8 and older, is measured annually using 

the Stanford Achievement Test. Students in the three 

instructional teams corresponding to grades 1/2/3, 4/ 

5, and 6/7/8 attained reading grade equivalent levels 

of 1.6, 2.4, and 2.8, respectively (see Table 7b). 

Students in Teams 4/5 and 6/7/8 demonstrated wide 

ranges of reading ability. 

234 

Students Completing the KDES 

Instructional Program 

Seven students from Team 6/7/8 completed the 

KDES instructional program in spring 2007. Four of 

the completers were members of traditionally 

underserved racial/ethnic groups and three were 

Caucasian. 

All 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 seven completers 

ranged from second grade through seventh grade, 

with an average grade equivalent of 3.7. Caucasian 

completers attained an average grade equivalent of 

5.8, while completers who were members of traditionally 

underserved racial/ethnic groups attained an 

average of 2.8.

Table 1: KDES Enrollment 

AY 2006-2007 

2006-2007 

KDES 

Enrollment All Students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

Sept. 15, 2006 128 47 26 22 33 

Feb. 1, 2007 

First time 

130 55 23 22 30 

enrollments 

Completed 

31 14 3 4 10 

program 

Left program 

before 

7 0 0 0 7 

completing 18 7 4 4 3 

235

236 

Table 2a: P ercentage of KDES Students by Hearing Level and 

Instructional Team 

September 2006 

KDES 

All 

Students 

(N=123) 2 

ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

(N =4 2) (N = 2 6) (N =22) (N =3 3) 

A ll le ve ls 

Normal 

100 % 100% 10 0% 100 % 100% 10 0% 

3 

Level of GRI An nual 

Hearing Survey 

Loss 

(

Table 3a: Percentage of KDES Students by Race/Ethnicity and Instructional 

Team 


KD ES 

Racial/ Ethn ic 

GRI Annual 

Survey All Teams EC E T eam Team 1/2/3 Team 4/5 Team 6/7/8 

Group 

(N=128) (N=47) (N=26) (N=22) (N=33) 

A ll g ro u ps 100% 100% 100% 100% 100% 100% 

Caucasian 

Traditionally 

underserved 

racial /ethni c 

49% 43% 57% 35% 32% 36% 

groups 

African 

Am e rican or 

51% 57% 43% 65% 68% 64% 

Black 15% 38% 28% 42% 50% 39% 

Hispanic 

Asian/Pacific 

27% 14% 9% 23% 14% 15% 

Islander 

Am e rican 

Indian, multiethnic, 

& other 

racial/ethnic 

4% 2% 2% 0% 0% 6% 

gr ou p s 5 % 3 % 4 % 0 % 5 % 3 % 

1 

(N =38,8 85) 

1 Source: Gallau det Research Institu te. (Ja nuary, 20 07). Regional and N ational Sum mary o f Report o f Da ta 

from the 2005 -2006 Ann ual Survey o f De af and H ard of Hear ing Ch ildren & Youth . W ashington, DC: GRI, 

Galla udet U niv ersity. 

Note: To tals m ay not su m to 1 00% due to r oundin g. 

Table 3b: Number of KDES Students by Race/Ethnicity and Instructional 

Team 


KD ES 

Racial/ Ethn ic GRI Annual 

Group 

Survey All Teams ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

A ll g ro u ps 38,885 128 47 26 22 33 

Caucasian 

Traditionally 

underserved 

racial /ethni c 

19,120 55 27 9 7 12 

groups 

African 

Am e rican or 

19,765 73 20 17 15 21 

Black 5,846 48 13 11 11 13 

Hispanic 

Asian/Pacific 

10,417 18 4 6 3 5 

Islander 

Am e rican 

Indian, multiethnic, 

& other 

racial/ethnic 

1,547 3 1 0 0 2 

grou ps 1,955 4 2 0 1 1 

1 

1 Source: Gallau det Research Institu te. (Ja nuary, 20 07). Regional and N ational Sum mary o f Report o f Da ta 

from the 2005 -2006 Ann ual Survey o f De af and H ard of Hear ing Ch ildren & Youth . W ashington, DC: GRI, 

Galla udet U niv ersity. 

237

238 

Table 4a: Percentage of KDES Students with Disabilities by Instructional Team 


KDES 

GRI Annual All 

Survey Students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

Disabilities 

(N=128) (N= 47) (N= 26) (N= 22) (N= 33) 

All Conditions 100% 100% 100% 100% 100% 100% 

No Disabil ities 51% 66% 89% 62% 46% 49% 

1 

(N=35,407) 

Deaf Students with 1 

or More Additional 

Disabilities 49% 34% 11% 39% 55% 52% 

Low Vision 3% 2% 0% 0% 5% 3% 

Legally Blind 2% 0% 0% 0% 0% 0% 

Learning Disabled 9% 7% 0% 12% 5% 15% 

Attention Deficit 

Disorder 6% 8% 2% 12% 14% 9% 

Mentally Retarded 8% 1% 0% 0% 5% 0% 

Emotional Disorder 2% 6% 0% 4% 14% 12% 

Developmental 

Delay 3% 7% 6% 0% 18% 6% 

Autism 1% 2% 2% 0% 0% 3% 

Orthopedic 

Impairment 4% 4% 2% 8% 5% 3% 

Speech/Language 

Impairment 20% 2% 0% 0% 0% 9% 

Traumatic Brain 

Injury

Table 4b: Number of KDES Students with Disabilities by Instructional Team 


KDES 


Disabilities 

Survey Students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

All Conditions 37,439 128 47 26 22 33 

No Disabilities 19,119 84 42 16 10 16 

1 

Deaf Students with 1 

or More Additional 

Disabilities 18,320 44 5 10 12 17 

Low Vision 1,270 2 0 0 1 1 

Legally Blind 544 0 0 0 0 0 

Learning Disabled 3,171 9 0 3 1 5 


Disorder 2,106 10 1 3 3 3 

Mentally Retarded 3,076 1 0 0 1 0 

Emotional Disorder 699 8 0 1 3 4 

Developmental 

Delay 1,118 9 3 0 4 2 

Autism 444 2 1 0 0 1 

Orthopedic 

Impairment 1,516 5 1 2 1 1 


Impairment 7,301 3 0 0 0 3 


Injury 126 1 0 0 0 1 

Other Health 

Impairments 1,147 8 0 2 1 5 

Other Conditions 2,443 11 0 1 4 6 

1 Source: Gallaudet Research Institute. (January, 2007). Regional and National Summary o f Report of Da ta from 

the 2005-2 006 Annual S urvey of Dea f and Hard of Hearin g Child ren & Y outh. Wa sh ington, DC: GRI, G allaud et 


239

240 

Table 5a: Percentage of KDES Students Receiving Support Services by Instructional Team 


KDES 

All 

Students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

(N=128) (N=47) (N=26) (N=22) (N=33) 

No Support Services 7% 16% 21% 4% 18% 15% 

1 or More Support Services 93% 84% 79% 96% 82% 85% 

Oral Interpreting 1% 0% 0% 0% 0% 0% 

Sign Interpreting 24% 0% 0% 0% 0% 0% 

Cued Speech Transliteration

Table 5b: Number of KDES Students Receiving Support Services by Instructional Team 


KDES 

All 

Students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

(N=128) (N=47) (N=26) (N=22) (N=33) 

No Support Services 2,773 20 10 1 4 5 

1 or More Support Services 35,952 108 37 25 18 28 

Oral Interpreting 435 0 0 0 0 0 

Sign Interpreting 9,360 0 0 0 0 0 

Cued Speech Transliteration 116 0 0 0 0 0 

Tutoring 3,643 0 0 0 0 0 

Speech Training 23,147 100 33 22 18 27 

Notetaking 1,837 0 0 0 0 0 

Real-time Captioning 462 0 0 0 0 0 

Counseling 4,120 36 5 8 7 16 

Itinerant Teacher Services 14,700 0 0 0 0 0 

Classroom Aide Services 7,231 0 0 0 0 0 

Auditory Training 9,898 0 0 0 0 0 

OT/PT 3,753 28 12 11 3 2 

Adaptive PE 1,669 0 0 0 0 0 

Other Support Services 4,948 57 18 14 11 14 

Extended School Year (ESY) NA 50 18 12 10 10 

ASL Instruction NA 13 2 4 2 5 

Additional Services 2 


Survey 


NA 1 0 0 1 0 

1 

(N=38,725) 

1 Source: Gallaudet Research Institute. (January, 2007). Regional and National Summary of Report of Data from the 2005-2006 

Annual Survey of Deaf and Hard of Hearing Children & Youth . Washington, DC: GRI, Gallaudet University. 

2 Includes visual adaptive services. 

241

Table 6a: Percentage of KDES Students Receiving Support Services by Race/Ethnicity 


242 

Traditionally Underserved Racial/Ethnic Groups 

All Traditionally 

Underserved African 

Other & Multi- 

Caucasian Racial/Ethnic American or 

Asian/ Pacific Ethnic/ Racial 

All Students Students Group Students Black 

Hispanic Islander Groups 

Support Services (N=128) (N=55) 

(N=73) 

(N=48) 

(N=18) 

(N=3) 

(N=4) 

No Support Services 16% 24% 10% 8% 17% 0% 0% 

1 or More Support 

Services 84% 76% 90% 92% 83% 100% 100% 

Oral Interpreting 0% 0% 0% 0% 0% 0% 0% 

Sign Interpreting 0% 0% 0% 0% 0% 0% 0% 

Cued Speech 

Transliteration 0% 0% 0% 0% 0% 0% 0% 

Tutoring 0% 0% 0% 0% 0% 0% 0% 

Speech Training 78% 73% 82% 83% 78% 100% 75% 

Notetaking 0% 0% 0% 0% 0% 0% 0% 

Real-time Captioning 0% 0% 0% 0% 0% 0% 0% 

Counseling 28% 20% 34% 35% 22% 67% 50% 

Itinerant Teacher 

Services 0% 0% 0% 0% 0% 0% 0% 

Classroom Aide 

Services 0% 0% 0% 0% 0% 0% 0% 

Auditory Training 0% 0% 0% 0% 0% 0% 0% 

OT/PT 22% 18% 25% 25% 11% 33% 75% 

Adaptive PE 0% 0% 0% 0% 0% 0% 0% 

Other Support 

Services 45% 18% 64% 65% 61% 67% 75% 

Extended School 

Year (ESY) 39% 16% 56% 52% 61% 67% 75% 

ASL Instruction 10% 4% 15% 19% 11% 0% 0% 

1% 0% 1% 0% 0% 0% 25% 


1 Note: Includes visual adaptive services.

Table 6b: Number of KDES Students Receiving Support Services by Race/Ethnicity 



All 

Traditionally 

Underserved 

Racial/Ethnic African 


Caucasian Group American or 

Asian/ Pacific Ethnic/ Racial 

All Students Students Students Black Hispanic Islander Groups 


(N=128) (N=55) 

(N=73) (N=48) (N=18) (N=3) (N=4) 

No Support Services 20 13 7 4 3 0 0 

1 or More Support Services 108 42 66 44 15 3 4 

Oral Interpreting 0 0 0 0 0 0 0 

Sign Interpreting 0 0 0 0 0 0 0 

Cued Speech 

Transliteration 0 0 0 0 0 0 0 

Tutoring 0 0 0 0 0 0 0 

Speech Training 100 40 60 40 14 3 3 

Notetaking 0 0 0 0 0 0 0 

Real-time Captioning 0 0 0 0 0 0 0 

Counseling 36 11 25 17 4 2 2 

Itinerant Teacher 

Services 0 0 0 0 0 0 0 

Classroom Aide Services 0 0 0 0 0 0 0 

Auditory Traini ng 0 0 0 0 0 0 0 

OT/PT 28 10 18 12 2 1 3 

Adaptive PE 0 0 0 0 0 0 0 

Other Support Services 57 10 47 31 11 2 3 

Extended School Year 50 9 41 25 11 2 3 

ASL Instruction 13 2 11 9 2 0 0 


1 0 1 0 0 0 1 

1 Note: Includes visual adaptive services. 

243

244 

Table 7a: Percentage of KDES Students Reading at Different 

Grade Levels by Instructional Team 


Grade 

KDES 

Equivalent All Students Team 1/2/3 Team 4/5 Team 6/7/8 

Level 

(N=59) (N =13) (N=15) (N=31) 

A ll levels 

Post high 

100% 100% 100% 100% 

school 2% 0% 0% 3% 

12.0-12.9 0% 0% 0% 0% 

11.0-11.9 0% 0% 0% 0% 

10.0-10.9 0% 0% 0% 0% 

9 .0-9.9 0% 0 % 0 % 0% 

8 .0-8.9 2% 0 % 7 % 0% 

7 .0-7.9 7% 0 % 13% 7% 

6 .0-6.9 7% 0 % 13% 7% 

5 .0-5.9 5% 0 % 7 % 7% 

4 .0-4.9 0% 0 % 0 % 0% 

3.0-3.9 17% 8% 7% 26% 

2 .0-2.9 2 2% 31 % 13% 23 % 

1 .0-1.9 3 9% 62 % 40% 29 % 

Notes: Include s stud ents who were enrolled as of September 15, 2006, who wer e 8 

years of age o r older at the time of testing, and who were enrolled at the time of testing 

in May. Scores are based on the Reading Comprehensio n sub test of the Stanford 

A chievement Test, 1 0th Ed ition. Totals may not sum to 100% due to round ing. 

Table 7b: Number of KDES Students Reading at Different 

Grade Levels by Instructional Team 


Grade 

Equivalent 

KDES 

Level 

All Students Team 1/2/3 Team 4/5 Team 6/7/8 

A ll levels 

Post high 

59 1 3 1 5 31 

school 1 0 0 1 

12.0-12.9 0 0 0 0 

11.0-11.9 0 0 0 0 

10.0-10.9 0 0 0 0 

9 .0-9.9 0 0 0 0 

8 .0-8.9 1 0 1 0 

7 .0-7.9 4 0 2 2 

6 .0-6.9 4 0 2 2 

5 .0-5.9 3 0 1 2 

4 .0-4.9 0 0 0 0 

3 .0-3.9 10 1 1 8 

2 .0-2.9 13 4 2 7 

1 .0-1.9 

Mean grade 

23 8 6 9 

level 1.6 2.4 2.8 

Notes: Include s stud ents who were enrolled as of September 15, 2006, who wer e 8 

years of age o r older at time of te sting, and who were en rolled at the time o f testing in 

May. Scores are based on the Reading Comprehe nsion subtest of th e S tanford 

A chievement Test, 1 0th Ed ition.

MSSD Student Characteristics, Related 

Educational Services Received, and Achievement 

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, 2006, 218 students were enrolled at 

MSSD (See Table 8). This is the official enrollment 

number for the year and is used in this section as the 

basis for reporting student characteristics, achievement, 

and services received. Seventy-one new 

students were included in the total September 15 

enrollment. While 17 of these new students enrolled 

as freshman, 14, 23, and 17 students entered as 

sophomores, juniors, and seniors, respectively. 

Thirty-nine seniors graduated. Seventeen seniors had 

not yet met their Individualized Education Program 

goals by the end of their senior year and are returning 

to MSSD for the 2007-2008 academic year. 

Hearing Levels of MSSD Students 

Sixty-seven 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 9a). This comparison is 

made available through the Annual Survey of Deaf 

and Hard of Hearing Children & Youth, conducted 

by the Gallaudet Research Institute (GRI). 

This survey includes students from about 70% of the 

educational programs that serve students who are 

deaf or hard of hearing nationwide. 

In FY 2007, the number of MSSD students with 

cochlear implants was 20, or about 9% of the school 

population. Eleven of these students were currently 

using their implant. 

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-four percent 

of MSSD students were members of traditionally 

underserved racial/ethnic groups (see Table 10a). 

Additional Disabilities 

Eighteen percent of MSSD students were identified 

as having additional physical or cognitive disabilities. 

The most prevalent disabilities among MSSD 

students were Attention Deficit Disorder and 

learning disabilities. 

Languages Used in the Homes of 

MSSD Students 

English was the most common language spoken in 

the homes of MSSD students. However, 6% of 

students came from homes in which Amharic, 

Chinese, Creole, Russian, Mongolian, Italian, 

Lithuanian, and other languages were spoken. Five 

percent of students came from Spanish-speaking 

homes. Forty-two percent of MSSD students live in 

homes where sign language, including American Sign 

Language (ASL), is used. 


Audiology and health services are routinely available 

to all MSSD students. An array of other educationally 

related services is provided to MSSD students 

who need them to benefit from the instructional 

program, including, but not limited to, counseling, 

speech training, ASL instruction, Extended School 

Year (ESY), and transportation for students who do 

not travel independently. 

245

Forty-three percent of MSSD students received one 

or more support services. This proportion is much 

less than the 93% of deaf and hard of hearing 

students nationwide (see Table 12a). However, the 

GRI Annual Survey reports about students from 

early childhood through high school age in special 

programs as well as in public school programs. For 

example, the GRI Annual Survey includes students 

of all ages 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 English and ASL are integral 

parts 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 students received “other support services” at 

a lower rate than students in other programs (6% v. 

13%). Other support services at MSSD included 

ESY, ASL instruction, and transportation services. 

At MSSD, 51% of students from traditionally 

underserved racial/ethnic groups received some type 

of support service, compared to 33% of Caucasian 

students (see Table 13a). Higher percentages of 

students from traditionally underserved racial/ethnic 

groups received auditory training, sign interpreting, 

speech training, and counseling than did Caucasian 

students. 

Student Reading Achievement 

The reading comprehension attainment of MSSD 

students is measured annually using the Stanford 

Achievement Test (10 th 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 twothirds 

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. 

246 

Students in grades 9, 10, 11, and 12 attained average 

reading grade equivalent levels at the fourth and 

sixth grades (see Table 14b). The 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. 

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 7.3 (see Table 

15b). Graduates who were members of traditionally 

underserved racial/ethnic groups had an average 

reading level near the middle of fourth grade (4.1). 

These students demonstrated a wide range of 

reading comprehension, from first grade through 

tenth grade. Caucasian graduates had an average 

reading level of the beginning of tenth grade (10.0), 

and a range of scores from third grade through post 

high school level. 

Disposition of MSSD Graduates 

MSSD graduated 39 students in the spring and 

summer of 2007. 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-three percent were enrolled in an advanced 

education or training program (see Table 16a). This 

included 53% of graduates from traditionally underserved 

racial/ethnic groups and 86% of Caucasian 

graduates. Eight percent of the graduates reported 

that they were working. Of these graduates, 67% 

reported that they were delaying entering college. 

Footnotes 

1 Allen, T. E. (1994). Who are the deaf and hard of hearing 

children leaving high school and entering 

postsecondary education? [On-line]. Available at 

http://gri.gallaudet.edu/AnnualSurvey/whodeaf.html

Table 8: MSSD Enrollment 


2006-2007 

MSSD 

Enrollment 

All Students Grade 9 Grade 10 Grade 11 Grade 12 

Sept. 15, 2006 218 32 46 66 74 

Feb. 1, 2007 212 34 48 64 66 

First time enrollments 71 17 14 23 17 

Left program before 

completing 52 6 9 22 15 

Completed program 39 0 0 0 39 

Note: Sevente en MS SD seniors delayed their grad uation date to complete IEP goals. 

247

248 

Table 9a: Percentage of MSSD Students by Hearing Level and Grade 


MSSD 

All 

Students Grade 9 Grad e 10 Grad e 11 Grade 12 

(N=218) (N =32) (N=46) (N=66) (N =74) 

All levels 

Normal 

100% 100% 100% 100% 100% 100% 

2 

Level of GRI Annual 

Hearing Survey 

Loss 

(

Table 10a: Percentage of MSSD Students by Race/Ethnicity and Grade 


MSSD 

Racial/ Ethnic 

GRI An nual 

Survey All Teams Grade 9 Grade 10 Grade 11 Grade 12 

Group 

(N=218) (N=32) (N=46) (N=66) (N=74) 

All groups 100% 100% 100% 100% 100% 100% 

Caucasian 

Traditionally 

underserved 

racial/ethnic 

49% 45% 38% 39% 49% 50% 

groups 

African 

Am erican or 

51% 54% 63% 61% 52% 50% 

Black 15% 40% 41% 48% 33% 41% 

Hispanic 

Asian/Pacific 

27% 6% 6% 9% 9% 0% 

Islander 

American 

Indian, Multiethnic, 

& Other 

racial/ ethnic 

4% 9% 16% 4% 9% 8% 

groups 5%

250 

Table 11a: Percentage of MSSD Students with Disabilities by Grade 


MSSD 


Survey Students Grade 9 Grade 10 Grade 11 Grade 12 

Disabilities 

(N=218) (N=32) (N=46) (N=66) (N=74) 

All Conditions 100% 100% 100% 100% 100% 100% 

No Disabilities 

Deaf Students with 1 or 

More Additional 

51% 82% 69% 76% 88% 85% 

Disabilities 49% 18% 31% 24% 12% 15% 

Low Vision 3% 2% 0% 2% 0% 5% 

Legally Blind 2% 0% 0% 0% 0% 0% 

Learning Disabled 9% 5% 0% 9% 6% 4% 

1 

(N=37,439) 


Disorder 6% 7% 19% 9% 5% 4% 

Mentally Retarded 8% 1% 0% 2% 0% 1% 

Emotional Disorder 2%

Disabilities 

Table 11b: Number of MSSD Students with Disabilities by Grade 



Survey 1 

MSSD 

All 

Students Grade 9 Grade 10 Grade 11 Grade 12 

All Conditions 37,439 218 32 46 66 74 

No Disabilities 19,119 178 22 35 58 63 

Deaf Students with 1 or 

More Additional 

Disabilities 18,320 40 10 11 8 11 

Low Vision 1,270 5 0 1 0 4 

Legally Blind 544 0 0 0 0 0 

Learning Disabled 3,171 11 0 4 4 3 


Disorder 2,106 16 6 4 3 3 

Mentally Retarded 3,076 2 0 1 0 1 

Emotional Disorder 699 1 0 1 0 0 

Developmental 

Delay 1,118 0 0 0 0 0 

Autism 444 0 0 0 0 0 

Orthopedic 

Impairment 1,516 2 1 0 1 0 


Impairment 7,301 5 0 3 2 0 


Injury 126 0 0 0 0 0 

Other Health 

Impairments 1,147 1 1 0 0 0 

Other Conditions 2,443 4 3 1 0 0 

1 Source: Gal laudet Research Institute. (Janu ary, 2007). Regional and National Summa ry of Repo rt of Data from 

the 2005-2006 Annual S urvey of Deaf and Hard of Hearing Children & Y outh . Wa shington, DC: GRI, G allaud et 


251

252 

Table 12a: Percentage of MSSD Students Receiving Support Services by Grade 


MSSD 


Survey Students Grade 9 Grade 10 Grade 11 Grad e 12 


(N=218) (N=32) (N=46) (N=66) (N=74) 

No Support Services 7% 57% 44% 30% 70% 68% 

1 or More Support Services 93% 43% 56% 70% 30% 32% 

Oral Interpreting 1% 0% 0% 0% 0% 0% 

Sign Interpreting 24% 2% 0% 9% 0% 0% 

1 

(N=38,725) 

Cued Speech Transliteration

Table 12b: Number of MSSD Students Receiving Support Services by Grade 


MSSD 

All 

Students Grad e 9 Grade 10 Grade 11 Grade 12 

(N=218) (N=32) (N=46) (N=66) (N=74) 

No Support Services 2,773 124 14 14 46 50 

1 or More Support Services 35,952 94 18 32 20 24 

Oral Interpreting 435 0 0 0 0 0 

Sign Interpreting 9,360 4 0 4 0 0 

Cued Speech Transliteration 116 0 0 0 0 0 

Tutoring 3,643 12 0 7 0 5 

Speech Training 23,147 54 13 19 11 11 

Notetaking 1,837 0 0 0 0 0 

Real-time Captioning 462 0 0 0 0 0 

Counseling 4,120 56 13 22 10 11 

Itinerant Teacher Services 14,700 0 0 0 0 0 

Classroom Aide Services 7,231 1 0 1 0 0 

Auditory Training 9,898 2 0 2 0 0 

OT/PT 3,753 2 1 1 0 0 

Adpative PE 1,669 0 0 0 0 0 

Other 4,948 13 3 4 1 5 

Extended School Year (ESY) NA 6 1 4 1 0 

ASL Instruction NA 1 1 0 0 0 

Transportation NA 2 0 0 0 2 



Survey 


NA 6 1 0 0 5 

1 

(N=38,725) 

1 Source: Gallaudet Research Institute. (January, 2007). Program Summary of Report of Data from the 2005-2006 Annual Survey of Deaf and Hard of 

Hearing Children & Youth . Washington, DC: GRI, Gallaudet University. 

2 Include s wo rk experience and cochlear implant services. 

253

254 

Table 13a: Percentage of MSSD Students Receiving Support Services by Race/Ethnicity 


Traditio nally Un derserved Racial/Ethnic Groups 

All 

Traditionally African 


Underserved American or 

Asian / Pacific Ethnic/ Racial 

Students Black Hispanic Islander Grou ps 

(N= 119) (N=87) (N=12) (N=19) 

(N=1) 

No Support Services 57% 67% 49% 47% 67% 47% 0% 

1 or More Support Services 43% 33% 51% 53% 33% 53% 100% 

Oral Interpreting 0% 0% 0% 0% 0% 0% 0% 

Sign Interpreting 2% 1% 3% 3% 0% 0% 0% 

Cued Speech Transliteration 0% 0% 0% 0% 0% 0% 0% 

Tutoring 6% 6% 5% 6% 8% 0% 0% 

Speech Training 25% 16% 32% 36% 17% 26% 0% 

Notetaking 0% 0% 0% 0% 0% 0% 0% 

Real-tim e Captioni ng 0% 0% 0% 0% 0% 0% 0% 

Counseling 26% 22% 29% 30% 25% 26% 0% 

Itinerant Teacher Services 0% 0% 0% 0% 0% 0% 0% 

Classroom Aide Services

Table 13b: Number of MSSD Students Receiving Support Services by Race/Ethnicity 



Other & 

All 

Multi- 

Traditionally African 

Ethnic/ 

Caucasian Underserved American or 

Asian/ Pacific Racial 

All Students Students Students Black Hispanic Islander Groups 


(N=218) (N=99) 

(N=119) (N=87) (N=12) (N=19) (N=1) 

No Support Services 124 66 58 41 8 9 0 

1 or More Support Services 94 33 61 46 4 10 1 

Oral Interpreting 0 0 0 0 0 0 0 

Sign Interpreting 4 1 3 3 0 0 0 

Cued Speech Transliteration 0 0 0 0 0 0 0 

Tutoring 12 6 6 5 1 0 0 

Speech Training 54 16 31 2 5 0 

Notetaking 0 0 0 0 0 0 0 

Real-time Captioni ng 0 0 0 0 0 0 0 

Counseling 56 22 26 3 5 0 

Itinerant Teacher Services 0 0 0 0 0 0 0 

Classroom Aide Services 1 0 1 1 0 0 0 

Auditory Training 2 0 2 2 0 0 0 

OT/PT 2 1 1 1 0 0 0 

Adaptive PE 0 0 0 0 0 0 0 

Other 13 2 11 7 0 3 1 

Extended School Year (ESY) 6 1 5 3 0 2 0 

ASL Instruction 1 1 0 0 0 0 0 

Transportation 2 0 2 2 0 0 0 

Additional Services 1 6 0 6 4 0 1 1 

1 Include s work experience and cochlear implant services. 

255

256 

Table 14a: Percentage of MSSD Students Reading at Different Grade 

Levels by Grade 


MSSD 

Grade Equivalent All Students Grad e 9 Grade 10 Grade 11 Grade 12 

Level 

(N= 178) (N=25) (N=41) (N=54) (N=58) 

All levels 100% 100% 100% 100% 100% 

Post high school 11% 0% 7% 13% 17% 

12.0-12.9 0% 0% 0% 0% 0% 

11.0-11.9 1% 0% 0% 2% 2% 

10.0-10.9 4% 8% 5% 2% 3% 

9.0-9.9 3% 4% 0% 4% 5% 

8.0-8.9 7% 4% 5% 6% 12% 

7.0-7.9 5% 0% 7% 6% 5% 

6.0-6.9 8% 8% 10% 11% 3% 

5.0-5.9 16% 12% 15% 19% 17% 

4.0-4.9 7% 16% 5% 6% 5% 

3.0-3.9 21% 28% 20% 24% 16% 

2.0-2.9 15% 20% 22% 9% 12% 

1.0-1.9 2% 0% 5% 0% 2% 

Note: Includes students enrolled as of S eptember 15, 2 006, who were also tested in spring 2007. 

Scores are based on the Reading Comprehension subtest o f the S tanford A chievement Test, 10th 

E dition, an d the Test of Acade mic Skills (TASK ). 

Totals may not sum to 100% due to rou nding. 

Table 14b: Number of MSSD Students Reading at Different Grade Levels 

by Grade 


MSSD 

Grade Equivalent 

Level 

All Students Grade 9 Grade 10 Grade 11 Grade 12 

All levels 178 25 41 54 58 

Post high school 20 0 3 7 10 

12.0-12.9 0 0 0 0 0 

11.0-11.9 2 0 0 1 1 

10.0-10.9 7 2 2 1 2 

9.0-9.9 6 1 0 2 3 

8.0-8.9 13 1 2 3 7 

7.0-7.9 9 0 3 3 3 

6.0-6.9 14 2 4 6 2 

5.0-5.9 29 3 6 10 10 

4.0-4.9 12 4 2 3 3 

3.0-3.9 37 7 8 13 9 

2.0-2.9 26 5 9 5 7 

1.0-1.9 3 0 2 0 1 

Mean Grade Level 4.3 4.6 6.1 6.4 

Note: Includes students enrolled as of S eptember 15, 2 006, who were also tested in spring 2007. 

Scores are based on the Reading Comprehension subtest o f the S tanford A chievement Test, 10th 

Edition, and Test of Aca demic Skills (TA SK).

Table 15a: Percentage of MSSD Graduates Reading at 

Different Grade Levels by Race/Ethnicity 


MSSD Graduates 

Caucasian 

Graduates 

(N=23) 

All Traditio nally 

U nderserved 

Racial/Ethnic 

Groups 

(N =16) 

Grade Equivalent All Graduates 

Level 

(N =39 ) 

All levels 100% 100% 100% 

Post high school 23% 39% 0% 

12.0-12.9 0% 0% 0% 

11.0-11.9 3% 4% 0% 

10.0-10.9 5% 4% 6% 

9.0-9.9 5% 9% 0% 

8.0-8.9 15% 13 % 19% 

7.0-7.9 5% 9% 0% 

6.0-6.9 3% 0% 6% 

5.0-5.9 21% 17 % 25% 

4.0-4.9 0% 0% 0% 

3.0-3.9 8% 4% 13% 

2.0-2.9 10% 0% 25% 

1.0-1.9 3% 0% 6% 

Note: Score s are based on the Reading Comprehension subtest o f the S tanford 

A chieve me nt Test, 1 0th Ed itio n, and Test of A cad em ic Skills (TAS K). 

Totals may not sum to 100 % due to rounding. 

Table 15b: Number of MSSD Graduates Reading at Different 

Grade Levels by Race/Ethnicity 



Grade Equivalent 

Caucasian 

All Traditio nally 

U nderserved 

Racial/Ethnic 

Level 

All Graduates Graduates 

Groups 

All le vels 39 2 3 16 

Post high school 9 9 0 

12.0-12.9 0 0 0 

11.0-11.9 1 1 0 

10.0-10.9 2 1 1 

9.0-9.9 2 2 0 

8.0-8.9 6 3 3 

7.0-7.9 2 2 0 

6.0-6.9 1 0 1 

5.0-5.9 8 4 4 

4.0-4.9 0 0 0 

3.0-3.9 3 1 2 

2.0-2.9 4 0 4 

1.0-1.9 

Average Grade 

1 0 1 

Equivalent 7.3 10.0 4.1 

Note: Score s are based on the Reading Comprehension subtest o f the S tanford 

A chieve me nt Test, 1 0th Ed itio n, and th e T est of Aca dem ic Skills (TA SK). 

257

258 

Table 16a: Percentage of MSSD Graduates' Immediate Outcomes by Race/Ethnicity 

As of September 2007 


All 

Other & 

Traditionally 

Multi- 


Asian/ Ethnic/ 

All Caucasian Racial/Ethnic American 

Pacific Racial 

Graduates Graduates Groups or Black Hispanic Islander Groups 

Immediate Outcome (N=39) (N=23) 

(N=16) (N=10) (N=5) (N=1 ) (N=1) 

All outcomes 

Entered Gallaudet 

100% 100% 100% 100% 100% 100% 100% 

University 38% 61% 6% 10% 0% 0% 0% 

Entered another college 

or university 15% 17% 13% 20% 0% 0% 0% 

Entered NTID 

Working/ delayed 

10% 0% 25% 10% 0% 60% 0% 

college entrance 

Working/ no current 

5% 0% 13% 0% 0% 20% 100% 

college plans 3% 0% 6% 10% 0% 0% 0% 

Looking for work/ 

delayed college 

entrance 8% 4% 13% 20% 0% 0% 0% 

Not working/ delayed 


Entered placement, 

evaluation, or training 

through VR or other 

10% 9% 13% 20% 0% 0% 0% 

agency 

At home, not in school 

5% 4% 6% 10% 0% 0% 0% 

or working 0% 0% 0% 0% 0% 0% 0% 

Unknown 5% 4% 6% 0% 0% 20% 0% 

Note: Totals may not sum to 100% due to rounding.

Table 16b: Number of MSSD Graduates' Immediate Outcomes by Race/Ethnicity 

As of September 2007 


All 

Other & 

Traditionally 

Multi- 


Asian/ Ethnic/ 

Immediate 

All Caucasian Racial/Ethnic American 

Pacific Racial 

Outcome 

Graduates Graduates 

Groups or Black Hispanic Islander Groups 

All outcomes 

Entered Gallaudet 

39 23 16 10 0 5 1 

Univ ersity 

Entered another 

college or 

15 14 1 1 0 0 0 

university 6 4 2 2 0 0 0 

Entered NTID 4 0 4 1 0 3 0 

Working/ delayed 


Working/ no 

current college 

2 0 2 0 0 1 1 

plans 

Looking for work/ 


1 0 1 1 0 0 0 

entrance 3 1 2 2 0 0 0 

Not working/ 


entrance 4 2 2 2 0 0 0 

Entered college 

placement or 

training, 

evaluation, or 

training through VR 

or other agency 2 1 1 1 0 0 0 

At home, not in 

school or working 0 0 0 0 0 0 0 

Unknown 2 1 1 0 0 1 0 

259

FY 2007 Annual Report of Achievements - Gallaudet University

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