FY 2008 Annual Report of Achievements - Gallaudet University

1864 - 2008 

Gallaudet University 

Annual Report of Achievements 

Instructional Programs 

Research & Outreach 

Laurent Clerc National Deaf Education Center

Dear Readers: 

The FY 2008 Annual Report is a transitional document that departs from previous years’ 

practice of emphasizing process through narrative descriptions of activities. This report is results 

oriented with an emphasis on numerical data. Because of the reorganization of some units, as well as 

the university’s emphasis on documented results, not all units were able to complete the process of 

defining specific goals, setting up sustainable data collection procedures, and generating quantitative 

data in a single year. Future reports will reflect the university’s commitment to demonstrating 

verifiable outcomes and results. 

Summary 

• A new, five-point strategic plan with specific targets and indicators was developed with 

the community’s full participation and approved by the Board of Trustees. 

• The university successfully addressed accreditation issues identified by MSCHE. This 

work was a major focus of the faculty and staff during FY 2007 and 2008 and resulted in 

MSCHE’s reaffirming the university’s complete accreditation. 

• As predicted during the summer of 2007, undergraduate enrollment declined while the 

quality of the admitted and enrolled students increased. 

• In response to the need to increase enrollments, recruitment initiatives targeted students 

in mainstreamed programs and transfer students. 

• The university launched several new initiatives to improve recruitment and retention 

through a commitment to better understand and respond to the needs of specific groups 

of students. 

• To improve retention, the JumpStart Program provides additional support to help newly 

admitted freshmen acclimate to collegiate life during the summer before their first term. 

• To improve retention and graduation rates, a new General Studies program was initiated 

that reduced the total number of required credits while introducing multidisciplinary 

courses. 

• Specific new student learning outcomes were developed, and all undergraduate degree 

programs, down to the level of individual courses, were aligned with the outcomes. 

• Other recent initiatives include the introduction of capstone courses, internship 

requirements, and the increasing integration of service learning in academic programs. 

• The university began a process of introducing specific standards for student support 

services as a first step toward increased accountability in this area.

• Graduate student retention, completion, and ensuing employment remained strong 

although applications and enrollments were down due to negative publicity associated 

with the reaccreditation process. 

• Student Life units expanded their system of reporting the quantity and quality of services 

provided as part of the university-wide commitment to accountability. 

• The faculty is facing significant retirements and an inability to replace faculty due to 

budget constraints, thus producing some local instructional resource problems. 

• Scholarly activities remained strong as seen in the number of projects undertaken by the 

faculty and the number of faculty publications and presentations. 

• Of special note was the continuation of two large externally funded research centers: the 

Science of Learning Center on Visual Language and Visual Learning (VL2) and the 

Rehabilitation Engineering Research Center on Hearing Enhancement. 

• Outreach activities were reorganized under the new College of Professional Studies and 

Outreach, which began the process of increased accountability as seen in other units. 

• The Laurent Clerc National Deaf Education Center continued to make significant 

contributions to the improvement of educational results for deaf and hard of hearing 

children throughout the United States, especially through its national mission projects. 

• The goal of improving campus climate through engendering greater appreciation for 

diversity was accomplished through the activities of the President’s Diversity Council. 

In 2009 Gallaudet University will be engaged in a presidential search process led by the 

Board of Trustees. Also, the Board of Trustees and the president have initiated a long-range 

strategic planning process called “Gallaudet’s 2020 Vision.” This process will involve many 

members of the campus community and stakeholders. The outcome of this process will help the 

Board of Trustees define a long-range vision and strategic plan for Gallaudet and will help to 

identify the qualifications, qualities, skills, and knowledge that the next president will need to lead 

Gallaudet into the next decade. 

Sincerely, 

Robert R. Davila 

President, Gallaudet University 

Washington, D.C. 

December 19, 2008

Table of Contents 

INTRODUCTION ...............................................................................................................................................1 

ACCREDITATION .................................................................................................................................................................................2 

THE GALLAUDET MISSION AND VISION STATEMENTS ........................................................................ 3 

NEW STRATEGIC PLAN FOR THE UNIVERSITY ....................................................................................... 4 

FIVE STRATEGIC GOALS....................................................................................................................................................................6 

STRATEGIC PLAN INDICATORS.........................................................................................................................................................8 

PERFORMANCE INDICATORS....................................................................................................................... 9 

GALLAUDET UNIVERSITY ORGANIZATION CHART .............................................................................. 11 

ADMISSIONS, ENROLLMENT, RETENTION, AND GRADUATION .......................................................12 

HIGHLIGHTS AND CHALLENGES ...................................................................................................................................................12 

UNIVERSITY, UNDERGRADUATE, AND FRESHMAN STATISTICS...............................................................................................13 

STRATEGIES TO ENHANCE ENROLLMENT...................................................................................................................................20 

UNDERGRADUATE EDUCATION ................................................................................................................21 

HIGHLIGHTS AND CHALLENGES ...................................................................................................................................................21 

ALIGNING COURSES WITH STUDENT OUTCOMES .....................................................................................................................21 

UNDERGRADUATE ACADEMICS: STUDENT DEMOGRAPHICS, MAJORS, AND STUDENT PERFORMANCE ........................22 

GOALS FOR THE FUTURE.................................................................................................................................................................27 

ACADEMIC SUPPORT SERVICES ......................................................................................................................................................28 

GRADUATE EDUCATION...............................................................................................................................33 

GRADUATE DEGREE PROGRAMS AND HIGHLIGHTS.................................................................................................................33 

GRADUATE PROGRAM STATISTICS ................................................................................................................................................34 

GRADUATE EDUCATION GOALS AND CHALLENGES.................................................................................................................39 

STUDENT LIFE ................................................................................................................................................40 

STUDENT ORGANIZATIONS............................................................................................................................................................40 

SELECTED NONACADEMIC SUPPORT SERVICES..........................................................................................................................40 

LIVING ON CAMPUS..........................................................................................................................................................................42 

UNIVERSITY FACULTY AND STAFF ............................................................................................................43 

FACULTY AND STAFF HIGHLIGHTS ...............................................................................................................................................43 

EMPLOYEE AND FACULTY CHARACTERISTICS ............................................................................................................................44 

CHALLENGES AND PLANS FOR THE FUTURE...............................................................................................................................46 

RESEARCH ........................................................................................................................................................47 

RESEARCH HIGHLIGHTS..................................................................................................................................................................47 

RESEARCH AT GALLAUDET.............................................................................................................................................................47 

THE PROJECT TABLE: A USER’S GUIDE .......................................................................................................................................49 

PUBLICATIONS AND PRESENTATIONS...........................................................................................................................................60 

OFFICE OF SPONSORED PROGRAMS..............................................................................................................................................71 

UNIVERSITY OUTREACH ..............................................................................................................................79 

UNIT ACTIVITIES...............................................................................................................................................................................79 

SPECIAL OUTREACH INITIATIVES..................................................................................................................................................85 

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LAURENT CLERC NATIONAL DEAF EDUCATION CENTER .................................................................87 

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NATIONAL MISSION .........................................................................................................................................................................87 

HISTORY .............................................................................................................................................................................................88 

INTRODUCTION .............................................................................................................................................89 

PUBLIC INPUT PROCESS ...................................................................................................................................................................89 

PHASES OF NATIONAL MISSION PROJECTS..................................................................................................................................90 

GOVERNMENT PERFORMANCE AND RESULTS ACT (GPRA): CLERC CENTER ...............................92 

INTERNAL OBJECTIVES....................................................................................................................................................................94 

NATIONAL MISSION PROJECTS...................................................................................................................95 

NATIONAL MISSION DATA SUMMARY: TRAINING, TECHNICAL ASSISTANCE, INFORMATION 

DISSEMINATION, AND EXHIBITS...............................................................................................................97 

TRAINING, TECHNICAL ASSISTANCE, AND INFORMATION DISSEMINATION OVERVIEW..................................................97 

TRAINING AND TECHNICAL ASSISTANCE ....................................................................................................................................98 

INFORMATION DISSEMINATION ....................................................................................................................................................98 

PUBLICATIONS .................................................................................................................................................................................102 

EDUCATIONAL PROJECTS..............................................................................................................................................................103 

DEMONSTRATION ELEMENTARY AND SECONDARY SCHOOL INITIATIVES ................................111 

ACCREDITATION FOR GROWTH...................................................................................................................................................111 

KDES INITIATIVES ........................................................................................................................................................................112 

MSSD INITIATIVES.........................................................................................................................................................................114 

KDES STUDENT CHARACTERISTICS, RELATED EDUCATIONAL SERVICES RECEIVED, AND 

ACHIEVEMENT ............................................................................................................................................. 116 

ENROLLMENT..................................................................................................................................................................................116 

KDES STUDENT CHARACTERISTICS...........................................................................................................................................116 

SUPPORT SERVICES .........................................................................................................................................................................120 

MSSD STUDENT CHARACTERISTICS, RELATED EDUCATIONAL SERVICES RECEIVED, AND 

OUTCOME....................................................................................................................................................... 127 

ENROLLMENT..................................................................................................................................................................................127 

MSSD STUDENT CHARACTERISTICS ...........................................................................................................................................127 

SUPPORT SERVICES .........................................................................................................................................................................131 

MSSD STUDENT OUTCOMES .......................................................................................................................................................136 

DIVISION OF ADMINISTRATION AND FINANCE .................................................................................. 142 

APPENDIX: RESEARCH SUMMARIES AND REGIONAL CENTER ACTIVITIES................................. A-1

List of Figures and Tables 

Figures 

Figure 1. Total university enrollment, 2004–2008............................................................................................................................13 

Figure 2. University enrollment by percent female, 2004–2008.....................................................................................................13 

Figure 3. Percentage undergraduate enrollment by racial/ethnic background, 2004–2008 ......................................................14 

Figure 4. Information on undergraduate hearing, 2004–2008........................................................................................................14 

Figure 5. First-time freshmen applications, admissions, enrollments, 2004–2008 .....................................................................17 

Figure 6. First-time freshmen, by last school attended, 2004–2008..............................................................................................17 

Figure 7. Percentage freshmen who are female or from traditionally underrepresented groups (TUG), 2004–2008..........18 

Figure 8. Freshman English and math placement test performance in percentages, 2004–2008 ............................................18 

Figure 9. Freshman 25th, 50th, and 75th percentile scores, ACT composite, English, reading, and math tests, 

2004–2008.....................................................................................................................................................................................19 

Figure 10. First-time freshman retention rate in percentages by matriculation year, 2002–2007 ............................................19 

Figure 11. First-time freshman 4-year and 6-year graduation rates in percentages by matriculation year, 1999–2004........20 

Figure 12. Spring undergraduate enrollment by ethnicity, 2004–2008..........................................................................................22 

Figure 13. Sophomore English and math performance by matriculation year, 2002–2006......................................................26 

Figure 14. Demographics of degree recipients, AY 2003-2004 to AY 2007-2008 .....................................................................26 

Figure 15. Senior academic performance, 2004–2008 .....................................................................................................................27 

Figure 16. Students per advisor, 2004–2008......................................................................................................................................28 

Figure 17. Number of undergraduate internships, AY 2007-2008 ................................................................................................28 

Figure 18. Internship information, AY 2007-2008...........................................................................................................................29 

Figure 19. English Language Institute enrollment, Fall 2004–Fall 2008 ......................................................................................30 

Figure 20. Percentage of student body served by Mentoring Program, AY 2005-2006 to AY 2007-2008............................30 

Figure 21. Percentage of student body served by OSWD, AY 2003-2004 to AY 2007-2008 ..................................................31 

Figure 22. Visits to Tutorial Center per undergraduate, AY 2003-2004 to AY 2007-2008.......................................................32 

Figure 23. Graduate applications, admissions, enrollments, 2004–2008 ......................................................................................34 

Figure 24. Percentage new graduate students who are female or from traditionally underrepresented groups (TUG), 

2004–2008.....................................................................................................................................................................................34 

Figure 25. Percentage graduate enrollment by racial/ethnic background, 2004–2008 ..............................................................35 

Figure 26. Graduate enrollment by hearing status, 2004–2008......................................................................................................35 

Figure 27. Number of community service projects completed, AY 2005-2006 to AY 2007-2008 .........................................40 

Figure 28. Visits to Hearing and Speech Center per student, AY 2004-2005 to AY 2007-2008 .............................................40 

Figure 29. Percentage of student body served by Mental Health Center, AY 2003-2004 to AY 2007-2008.........................41 

Figure 30. Patient visits to Student Health Services per student, AY 2003-2004 to AY 2007-2008 .......................................41 

Figure 31. Students living on campus, AY 2003-2004 to AY 2007-2008.....................................................................................42 

Figure 32. Employee demographics by employee category, 2003–2007 .......................................................................................44 

Figure 33. Faculty statistics, 2003–2007 .............................................................................................................................................44 

Figure 34. Regular and full-time temporary faculty by rank in percentages, 2003–2007...........................................................45 

Figure 35. Faculty sign language proficiency by tenure status in percentages, 2003–2007 .......................................................45 

Figure 36. Dollar amounts (in millions) for proposals and awards, FY 1999–2008...................................................................71 

Figure 37. Research at Gallaudet, 2003–2007....................................................................................................................................72 

Figure 38. Percentage of award funding in FY 2008 by sponsor...................................................................................................72 

Figure 39. PST course information, AY 2004-2005 to AY 2007-2008.........................................................................................81 

Figure 40. Percentage of courses by delivery method, 2005–2008................................................................................................82 

Tables 

Table 1. Degree-seeking Undergraduates by State, 2004–2008......................................................................................................15 

Table 2. Degree-seeking Undergraduates by Country of Origin, 2004–2008..............................................................................16 

Table 3. Undergraduate Declared Majors, Fall Semester, 2004–2008...........................................................................................23 

Table 4. Average Class Size by Department, Fall Semester, 2004–2008 ......................................................................................24 

Table 5. Average Class Size by Department, Spring Semester, 2005–2008 .................................................................................25 

Table 6. Graduate Degree Program Enrollment by Degree Type and Discipline, Fall Semester, 2004–2008......................36 

Table 7. Average Graduate Class Size by Department, Fall Semester, 2004–2008 ....................................................................37 

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Table 8. Average Graduate Class Size by Department, Spring Semester, 2005–2008 ...............................................................37 

Table 9. Graduate Degrees Awarded by Program, 2004–2007......................................................................................................38 

Table 10. The Project Table: FY 2008 Research Projects, Categorized by Research Priorities ...............................................50 

Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008....................................................................73 

Table 12. FY 2008 Proposals: Report Period October 1, 2007 - September 30, 2008 ..............................................................76 

Table 13. International Student Services Activities, Fall 2007–Summer 2008 ............................................................................80 

Table 14. Gallaudet Leadership Institute Courses and Participants, AY 2007-2008..................................................................81 

Table 15. Number of Enrichment Programs and Participants, AY 2007-2008 ..........................................................................82 

Table 16. Services Provided by Gallaudet University Regional Centers, FY 2008 .....................................................................83 

Table 17. ASL Program Classes and Participants, FY 2008 ...........................................................................................................83 

Table 18. CAEBER Programs and Participants, AY 2007-2008 ...................................................................................................84 

Table 19. Summer Contract Programs and Participants, 2008.......................................................................................................84 

Table 20. Participation in Regional and National Academic Bowl Competitions, FY 2008.....................................................84 

Table 21. Continuing Education Enrollment by State, AY 2004-2005 to AY 2007-2008 ........................................................85 

Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products Dissemination, and Web Hits.........104 

Table 23. FY 2008 Publications and Information Dissemination, Product Distribution .......................................................105 

Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and Exhibits and Performances....106 

Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas Served .......................................107 

Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served ...................................................107 

Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served.........................................108 

Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served.....................................................108 

Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted?......................................109 

Table 30. FY 2008 Clerc Center Web Hits ......................................................................................................................................110 

Table 31. KDES Enrollment, AY 2007-2008 .................................................................................................................................116 

Table 32. Percentage of KDES Students by Hearing Level and Instructional Team, September 2007...............................117 

Table 33. Number of KDES Students by Hearing Level and Instructional Team, September 2007 ...................................117 

Table 34. Percentage of KDES Students by Race/Ethnicity and Instructional Team, September 2007.............................118 

Table 35. Number of KDES Students by Race/Ethnicity and Instructional Team, September 2007 .................................118 

Table 36. Percentage of KDES Students With Disabilities by Instructional Team, September 2007 ..................................119 

Table 37. Number of KDES Students With Disabilities by Instructional Team, September 2007.......................................120 

Table 38. Percentage of KDES Students Receiving Support Services by Instructional Team, AY 2007-2008 ..................121 

Table 39. Number of KDES Students Receiving Support Services by Instructional Team, AY 2007-2008.......................122 

Table 40. Percentage of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 .........................123 

Table 41. Number of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 ............................124 

Table 42. Percentage of KDES Students Reading at Different Grade Levels by Instructional Team, AY 2007-2008 .....125 

Table 43. Number of KDES Students Reading at Different Grade Levels by Instructional Team, AY 2007-2008 .........126 

Table 44. MSSD Enrollment, AY 2007-2008..................................................................................................................................127 

Table 45. Percentage of MSSD Students by Hearing Level and Grade, September 2007 ......................................................128 

Table 46. Number of MSSD Students by Hearing Level and Grade, September 2007...........................................................128 

Table 47. Percentage of MSSD Students by Race/Ethnicity and Grade, September 2007 ....................................................129 

Table 48. Number of MSSD Students by Race/Ethnicity and Grade, September 2007.........................................................129 

Table 49. Percentage of MSSD Students With Disabilities by Grade, September 2007..........................................................130 

Table 50. Number of MSSD Students With Disabilities by Grade, September 2007..............................................................131 

Table 51. Percentage of MSSD Students Receiving Support Services by Grade, AY 2007-2008..........................................132 

Table 52. Number of MSSD Students Receiving Support Services by Grade, AY 2007-2008..............................................133 

Table 53. Percentage of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 .........................134 

Table 54. Number of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008..............................135 

Table 55. Percentage of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008 ....................................136 

Table 56. Number of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008.................................137 

Table 57. Percentage of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008..........138 

Table 58. Number of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008...................................139 

Table 59. Percentage of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008...................................140 

Table 60. Number of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008..................................141 

iv

Introduction 

Gallaudet University had its beginning in 1856 when Amos Kendall, postmaster general 

during President Andrew Jackson’s administration and a well-known journalist and philanthropist, 

established a school for children who were deaf and blind. He donated two acres of land and a 

house located on one corner of his estate in northeast Washington, D.C. In 1857, he persuaded 

Congress to incorporate Kendall School as the Columbia Institution for the Instruction of the Deaf 

and Dumb and the Blind. The president of the United States (then James Buchanan) was the 

school’s patron. Congress also agreed to pay the expenses of poor children from the District of 

Columbia to attend the school. 

Following Congress’ action, Kendall hired Edward Miner Gallaudet to be superintendent of 

the institution. Gallaudet was the son of Thomas Hopkins Gallaudet, founder of what became the 

oldest school for deaf children in the United States. Both Gallaudets believed that a national college 

should be established for deaf students. Persuaded by Edward Miner Gallaudet and Amos Kendall, 

Congress voted in 1864 to authorize the Board of Directors of the Columbia Institution “to grant and 

confer such degrees in the liberal arts and sciences as are usually granted and conferred in Colleges.” 

President Abraham Lincoln signed the bill and became the first patron of the National Deaf 

Mute College. Edward Miner Gallaudet became president of both the institution and the college. 

The institution retained its private status and has been governed continuously by a board that 

includes both private citizens and members of Congress. 

In 1865, blind students attending the Columbia Institution were transferred to the Maryland 

School for the Blind, and the words “and the Blind” were dropped from the institution’s title. 

The first class of what became Gallaudet University graduated in 1869. President Ulysses S. 

Grant signed the diplomas of the three graduates. Since then, the president of the United States has 

signed all Gallaudet diplomas. 

Women were first admitted to the college in 1887. In 1891, a graduate department was 

started to prepare graduates of other colleges to become teachers of deaf children. 

In 1894, at the request of the alumni, the Board of Trustees renamed the college Gallaudet 

College in honor of Thomas Hopkins Gallaudet. The corporation, including Kendall School, which 

served children from first grade through high school, continued to be known as the Columbia 

Institution until 1954, when Public Law 420 of the 83rd Congress changed the name of the entire 

institution to Gallaudet College. Public Law 420 also stated Congress’ intent to continue adequate 

financial support of Gallaudet and affirmed the importance of higher education for deaf people. In 

1957, the Middle States Association of Colleges and Secondary Schools granted Gallaudet 

accreditation. Every 10 years, this association reexamines Gallaudet, and the school has always 

retained its accreditation. 

Over the years, the campus and its facilities have grown to meet the needs of students, and 

programs have evolved to serve deaf and hard of hearing individuals nationally and internationally. 

In 1969, the Model Secondary School for the Deaf was established on the campus of 

Gallaudet and Kendall School to devise, develop, and test innovative and exemplary courses of 

study for deaf and hard of hearing high school students. In 1970, Kendall School was similarly 

authorized by Congress to become a national demonstration school, and its name was changed to 

Kendall Demonstration Elementary School. 

Congress acted during the 1985-1986 academic year to recognize the growth and 

development that has been an integral part of Gallaudet history. On August 4, 1986, President 

1

Ronald Reagan signed into law the Education of the Deaf Act of 1986, which bestowed university 

status upon Gallaudet. 

The Education of the Deaf Act, a section of the Higher Education Act, requires 

reauthorizing Gallaudet University to receive federal appropriations every five years, and the 

institution was reauthorized by the Education of the Deaf Act Amendments of 1992. These 

amendments recognized and strengthened the role of the Model Secondary School for the Deaf and 

the Kendall Demonstration Elementary School as exemplary schools designed to develop and 

disseminate innovative programs to improve the education of deaf and hard of hearing children 

throughout the nation. The 1992 amendments also established enhanced reporting requirements for 

both the university and its precollege programs division. That division, known as Pre-College 

National Mission Programs, changed its name effective Dec. 1, 1999, to the Laurent Clerc National 

Deaf Education Center (or the Clerc Center) in honor of Laurent Clerc, a deaf Frenchman who was 

instrumental in establishing the education of deaf people in the United States. 

The Education of the Deaf Act Amendments of 2008 are the most recent amendments 

reauthorizing the university to receive federal appropriations. 

This report presents information concerning the university’s most important accomplishments 

from October 1, 2007 to September 30, 2008 (henceforth FY 2008). 

Accreditation 

Gallaudet University is fully accredited by the Commission on Higher Education of the 

Middle States Association of Colleges and Schools, and many of its programs also have full 

accreditation from professional accrediting bodies, including: the American Psychological 

Association (APA); American Speech-Language-Hearing Association (ASHA); Association of 

Collegiate Business Schools and Programs (ACBSP); Conference of Educational Administrators of 

Schools and Programs for the Deaf (CEASD); Council for Accreditation of Counseling and Related 

Educational Programs (CACREP); Council on Education of the Deaf (CED); Council on Social 

Work Education (CSWE); National Association of School Psychologists (NASP); National 

Association of State Directors of Teacher Education and Certification (NASDTEC); and National 

Council for Accreditation of Teacher Education (NCATE). 

2

The Gallaudet Mission and Vision Statements 

As part of the process to reaffirm Gallaudet’s accreditation, the university rewrote its 

mission and vision statements as follows: 

Gallaudet Mission Statement 

Gallaudet University, federally chartered in 1864, is a bilingual, diverse, 

multicultural institution of higher education that ensures the intellectual and 

professional advancement of deaf and hard of hearing individuals through American 

Sign Language and English. Gallaudet maintains a proud tradition of research and 

scholarly activity and prepares its graduates for career opportunities in a highly 

competitive, technological, and rapidly changing world. 

Gallaudet Vision Statement 

• 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. 

3

4 

New Strategic Plan for the University 

Gallaudet has maintained an evolving strategic plan since the mid-1990s. One of the many 

unique aspects of Gallaudet is its relationship with the federal government (see “Introduction”) that 

has included an annual appropriation since the mid-1800s. As a result of the Government Performance 

and Results Act, Gallaudet has filed a strategic plan annually with the federal government since 1995 

that includes quantitative goals and indicators to measure progress. 

During the late 1990s and into the first few years of the new century, the university increased 

the level of sophistication of the plan and the extent of community involvement in its planning 

process. In 2004, this inclusive process resulted in the publication of a planning document entitled 

“New Directions for Academic Affairs,” which laid the groundwork for subsequent planning and 

culminated in spring 2005 with the announcement of eight institutional strategic goals. Implementation 

of these goals was interrupted by a period of turmoil on campus that began with the appointment of 

the university provost as the successor to the outgoing president in May 2006. Protests against the 

appointment led to a campus closure in October 2006, the termination of the president-designate’s 

appointment by the Board of Trustees, and the appointment of Dr. Robert Davila as interim 

president, effective January 2, 2007. 

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

Gallaudet’s accreditation reporting, the Middle States Commission on Higher Education (MSCHE), 

the university’s regional accrediting agency, in November 2006 warned Gallaudet that it might be 

out of compliance with several of the commission’s accreditation standards. The commission also 

requested a report from Gallaudet addressing six concerns: 

1. The effectiveness of shared governance, including the presidential search process 

2. Nurturance of a climate that fosters respect among students, faculty, staff, and 

administration for a range of backgrounds, ideas, and perspectives 

3. Mission review and implementation of a comprehensive institutional strategic plan 

4. Implementation of a comprehensive enrollment management plan that addresses student 

recruitment, retention, graduation, and placement 

5. Evidence of the academic rigor of the degrees offered 

6. Procedures for ensuring accurate and timely disclosure of changes and issues affecting 

the institution to the commission 

Gallaudet reported to the commission on these issues in April 2007, and issue 6 was completely 

resolved. In March 2007 President Davila established six work groups to address aspects of the 

remaining issues. Following the appointment of Dr. Stephen Weiner as provost, President Davila 

also established a coordinating council to guide the work groups and oversee compliance with all 14 

MSCHE standards. Although one entire MSCHE standard (Standard 2: Strategic planning, resource 

allocation, and institutional renewal) addresses strategic planning processes, continuous improvement 

through planning and assessment permeates many of the other standards. Therefore, developing a 

meaningful strategic planning process became a core responsibility of the coordinating council. 

As a first step in planning and addressing the full range of MSCHE concerns, the work 

group on mission developed a refocused mission statement. The group presented drafts of the 

statement to the entire university community for review and feedback, and in June 2007 it presented 

a revised statement to the Board of Trustees. Following the board’s review and further review by the 

campus community, the new mission and vision statements emerged (see “Mission and Vision 

Statements”), and they are guided by a rededication to Gallaudet’s heritage as a bilingual, signing

community of students, teachers, and scholars. The board approved the revised mission and vision 

statements in November 2007. 

With the new statements adopted, the campus community then engaged in a brief discussion 

of the challenges and opportunities that confront Gallaudet at the beginning of a new century. The 

coordinating council then presented five strategic goals that respond to these challenges in carrying 

out the university’s mission. These goals were distilled from both the eight original goals from “New 

Directions for Academic Affairs” and the MSCHE’s issues of concern. President Davila decided 

early in the planning process to reduce the number and complexity of the original eight goals to 

enhance the prospects of achieving them. 

This plan has been presented to the campus community and reviewed by the faculty and by 

deans, directors, and budget unit heads; it has been revised in accordance with the president’s 

initiatives on diversity, campus climate, pedagogy, and the use of the consortium. In fall 2007, the 

MSCHE Coordinating Committee became the Academic Quality and Accreditation Committee of 

the Academic Affairs Management Team. The Graduate School and Professional Program’s 

Assistant Dean for Accreditation and Certification became its chair, and its membership now 

includes the interim deans of Enrollment Management and General Studies, the Graduate School 

and Professional Programs, the College of Professional Studies and Outreach, and the College of 

Liberal Arts, Sciences, and Technologies; the chairs of the Council on Undergraduate Education and 

the Council on Graduate Education; the Director of International Programs and Services; the 

Executive Director for Assessment and Innovative Programs; the Executive Director of Gallaudet 

University Press and External Affairs; and the Director of the Office of Institutional Research. The 

current draft, which includes revised goals, draft objectives, and draft indicators, is the product of that 

group. In the future, the plan will be expanded to include strategies, baseline data, and benchmarks. 

5

Five Strategic Goals 

1. Gallaudet maintains and strengthens its unique position as a place in which higher 

education, research, and scholarly pursuits of all kinds are conducted in an inclusive 

environment where the American Sign Language (ASL)/English bilingual 

communication abilities and potential of deaf students are fully realized. 

• Gallaudet University expects levels of fluency and literacy in English and ASL that permit 

unfettered communication on any topic at the level required in a university setting. 

• Gallaudet commits to supporting the enhancement of ASL and English skills among all 

members of its community through curricular innovation and positive learning experiences 

that include intensive and continuous training and modeling. 

• Gallaudet will play a preeminent role in research and publication regarding Deaf communities 

and their signed languages, with special attention to academic uses of ASL. 

• Gallaudet will assume a nationally leading role in promoting best practices in bilingual ASL 

and English education. 

• Gallaudet is committed to encouraging the widespread acquisition of ASL among all 

populations, from infancy through adulthood. 

2. Gallaudet enrolls a diverse and talented student body by establishing rigorous academic 

programs and effective co-curriculum and services that support recruitment, retention, 

graduation, and life-long learning. 

• In order to improve the quality of its undergraduate offerings and increase the probability of 

success of its students, Gallaudet will increase its admissions standards and recognizes that 

this may reduce its undergraduate enrollment. 

• Gallaudet will increasingly focus its undergraduate recruitment efforts on students who do 

not attend residential programs for the deaf. 

• Gallaudet will intensively assess and improve its recruitment and retention programs in order 

to maximize undergraduate enrollment and graduation rates. 

• In all of its programs, Gallaudet will seek to improve recruitment and retention to graduation 

of students from traditionally underrepresented groups. 

• Gallaudet will continue as the world leader in graduate programs training teachers of the 

deaf and other professionals who work with deaf populations. 

• Gallaudet instructional programs will demonstrate continuous improvement in the quality of 

their offerings. 

• Gallaudet will improve its undergraduate and graduate placement programs in order to 

optimize postgraduation outcomes for all students 

• Gallaudet leverages its location in Washington, D.C. so as to optimize opportunities for its 

students. 

6

3. Gallaudet creates and sustains a climate that fosters respect among students, faculty, 

staff, and administrators for the full range of human diversity, educational backgrounds, 

ideas, and perspectives. 

• Gallaudet recognizes and rewards behaviors that promote and support the free exchange and 

critical evaluation of ideas. 

• Gallaudet creates, conducts, and assesses a program of educational activities for students, 

faculty, teachers, and staff that promote understanding of and respect for the full range of 

human diversity. 

• Gallaudet’s human resources policies lead to the recruitment, hiring, retention, and promotion of 

a workforce that reflects the face of America. 

• Gallaudet enhances its position as the cultural heart of the world deaf community. 

4. Gallaudet conducts exemplary programs of research, scholarship, and outreach within 

the context of its visually oriented learning environment and with respect to its unique 

service population. 

• Gallaudet leverages its NSF Science of Learning Center on Visual Language and Visual 

Learning (VL2) to enhance its position as the leading center for the study of the language 

and educational needs of deaf people. 

• Gallaudet integrates the educational and outreach responsibilities of the Clerc Center with 

the research and outreach programs of the university to maximize the potential of both. 

• Gallaudet encourages and rewards independent research and scholarship by its faculty and staff. 

5. Gallaudet obtains the financial and other resources necessary to support excellence in its 

programs and uses these resources effectively and efficiently. 

• Gallaudet preserves and improves its priceless educational, cultural, and historical assets that 

are the cornerstones of its educational programs and a treasured repository of materials for 

the world-wide deaf community. 

• Gallaudet enhances its image with the U.S. Department of Education and Congress and 

becomes more responsive to the needs of the public. 

• Gallaudet develops staffing plans that are consistent with its enrollment future and its other 

public responsibilities. 

• Gallaudet assesses its development activities continuously so as to maximize the potential for 

private support of its programs, activities, and facilities. 

• Gallaudet University is committed to the preservation of its extraordinary legacy of 

landscape and architecture while reshaping the campus to build a collegial setting of lively 

intellectual and cultural exchange in a visually engaging environment. 

7

Strategic Plan Indicators 

GOALS AND INDICATORS 

8 

Target: 

End of AY 08-09 

1. INCLUSIVE BILINGUAL ENVIRONMENT FOR REALIZING POTENTIAL 

ASL undergraduate student learning outcomes assessments 

50% 

(% Undergraduates receiving B or above in GSR 103 during first year) 

English undergraduate student learning outcomes assessments 

Campus Climate Survey: Bilingualism subscale 3 out of 5 

2. RIGOROUS PROGRAMS TO SUPPORT RECRUITMENT, RETENTION, 

GRADUATION 

Total undergraduate enrollment (GPRA) 1,180 

Total graduate enrollment (GPRA) 550 

First-year retention rate for first-time, full-time freshmen (GPRA) 75% 

Six-year graduation rate (GPRA) 31% 

Academic challenge (NSSE subscale: Seniors) 57.1 

Active and collaborative learning (NSSE subscale: Seniors) 52.6 

Content area licensure examination pass rate (Title II report) 80% 

BA/BS employment or postgraduate study rate (GPRA) 82% 

Graduate employment rate (GPRA) 90% 

Undergraduate internship rate (disaggregated by type of experience) 

3. CLIMATE OF RESPECT FOR DIVERSE PERSPECTIVES 

Residence hall incidents per undergraduate 1.54 

Drug or alcohol incidents per undergraduate 0.19 

Supportive campus environment (NSSE subscale: Seniors) 61 

Demographic profile of faculty/staff 

Climate Survey: Respect and Trust subscale 3.5 out of 5 

Climate Survey: Freedom of Expression subscale 3 out of 5 

4. EXEMPLARY RESEARCH, SCHOLARSHIP, OUTREACH & CREATIVE ACTIVITIES 

Research and scholarship activities 

Continuing Education enrollment 750 

5. RESOURCE UTILIZATION 

Assets in deaf collection, archives, digital video 

Facilities management 

Educational cost per graduate (GPRA) $280,000 

Student-to-faculty ratio 7.2 

Student-to-staff ratio 5 

Climate Survey: Communication subscale 3.5 out of 5

Performance Indicators 

Objective 1 of 4: The University programs, the Model Secondary School for the Deaf, and the 

Kendall Demonstration Elementary School will optimize the number of students completing 

programs of study. 

Measure 1.1 of 11: The enrollment in Gallaudet University’s undergraduate degree-seeking 

programs 

FY 08 Target: 1,180 FY 08 Performance: 973 

Measure 1.2 of 11: The enrollment in Gallaudet University’s graduate degree-seeking 

programs 

FY 08 Target: 425 FY 08 Performance: 383 

Measure 1.3 of 11: The enrollment in Gallaudet University’s non-degree seeking programs 


Measure 1.4 of 11: The enrollment in the Model Secondary School for the Deaf 


Measure 1.5 of 11: The enrollment in the Kendall Demonstration Elementary School 


Measure 1.6 of 11: First-year persistence rate of first-time, full-time freshmen at the 

university 

FY 08 Target: 75% FY 08 Performance: 64% 

Measure 1.7 of 11: Graduate student persistence rate 


Measure 1.8 of 11: Undergraduate cohort-based, 6-year graduation rate 


Measure 1.9 of 11: Undergraduate graduation rate 

(Note: Former method of calculation was a cumulative rate with no time limit.) 

This indicator is no longer reported because of change to 6-year cohort measure 

Measure 1.10 of 11: Graduation rate of graduate students 


Measure 1.11 of 11: Graduation rate of Model Secondary School students 


Objective 2 of 4: Gallaudet works in partnership with others to develop and disseminate educational 

programs and materials for deaf and hard of hearing students. 

Measure 2.1 of 1: The number of other programs and/or institutions adopting 

Model/Kendall innovative strategies/curricula or modifying their strategies as a result of 

Model and Kendall’s leadership 


9

Objective 3 of 4: Curriculum and extracurricular activities prepare students to meet the skill 

requirements of the workplace or to continue their studies. 

Measure 3.1 of 6: The percentage of bachelor’s degree graduates who were employed 

during their first year after graduation 


Measure 3.2 of 6: The percentage of bachelor’s degree graduates who were in advanced 

education or training during their first year after graduation 


Measure 3.3 of 6: The percentage of bachelor’s degree graduates who were not employed or 

in advanced education or training during their first year after graduation 


Measure 3.4 of 6: The percentage of Model Secondary School graduates who were in jobs 

within four months to one year after graduation 

FY 08 Target: New baseline to be set FY 08 Performance: 33% 

Measure 3.5 of 6: The percentage of Model Secondary School graduates who are in 

advanced education or training programs within four months to one year after graduation 


Measure 3.6 of 6: The percentage of Model Secondary School graduates who were not in 

jobs or postsecondary (advanced education or training) programs within four months to one 

year after graduation 


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

successful student outcome, where the successful student outcome is graduation. 

Measure 4.1 of 2: Federal cost per Gallaudet graduate 

FY 08 Target: None FY 08 Performance: $233,301 

Measure 4.2 of 2: Total educational cost per Gallaudet graduate 

FY 08 Target: None FY 08 Performance: $292,279 

10

Gallaudet University Organization Chart 

11

12 

Admissions, Enrollment, Retention, and Graduation 

Highlights and Challenges 

For specifics on graduate students, please refer to the section on graduate education. 

In October 2007, the interim dean of Enrollment Management and General Studies 

presented a strategic enrollment plan as part of the MSCHE reporting process. This plan is based on 

recommendations from the president’s Enrollment Work Group, which reviewed various 

documents including enrollment reports from 2002 to 2007. The goal of the plan is to return 

Gallaudet to an undergraduate enrollment of 1,180 by fall 2008 and to increase the six-year 

graduation rate to 55% by fall 2014 while maintaining a diverse student body. To do this, the 

university must recruit a minimum of 295 academically qualified new students each year and retain 

75% in the first year. 

Mindful of the need to broaden recruitment opportunities to increase applications, 

recruitment initiatives have targeted students in mainstreamed programs and transfer students. In 

recruiting new freshman, the Office of Admissions organized 37 visits to schools for the deaf, 51 

visits to local public school programs and 20 visits to postsecondary programs. It also attended 32 

conferences or camps for recruitment purposes. Sixteen faculty or staff members were actively 

involved in these recruiting efforts. Recruitment efforts have also focused on understanding and 

responding better to the needs of specific groups of students. For example, the university has new 

Web pages to answer questions students typically ask when considering applying to Gallaudet. These 

pages include: “New to Sign Language?” “Academic Bowl for Deaf and Hard of Hearing High 

School Students,” and a parents and families Web site. Also, a new Web-based software tool, 

Hobsons, has allowed for more customized approaches to student recruiting as well as the ability to 

track student communications. 

To support the mission of a high quality education, ACT standards were raised to scores of 

14 in reading, English, and Math (composite or average) for AY 2007-2008 admissions. This 

admission requirement was based on the Office of Institutional Research’s analyses of characteristics 

likely shared by successful Gallaudet students. Increased ACT admissions requirements have 

resulted in a 25% smaller pool of fall 2007 applicants who meet eligibility requirements than pools 

from the past ten years. 

Another innovation was the design of an admissions assessment process using multiple 

measures that weigh and balance characteristics, such as high school GPA and ACT scores, with 

quality of courses taken and letters of recommendation, thus enabling the admissions team to make 

decisions based on the total student profile. Whenever student admissions decisions are in question, 

a faculty review committee is convened to make decisions. Admissions simulations were run using 

this new rubric to further define the efficacy of the admissions criteria. 

Although increased ACT admissions requirements resulted in a 25% smaller pool of eligible 

fall 2007 applicants, the number of students accepted from that fall applicant pool for AY 2007-2008 

is similar to that of the past five years. This data supports the current direction of recruitment 

strategies, particularly given the challenge of raising standards and accreditation concerns. All 

students who have been accepted have met either the new criteria or have been reviewed and 

approved by a faculty admissions committee. Efforts to increase the yield of admitted to enrolled 

students from 73% to 85% are in place. For example, faculty have made significant connections 

through telephone and video conferencing campaigns with admitted students.

University, Undergraduate, and Freshman Statistics 

The following charts and tables provide an overview of the university’s student body, with 

an in-depth look at its undergraduate and first-time freshman students. 

University Enrollment 

Figure 1. Total university enrollment, 2004–2008 

Figure 2. University enrollment by percent female, 2004–2008 

13

Undergraduate Enrollment 

Figure 3. Percentage undergraduate enrollment by racial/ethnic background, 2004–2008 

Figure 4. Information on undergraduate hearing, 2004–2008 

14 

a. Number of undergraduates 

by hearing status 

b. Percentage of undergraduates 

with cochlear implants

Table 1. Degree-seeking Undergraduates by State, 2004–2008 

2004 2005 2006 2007 2008 2004 2005 2006 2007 2008 

Alabama 5 5 5 3 3 Missouri 15 13 13 13 16 

Alaska 4 2 2 2 1 Montana 1 1 1 2 1 

Arizona 23 25 29 25 17 Nebraska 5 3 3 2 3 

Arkansas 1 4 4 5 8 Nevada 3 1 1 0 1 

California 107 113 104 99 83 New Hampshire 2 1 2 1 2 

Colorado 12 9 6 3 4 New Jersey 26 35 35 35 34 

Connecticut 15 12 14 14 12 New Mexico 3 8 7 4 5 

District of Columbia 47 66 66 61 52 New York 74 76 75 57 49 

Delaware 6 8 5 5 4 North Carolina 14 14 16 12 9 

Florida 50 54 54 45 49 North Dakota 1 1 1 1 1 

Georgia 19 21 24 21 25 Ohio 35 38 32 36 29 

Hawaii 4 7 8 7 10 Oklahoma 3 1 6 1 1 

Idaho 0 1 0 0 0 Oregon 10 10 9 11 15 

Illinois 36 48 27 53 43 Pennsylvania 51 55 50 43 36 

Indiana 24 32 27 34 31 Rhode Island 3 6 6 4 5 

Iowa 8 7 5 5 5 South Carolina 13 14 11 6 6 

Kansas 7 12 11 11 14 South Dakota 6 5 5 2 1 

Kentucky 10 9 8 7 8 Tennessee 11 13 11 10 13 

Louisiana 14 13 8 6 14 Texas 52 47 45 48 48 

Maine 0 1 2 0 0 Utah 3 3 4 5 4 

Maryland 94 105 103 92 105 Vermont 1 2 2 1 2 

Massachusetts 26 25 30 16 22 Virginia 42 41 36 38 44 

Michigan 20 27 23 28 24 Washington 21 21 11 10 9 

Minnesota 24 33 21 23 28 West Virginia 6 3 3 1 3 

Mississippi 1 2 2 3 2 Wisconsin 27 21 13 13 9 

15

16 

Table 2. Degree-seeking Undergraduates by Country of Origin, 2004–2008 

2004 2005 2006 2007 2008 2004 2005 2006 2007 2008 

Argentina 1 0 0 0 1 Kenya 1 0 0 1 1 

Barbados 1 1 1 0 0 Korea 0 0 0 0 1 

Belarus 1 0 0 0 0 Kuwait 1 1 0 0 0 

Bermuda 0 0 0 1 1 Lebanon 1 1 0 0 0 

Botswana 2 0 1 1 1 Mexico 0 0 0 0 0 

Burkina Faso 0 0 0 1 1 Netherlands 3 2 1 0 0 

Cameroon 0 0 0 0 0 Nigeria 4 5 5 3 2 

Canada 53 46 40 37 28 Norway 0 1 1 1 1 

Chile 2 2 2 1 2 Paraguay 0 0 0 0 1 

China 6 5 4 3 3 Philippines 2 2 2 0 0 

Congo 1 1 0 0 0 Rwanda 1 1 0 0 0 

Denmark 0 0 0 0 0 Saudi Arabia 2 2 2 2 1 

Gabon 0 1 1 2 2 Slovakia 1 0 0 0 0 

Germany 0 0 0 0 0 Slovenia 0 0 0 1 1 

Ghana 0 0 0 0 1 South Africa 1 1 1 0 0 

Great Britain 1 1 0 0 0 South Korea 3 4 2 1 0 

Greece 0 0 0 0 0 Spain 2 1 0 0 0 

India 4 5 3 2 1 Sweden 3 3 2 2 2 

Ireland 1 1 1 1 0 Switzerland 0 0 1 2 0 

Israel 1 0 1 0 0 Taiwan 1 2 1 1 1 

Italy 0 0 0 0 0 Thailand 1 0 0 0 0 

Jamaica 0 1 1 1 0 United Arab Emirates 0 3 0 0 0 

Japan 2 0 6 4 3

Freshman Admissions, Enrollment, and Retention 

Figure 5. First-time freshmen applications, admissions, enrollments, 2004–2008 

Figure 6. First-time freshmen, by last school attended, 2004–2008 

17

Figure 7. Percentage freshmen who are female or from traditionally underrepresented groups 

(TUG), 2004–2008 

Figure 8. Freshman English and math placement test performance in percentages, 2004–2008 

18

Figure 9. Freshman 25th, 50th, and 75th percentile scores, ACT composite, English, reading, and 

math tests, 2004–2008 

a. Composite 

c. Reading 

b. English 

d. Math 

Figure 10. First-time freshman retention rate in percentages by matriculation year, 2002–2007 

19

Figure 11. First-time freshman 4-year and 6-year graduation rates in percentages by matriculation 

year, 1999–2004 

Strategies to Enhance Enrollment 

Programs and services for conditionally admitted students have been redesigned for the 

entering class of 2008. These programs include: 

JumpStart Program. This program is intended for newly admitted first-year students who 

would be required to attend either Summer Bridge Program or New Signers Program (NSP), based 

on their entering characteristics (e.g., ACT test scores, GPA, inexperience with ASL). In the past, 

these programs were not optional. The two component programs are: 

Summer Bridge Program. Students enroll in a one-credit personal discovery course that 

promotes problem solving, communication, cultural awareness, and critical thinking skills. In 

addition, participants take seminars in student success, wellness/physical fitness, and leadership 

training. They also volunteer as student ambassadors during New Student Orientation. 

New Signers Program. The New Signers Program (NSP) offers new students a four-week 

immersion program in ASL and Deaf culture. This program is offered primarily for mainstreamed 

students who do not use sign language as their primary language and have not experienced learning 

in a deaf-centric environment. For the entering class of 2008, NSP will be strongly recommended 

for some, but not all, students, depending on entry characteristics and direct assessment of student 

skills rather than self-report. The effect on recruitment and subsequent admissions, enrollment, and 

retention must be assessed before this becomes a requirement for all new signers. 

Program Leading to Undergraduate Success. This program will be in place for all new 

students in fall 2008 (and continuing students on academic warning or probation), who have been 

identified as needing either extra academic support or study skill support. Students will be in special 

sections of GSR 101 (formerly First Year Seminar) and will be required to access support services 

such as tutoring, coaching, and time management. Presently the university is exploring policies to make 

a one-credit student success course mandatory for students on academic warning or probation. 

20

Undergraduate Education 

Highlights and Challenges 

The new general studies program requires students to take 40 credits in general studies 

courses. Previously, students took 60 credit hours. Research shows that having fewer required 

credits benefits students by giving them opportunities to explore more courses in their personal 

interests. As a result, students can choose a minor in addition to their major or even double major or 

double minor. Because the 21st century world is increasingly interdisciplinary, our graduates should have 

skills in more than one area. Students will be able to pursue their interests with more elective courses. 

All courses in the new curriculum emphasize skill development in critical thinking, language, 

and communication. These abilities are at the heart of every course students take. The three 

components of the new general studies curriculum are: 

• Freshman Foundation courses (4 courses, total 12 credits) 

• Integrated courses, including one service learning course (5–6 courses, total 24 credits) 

• Capstone Experience (1 course, total 4 credits) 

The first general studies component, Freshman Foundation, gives students the fundamental 

tools to progress toward the five competencies (see “Aligning courses with student outcomes”). 

Through four courses—GSR 101: First Year Seminar, GSR 102: Critical Reading and Writing, GSR 

103: American Sign Language and Deaf Studies, and GSR 104: Quantitative Reasoning Approach— 

freshmen work to improve communication and problem-solving skills and begin thinking about 

their own identity and college life. The four courses also have linked content. 

Multidisciplinary and interdisciplinary courses have become common practice with many 

colleges and universities across the nation. Courses are traditionally taught alone as isolated 

disciplines with singular perspectives: for example, as a history course, an English course, or a 

mathematics course. However, with integrated multi- or interdisciplinary courses, two or three 

faculty from different departments (e.g., history, English, or sociology) co-teach a course, focusing 

on a central topic. Faculty members can voluntarily design and offer integrated courses as long as 

they meet the appropriate five competencies. The multi- or interdisciplinary approach to exploring a 

specific topic from different perspectives hones critical thinking skills and introduces students to a 

broad array of academic disciplines. 

Aligning Courses With Student Outcomes 

The Gallaudet University Student Learning Outcomes comprise five distinct competencies in 

which all undergraduate students, irrespective of major, are expected to achieve proficiency at graduation: 

• Language and communication 

• Critical thinking 

• Identity and culture 

• Knowledge and inquiry 

• Ethics and social responsibility 

In addition, individual academic programs have defined program-specific competencies in 

which students in the major are expected to achieve proficiency at graduation. 

The learning outcomes will be rigorously assessed, and the results will be used to evaluate 

and improve the effectiveness of academic programs in a continuous cycle. All courses in the general 

studies curriculum have been aligned with the university student outcomes. Courses required in the 

21

majors, minors, and general elective courses are in the process of being aligned with both the 

Gallaudet University Student Learning Outcomes and applicable individual program learning 

outcomes. Thus, the entire undergraduate curriculum is being redesigned to be explicitly and 

intentionally outcomes-based, with systematic outcomes assessment. The ongoing efforts to 

establish a sustainable culture of outcomes assessment across all academic programs and academic 

support services will enable the faculty, staff, and administrators to continuously monitor program 

quality and initiate improvements as necessary. 

Other recent initiatives include the introduction of capstone courses, internship requirements, 

and the integration of service learning in more academic programs—all intended to better prepare 

Gallaudet students for employment after graduation, graduate studies, and lifelong learning. 

Undergraduate Academics: Student Demographics, Majors, and Student 

Performance 

Undergraduate Demographics 

Figure 12. Spring undergraduate enrollment by ethnicity, 2004–2008 

22

Undergraduate Majors and Class Information 

Table 3. Undergraduate Declared Majors, Fall Semester, 2004–2008 

2004 2005 2006 2007 2008 

Bachelor of Arts 

American Sign Language 7 4 3 5 3 

Art 5 3 

Art History 0 25 16 2 2 

Biology 8 6 6 6 11 

Chemistry 1 1 0 1 2 

Communication Studies 36 38 34 49 56 

Computer Science 1 0 2 2 0 

Deaf Studies 11 5 5 6 8 

Digital Media 11 5 10 6 5 

Education 33 33 43 45 45 

English 6 5 4 13 12 

French 4 3 1 0 1 

Government 18 15 18 11 16 

Graphic Design 1 9 14 15 13 

History 12 14 13 11 14 

Interpretation 0 2 15 19 

Mathematics 10 9 14 15 15 

Philosophy 3 3 5 2 3 

Psychology 23 16 24 36 35 

Self-Directed Major 4 3 1 3 5 

Social Work 40 29 35 26 27 

Sociology 17 25 31 24 19 

Spanish 8 3 2 3 3 

Studio Art 39 1 11 7 7 

Television & Photography 8 3 2 0 

Theatre Arts 

Bachelor of Science 

9 7 7 6 5 

Accounting 20 16 16 19 20 

Biology 1 11 14 14 12 

Business Administration 34 28 31 21 26 

Chemistry 1 5 10 15 8 

Computer Information Systems 14 6 15 11 10 

Computer Science 5 4 4 4 2 

Economics 2 4 1 1 1 

Economics & Finance 2 2 0 0 

Family and Child Studies 18 19 22 21 14 

Finance 1 1 0 1 1 

Mathematics 0 3 1 4 5 

Physical Education 24 19 27 44 37 

Recreation & Leisure Studies 14 11 9 11 13 

Total Declared Majors 436 396 456 482 478 

23

Table 4. Average Class Size by Department, Fall Semester, 2004–2008 

2004 2005 2006 2007 2008 

Accounting (ACC) 8.9 9.5 9 8.1 12 

American Sign Language (ASL) 8.3 9.4 9 9.5 9 

Applied Literacy (ALT) NA NA 8.9 7.6 9.8 

Art (ART) 9.2 7.7 9.5 7.5 7.8 

Biology (BIO) 13.6 12.8 13.6 12.7 14.2 

Business Administration (BUS) 10.4 14.9 16.7 14.8 12.4 

Chemistry (CHE) 6.5 11.3 6.8 6.1 6 

Ctr for Acad Pgms & Student Svcs (CAP) 7.6 10.1 9.4 1.8 1.9 

Communication Studies (COM) 12.8 13.3 11.4 11.8 13.3 

Computer Information Systems (CIS) 7.6 7.2 5.4 6.8 5.9 

Computer Science (CSC) 4.8 5.8 4.3 3 2.6 

Counseling (COU) 27 47 21.5 5 25 

Deaf Studies (DST) 15.7 11.3 13.4 11.8 13.1 

Economics & Finance (ECO) 7.9 7.4 12.4 8.3 16.3 

Edu Foundations & Research (EDF) 8.5 12 8 9 13.5 

Education (EDU) 6.1 9.9 10.1 8.9 8.3 

English (ENG) 12 12.9 11.1 11.8 11.6 

Family and Child Studies (FCS) 9.3 12 10.9 6.8 8.7 

Foreign Lang, Lit & Culture (FLC) 7.7 3.3 5.5 6 10 

French (FRE) 12.3 16.3 10.4 8 8.6 

General Studies Requirements (GSR) NA NA NA 13.6 12.9 

German (GER) 5.3 19 11.6 13.7 1 

Government (GOV) 10.5 10.8 12.5 8.1 6.9 

Hearing, Speech & Language Sci (HSL) 10 9.8 10.5 8 13 

History (HIS) 12.9 14.2 12.5 13 14.2 

Honors Program (HON) 1.3 5.1 5.5 1.3 8 

Interpretation (INT) NA 8 5 5.6 6.2 

Italian (ITA) 16 17 13 NA 8 

Latin (LAT) 6.8 9.5 12.6 10 NA 

Linguistics (LIN) 14.7 9.1 12 12.7 12 

Mathematics (MAT) 13.9 16.2 14.6 11.9 10.9 

Philosophy (PHI) 13.5 13.5 12.9 12.8 9.5 

Physical Education (PED) 11 11.5 10.8 9.5 11.5 

Physics (PHY) 7.4 9.7 10.3 10.4 10.4 

Psychology (PSY) 10.4 12.6 13.7 13.2 12.7 

Recreation (REC) 3.4 6 4.4 3.8 8.7 

Religion (REL) 3.8 10 8.5 3.3 8 

Social Work (SWK) 7.8 10.9 12.1 9.9 9.1 

Sociology (SOC) 13.2 16.8 13.2 13.7 9.9 

Spanish (SPA) 7.8 12.6 13.1 11.2 13.2 

Theatre Arts (THE) 9.2 10.5 7.9 7.2 9.6 

Womenʼs Studies (WMS) NA 1 8 5 0 

Undergraduate Average 9.8 11.7 10.5 8.9 9.9 

Note. NA = Class not offered that semester. 

24

Table 5. Average Class Size by Department, Spring Semester, 2005–2008 

2005 2006 2007 2008 

Accounting (ACC) 10.1 7.5 8.9 9.5 

American Sign Language (ASL) 7.5 12.6 6.2 6.6 

Applied Literacy (ALT) NA NA 9.6 6.2 

Art (ART) 8.5 7.9 8.3 8.7 

Biology (BIO) 13.8 16.1 10.7 10.8 

Business Administration (BUS) 16.5 17.5 16.3 14.9 

Chemistry (CHE) 7.7 9.8 7.1 5.4 

Ctr for Acad Pgms & Student Svcs (CAP) 3.9 3.1 3.9 2.2 

Communication Studies (COM) 13 14.3 11.1 11 

Computer Information Science (CIS) 6.1 6 6.1 7.3 

Computer Science (CSC) 4.9 5.8 3.5 2.8 

Counseling (COU) 28 28 26.5 6 

Deaf Studies (DST) 13.2 11.8 15.2 15.6 

Economics & Finance (ECO) 6.7 8.7 7.7 8.9 

Edu Foundations & Research (EDF) 9 19 18 18 

Education (EDU) 8.1 8.5 10.7 9.9 

English (ENG) 11.6 11.4 11.5 11.4 

Family and Child Studies (FCS) 10.4 13.3 6.1 9.8 

Foreign Languages, Lit & Culture (FLC) 3.4 7.6 4.2 11.3 

French (FRE) 8.9 10.3 8.6 9.4 

General Studies Requirements (GSR) NA NA NA 12.4 

German (GER) 5.3 14 10 8.8 

Government (GOV) 10.9 10.6 9.5 8.2 

Hearing, Speech & Language Sci (HSL) 8.8 11 11 NA 

History (HIS) 15.9 15.3 13.8 11.5 

Honors Program (HON) 13.4 5 2.5 2.5 

Interpretation (INT) NA 8 6.3 4.1 

Italian (ITA) 11 9 11 NA 

Latin (LAT) 4.5 4 14 5 

Linguistics (LIN) 12.7 12.2 12.6 16 

Mathematics (MAT) 15.1 13.1 13.9 10 

Philosophy (PHI) 13.9 9.3 9.9 8.7 

Physical Education (PED) 10.6 13.4 12.1 10.2 

Physics (PHY) 8.3 10.3 11.9 13 

Psychology (PSY) 12 15 16.2 15.7 

Recreation (REC) 7.5 4.7 4.8 7.4 

Religion (REL) 14 19 18 8 

Social Work (SWK) 8.8 9.9 12.8 11.3 

Sociology (SOC) 16.7 15.7 17.2 10.5 

Spanish (SPA) 9 11.1 8.8 10.1 

Theatre Arts (THE) 10.1 9.5 8 9.8 

Womenʼs Studies (WMS) 12 NA 1 1 

Note. NA = Class not offered that semester. 

25

Upperclassmen Demographics and Performance 

Figure 13. Sophomore English and math performance by matriculation year, 2002–2006 

26 

a. Percentage completing English 102 

or above 

b. Percentage completing Math 101 

or above 

Figure 14. Demographics of degree recipients, AY 2003-2004 to AY 2007-2008 

a. Gender 

b. Ethnicity 

c. Hearing status

Figure 15. Senior academic performance, 2004–2008 

a. Degree applications and awards 

b. Cumulative GPA by degree status 

Goals for the Future 

Realignment of resources to support the new general studies curriculum. The 

transition in the general studies curriculum from 60 credits to 40 credits is proceeding smoothly, 

despite some challenges as resources are realigned to support the new curriculum. The transition will 

take several years as the students admitted under the old curriculum graduate. Although the new 

general studies curriculum comprises fewer credits, the adoption of interdisciplinary and multidisciplinary 

teaching and learning methods, as well as the explicit commitment to bilingualism (ASL and English), 

may require more resources for its successful implementation during the first few years. However, the 

transition is being achieved primarily with existing resources, and the intention is to implement a 

successful transition without compromising program quality. 

In addition to resources realignment, considerable faculty development is necessary to 

increase the number of faculty members who are proficient at teaching the interdisciplinary courses 

offered in the general studies curriculum and at integrating outcomes assessment into the 

curriculum. As with the transition to the new general studies curriculum, the faculty development 

initiatives will require several years of focused and sustained efforts to achieve the objectives. 

Establishing a sustainable culture of outcomes assessment. Although many academic 

programs at Gallaudet University have already implemented outcomes assessment, often as part of 

their accreditation requirements, the practice is not yet completely infused throughout the 

undergraduate curriculum. Plans to integrate outcomes assessments into all academic and academic 

support programs are in place, but it generally takes several years of focused efforts to successfully 

make outcomes assessment part of an institution’s culture. The Office of Academic Quality, the 

Council on Undergraduate Education (CUE), the Council on Graduate Education (CGE), and the 

academic deans are spearheading these efforts. 

Implementing successful program reviews. As part of the initiatives to foster academic 

excellence, plans are underway to resume reviews of academic and academic support programs. The 

legislative councils (CUE and CGE) and the academic deans will collaborate to implement the 

program reviews. The new cycle of reviews is expected to commence during spring 2009 and to 

cover all academic and academic support programs by the completion of the cycle. Successful 

program reviews require meticulous planning and execution by all stakeholders, so this initiative will 

present considerable challenges over the next few semesters. However, the end results will be 

academic and academic programs that reflect the university’s mission and are closely aligned with the 

university’s strategic plan. 

27

Academic Support Services 

Academic Advising. Figure 16. Students per advisor, 2004–2008 

Academic Advising provides 

academic and career advising for 

pre-major students and walk-in 

service for all other students. 

When they arrive at Gallaudet 

University during New Student 

Orientation, each student is 

assigned a professional advisor in 

Academic Advising. Pre-major 

academic and career advising 

includes individual and group 

advising for new students, 

interviews, academic planning 

meetings, course registration, 

interest and personality testing 

(such as Self-Directed Search and the Myers-Briggs Type Indicator), computerized career guidance 

programs, and assistance in selecting an academic major that best matches the student’s values, 

interests, personality, and skills. 

Academic advisors work extensively with academic departments on academic policy, 

procedure, and curriculum. They are available to faculty for information sharing and other academic 

and career advising concerns. Academic advisors also work closely with other student support 

offices to enhance students’ academic performance and general welfare. 

Figure 17. Number of undergraduate internships, AY 2007- 

2008 

28 

Career Center. The 

Career Center offers students 

cooperative education, internship, 

and job search advising. It also 

maintains contact with hundreds 

of employers for recruiting and 

career education of students and 

alumni. Employers visit the 

campus annually to conduct 

information sessions and oncampus 

recruiting and to 

participate in classes, workshops, 

and career fairs. Through the 

internship program, students can 

acquire work experience related to 

their major studies and career 

goals. Through job search advising, 

students learn how to look for a job and are guided in seeking part-time, summer, and full-time 

employment. 

Both the internship and job search programs offer students guidance with exploring career 

options, refining job search techniques, networking, preparing resumes and/or federal job

applications, developing portfolios, interviewing, working with interpreters, and understanding 

accommodation strategies. The emphasis is on empowering students to pursue and achieve career 

goals in the business and professional world. Among the Career Center’s resources for students and 

alumni is an extensive career library. 

The internship program places students in private industry, government agencies, social 

service organizations, and educational institutions. Working with Career Center staff, students can 

arrange placement locally, nationally, and internationally. Also with staff guidance, students learn 

how to research and develop their own placements. Examples of placement sites include premier 

university research centers, the White House, federal agencies and research facilities, congressional 

offices, hospitals, public and private schools, and deafness-related educational and social 

organizations. Many students participate in more than one placement, supplementing their academic 

studies with valuable hands-on experience. Students may earn up to 12 academic credits for their 

internship placements. 

Figure 18. Internship information, AY 2007-2008 

a. Internships by type of work site 

b. Average hours worked per internship 

The Career Center collaborates with academic departments and employers to help students 

achieve internship requirements for select majors. The center also sponsors or cosponsors a variety 

of career-related seminars, conferences, classes, and programs throughout the year. A career fair, an 

on-campus student employment fair, and a graduate school fair are often among those offered. The 

center also provides graduate school admission testing (Miller Analogies Test and Graduate Record 

Examination). 

29

English Language 

Institute. The English Language 

Institute offers full-time 

instruction in English as a 

second language, ASL, and 

cultural studies to international 

deaf students. Intensive study 

throughout the academic year 

helps students become proficient 

in English and ASL, prepare for 

academic study in the United 

States, and enhance their 

employment potential. 

Figure 20. Percentage of student body served by Mentoring 

Program, AY 2005-2006 to AY 2007-2008 

30 

Figure 19. English Language Institute enrollment, Fall 2004– 

Fall 2008 

Mentoring Program. 

The purpose of the mentoring 

program is to support new 

students. These relationships are 

flexible and are defined by the 

interests of the student and his 

or her mentor. Mentors and 

students can meet casually to 

chat, have lunch together, or 

attend campus functions. They 

can also have serious discussions 

about choosing a major, planning 

for a future career, and achieving 

academic success.

Office for Students 

With Disabilities. The Office 

for Students With Disabilities 

(OSWD) provides individually 

tailored, comprehensive support 

services and programs for 

students with disabilities. OSWD 

empowers eligible students to 

succeed in their pursuit of higher 

education by working to ensure 

equal access and opportunity to 

curricular and extra-curricular 

activities. Faculty and staff, 

administrators, alumni, 

paraprofessionals, and parents 

and families also benefit from 

services and programs. Support 

services and programs are designed to meet the individual needs of those being served and are 

coordinated with services offered on campus and in the community. 

OSWD coordinates with both on- and off-campus entities to provide: 

• Psychoeducational and psychological 

evaluations to assess learning disabilities, 

attention deficit hyperactivity disorders, 

and psychological disorders 

• Individualized support service plan 

development 

• Support service counseling/advising 

• Advocacy training 

Figure 21. Percentage of student body served by OSWD, AY 

2003-2004 to AY 2007-2008 

• Academic advising 

• Career development interpreting 

• Note taking 

• Specialized testing 

• Study lab 

• Orientation and mobility training 

• Reader/scribe services 

• Accessibility consultation 

Information and referral services include assistance in attendant care, wheelchair repair, 

Seeing Eye dog training, tutoring, mental health care, medical services, and legal advice. 

Programs and services offered by OSWD include: adaptive technology assessment and 

training, Braille/large print services, faculty development seminars, scholarships, public service and 

outreach, support groups and advisory boards, and compensatory/study skills training. 

31

Figure 22. Visits to Tutorial Center per 

undergraduate, AY 2003-2004 to AY 2007-2008 

32 

Tutorial and Instructional Programs. 

The Tutorial Center is a free academic support 

service for Gallaudet students who have 

academic difficulties or wish to improve their 

grades. Tutoring is available individually or in 

small groups for all courses except English. 

English Works! provides English language 

tutoring. Tutors help students improve in their 

courses by working on specific problem areas 

and teaching course-specific study skills.

Graduate Education 

Graduate Degree Programs and Highlights 

Gallaudet’s Graduate School continues to offer degree programs that are accredited by their 

respective accrediting bodies and continues to attract and retain students with the academic quality 

of its programs. In FY 2008, the following programs were reaccredited: 

• Ph.D. in Clinical Psychology (American Psychological Association, APA) 

• M.A. in Mental Health Counseling and M.A. in School Counseling and Guidance 

(Council for Accreditation of Counseling and Related Educational Programs, CACREP) 

• M.A. in Deaf Education (Council on Education of the Deaf, CED) 

The Graduate School’s recruiting efforts included the following: 

• Sponsorship of the university’s presence at Deaf Youth USA camp and the National 

Association of the Deaf convention (both in New Orleans, La., July 2008) 

• Attendance at the National Association of Graduate Admissions Professionals annual 

conference (Denver, Colo., April 30–May 3, 2008) 

• Creation of outreach materials for prospective graduate students, including a new 

financial aid brochure, Facebook account and incoming and exit survey 

• Presentation at Bowie State University, Bowie, Md., and a visit to Towson State 

University, Towson, Md. 

In addition, the Council on Graduate Education (CGE) adopted a mission statement aligned 

with the university’s new mission: 

The Graduate School at Gallaudet University draws on Gallaudet’s rich heritage, distinguished 

faculty and staff, and ASL-English bilingual environment to carry out its multifaceted mission to: 

(a.) prepare deaf, hard of hearing, and hearing scholars, leaders, and practitioners from diverse 

backgrounds to excel in their professions and disciplines; and 

(b.) generate knowledge, via research and other scholarly activities to inform theory and practice in 

the professions and disciplines represented by graduate programs. 

The knowledge, skills, and dispositions addressed in the various graduate programs are 

aligned with professional accreditation standards as well as the Graduate School’s own high 

academic expectations. 

All graduate programs aligned their own mission statements with that of the Graduate 

School and developed student learning outcomes at the program level. CGE, which has primary 

responsibility for graduate curriculum and policies, created new course proposal forms and syllabus 

guidelines requiring: (a) course-level student learning outcomes be stated in clearly observable terms 

and be aligned with program-level outcomes; (b) learning opportunities for achieving these 

outcomes be specified; and (c) assessments of these learning outcomes be clearly delineated. Efforts 

are now underway to ensure that all programs and courses are revised in accordance with these 

requirements according to CGE-mandated timelines. 

33

Graduate Program Statistics 

Graduate Applications, Admissions, and Enrollment 

Figure 23. Graduate applications, admissions, enrollments, 2004–2008 

Figure 24. Percentage new graduate students who are female or from traditionally underrepresented 

groups (TUG), 2004–2008 

34

Figure 25. Percentage graduate enrollment by racial/ethnic background, 2004–2008 

Figure 26. Graduate enrollment by hearing status, 2004–2008 

35

Graduate Program Performance Statistics 

Table 6. Graduate Degree Program Enrollment by Degree Type and Discipline, Fall Semester, 2004–2008 

2004 2005 2006 2007 2008 

Doctorate 

Administration: Special Education 27 27 20 23 20 

Hearing, Speech & Lang. Sci.: Au.D. 34 33 38 39 41 

Hearing, Speech & Lang. Sci.: Ph.D. * 6 8 9 13 

Deaf Education 13 20 20 17 14 

Linguistics 14 18 16 16 15 

Psychology: Clinical 

Masterʼs 

34 32 34 38 36 

Administration 12 12 7 5 5 

Counseling: Mental Health 24 20 17 13 13 

Counseling: School 27 24 25 25 21 

Deaf Studies 21 24 27 22 18 

Developmental Psychology 11 17 6 6 ** 

Deaf Education: Advanced Studies 0 1 0 1 0 

Deaf Education: ASL/English Bilingual * 6 9 10 10 

Deaf Education: Elementary 12 16 6 12 9 

Deaf Education: Family-Child Centered 15 10 13 8 8 

Deaf Education: Multiple Disabilities 17 21 9 6 5 

Deaf Education: Secondary 4 10 10 7 10 

Deaf Education: Special Programs 5 7 5 7 12 

International Development * * 8 18 20 

Interpretation 17 10 13 19 22 

Leisure Services 8 6 6 3 9 

Linguistics 19 17 11 11 10 

Social Work 31 37 41 39 33 

Speech-Language Pathology 

Specialist 

25 24 23 23 24 

Administration & Supervision 0 1 0 0 0 

Change Leadership in Education * 14 14 8 12 

Deaf Education 0 1 1 0 0 

School Psychology 

Certificate 

19 21 16 15 16 

Deaf History 1 4 3 12 13 

International Development 15 16 11 9 3 

Leadership 3 0 0 0 1 

Management 3 2 6 4 2 

*Program not begun 

**Program terminated 

36

Table 7. Average Graduate Class Size by Department, Fall Semester, 2004–2008 

2004 2005 2006 2007 2008 

Administration & Supervision 3.6 4.9 3.9 3.9 5.7 

American Sign Language 5 7 5.1 2.7 2.8 

Counseling 9.2 7.7 7 6.1 7.2 

Deaf Studies 0 8 6.3 5.7 7.4 

Educational Foundations & Research 9.9 7.6 10.6 8.1 8.2 

Education 7.7 2.8 5.5 6 5.2 

Government 8 7 12 10 13 

Hearing, Speech & Language Sciences 6.9 8 6.7 7.7 8.3 

History 0.5 3 3.3 3.5 5.5 

Interpretation 5.9 5 5.2 9.1 9.9 

Linguistics 4.8 4.6 2.9 2.2 2.3 

Psychology 4.9 4.6 4.2 4.4 4.5 

Recreation 1 2 1.4 2.5 7 

Social Work 8.5 10.2 9.3 13.9 8.1 

Graduate Average 6.1 5.1 5.5 5.8 6 

Table 8. Average Graduate Class Size by Department, Spring Semester, 2005–2008 

2005 2006 2007 2008 

Administration & Supervision 6.5 3.2 4.7 3.1 

American Sign Language 1.4 3.3 4 5 

Biology 5 11 0 11 

Counseling 8.5 5.9 4.8 5.5 

Deaf Studies 10.2 6.9 7.8 4.8 

Economics & Finance NA NA 5 9 

Educational Foundations & Research 7.5 7.6 7.3 8 

Education 4.8 4.7 5.8 4 

Hearing, Speech & Language Sciences 7.8 6.3 7.8 5.6 

History 13 8.3 5 2 

Interpretation 7.4 3.8 4.2 8.6 

Linguistics 5.5 2.9 3.1 1.9 

Psychology 4.8 4 4.8 4.2 

Recreation 2.8 1 3 0.3 

Social Work 6.7 8.1 8.1 11.3 

Graduate Average 5.8 4.8 5.6 4.8 

Note. NA = Class not offered that semester 

37

Table 9. Graduate Degrees Awarded by Program, 2004–2007 

2004 2005 2006 2007 

Doctorate 

Administration: Special Education, Ph.D. (SPEDNADM) 4 1 1 3 

Audiology, Au.D. (AUD) 9 7 5 6 

Audiology, Ph.D. (AUDPH) 0 1 0 1 

Deaf Education, Ph.D. (PHD DEAFED) 1 1 3 1 

Linguistics, Ph.D. (LIN PHD) 1 2 0 0 

Psychology: Clinical, Ph.D. (CLINIC PSY) 

Masterʼs 

5 3 1 5 

Administration, M.S. (ADMIN) 10 5 4 5 

Audiology, M.S. (AUDMS) 0 5 6 10 

Counseling: Mental Health, M.A. (MH COUNSEL) 5 10 8 7 

Counseling: School, M.A. (SCHOOL COU) 13 6 13 7 

Deaf Studies, M.A. (DST) 12 7 12 10 

Developmental Psychology, M.A. (DEVPSY) 5 7 6 6 

Deaf Edu: Advanced Studies, M.A. (ADVAN STUD) 2 1 0 1 

Deaf Edu: ASL/English Bilingual, M.A.T. (ASL/ENG) * 0 3 4 

Deaf Edu: Elementary M.A. (ELEMENTARY) 8 8 1 3 

Deaf Edu: Family-Child Centered, M.A. (FCCE) 5 2 5 4 

Deaf Edu: Multiple Disabilities, M.A. (MULTI) 2 8 0 0 

Deaf Edu: Secondary, M.A. (SECONDARY) 1 3 1 1 

Deaf Edu: Special Programs, M.A. (SPECIAL MA) 5 4 5 3 

HSL: Non-Clinical, M.S. (HSLNC) 1 7 0 0 

Interpretation, M.A. (INTERPRET) 6 6 2 6 

Leisure Services Admin, M.S. (LSA) 2 2 3 1 

Linguistics, M.A. (LINGUISTIC) 8 11 5 6 

Psychology, M.A. (PSYCHMA) 5 1 5 7 

Social Work, M.S.W. (SOCIAL WRK) 7 16 15 19 

Speech-Language Pathology, M.S. (SLP) 

Specialist 

12 12 10 11 

Admin & Supervision, Ed.S. (ADM & SUPV) 5 1 0 0 

Change Leadership in Edu (CHLED) 0 7 5 7 

Deaf Edu: Specialist, Ed.S. (EDS DEAFED) 1 1 1 0 

Psychology: School, Psy.S. (SCHOOL PSY) 

Certificate 

3 9 5 4 

Deaf History, Certificate (CERT-HIS) 0 1 1 0 

International Development, Certificate (CERT-INTLD) 6 0 0 0 

Integrating Tech in the Classroom, Certificate (CERT-ITC) 6 0 0 0 

Management, Certificate (CERT-MGMT) 0 2 0 1 

Grand Total 150 157 126 139 

*Program not begun 

38

Graduate Education Goals and Challenges 

Concerns about Gallaudet’s accreditation status had a negative effect on the Graduate 

School’s FY 2008 enrollment. Graduate students are keenly aware of the importance of 

accreditation, and when applicants who did not accept Gallaudet’s offer of admission were queried, 

concerns about accreditation were paramount. On the other hand, according to a survey conducted 

by the Graduate Admissions Office, those applicants who matriculated did so because (a) the 

program offerings matched their main interests, (b) the reputations of the graduate faculty were a 

significant draw, and (c) Gallaudet offered a bilingual ASL/English learning environment. These 

factors contributed to steady enrollment despite MSCHE’s placing Gallaudet on probation and 

delaying reaccreditation until June 2008. 

Goals for the Graduate School in FY 2009 are to maintain the quality of current programs 

and to implement continuous improvement based on assessment of student learning outcomes at 

the program level. Curriculum revisions are currently underway to streamline some programs. In 

addition, graduate programs are developing alternative formats of study including online degrees, 

hybrid degrees, and certificates to serve constituencies who wish to pursue graduate education at 

Gallaudet but are unable to be in residence. Some programs are expected to grow. For example, the 

Department of Hearing, Speech, and Language Sciences has moved into its new facilities in the 

Sorenson Language and Communication Center (SLCC) and plans to admit a larger number of 

students as a result of the enhanced infrastructure supporting the program. The Department of 

Interpretation plans to expand its bachelor’s degree program by entering into partnerships with 

community colleges. The NSF-supported Science of Learning Center on Visual Language and Visual 

Learning (VL2) and the Rehabilitation and Engineering Research Center on Hearing Enhancement 

(RERC-HE), both housed in the SLCC, offer students numerous opportunities for research 

internships, assistantships, and fellowships. These interdisciplinary research centers are expected to 

attract graduate students and enhance the quality of the graduate experience at Gallaudet. An 

interdisciplinary doctoral degree is being developed to take full advantage of the opportunities 

offered by these research centers. 

39

40 

Student Life 

Student Organizations 

In addition to the active Student Body Government, the university supports 28 clubs and 

other organizations including fraternities, sororities, and special student unions such as the Asian- 

Pacific Organization and the Rainbow Society. 

Selected Nonacademic Support Services 

Community Service 

Programs. This office 

coordinates community service 

opportunities for students and 

organizations. Students perform 

community service hours each 

year as part of their graduation 

requirements, and student 

organizations must provide 

services to stay in good standing. 

Figure 28. Visits to Hearing and Speech Center per student, 

AY 2004-2005 to AY 2007-2008 

Figure 27. Number of community service projects completed, 


Hearing and Speech 

Center. Students, faculty, and 

staff, as well as their immediate 

family members, can take 

advantage of the center’s many 

services. Services include, but are 

not limited to, audiological 

evaluations; hearing aid 

evaluations, purchase, and/or 

servicing; walk-in clinic; cochlear 

implant services; and 

communication, speech, and/or 

language enhancement services. 

Speech-language services are also 

offered for hearing family 

members.

Mental Health Center. 

The center provides mental 

health services to students. 

Through its training programs, 

the center also serves deaf and 

hard of hearing individuals and 

their families in the Washington, 

D.C. area. 

Figure 30. Patient visits to Student Health Services per student, 


Figure 29. Percentage of student body served by Mental 

Health Center, AY 2003-2004 to AY 2007-2008 

Student Health 

Services. Student Health 

Services provides primary health 

care to students, staff, and 

faculty and also assists with 

access to specialty or emergency 

services. 

41

Living on Campus 

Many students opt to live on campus and use that time to study, work part-time, and 

participate in campus activities. Living on campus provides more social and learning opportunities; 

flexible study schedules; and convenient access to Gallaudet’s library, computer labs, and 

Washington, D.C. All rooms are wired for telephone, computer, and cable TV with free Internet and 

cable access for residents. 

The residence hall staff works together with residents to provide a sense of community 

through educational programs and living arrangements. Students may opt to live in themed 

communities such as “Sports and Recreation” or “Leadership.” These communities group together 

residents who have common interests and goals on the same floor or wing, thereby encouraging 

students to interact in a socially and educationally supportive environment. 

The university campus has six residence halls. For safety and security reasons, they are 

locked 24 hours a day, 7 days a week and require a resident’s access card for entry. Each building has 

vending machines and laundry facilities in the basement for residents’ use. Washers and dryers are 

card operated, and students can purchase cards for $1.00 per load from the Department of Public 

Safety in Carlin Hall. 

Figure 31. Students living on campus, AY 2003-2004 to AY 2007-2008 

a. Number of students by semester b. Percentage of students living on campus 

42

University Faculty and Staff 

Faculty and Staff Highlights 

Gallaudet University faculty teach undergraduate, graduate, and continuing education 

courses through the College of Liberal Arts, Sciences, and Technologies; the Graduate School and 

Professional Programs; and the College for Professional Studies and Outreach. An increasing number 

of undergraduate faculty members are developing and teaching courses in the new general studies 

curriculum, which offers interdisciplinary courses for freshmen, pre-major, and major students. 

Several faculty members have been named Faculty Fellows, responsible for special initiatives. 

One is responsible for operationalizing the bilingual mission; others are working with the interim 

dean of Enrollment Management to conceptualize and implement new programs, such as a first-year 

study abroad tour, a general studies degree program, and an adult completion program. 

The university welcomed 14 new faculty members this year, one in January 2008 and 13 in 

August 2008. The offices of the Provost and Public Relations developed and distributed a brochure, 

New Faculty 2008-2009. 

Gallaudet will host four visiting professors during academic year 2008-2009, two in fall 2008 

and two in spring 2009. Both fall 2008 visiting professors are published authors; one is affiliated 

with the Department of English and the other with the Department of ASL and Deaf Studies. In 

addition to teaching, they are working on special projects. The Department of ASL and Deaf Studies 

and the Department of Linguistics will host the spring 2009 visiting professors. 

The President’s Fellows and pre-tenure track faculty programs provide alternate avenues to 

full-time regular faculty status for people who are studying for terminal degrees. There are 11 

President’s Fellows this year. Several past President’s Fellows are now full-time regular faculty 

members, and two have been awarded continuous tenure. 

The faculty continues to use cutting-edge technology in their teaching. The vast majority of 

courses have online components, including Blackboard (academic portal), dedicated Web sites, 

multimedia presentations, videoconferencing, and collaboration with other departments and institutions. 

Academic Technology, Library, and Archive Services has robust e-learning resources, and e-learning 

facilitators are assigned to each academic department and unit to assist faculty and students. 

43

Employee and Faculty Characteristics 

Figure 32. Employee demographics by employee category, 2003–2007 

44 

a. Percentage who are deaf or 

hard of hearing 

Figure 33. Faculty statistics, 2003–2007 

a. Number of faculty by tenure status 

b. Percentage who are from traditionally 

underrepresented groups 

b. Percentage of regular faculty by 

highest completed degree

Figure 34. Regular and full-time temporary faculty by rank in percentages, 2003–2007 

Figure 35. Faculty sign language proficiency by tenure status in percentages, 2003–2007 

45

Challenges and Plans for the Future 

Senior faculty are retiring in increasing numbers and, in times of decreased enrollment and 

lean budgets, are not always replaced. Some departments have been severely affected as a result. The 

new general studies curriculum has its own full-time faculty as well as faculty on long- and shortterm 

loan from academic departments. In some cases, this has resulted in fewer faculty being 

available to teach in their original disciplines. Also, the vagaries of initial class placement have made 

it a challenge for some departments to plan course offerings realistically. These issues are all being 

examined through departmental and institutional research. 

At Gallaudet, faculty performance is evaluated in teaching, research, service, professional 

integrity, and proficiency in ASL. The university is currently conducting research on the American 

Sign Language Proficiency Interview (ASLPI) and other measures. Until this research is complete, 

the ASLPI is not being used in faculty personnel actions, such as reappointment, merit increases, 

promotion, and tenure. 

The Division of Academic Affairs will conduct a reorganization study from January to June 

2009, which will affect both the administrative and faculty structure. 

46

Research 

Research Highlights 

The funding or continued funding of two major research centers, the Science of Learning 

Center on Visual Language and Visual Learning (VL2) and the Rehabilitation Engineering Research 

Center on Hearing Enhancement, were some of the highlights of this year. 

VL2 is an interdisciplinary, collaborative center funded under the National Science 

Foundation’s Science of Learning Centers program. VL2 brings together deaf and hearing 

researchers and educators from a variety of national and international schools and universities. The 

center advances and transforms the science of learning by investigating how humans acquire and use 

language and literacy when audition is not an available mode for learning. The interdisciplinary 

nature of this center brings together individuals from different fields and theoretical perspectives to 

explore how deaf individuals learn to read and investigate how to extend such visually based learning 

strategies to general educational practice. During FY 2008, NSF increased Gallaudet’s funding to $4 

million a year for the next three years. During the summer, the management team solicited, 

reviewed, and selected a number of new project initiatives, which will commence in FY 2009. 

The Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE), a 

national project funded by the U.S. Department of Education’s National Institute on Disability and 

Rehabilitation Research in the Office of Special Education and Rehabilitation Services, was 

continued through September 2008. The objective of the project is to conduct research programs 

that promote technological solutions to problems confronting people with hearing loss. The mission 

of the RERC-HE is to build and test components of a new model of aural rehabilitation tools, 

services, and training to improve assessment and fitting of hearing technologies and to increase the 

availability, knowledge, and use of hearing enhancement devices and services to ensure a better 

match between individuals in their natural environments. The RERC-HE is a partnership between 

Gallaudet University and the New York University School of Medicine. 

Research at Gallaudet 

Faculty at Gallaudet pursue a full range of research interests related to their own academic 

disciplines. However, as an institution, Gallaudet has a unique obligation to contribute knowledge 

and scholarship likely to benefit the nation’s deaf and hard of hearing people on campus and 

beyond, particularly in the areas of education and human services. The university continues to 

support the Gallaudet Research Institute (GRI), a unit of the Graduate School and Professional 

Programs within the Division of Academic Affairs. Not only does the GRI conduct studies of deaf 

and hard of hearing students in the United States, it also helps manage research resources on 

campus, stimulating and supporting work directed toward priorities consistent with Gallaudet’s 

national mission and internal strategic objectives. 

National advisement and Gallaudet’s research priorities. The faculty, staff, and students 

who make up the Gallaudet research community are committed to the creation of knowledge 

through research and scholarship. Research is a key component for meeting the university’s stated 

goal of identifying and providing educational services to deaf and hard of hearing people of all ages 

in ways that reflect best available practices. 

The university continues to recognize that in conducting research of importance to deaf 

people, it must strive to incorporate the talents of those likely to be affected. Research on issues of 

47

importance to deaf and hard of hearing people should reflect the meaningful involvement and 

leadership of deaf and hard of hearing people themselves. 

Gallaudet’s research priorities are listed below. Note that the order of this listing does not 

necessarily reflect ranking by importance and that some areas overlap. In addressing the priorities, 

the university understands the importance of applying a broad range of quantitative and qualitative 

research methodologies and encourages both basic and applied research. 

1. Literacy. Basic research into the sensory, cognitive, linguistic, and sociocultural processes 

involved in deaf and hard of hearing people’s acquisition of language and literacy from infancy 

through adulthood, as well as applied research concerning ways to achieve English literacy. This may 

include the study of how ASL literacy supports English literacy. 

2. Teaching, Learning, and the School Environment. Research on such areas as effective strategies 

for teaching deaf and hard of hearing students; the impact of students’ cognitive processes, learning 

styles, and linguistic, cultural, and educational backgrounds on learning; and the ways school 

environments affect accessibility of information and educational success. Studies may focus on 

particular content areas, such as mathematics, history, science, art, etc. 

3. Assessment. Development and validation of tools, techniques, and models (including 

standardized and authentic approaches) for assessing a wide range of characteristics of deaf and hard 

of hearing people from infancy through adulthood, including specific academic knowledge, skills, 

interests, aptitudes, and social and emotional characteristics. 

4. ASL Acquisition in New Signers. Research aimed at understanding the processes by which 

individuals acquire ASL. This priority applies both to first-language learners acquiring ASL in 

childhood and to second-language learners acquiring sign language later in life. Basic research may 

examine naturalistic learning situations, and applied research may seek to determine optimal 

strategies for ASL instruction. 

5. Home, School, and Work Transitions. Research aimed at understanding and improving the 

transitions of children from home to school, or students from high school to work or postsecondary 

education, and from postsecondary education to employment. Studies may also address issues 

pertaining to emotional intelligence, peer relations, self advocacy, community involvement, and 

career advancements. 

6. School and Family Relationships. Research aimed at understanding family-school relationships 

and family dynamics in families with deaf or hard of hearing members. Studies might include parentchild 

interaction, sibling relationships, and intergenerational research as well as family involvement 

focusing on successful strategies for encouraging the active participation of parents of deaf and hard 

of hearing children within school environments. 

7. Studies That Inform Public Policy Development and Educational Planning. Research and 

dissemination of data essential to the development and evaluation of educational planning and 

public policies on education, medicine, counseling, social work, interpreting, and other services used 

by deaf and hard of hearing people throughout their lives. Studies may focus on specific groups, on 

agencies and institutions providing services, or on the social, economic, and political processes in 

which deaf and hard of hearing people are involved. The role of genetic discoveries, the increasing 

use of cochlear implants, and the affect of federal and state education legislation on deaf and hard of 

hearing individuals are particularly timely areas of study. 

8. Language, Culture, and History of Deaf People. Research aimed at linguistic, sociolinguistic, 

anthropological, and historical studies of Deaf culture, sign language, and the experiences of deaf 

people in the United States and cross-culturally. Studies may focus on the construction of diverse 

deaf or deaf-related identities (such as deaf/blind people, deaf people from racial/ethnic minority 

48

groups, deaf individuals with multiple disabilities, and children of deaf adults); deaf ways of knowing; 

and the emerging field of visual epistemologies. Studies of literature, the visual arts, and other 

creative, political, and social contributions of deaf people may be included. 

9. Development and Evaluation of Technologies That May Benefit Deaf and Hard of Hearing People. 

Studies of technology and media aimed at enhancing the education and communication access of 

deaf and hard of hearing people. This would include evaluation of emerging technologies, studies of 

innovative applications of technology, and evaluation of the accessibility to deaf and hard of hearing 

consumers of new technology, media, and collaborative efforts that shape the direction of future 

technological developments and accessibility. Applies to a broad range of visual and audiological 

technologies. 

10. Hearing Loss and Aging. Studies of the nature and consequences of hearing loss in 

adulthood and within the elderly population. 

11. Psychosocial Development and Mental Health Needs. Research aimed at identifying issues that 

affect deaf and hard of hearing people’s cognitive and psychosocial development and at describing 

and meeting the mental health needs of deaf and hard of hearing individuals throughout their lives. 

Studies might evaluate strategies to facilitate adjustment in different settings and address issues of 

psychological assessment, diagnosis, and accessibility of mental health services for deaf and hard of 

hearing people. 

12. Interpretation. Research examining the cognitive, linguistic, technical, ethical, sociocultural 

processes, and practices involved in interpreting for deaf, hard of hearing, deaf/blind, and hearing 

individuals in a broad range of workplace, medical, legal, educational, social, and cultural settings. 

This priority may address situations involving use of and access to English and ASL, other spoken 

and signed languages, or other visual or tactile communication systems. 

The Project Table: A Userʼs Guide 

Table 10 provides useful information concerning the project summaries found in the 

Appendix. Projects are listed alphabetically by title in the first column on the left side of each page. 

The remaining columns are aligned with headings indicating the twelve areas of research priority. A 

mark in one of these columns indicates that the project addresses that priority area. In many cases, a 

single project may address more than one research priority area. 

On the table, scanning a single column from page to page can give a rough idea of the 

amount of research underway in a certain research priority area. Also, it is hoped that the table will 

give individuals interested in certain aspects of research and development at Gallaudet a way of 

finding the information they need quickly and easily. 

49

Table 10. The Project Table: FY 2008 Research Projects, Categorized by Research Priorities 

50 

Teaching, Learning, and the School 

Environment 

Assessment 

ASL Acquisition in New Signers 

Home, School, and Work Transitions 

School and Family Relationships 

Studies That Inform Public Policy... 

Language, Culture, and History of 

Deaf People 

Development and Evaluation of 

Technologies … 

Literacy 

Project Title 

(PIs listed alphabetically) 

Adolescents and Cochlear 

Implants: Psychosocial Issues 

(Christiansen, Leigh, Maxwell- 

McCaw) 

Alternative Perspective in 

 

Research and Evaluation: 

Feminists, Minorities, and Persons 

With Disabilities, An (Mertens) 

 

American Annals of the Deaf: 

Reference Issue (Hotto) 

Annual Survey of Deaf and Hard of 

 

Hearing Children and Youth (Hotto, 

Lam, Woo) 

Appropriateness of the N.Y. State 

 

Mandated 8th Grade Reading 

Competency Test for Deaf Students 

(LaSasso, Martin) 

Assessment of Deaf and Hard of 

 

Hearing Children and Adolescents 

(Miller, Thomas-Presswood) 

 

Assimilation Patterns in 

Fingerspelling (Fuller) 

Attachment State of Mind and 

 

Parental Resolution of the 

Diagnosis of Child (Adams, Brice) 

 

Auditory Self-Monitoring (Barac- 

Cikoja) 

Auditory Temporal Processes, 

 

Speech Perception, and Aging 

(Fitzgibbons) 

Autism Spectrum Disorders and 

 

Deafness: Cultural Influence or 

Cultural Confusion (Brice, 

Szymanski) 

 

Hearing Loss and Aging 

Psychosocial Development and 

Mental Health Needs 

Interpretation

Teaching 

Literacy 

Project Title 


Automatic Fitting Algorithm for 

Cochlear Implants, An (Bakke) 

Basic Grammar of Croatian Sign 

 

Language (HZJ), A (Chen Pichler, 

Wilbur) 

 

CDI Training (Brunson) 

Cochlear Implants and Gallaudet 

University (Christiansen, Leigh) 

Comparing Localization Abilities of 

 

Children With Bilateral Cochlear 

Implants to Those With Bimodal 

Stimulation (Crowley, Tamaki) 

Comparison of Lexical Versus 

 

Morphological Grouping of 

Graphemes in Learning New Words 

(Barac-Cikoja, Kelly) 

Comparison of Traumatic Stress 

 

Symptoms in Deaf and Hearing 

College Students (Nead) 

Conceptualizing Disability* 

(Barnartt) 

 

Core Survey (Francavillo) 

Cracking the Code: An 

Investigation of MVL and SVO 

 

Teaching Approaches With Deaf 

ESL Students (Brinks, Gore, 

Thornley) 

Creation of a DNA Repository to 

 

Identify Deafness Genes (Arnos, 

Nance) 

Crossing the Divide: Helen Keller 

 

and Yvonne Pitrois Dialogue on 

Diversity (Hartig) 

 

Cued Language Structure 

(Fleetwood, Metzger) 

Deaf and Hard of Hearing Social 

 

Workers: Licensing and Employment 

Equity (Mason, Mounty) 

Deaf Childrenʼs ASL and English 

 

Acquisition of Novel Fingerspelled 

Words Using a Fast Mapping 

Paradigm (Hile) 

 

Assessment 

ASL Acquisition 

Transitions 

Relationships 

Public Policy... 

Deaf People 


Aging 

Mental Health 

Interpretation 

51

Literacy 

Project Title 


Deaf People and Employment 

(Barnartt) 

Deaf User Perspective on the Use 

 

of American Sign Language or 

Contact Sign When Using Video 

Relay Services (Brooks) 

Demographic Characteristics of 

 

Deaf Persons With Schizophrenia 

(Gutman, Mompremier) 

Developing a Theoretical 

 

Framework for American Sign 

Language Assessment Tests 

(Dudis, Hauser, Paludneviciene) 

Development of Phonological 

Awareness in Moderately-to- 

 

Profoundly Deaf Developing 

Readers: The Effect of Exposure to 

Cued American English, The (Crain, 

LaSasso) 

 

Disability Interest Groups in Europe 

(Olson, Penna, Veith) 

 

Disability Protests (Barnartt) 

Discourse Analysis (Focus on 

 

Nonmanual Signals in ASL) 

(Andrews, Bridges, Metzger) 

 

District of Columbia Space Grant 

Consortium (Snyder) 

Drinking Among Deaf and Hard of 

 

Hearing College Students (Mason, 

Schiller) 

Effect of Stimulus Repetition Rate 

 

on Vestibular-Evoked Myogenic 

Potential Thresholds, The (Ackley, 

Tamaki) 

Effectiveness of Cochlear Hydrops 

Analysis Masking Procedure 

 

(CHAMP) in Identifying Patients 

With Meniereʼs Disease, The 

(Follett, Tamaki) 

Effects of Bilingualism on Word 

 

Order and Information Packaging in 

ASL (Chen Pichler) 

 

52 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 

Interpretation

Project Title 

(PIs listed alphabetically) Literacy 

Effects of Stigma on Employment, 

Mental Health, and Health Services 

Upon the Sadomasochism 

Population* (Collins) 

Electroacoustic Analysis of FM 

Systems and Hearing Aid Pairs 

(Hipskind, Tamaki) 

Emerging Themes in the Study of 

Deaf Adolescents (Sheridan) 

Empowering Deaf Communities in 

Latin America (Berdichevsky) 

Equivariant Cross Sections of 

Quaternionic Stiefel Manifolds* 

(Obiedat) 

Examination of Personality Traits 

and Self-Esteem Across Gender, 

Ethnicity, and Hearing Status of 

Deaf College Students, An (Mason) 

Explorations of Sounds: Language 

Contact and Lexical Borrowing of 

Onomatopoeias in ASL (Dyke, Jones) 

Exploring the Experiences of Deaf 

Parents Who Raise Hearing 

Children: A Qualitative Study Using 

Phenomenological Methods 

(Lawson) 

Families Who Are Deaf: A 

Photographic Essay (Benedict, 

Bodner-Johnson) 

French Primary School Moral and 

Civic Instruction Textbooks, 1900- 

1914* (Bergen) 

Gender Issues in the Writings of 

Mme De Gouges and Mme De 

Stäel* (Berdichevsky) 

Gender Preference and Interpreting 

(Brooks, Cox, Jones, Mathers) 

Genetic Deafness in Alumni of 

Gallaudet University (Arnos) 

Gesture and ASL Acquisition 

(Emmorey, Galvan, Holzrichter, 

Mather, Piñar) 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 


 

Aging 

 

 

 

 

 

Mental Health 

 

 


 

 

53

Literacy 

Project Title 


Grave and Gracious Woman: Deaf 

People in Colonial New England, A 

(Carty, Macready, Sayers) 

 

GRI First Wednesday Seminar 

(Benaissa) 

Guessing Game: The Effect of 

 

Morpho-Graphemic Organization on 

Word Attack Skills, The (Clark) 

Hearing Parents of Deaf Children: 

 

The Effects of Health Professionalsʼ 

Advice on Parental Decision- 

Making (Day) 

High Frequency (1000 Hz) Acoustic 

 

Stapedial Reflexes in Neonates 

(Hanks, Kleindienst) 

 

History and Structure of Black ASL, 

The (Bayley, Lucas, McCaskill) 

ICARE Schools: A Research Study 

of Meaningful Parent Involvement 

 

in the Individual Education Plan 

(IEP) Process (Gerner de Garcia, 

Morocco) 

Impact of Education Reforms and 

 

Juvenile Programs on French Deaf 

Youth, 1936-1945, The (Ryan) 

Implementing Bilingual Education 

for the Deaf in Catalonia: Beliefs 

 

About Critical Knowledge Needed 

in Bilingual Classrooms With Deaf 

Children (Fernandez-Viader, Gerner 

de Garcia) 

Interactive Interpreting (Metzger, 

Roy) 

Interference in Hearing Aids From 

 

Digital Wireless Telephones: 

Improved Predictive Methods 

(Bakke, Kozma-Spytek, Levitt) 

Internal Consistency and Factor 

Structure of the Revised Conflict 

Tactics Scales With a Sample of 

Deaf Female College Students 

(Anderson) 

Interpretation of I. King Jordanʼs 

Sign Name, The (Ktejik) 

 

54 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 

 

Interpretation

Teaching 

Literacy 

Project Title 


Interpreting in Educational Settings 

(Fleetwood, Metzger) 

Investigating the Social, Economic, 

Political, and Cultural Issues That 

 

Affect the Lives of Deaf People in 

Argentina, Costa Rica, and Mexico 

(Berdichevsky) 

Investigation Into the Oral and 

Written Narrative Skills of Implanted 

 

Children Who Communicate via 

Cues, Signs, or Speech, An 

(LaSasso, Moreno-Torres) 

Investigation of Variables From the 

Adult Attachment Interview With Deaf 

 

and Hearing Parents in Predicting 

Child Attachment, Adjustment, and 

Self-Concept, An (Brice) 

 

Is There Such a Thing as a 

“Sentence” in ASL? (Hochgesang) 

 

It Takes a Village (Gates, Sayers) 

Jump Searching of Lattice Data 

Structures* (Obiedat) 

Language and Gesture in Cross- 

 

Linguistic Perspective (Galvan, 

Piñar, Taub) 

Latin American and the Caribbean 

 

Newborn Hearing Screening 

Survey, The (Gerner de Garcia) 

Lexical Variation in Chinese Sign 

Language: Language Planning and 

 

Standardization for Postsecondary 

Education (Chen-Pichler, Gerner de 

Garcia, Lin) 

Medical Students, Cancer Control, 

 

and the Deaf Community (Lytle, 

Sadler) 

Motivations and Goals of Owners, 

Managers, and Counselors of 

 

Planned Recreational Programs for 

Deaf and Hard of Hearing Children 

(Oliva) 

 

Mrs. Sigourney in Deaf Hartford 

(Gates, Sayers) 

 

Assessment 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 


55

Literacy 

Project Title 


Nature of News: Donʼt Shoot the 

Messenger, Deaf Style, The (Kobek 

Pezzarossi) 

New Scholarship on Analysis of 

Modern Plant Exudates and Fossil 

Resins With Nuclear Magnetic 

Resonance Spectroscopy: Plants 

From the Southern Hemisphere, 

New Plant Families, New Types of 

Exudates, and Rare Ambers* 

(Santiago-Blay) 

Newborn Hearing Screening and 

 

Early Intervention: An Investigation 

of Family and Child Outcomes 

(Sass-Lehrer) 

Not-So-Strange Career of John 

Howard Griffin, The* (Brune) 

 

Older Adopted Deaf Children 

(Hulsebosch, Mounty) 

Parental Attachment Representations 

 

and Child Attachment, Self-Concept, 

and Adjustment in Hearing Families 

With Deaf Children (Brice, Buchanan) 

Parsing Sentences in Two 

 

Languages II (Eye-Tracking Study) 

(Dussias, Piñar) 

 

Perception of Left vs. Right Handed 

Signers (Riddle) 

Perception of Phonological 

 

Structure in American Sign 

Language (Mathur) 

 

Possessives and Existentials in 

ASL (Chen Pichler, Wilbur) 

Potential Societal Impact of 

 

Advances in Genetic Deafness 

(Arnos, Pandya) 

Practice and Organization of Sign 

 

Language Interpreting: An 

Institutional Ethnography of 

Access, The (Brunson) 

 

Preparing Tomorrowʼs Teachers for 

Technology (Mertens) 

 

56 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 

Interpretation

Project Title 

(PIs listed alphabetically) Literacy 

Production of Movement in Users 

of American Sign Language and Its 

Influence on Being Identified as 

“Non-Native” (Chen Pichler, Goeke) 

Psycholinguistic Investigation of 

Deaf Readersʼ Activation of 

Orthography-Phonology 

Correspondences in Two 

Languages, A (Gerfen, Kroll, Piñar) 

Reflective Journal Writing: Deaf Pre- 

Service Teachers With Hearing 

Children (Bailes, Hulsebosch, Martin) 

Rehabilitation Engineering Research 

Center on Hearing Enhancement 

(RERC-HE) (Bakke, Neuman) 

Rehabilitation Engineering Research 

Center on Telecommunications 

Access (Harkins, Vanderheiden) 

Relationship Between Perceived 

Parenting Style and Sexual Health 

in Deaf and Hard of Hearing College 

Students, The (Klein) 

Research Stipends to Support 

Senior Capstone Projects for Deaf 

and Hard of Hearing Students at 

Gallaudet University (Solomon) 

RIG: Broadening Participation of 

Deaf and Hard of Hearing Scientists 

Through Laboratory Studies of a 

Harmful Algal Species (Solomon) 

SCAN – A Competing Words 

Subtest: Effect of Asynchronous 

Word Alignment on Test 

Performance in Children With 

Learning Disabilities* (Ackley, 

Brewer, Hanks, Karch) 

SCAN – A Competing Words 

Subtest: Effect of Stimulus Onset 

Asynchrony on Test Performance 

of Adults* (Ackley, Hanks, Holley) 

School Psychology Practicum 

Candidates and Interns: An 

Analysis of Time in Roles 

(Blennerhassett) 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 

 

 

 

 

 

 


 

 

Aging 

Mental Health 

 


57

Literacy 

Project Title 


School Psychology Transition 

Points in Training: Candidate 

Assessment and Predictors of 

Graduate Knowledge, Skills, and 

Dispositions (Blennerhassett) 

Science of Learning Center on 

 

Visual Language and Visual 

Learning (VL2) (Allen, Corina, Eden, 

Padden) 

 

Signing With an Accent: ASL L2 

Phonology (Chen Pichler) 

Signs of Literacy: A Longitudinal 

 

Study of ASL and English Literacy 

Acquisition (Bailes, Erting) 

Speech-Language Pathology 

Graduate Studentsʼ Knowledge and 

Awareness of and Experience With 

African-American English (AAE)* 

(Wilson) 

Spouses and Caregivers: 

Communication Strategies Used 

With Individuals With Aphasia and 

Their Perceived Effectiveness* 

(Gamon) 

Study of the Impact of Hearing 

 

Families With Deaf Children, A 

(Rarick) 

Successful Science Teaching: 

 

Problem Solving Strategies of 

Outstanding Science Teachers of 

the Deaf (Mangrubang) 

Suggested Criteria for 

Recommending a Personal FM 

System or a Sound Field FM 

System for a Child With Mild to 

Moderate Sensorineural Hearing 

Loss (SNHL) in a Typical Classroom 

(Literature Review) (Compton- 

Conley, Miller, Tamaki) 

Survey of Technology Use and 

Audiological/Aural Rehabilitation 

Services for Persons Who Are Deaf 

and Hard of Hearing (Adamovich, 

Verhoff) 

 

58 

Teaching 

Assessment 


Transitions 

Relationships 


Deaf People 


 

Aging 

 

Mental Health 

Interpretation

Teaching 

Literacy 

Project Title 


Teacher/Parent Reading Study 

(VL2/Research/ Practice Integration 

Study) (Mounty, Nover) 

Texas State Survey of Deaf and 

 

Hard of Hearing Students, 2007- 

2008 (Hotto, Lam, Woo) 

Theatrical Team Interpreting: Two 

 

Parts to One Whole (Gumpl, Mills- 

Lopez) 

 

Through Deaf Eyes Documentary 

(Baynton, Bergey, Gannon) 

 

Trained to Provide Access 

(Barnartt, Brunson) 

Training of Social Workers to Meet 

 

the Educational and Emotional 

Needs of Deaf Children in Schools, 

The (Betman) 

Types of Communication Used by 

Professionals With Pediatric 

 

Cochlear Implant Clients in Aural 

Rehabilitation Therapy (Bickley, 

Moseley, York) 

Understanding Sentences in Two 

Languages* (Dussias, Piñar) 

Use of Candidate Exit Survey 

Results to Improve Program 

 

Performance: Evaluation of Faculty, 

Program, and Candidate 

Knowledge and Skills, 2005-2006 

(Blennerhassett) 

Using Corona Program Imagery to 

Study Bolivian Deforestation and 

Mexican Butterfly Habitat in the 

1960s* (Snyder) 

Visual and Haptic Self-Monitoring 

 

During Sign Production (Barac- 

Cikoja) 

What Are Indicators of Questions in 

 

ASL and Tactile ASL? (Dively, 

Petronio) 

What Is the Effect of Higher VEMP 

 

Repetition Rates on the Amplitude 

of the Response at Two Intensity 

Levels? (Ackley, Fleming) 

 

Assessment 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 


59

Literacy 

Project Title 


Whatʼs Up With Helen Keller? 

(Sayers) 

Working Memory in the Visual 

 

Modalities: Use of Digit Span With 

Speechreading and American Sign 

Language (Brownfield) 

Working Memory Strategies and 

Serial Order Recall for Written 

 

Words and Cued Words in Deaf 

Native Cuers of English, Hearing 

Cuers, and Hearing Non-Cuers 

(Ketchum, LaSasso) 

Working Towards Equivalency: The 

 

Social Organization of Deaf 

Interpretersʼ Work (Brunson) 

 

Number of Projects Reported 19 28 30 15 13 21 29 41 24 3 17 16 

60 

Teaching 

*Because Gallaudet’s 12 priority areas all relate to aspects of deafness, projects unrelated to deafness are indicated with 

an asterisk (*) after the title. 

Publications and Presentations 

The following list of publications and presentations are the products associated with the 

research project summaries presented in the Appendix. 

Assessment 

Publications 

Al-Fityani, K., & Padden, C. (2007). A lexical comparison of sign languages of the Arab world. In Electronic Proceedings of 

the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora Arara Azul. 

Allen, T.E. (2008, May). Literacy and deafness: Visual and written languages as complex learning. Paper presentation at the 

Principles of Complex Learning Symposium of the Association for Psychological Science, Chicago. 

Arnos, K.S. (2008). Ethical and social implications of genetic testing for communication disorders. Journal of 

Communication Disorders, 41, 444-457. 

Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S., Pandya, A., et al. (2008). A comparative analysis of the 

genetic epidemiology of deafness in the United States in two sets of pedigrees collected more than a century apart. 

American Journal of Human Genetics, 83, 200-207. 

Aronoff, M., Meir, I., Padden, C., & Sandler, W. (2008). Roots of linguistic organization in a new language. Interaction 

Studies: Special Issue on Holophrasis, Compositionality and Protolanguage, 9(1), 131-150. 

Bailes, C.N., Erting, C.J., Erting, L.E., & Thumann-Prezioso, C. (in press). Language and literacy acquisition through 

parental mediation in American Sign Language. Sign Language Studies. 

Bakke, M. (2008). Devices for people with hearing loss. In A. Helal, M. Mokhtari, & B. Abdulrazak (Eds.), The engineering 

handbook of smart technology for aging, disability, and independence (pp. 191-202). Hoboken, NJ: John Wiley & Sons. 

Bakke, M., Bernstein, C., Bally, S., & Pray, J. (2007). Managing hearing loss in older adults: Assessment, intervention and 

technologies for independence and well being. In R. Felder & M. Alwan (Eds.), Eldercare technology: A handbook for 

practitioners (pp. 143-185). Totowa, NJ: Humana Press, Inc. 

Barnartt, S. (in press). Advocacy/activism. In Encyclopedia of American disability history. New York: Facts on File. 

Barnartt, S. (in press). Protest. In Encyclopedia of American disability history. New York: Facts on File. 


Transitions 

Relationships 


Deaf People 


Aging 

Mental Health 

Interpretation

Barnartt, S. (2008). Social movement diffusion? The case of disability protests in the U.S. and Canada. Disability Studies 

Quarterly, 28(1). 

Barnartt, S., & Rotman, R. (2007). Disability policies and protests in Israel. Disability Studies Quarterly, 27(4). 

Bavelier, D., Newman, A., Mukherjee, M., Hauser, P., Kemeny, S., Braun, A., et al. (in press). Encoding, rehearsal and 

recall in signers and speakers: Shared network but differential engagement. Cerebral Cortex. 

Best, C., Mathur, G., Miranda, K., & Lillo-Martin, D. (submitted). Effects of sign language experience on categorical 

perception of dynamic ASL pseudosigns. Perception and Psychophysics. 

Boothroyd, A. (2008). The acoustic speech signal. In J. Madel & C. Flexer (Eds.), Pediatric audiology (pp. 159-167). New 

York: Thieme. 

Boothroyd, A., Fitz, K., Kindred, J., Kochkin, S., Levitt, H., Moore, B.C.J., et al. (2007). Hearing aids and wireless 

technology. Hearing Review, 14(6), 44-48. 

Brooks, E. (2007). Deaf user perspective on the use of American Sign Language or contact sign when using video relay services. Final 

project, Department of Interpretation, Gallaudet University, Washington, DC. 

Brune, J.A. (submitted). The not-so-strange career of John Howard Griffin. American Quarterly. 

Carreiras, M., Gutiérrez-Sigut, E., Baquero, S., & Corina, D. (in press). Lexical processing in Spanish Sign Language 

(LSE). Journal of Memory and Languages. 

Carty, B., Macready, S., & Sayers, E.E. (in press.) A grave and gracious woman: Deaf people in colonial New England. 

Sign Language Studies. 

Chaikind, S. (in press). The battle for wine and love or how I saved the world from Parkerization. The Journal of Wine 

Economics, 3(2). 

Chen Pichler, D. (submitted). Signing with an accent: Second language (L2) ASL phonology. In D.J. Napoli & G. 

Mathur (Eds.), Deaf around the world: Papers from the conference at Swarthmore College. 

Chen Pichler, D. (submitted). Using early ASL word order to shed light on word order variability in sign language. In A. 

Merete, K. Bentzen & M. Westergaard (Eds.), Optionality in the input: Papers from the GLOW XXX workshop. New 

York: Springer. 

Chen Pichler, D., & Hochgesang, J. (in press). An overview of possessives and existentials in American Sign Language. 

In U. Zeshan & P. Perniss (Eds.), Sign Language Typology Series: No. 2. Possessive and existential constructions in sign 

languages. Nijmegen, The Netherlands: Ishara Press. 

Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, Lj., & Vulje, M. (2007). Possession et existence en trois langues 

signées. In A.M. Berthonneau, G. Dal, & A. Risler (Eds.), Silexicales: No. 5. Syntaxe, interpretation, lexique des langues 

signées. Villeneuve d’Ascq, France: Université Charles-de-Gaulle–Lille 3. 

Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2008). Possession and existence in three sign languages. In 

R.M. de Quadros (Ed.), Sign languages: Spinning and unraveling the past, present, and future from TISLR9. Petropolis, Brazil: 

Editorar Arara Azul. 

Choi, B.Y., Stewart, A.K., Madeo, A.C., Yang, Y., Pryor, S.P., Lenhard, S., et al. (in press). SLC26A4 variants associated 

with nonsyndromic hearing loss and enlargement of the vestibular aqueduct: Genotype-phenotype correlation or 

coincidental polymorphisms? Human Mutation. 

Clark, M. D., & Carroll, M. R. (2008). Acquaintance rape scripts of women and men: Similarities and differences. Sex 

Roles, 58, 616-628. 

Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (submitted). The Guessing Game: The effect of morpho-graphemic 

organization on word attack skills. American Annals of the Deaf. 

Conley, W. (2007). Personal email communication (pp. 182-184, 218). In H. Lang (author), Teaching from the heart and soul: 

The Robert F. Panara story. Gallaudet University Press: Washington, DC. 

Conley, W. (2008). [Review of the book With enthusiasm—All things great]. Journal of Deaf Studies and Deaf Education, 13, 453. 

Corina, D. P., Chiu, Y.S., Knapp, H., Greenwald, R., San Jose-Robertson, L., & Braun, A. (2007, June). Neural correlates 

of human action observation in hearing and deaf subjects. Brain Research, 1152, 111-29. 

Corina, D.P., & Knapp, H.K. (in press). Neurobiology of signed languages. In P.C. Hogan (Ed.), The Cambridge 

Encyclopedia of the Language Sciences. 

Corina, D.P., & Knapp, H.K. (in press). Signed language and human action processing: Evidence for functional 

constraints on the human mirror neuron system. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York 

Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of 

Sciences. 

DeLuca, D., Leigh, I.W., Lindgren, K., &, Napoli, D.J. (2008). Introduction. Access: Multiple avenues for deaf people (pp. xixix). 

Washington, DC: Gallaudet University Press. 

DeLuca, D., Leigh, I.W., Lindgren, K., &, Napoli, D.J. (Eds.). (2008). Access: Multiple avenues for deaf people. Washington, 

DC: Gallaudet University Press. 

61

Dussias, P.G., & Piñar, P. (in press). Effects of language proficiency and plausibility in the reanalysis of wh-gaps by 

Chinese-English bilinguals. Second Language Research. 

Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual attention in deaf children and adults: Implications for 

learning environments. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: 

Oxford University Press. 

Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible 

implications for acquiring meaning from print. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York Academy 

of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of Sciences. 

Easterbrooks, S., Stephenson, B., & Mertens, D.M. (2007). Master teachers’ responses to twenty literacy, science, or 

math practices in deaf education. American Annals of the Deaf, 151(4), 398-409. 

Gabbard, S.B., Shryer, J.D., & Ackley, R.S. (in press). Assessment of children with mild or unilateral hearing loss. 

Seminars in Hearing. 

Gallaudet Research Institute. (2007, December). Regional and national summary report of data from the 2006-2007 Annual Survey 

of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at: 

http://gri.gallaudet.edu/Demographics/2006_National_Summary.pdf. 

Gallaudet Research Institute. (2007, December). State summary report of data from the 2006-2007 Annual Survey of Deaf and 

Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at: 

http://gri.gallaudet.edu/Demographics/States/2006.pdf. 

Gallaudet Research Institute. (2008, August). Comparison by ESC (Education Service Center), region, and state for 

selected variables, 2007-2008 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: 

Gallaudet University. 

Gallaudet Research Institute. (2008, August). Comparison by region and state for selected variables, 2007-2008 school 

year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University. 

Gallaudet Research Institute. (2008, August). Individual program summary, 2007-2008 school year. Texas State Survey of 

Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University. 

Gerner de Garcia, B., Morocco, C., & Mata-Aguilar, C. (in preparation). How signing deaf children learn to read. To be 

submitted to Journal of Deaf Studies and Deaf Education. 

Gerner de Garcia, B., Morocco, C., & Mata-Aguilar, C. (in preparation). Language and literacy in Latino families with 

deaf children. To be submitted to Journal of Deaf Studies and Deaf Education. 

Ginsberg, P.E., & Mertens, D.M. (in press). Frontiers in social research ethics: Fertile ground for evolution. In D.M. 

Mertens & P. Ginsberg (Eds.), Handbook of social research ethics. Thousand Oaks, CA: Sage. 

Ginsberg. P., & Mertens, D.M. (Eds.). (in press). Handbook of social research ethics. Thousand Oaks, CA: Sage. 

Glibert, P.M., Solomon, C.M., et al. (2008). Ocean urea fertilization for carbon credits poses high ecological risks. Marine 

Pollution Bulletin, 56, 1049-1056. 

Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (2007). Recognition of time compressed and natural speech with 

selective temporal enhancements in young and elderly listeners. Journal of Speech, Language, Hearing Research, 50, 1181- 

1193. 

Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (in press). Identification of temporal cues in speech segments 

embedded in sentence contexts by younger and older adult listeners. Journal of the Acoustical Society of America. 

Harkins, J. (2008). Progress in 2007: Location-based emergency alerting to mobile devices. In 2008 TDI National Directory and 

Resource Guide for Deaf and Hard of Hearing People (pp. 51-52). Silver Spring, MD: Telecommunications for the Deaf, Inc. 

Harkins, J. (contributing author). (2008, October 12). Requirements and recommendations on needs of users, including 

individuals with disabilities and the elderly. In Commercial Mobile Alert Service Architecture and Requirements (Federal 

Communications Commission, Commercial Mobile Service Alerting Advisory Committee Report, sect. 5.5). 

Harkins, J., & Strauss, K.P. (2008). Access to emergency number services. Assistive Technology, 20(1), 13-25. 

Harkins, J., & Williams, N. (Producers). (2008). Alfred Sonnenstrahl on Deaf telecommunications history: A memoir [Video]. 

(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/sonny/.) 

Harkins, J., & Williams, N. (Producers). (2008). Greg Hlibok interview on FCC purpose, functions, and relevancy to 

telecommunications accessibility [Video]. (Available on Gallaudet University Technology Access Program Web site: 

http://tap.gallaudet.edu/articles/FCC/.) 

Harkins, J., & Williams, N. (Producers). (2008). Karen Peltz Strauss interview: Lessons from 20+ years of legal advocacy [Video]. 

(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/KarenPeltzStrauss/.) 

Harris, R., Holmes, H., & Mertens, D.M. (in press). Research ethics in sign language communities. Sign Language Studies. 

Hartig, R. (2007). [Review of the book When I am dead: The Writings of George M. Tergarden (1852-1936), Raymond Luczak 

edition]. Deaf History International Newsletter, No. 33. 

Hartig, R. (2007). Crossing the divide: Helen Keller and Yvonne Pitrois dialogue on diversity. Sign Language Studies, 7(2), 

177-185. 

62

Hauser, P.C., Cohen, J., Dye, M.W.G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native 

signers. Journal of Deaf Studies and Deaf Education, 12, 148-157. 

Hauser, P.C., Dye, M.W.G., Boutla, M., Green, C.S., & Bavelier, D. (2007). Deafness and visual enumeration: Not all 

aspects of attention are modified by deafness. Brain Research, 1153, 178-187. 

Hauser, P.C., Lukomski, J., & Hillman, T. (in press). Development of deaf and hard of hearing students’ executive 

function. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford 

University Press. 

Hauser, P.C., & Marschark, M. (in press). What we know and what we don’t know about cognition and deaf learners. In 

M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press. 

Hauser, P.C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-sentence reproduction 

test: Development and implications. In Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language 

Research. Florianopolis, Brazil: Editora Arara Azul. 

Holmes, H., Harris, R., & Mertens, D.M. (in press). Deaf people in a transformative research context. In S. Foster (Ed.), 

Researching in the deaf community. London: Oxford Press. 

Hotto, S. (2008). Schools and programs in Canada: Canada directory listing and Canada program and services chart. 

American Annals of the Deaf, 153(2), 186-191. 

Hotto, S. (2008). Schools and programs in the United States: U.S. directory listing and U.S. program and services chart. 


Hotto, S., Lam, K., Woo, J., Dunning, L., & Golden, J. (2008, August). Texas State Survey of Deaf and Hard of Hearing 

Students 2007-2008 (Final Report). Washington, DC: Gallaudet University. 

Isaradisaikul, S., Strong, D.A., Moushey, J., Gabbard, S.A., Ackley, R.S., & Jenkins, H.A.. (in press). Reliability of 

vestibular evoked myogenic potentials in healthy subjects. Otology and Neurotology. 

Kaslow, N., Rubin, N., Bebeau, M., Leigh, I.W., Lichtenberg, J., Nelson, P., et al. (2007). Guiding principles and 

recommendations for the assessment of competence. Professional Psychology: Research and Practice, 38(5), 441-451. 

Kelly, A.B., Jarashow, B., Malzkuhn, B., & Cole, J. (in press). Academic ASL-q. In The Proceedings of Deaf Studies Today, 

2008. Orem: Utah Valley State College. 

Koo, D., Crain, K., LaSasso, C., & Eden, G. (in press). Phonological awareness and short-term memory in hearing and 

deaf individuals of different communication backgrounds. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New 

York Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of 

Sciences. 

Kozma-Spytek, L. (2007). Did you say cordless telephone interference? The GA-SK, 38(1), 11. 

Kozma-Spytek, L. (2007). What the HAC Act means for consumers. The GA-SK, 38(1), 1, 10, 11, 13, 17. 

Krentz, U., & Corina, D.P. (in press). Infant perception of American Sign Language and non-linguistic biological 

motion: The language instinct is not speech specific. Developmental Science. 

Lambert, J.B., Santiago-Blay, J.A., & Anderson, K.B. (in press). Chemical signatures of fossilized resins and recent plant 

exudates (Mini Review). Angewandte Chemie. 

Lambert, J.B., Wu, Y., Kozminski, M.A., & Santiago-Blay, J.A. (2007). Characterization of Eucalyptus and chemically 

related exudates by nuclear magnetic resonance spectroscopy. Australian Journal of Chemistry - an International Journal for 

Chemical Science, 60, 862-870. 

Lawson, A.M. (2008). Exploring the experiences of culturally deaf parents who are raising hearing children. Gallaudet University, 

Washington, DC. 

Leigh, I.W. (2008). Who am I? Deaf identity issues. In K.A. Lindgren, D. Deluca, & D.J. Napoli (Eds.), Signs and voices: 

Deaf culture, identity, language, and arts (pp. 21-29). Washington, DC: Gallaudet University Press. 

Leigh, I.W. (in press). A lens on deaf identities. New York: Oxford University Press. 

Leigh, I.W., McCaw, D., Bat-Chava, Y., & Christiansen, J.B. (in press). Correlates of psychosocial adjustment among 

deaf adolescents with and without cochlear implants: A preliminary investigation. Journal of Deaf Studies and Deaf 

Education. 

Leigh, I.W., Smith, L., Bebeau, M., Lichtenberg, J., Nelson, P., Portnoy, S., et al. (2007). Competency assessment models. 

Professional Psychology: Research and Practice, 38(5), 463-473. 

Lichtenberg, J., Portnoy, S., Bebeau, M., Leigh, I.W., Nelson, P., Rubin, N., et al. (2007). Challenges to the assessment of 

competence and competencies. Professional Psychology: Research and Practice, 38(3), 474-478. 

Lin, C., Gerner de Garcia, B., & Chen Pichler, D. (in press). Lexical variation in Chinese Sign Language: Language 

planning and standardization for postsecondary education. Current Issues in Language Planning. 

Marschark, M., & Hauser, P.C. (in press). Cognitive underpinnings of learning by deaf and hard-of-hearing students: 

Differences, diversity, and directions. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. 

New York: Oxford University Press. 

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Marschark, M., & Hauser, P.C. (Eds.). (in press). Deaf cognition: Foundations and outcomes. New York: Oxford University 

Press. 

Mathur, G., & Rathmann, C. (submitted). Verb agreement in sign language morphology. In D. Brentari (Ed.), Sign 

Languages: A Cambridge Language Survey. Cambridge University Press. 

Meir, I., Padden, C., Aronoff, M., & Sandler, W. (2007). Body as subject. Journal of Linguistics, 43, 531-563. 

Meir, I., Padden, C., Sandler, W., & Aronoff, M. (2007). Rethinking sign language verb classes: The body as subject. In 

Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora 

Arara Azul. 

Mertens, D.M. (2007). Mixed methods and the politics of human research: The transformative-emancipatory 

perspective. In V.L. Plano & J. Creswell (Eds.), Mixed methods reader. Thousand Oaks, CA: Sage. 

Mertens, D.M. (2007). Representation of stakeholders in culturally complex communities. In N. Smith & P. Brandon 

(Eds.), Fundamental issues in evaluation. New York: Guilford Press. 

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

86-90. 

Mertens, D.M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3), 

212-225. 

Mertens, D.M. (in preparation). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative 

and mixed methods, 3rd ed. Thousand Oaks, CA: Sage. 

Mertens, D.M. (in press). Transformative psychological research in pursuit of social justice. Eye on Psi Chi. Washington, 

DC: APA. 

Mertens, D.M. (in press). Transformative research and evaluation. New York: Guilford Press. 

Mertens, D.M. (in press). Youth resilience research and the transformative paradigm. In M. Ungar & L. Lieberberg 

(Eds.), Researching youth across cultures and contexts. University of Toronto Press. 

Mertens, D.M., & Ginsberg, P. (Eds). (in press). Ethics in social work qualitative research. Qualitative Social Work. 

Mertens, D.M., Ginsberg, P., & Harris, H. (2007). Join together: Preparing tomorrow’s teachers for technology (Summative 

Evaluation Report). Washington, DC: Gallaudet University. 

Mertens, D.M., Harris, R., Holmes, H., & Brandt, S. (2007). Project SUCCESS (Summative Evaluation R). Washington 

DC: Gallaudet University. 

Mertens, D.M., & Hopson, R. (2007). Advancing evaluation of science, technology, engineering, and mathematics efforts 

through attention to diversity and culture. In D. Huffman & F. Lawrenz (Eds.), New directions in evaluation. San 

Francisco: Jossey Bass. 

Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity and students with disabilities. In B. Bank (Ed.), 

Encyclopedia on Gender and Education. Westport, CT: Greenwood Press. 

Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity for people with disabilities. In S. Klein (Ed.), Handbook 

for Achieving Gender Equity Through Education (pp. 583-604). Mahwah, NJ: Lawrence Erlbaum. 

Metzger, M., & Fleetwood, E. (in press). No sound no (cued) speech: A linguistic discussion of how Deaf people 

process cued language. In C. LaSasso & J. Leybaert (Eds.), Studies of cued language and cued speech. San Diego, CA: 

Plural Publishing. 

Obiedat, M. (submitted). Jump searching of lattice data structures. Acta Informatica. 

Padden, C. (2007). The decline of Deaf clubs in the U.S.: A treatise on the problem of place. In H.-D. Bauman (Ed.), 

Sightings: Explorations in deaf studies. Minneapolis: University of Minnesota Press. 

Padden, C. (in press). History and genetics: Stories of Deaf people. In M. Zaurov & K.-B. Günther (Eds.), Proceedings of 

the Sixth Deaf History International Conference. Hamburg, Germany: Signum Verlag. 

Padden, C., Meir, I., Aronoff, M., & Sandler, W. (in press). The grammar of space in two new sign languages. In D. 

Brentari (Ed.), Sign languages: A Cambridge survey. New York: Cambridge University Press. 

Padden, C., Meir, I., Sandler, W., & Aronoff, M. (in press). Against all expectations: Encoding subjects and objects in a 

new language. In D. Gerdts, J. Moore, & M. Polinsky (Eds.), Hypothesis A/Hypothesis B: Linguistic explorations in honor 

of David M. Perlmutter. Cambridge, MA: MIT Press. 

Pajka-West, S. (2008). New deaf mystery available [Review of the book Deception’s Full Circle]. ASL News, 9, 14-16. 

Paludneviciene, R., Dudis, P., & Hauser, P.C. (submitted). Issues in sign language assessment. In M. Marschark & P.E. 

Spencer (Eds.), Oxford handbook of deaf studies, language and education, Vol. 2. New York: Oxford University Press. 

Ross, M. (2007). A hearing aid research summit: A path to the future. Hearing Loss, 28(6), 26-29. 

Ross, M. (2007). Evaluating the performance of a hearing aid in the real-ear: What a little hearing aid tweaking can do. 

Hearing Loss, 28(5), 28-32. 

Ross, M. (2007). Reflections on my cochlear implant: Part 2. Hearing Loss, 28(4), 14-17. 

Ross, M. (2008). Listening to music through a cochlear implant: Part 1. Hearing Loss, 29(3), 20-23. 

Ross, M. (2008). Premium digital hearing aids. Hearing Loss, 29(2), 22-25. 

64

Ross, M. (2008). What did you expect? Hearing aids—expectation and aural rehabilitation. Hearing Loss, 29(1), 20-24. 

Rubin, N., Bebau, M., Leigh, I.W., Lichtenberg, J., Nelson, P., Portnoy, S., et al. (2007). A history of the need for 

competency assessment. Professional Psychology: Research and Practice, 38(5), 452-462. 

Sayers, E.E. (in press). What’s up with Helen Keller? In The Proceedings of Deaf Studies Today, 2008. Orem: Utah Valley 

State College. 

Sheridan, M. (2007). Deaf adolescents: An overview. Odyssey: New Directions in Deaf Education, 8(1), 4-5. 

Sheridan, M. (2008). Deaf adolescents: Inner lives and lifeworld development. Washington DC: Gallaudet University Press. 

Sheridan, M. (in press). Deaf and hard of hearing children and adolescents–Lifeworld development. Gallaudet Today. 

Sheridan, M., & White, B. (2008). Deaf and hard of hearing people. In T. Mizrahi, L. E. Davis, & D.M. Henderson 

(Eds.), The encyclopedia of social work (20th ed.). New York: Oxford University Press. 

Solomon, C.M., & Glibert, P.M. (2008). Urease activity in five phytoplankton species. Aquatic Microbial Ecology, 52, 149- 

157. 

Strauss, K.P. (2007, October 24). DTV, HAC, CAC, VoIP, VRS certification and end of wireless analog service. Available on 

Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/Policy/FCC/CCL-10-24-07.asp. 

Strauss, K.P. (2008, August 28). In the Matter of Hearing Aid Compatible Mobile Handsets, De Minimis Exception. (WT Docket 

No. 07-250). 

Strauss, K.P., & Harkins, J. (2007, October 5). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid 

Compatible Telephones, Report on the Status of Implementation of the Commission’s Hearing Aid Compatible Requirements. (WT 

Docket No. 01-309, WT Docket No. 06-203, DA 07-4151). 

Strauss, K.P., & Harkins, J. (2007, December 21). In the Matter of Amendment of the Commission’s Rules Governing Hearing Aid- 

Compatible Mobile Handsets. (WT Docket No. 07-250, WT Docket No. 01-309). 

Szymanski, C., & Brice, P. (2008). Know the signs: Characteristics of autism in deaf children. Odyssey: New Directions in 

Deaf Education, 9(1), 12-13. 

Szymanski, C., & Brice, P. (2008). When autism and deafness coexist in children: What we know now. Odyssey: New 

Directions in Deaf Education, 9(1), 10-15. 

Taub, S., Galvan, D., & Piñar, P. (in press). The role of gesture in cross-modal typological studies. Cognitive Linguistics. 

Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J.P. (2007). Construction of graphic symbol utterances 

by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language and Hearing 

Research, 50, 1314-1329. 

Vernon, M., & Leigh, I.W. (2007). Mental health services for people who are deaf. American Annals of the Deaf, 152(4), 

374-381. 

Weiselberg, E., & Leigh, I.W. (submitted). Medical and psychosocial perspectives on deafness. In M. Fisher, E. 

Alderman, R. Kreipe, & W. Rosenfeld (Eds.), The textbook of adolescent health care. Elk Grove, IL: American Academy 

of Pediatrics. 

Wilcox, S., & Morford, J.P. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I. 

Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp. 173-202). Amsterdam: Benjamins. 

Williams, N. (2007). Multi-Text Chats [Proof of concept software for integrating real-time text and instant messaging]. 

Concept adopted by AOL in AIM 6.8, June 2008. Patent pending. 

Williams, N. (2008, January 10). Automatic voicemail transcription services. Retrieved June 26, 2008, from Gallaudet University 

Technology Access Program Web site: http://tap.gallaudet.edu/articles/simulscribe/. 

Williams, N. (2008, January 10). Camfrog review. Retrieved June 26, 2008, from Gallaudet University Technology Access 

Program Web site: http://tap.gallaudet.edu/articles/camfrog/. 

Williams, N. (2008, January 10). How to start NetMeeting on Microsoft Windows XP and Vista. Retrieved June 26, 2008, from 

Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/startnetmeeting/. 

Williams, N., & Vanderheiden, G. (Producers). (2008). Real-time and line-by-line texting comparison demonstration videos [Two 

videos]. (Available on Gallaudet University Technology Access Program Web site: 

http://tap.gallaudet.edu/articles/momandchild/ and http://tap.gallaudet.edu/articles/aim911/.) 

Wilson, S.M. (2008). Speech-language pathology graduate students’ knowledge and awareness of and experience with African-American 

English (AAE). Unpublished master’s thesis, Department of Hearing, Language, and Speech Sciences, Gallaudet 

University, Washington, DC. 

Withrow, K.R., Burton, S., Arnos, K.S., Kalfoglou, A., & Pandya, A. (2008). Consumer motivations for pursuing genetic 

testing and their preferences for the provision of genetic services for hearing loss. Journal of Genetic Counseling, 17(3), 

252-260. 

65

Presentations 

Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness. 

Presentation at the annual convention of the American Psychological Association, Boston. 

Arnos, K.S. (2007, October). Deaf culture: Is there more to communication than can be seen or heard? Lecture for the seminar 

series of the Johns Hopkins University/National Human Genome Research Institute Genetic Counseling Program, 

Bethesda, MD. 

Arnos, K.S. (2007, November). Ethical and social implications of genetic testing for communication disorders. Presentation at the 

17th Annual Research Symposium at the annual meeting of the American Speech-Language-Hearing Association, Boston. 

Arnos, K.S. (2007, November). Genetics for the practitioner in EHDI. Invited presentation at the Southeast Regional 

Genetics Conference, Birmingham, AL. 

Arnos, K.S. (2008, March). Early childhood deafness: Clinical and molecular aspects. GENE 500 Clinical Genetics, National 

Institutes of Health, Bethesda, MD. 

Arnos, K.S. (2008, March). Genetics of hearing loss for the practitioner. Presentation at the annual conference of the Speech 

and Hearing Association of Virginia, Portsmouth, VA. 

Arnos, K.S. (2008, September). Genetics of childhood hearing loss. Presentation at the Iowa Symposium on Hearing Loss, 

Ames, IA. 

Arnos, K.S., & Norris, V. (2007, December). Introduction to the genetics of deafness and hearing loss. Presentation at the winter 

conference of the Prince Georges County Teachers of the Deaf, Largo, MD. 

Arnos, K.S., & Norris, V. (2007, December). Syndromes for deafness: What educators need to know. Presentation at the winter 


Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S.H., Pandya, A., et al. (2008, March). Secular trends in the 

frequency of deafness in the U.S.: A comparison of proband matings in two populations. Abstract and platform presentation at 

the annual meeting of the American College of Medical Genetics, Phoenix, AZ. 

Bailes, C.N., Erting, C.J., & Fischgrund, J. (2008, May). Our future teachers: Who will they be, where will we find them, what will 

they need to know? Presentation at the Conference of Education Administrators of Schools for the Deaf, Great Falls, MT. 

Barac-Cikoja, D., Reyes, J., & Sonnemann, S. (2008, August). Psychophysical approach to investigating relative loudness of selfgenerated 

speech. Poster presentation at the International Hearing Aid Research Conference, Lake Tahoe, CA. 

Barnartt, S. (2008, April). Comparing protests at Gallaudet University: 1998 and 2006. Presentation at the meeting of the 

Western Social Science Association, Denver, CO. 

Barnartt, S. (2008, April). Problems in cross-cultural comparability of disability measures. Presentation at the meeting of the 


Berdichevsky, C., & Rogers, B. (2008, June). The global Deaf community: Deaf people in Latin America. Paper presentation at 

the conference of the Society for Disability Studies, New York. 

Bergey, J., & Duhon, S. (2007, October). Through Deaf Eyes. Film screening and presentation at the Environmental 

Protection Agency, Washington, DC. 

Betman, B. (2008, June). Sandtray therapy techniques with deaf and hard of hearing children. Presentation at the Clerc Center 

Summer Institute, Washington, DC. 

Betman, B. (2008, June). To see a deaf child’s world in a tray of sand. Presentation at the conference of the National Deaf 

Counselors Association, Washington, DC. 

Brice, P.J., & Leigh, I.W. (2008, January). Issues in working with deaf populations. Presentation at the Springfield Hospital 

Center, Sykesville, MD. 

Brooks, E. (2007, December). Deaf user perspective on the use of American Sign Language or contact sign when using video relay 

services. Presentation to the Department of Interpretation, Gallaudet University, Washington, DC. 

Chen Pichler, D. (2008, February 29–March 1). Signing with an accent: Second language (L2) ASL phonology. Presentation at 

Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil Rights, Creativity, 

Swarthmore College, Swarthmore, PA. 

Chen Pichler, D. (2008, September). Bimodal bilingualism. Presentation at Gallaudet Research Institute First Wednesday 

Seminar Series, Gallaudet University, Washington, DC. 

Chen Pichler, D., & Quinn, L. (2008, August). Two sources for ASL-English mixing by young bimodal bilinguals. Poster presentation at 

the XI International Congress for the Study of Child Language (IASCL), University of Edinburgh, Scotland. 

Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (2008, May). The Guessing Game: The effect of morpho-graphemic organization on 

word attack skills. Presentation at the annual convention of the Association for Psychological Science, Chicago. 

Clark, M.D., & Williams, L.A. (2007, November). Study strategies—Do deaf college students do it differently? Presentation at the 

48th annual meeting of the Psychonomic Society, Long Beach, CA. 

Clark, M.D., Williams, L., Aponte, C., Beaulaurier, R., Brown, K., & Schmidt, W. (2008, February). “I thought I knew what 

they were doing”: An exploration of deaf students’ study skills. Presentation at the annual meeting of the Association of 

College Educators of the Deaf and Hard of Hearing, Monterey, CA. 

66

Corina, D. (2007, September). Deafness and brain plasticity: Perspectives from studies of signed and spoken languages. Paper 

presentation at the Dual Language of Deaf and Hearing-Impaired Children Nordic Conference, Göteborg, Sweden. 

Corina, D. (2007, September). Neural representation for ASL; Evidence from aphasia, CSM and neuroimaging studies. Paper 

presentation at the Department of Special Education and Linguistics, University of Oslo, Norway. 

Corina, D. (2007, September). Neural representation of sign language and non-linguistic gestures in deaf signers. Paper presentation 

at the Department of Special Education and Linguistics, University of Oslo, Norway. 

Crume, P., & Singleton, J.L. (2008, February). Structuring eye-gaze and literacy development in a preschool setting. Poster 

presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Crume, P., & Singleton, J.L. (2008, February). Teacher practices for promoting visual engagement of deaf children in a bilingual 

preschool. Paper presentation at the annual meeting of the Association of College Educators of the Deaf and Hard of 

Hearing, Monterey, CA. 

Day, L. (2008, February). Hearing parents of deaf children: The effects of health professionals’ advice on parental decision-making. Poster 

presentation at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA. 

Dodson, K.M., Welch, K.O., Norris, V.W., Nuzzo, R., Marin, R., Nance, W.E., et al. (2008, June). Vestibular function and 

tinnitus in connexin deafness. Abstract and poster presentation at the 2nd International Conference on Newborn 

Hearing Screening, Como Lake, Italy. 

Dudis, P. (2007, October). Iconicity in ASL grammar: A cognitive linguistics view. Invited presentation at the 2007 Margaret 

Stobie Lecture, Linguistics Department, University of Manitoba, Winnipeg, Canada. 

Dudis, P. (2007, November). Analyzing ASL descriptions of things and actions. Workshop presentation at the conference of 

the American Sign Language Teacher Association, Tampa, FL. 

Dudis, P. (2007, November). ASL research: Current trends—Depiction research. Invited speaker at the conference of the 

American Sign Language Round Table, Gallaudet University, Washington, DC. 

Dudis, P., Mulrooney, K., Langdon, C., & Whitworth, C. (2007, November). Identification of types of depiction in ASL. Poster 

presentation at the conference of the American Sign Language Round Table, Gallaudet University, Washington, DC. 

Friedner, K., & Kozma-Spytek, L. (2008, April). Digital cordless telephone interference in hearing aids. Poster presentation at the 

annual meeting of the American Academy of Audiology, Charlotte, NC. 

Gerner de Garcia, B. (2008, February). The Latin American and the Caribbean Newborn Hearing Screening Survey: Process and 

results. Presentation at the conference of the Association of College Educators of the Deaf and Hard of Hearing, 

Monterey, CA. 

Gerner de Garcia, B., Gaffney, C., Chacon, S., & Gaffney, M. (2008, February). A new frontier: Current EHDI activities in 

Latin America. Poster presentation at the 2008 National Early Hearing Detection and Intervention Conference, New 

Orleans, LA. 

Gerner de Garcia, B., Gaffney, C., & Gaffney, M. (2008, June). The next frontier: An overview of EHDI activities in Latin 

America. Presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy. 

Gordon-Salant, S., & Fitzgibbons, P. (2007, October). Aging and auditory temporal processing: Implications for speech 

communication. Invited presentation at the International Research Conference on Aging and Speech Communication, 

Indiana University, Bloomington. 

Gutman, V., Mompremier, L. (2008, June). Demographics of deaf persons with schizophrenia. Poster presentation at the 1st 

conference of the Schizophrenia International Research Society, Venice, Italy. 

Harkins, J. (2007, December). Emergency communications through cellular wireless: Tools and accessibility issues. Presentation at the 

G3ict Roundtable on Digital Inclusion, W2i Digital Cities Conference, Washington, DC. 

Hartig, R. (2007, November). Crossing the divide: Discovering French deaf literature: The story of a personal journey. Lecture at the 

Martin Luther King Library, Washington, DC. 

Hartig, R. (2008, June). How I came to research and write “Crossing the Divide.” Presentation at the annual retreat of the 

Northern Virginia Ethical Society, Sharpsburg, MD. 

Hauser, P.C., & Lukomski, J. (2008, January). Deaf and hard of hearing college students’ self-perceptions of their behavior regulation 

and metacognition. Presentation at the Department of Research and Teacher Brown Bag Lecture Series, National 

Technical Institute for the Deaf, Rochester, NY. 

Kelly, A.B., Jarashow, B., Malzkuhn, B., & Cole, J. (2008, April). Academic ASL-q. Presentation at Deaf Studies Today! 

2008: Montage, Utah Valley State College, Orem. 

Kelly, L., & Barac-Cikoja, D. (2008, February). Elements of skill crucial for deaf readers: What we know, what we don’t know, and 

promise (not promises) for the future. Presentation at the Visual Language and Learning (VL2) Series, Gallaudet 


Kocher, K., Williamson, R., Arnos, K., Crow, K., Reiss, J., & Morton, C.C. (2007, October). Cytogenetic approaches for 

identifying novel genes and regulatory elements associated with hearing loss. Abstract and platform presentation at the annual 

meeting of the American Society of Human Genetics, San Diego, CA. 

67

Koo, D. (2007, October 31–November 3). The neural signature of reading in deaf individuals. Presentation at the 2007 

conference of the International Dyslexia Association, Dallas, TX. 

Langdon, C. (2008, February). Flowchart for coding depictions in ASL. Poster presentation at the first annual inter-Science of 

Learning Centers Conference, Pittsburgh, PA. 

Leigh, I.W. (2007, October). Genetics: Ethical concerns/family worries. Presentation at the Investing in Family Support 

Conference, Nashville, TN. 

Leigh, I.W. (Panelist). (2008, February). Through Deaf Eyes. Plenary session at the Early Hearing and Detection 

Intervention Conference, New Orleans, LA. 

Leigh, I.W. (2008, April). What’s in the label? The meanings of deaf/hard-of-hearing identities. Workshop at Health Partners, 

Minneapolis, MN. 

Lillo-Martin, D., & Chen Pichler, D. (2008, June). Development of sign language acquisition corpora. Presentation at the 3rd 

Workshop on the Representation and Processing of Sign Languages: Construction and Exploitation of Sign 

Language Corpora, Marrakesh, Morocco. 

Listman, J.D., Hauser, P. C., Supalla, T., Paludneviciene, R., & Bavelier, D. (2008, February). Development of a sign language 

competency measure: American Sign Language Sentence Reproduction Test. Poster presentation at the first annual inter-Science 

of Learning Centers Conference, Pittsburgh, PA. 

Lucas, C. (2008, April). The history and structure of Black ASL. Presentation at the eastern regional meeting of the National 

Black Deaf Advocates, Washington, DC. 

Mata-Aguilar, C., Brigham, N., McTigue, A., Fox, M., & Corrado, F. (2008, April). ICARE Schools: Successful strategies. 

Presentation at the annual convention of the Council for Exceptional Children, Boston. 

Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, April). ICARE Schools: A study of meaningful parent 

involvement in the IEP process. Presentation at the annual convention of the Council for Exceptional Children, Boston. 

Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, July). ICARE Schools: A study of meaningful 

parent involvement in the IEP process. Poster presentation at the meeting of the Office of Special Education Programs 

Project Directors, Washington, DC. 

Mathur, G. (2008, February). Does gesture have phonology? Insights from signed languages. Presentation at the annual meeting of 

the German Linguistic Society (DGfS), University of Bamberg, Germany. 

Mathur, G. (2008, February 29–March 1). What are signs made of? Perspectives from signed languages from around the world. 

Presentation at Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil 

Rights, Creativity, Swarthmore College, Swarthmore, PA. 

Mathur, G. (2008, June). Investigating phonological structure in ASL through experimental techniques in psycholinguistics. Presentation 

at the Deafness, Cognition and Language (DCAL) Research Centre, University College London, England. 

Mathur, G. (2008, June). Primed phonological matching in ASL: Experimental design. Presentation at the first SignTyp 

Conference, University of Connecticut, Storrs. 

McCaskill, A. (2008, May). The impact of high stakes graduation tests on deaf and hard of hearing students. Presentation at the 

annual convention of the Association for Psychological Science, Chicago. 

Mertens, D.M. (2007, November). Identifying critical processes and outcomes across evaluation approaches. Invited lecture at the 

annual meeting of the American Evaluation Association, Baltimore. 

Mertens, D.M. (2007, November). International development and transformative evaluation. Invited presentation at the 

InterAction Evaluation Interest Group (EIG) Round Table, Baltimore. 

Mertens, D.M. (2007, November). The contours of inclusion: Arts learning outcomes and evaluation strategies. Presentation at the 

VSA Arts Symposium, Baltimore. 

Mertens, D.M. (2008, February). Project SUCCESS: Preparing teachers for diverse deaf students. Presentation at the conference 

of the Association of College Educators of the Deaf and Hard of Hearing, Monterey, CA. 

Mertens, D.M. (2008, April). Transformative mixed methods in education. Invited presentation at American Educational 

Research Association, New York. 

Mertens, D.M. (2008, May). Transformative research and evaluation: Framework for social justice. Presentation at the Perspectives 

on Evaluating Programs, Policies, and Organizations Colloquium Series, University of Delaware, Newark. 

Mertens, D.M. (2008, May). Transformative research in the disability community. Presentation at the 4th International Congress 

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

Mertens, D.M. (2008, July). Transformative mixed methods: Ethical implications. Presentation at the University of Cambridge, 

England. 

Mertens, D.M. (2008, August). Transformative research and ethics in psychological research. Presentation at the annual convention 

of the American Psychological Association, Boston. 

Mertens, D.M. (2008, September). Social transformation and research ethics. Presentation at the interims meeting of the 

International Sociological Association [Research Committee 33 on Logic and Methodology in Sociology], Naples, Italy. 

68

Mertens, D., Holmes, H., & Harris, R. (2007, November). Presidential strand: Transformative evaluation in service of social justice. 

Presentation at the annual meeting of the American Evaluation Association, Baltimore. 

Metzger, M. (2008, September). Educational interpreting defined. Presentation to the Fairfax County Public Schools, VA. 

Metzger, M., & Roy, C. (2008, March). Telling stories and building bridges: Narratives and identity in interpreters’ discourse. Paper 

presentation at the Georgetown University Round Table on Languages and Linguistics, Washington, DC. 

Nakaji, M. (2008, June). Training medical students in Deaf culture, American Sign Language, and cancer control. Presentation at a 

meeting of the National Counselors of the Deaf Association, Washington, DC. 

Norris, V.W. (2007, October). Advanced topics in genetics and deafness. Presentation at the annual conference of the New 

Mexico Speech-Language and Hearing Association, Santa Fe. 

Norris, V.W. (2007, October). Fundamentals of genetics. Presentation at the annual conference of the New Mexico Speech- 

Language and Hearing Association, Santa Fe. 

Norris, V.W. (2008, February). Genetic counseling and the genetics of deafness. Presentation to the Audiology Doctoral (Au.D.) 

Program, Towson University, Towson, MD. 

Norris, V.W. (2008, February). Genetic counseling in the deaf community. Presentation to the Genetic Counseling Master’s 

Program, University of Maryland, Baltimore. 

Norris, V.W. (2008, September). Genetic evaluation and counseling: What to expect. Presentation at the annual conference of 

the Maryland Academy of Audiology, Baltimore. 

Norris, V.W., & Arnos, K.S. (2007, November). Genetic counseling for deafness. Presentation to the Genetic Counseling 

Master’s Program, Howard University, Washington, DC. 

Oliva, G. (2008, April). Children with hearing loss and inclusion: Language impact and implications. Presentation at the conference 

of Missouri Deaf Educators, Columbia. 

Oliva, G. (2008, April). Psychosocial theory and research: Avoiding the Bowling Alone Syndrome. Presentation at the conference 

of Missouri Deaf Educators, Columbia. 

Oliva, G. (2008, July). Summer programs for deaf and hard of hearing youth: Where they are, what they do, what they need. 

Presentation at the National Association of the Deaf Youth Leadership Camp, Stayton, OR. 

Oliva, G. (2008, September). Afterschool/weekend/summer/programs—Keys to healthy, happy hard of hearing and deaf children. 

Presentation at the 5th annual banquet of WHOLE ME Inc., Syracuse, NY. 

Oliva, G., Hossler, T., & Hossler, E. (2008, February). Long term consequences of language and educational options. Presentation 

at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA. 

Oliva, G., & Ostrove, J. (2008, June). Identifying allies: Explorations in the domains of disability and race. Presentation at a 

meeting of the Society for Disability Studies, New York. 

Padden, C. (2007, November). Word order in a spontaneously created new language: The case of Al-Sayyid Bedouin Sign Language. 

Invited colloquium for the Linguistics Department, University of Texas, Austin. 

Padden, C., Aronoff, M., Meir, I., & Sandler, W. (2008, January). Instrument vs. handling in sign language lexicalization patterns. 

Poster presentation at the annual meeting of the Linguistic Society of America, Chicago. 

Pajka-West, S. (2008, February). Move over Carson McCullough: The portrayals and perceptions of deaf characters in contemporary 

adolescent literature. Presentation at the conference of Georgia Council of Teachers of English, Callaway Gardens. 

Pajka-West, S. (2008, April). Analyzing deaf characters in young adult literature. Presentation at the 2008 conference of 

Teachers of English to Speakers of Other Languages, Inc. (TESOL), New York. 

Pajka-West, S. (2008, April). Deaf characters in adolescent literature. Presentation at the 2008 conference of Teachers of 

English to Speakers of Other Languages, Inc. (TESOL), New York. 

Pajka-West, S. (2008, August). Discovering deaf characters in adolescent literature: The portrayals and perceptions. Presentation at the 

Conference for Working With Students Who Are Deaf or Hard of Hearing and Pathways to Possibilities, Virginia 

Beach, VA. 

Pajka-West, S. (2008, July). Deaf characters in adolescent literature: The portrayals and perceptions. Presentation at the Midwest 

Conference on Deaf Education, Sioux Falls, SD. 

Paludneviciene, R., & Hauser, P.C. (2007, November). American Sign Language assessment: Formal versus curriculum based 

assessment. Presentation at the conference of the American Sign Language Round Table, Gallaudet University, 


Pandya, A., Withrow, K., Tracy, K., Norris, V.W., Maes, H., & Arnos, K.S. (2008, June). Universal newborn molecular 

screening for select causes of hearing loss: Consumer attitudes based on a national survey in the U.S. Abstract and platform 

presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy. 

Piñar, P., Galvan, D., & Mather, S. (2007, November). Gesture and mental imagery in ASL L-2 acquisition. Paper presentation 

at the 32nd Boston University Conference on Language Development, Boston. 

Rathmann, C., & Mathur, G. (2008, June). Constraints on numeral incorporation in signed languages. Presentation at the first 

SignTyp Conference at the University of Connecticut, Storrs. 

69

Sass-Lehrer, M. (2008, February). Communication decisions and services. Online presentation to the Deaf Education Program, 

Michigan State University, East Lansing. 

Sass-Lehrer, M. (2008, July). Decisions, decisions: Guiding and supporting families from the start. Presentation at the Statewide 

Conference on Education of the Deaf and Hard of Hearing, Galveston, TX. 

Sass-Lehrer, M. (2008, July). Impact of hearing loss on the family. Training modules for Texas early intervention service 

coordinators and deaf education parent advisors, Austin, TX. 

Sass-Lehrer, M. (2008, July). Informed decision making. Training modules for Texas early intervention service coordinators 

and deaf education parent advisors, Austin, TX. 

Sass-Lehrer, M., & Wainscott, S. (2008, March). Decision making processes of EHDI families. Presentation at the 2008 

National Early Hearing Detection and Intervention Conference, New Orleans, LA. 

Sayers, E.E. (2008, April). What’s Up With Helen Keller? Presentation at Deaf Studies Today! 2008: Montage, Utah Valley 

State College, Orem. 

Strauss, K.P. (2007, October). Emergency access issues related to Sections 255 and 508. Presentation to the Wireline Division of 

the Federal Communications Bar Association, Washington, DC. 

Strauss, K.P. (2007, December). New mandates for accessible wireless emergency services. Presentation at the G3ict Roundtable on 

Digital Inclusion, W2i Digital Cities Conference, Washington, DC. 

Strauss, K.P. (2008). Communication access and people with disabilities: An overview. Presentation at the monthly policy 

luncheon, Wilkinson, Barker, Knauer, LLP, Washington, DC. 

Strauss, K.P. (2008, February). The need for access to products and services in the 21st century. Presentation at the policy forum of 

the Alliance for Public Technology, Washington, DC. 

Strauss, K.P. (2008, May). The need for access to products and services in the 21st century. Presentation at the spring policy summit 

of the Telecommunications Industry Association, Washington, DC. 

Strauss, K.P. (2008, September). TRS and emergency services panel: The need to address emerging technologies for people who are deaf or 

hard of hearing. Presentation at the National Association for State Relay Administration, Lowell, MA. 

Sutton, A., Trudeau, N., Morford, J.P., Rios, M., & Poirier, M. (2007, November). Constructing utterances of three symbols is 

hard for pre-school aged children. Poster presentation at the annual meeting of the American Speech-Language-Hearing 

Association, Boston. 

Szymanski, C. (2008, February). Deaf children with Autism Spectrum Disorders: Cultural influence or cultural confusion? Presentation at 

Gallaudet Research Institute First Wednesday Seminar Series, Gallaudet University, Washington, DC. 

Szymanski, C. (2008, July). When autism and deafness coexist. Presentation at the national conference and exposition of the 

Autism Society of America, Orlando, FL. 

Szymanski, C. (2008, August). Autism and deafness: What do we really know? Presentation at the annual convention of the 

American Psychological Association, Boston. 

Taliaferro, G., Leigh, I.W., Schulz, I., Coble-Temple, A., & Goldberg, A. (2008, August). Ethical practice issues and persons 

with disabilities. Presentation at the annual convention of the American Psychological Association, Boston. 

Tamaki, C. (2008). VEMP 101: Getting started. Invited presentation at the annual conference of the Maryland Academy of 

Audiology, Baltimore. 

Trudeau, N., Sutton, A., & Morford, J.P. (2007, November). Interpretation of graphic symbol utterances by children, teenagers and 

adults. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston. 

Villanueva, M. (2008, February). A cognitive approach to ASL/English teaching and learning: Construal and expression of defocused 

agents. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Villanueva, M. (2008, March). A cognitive approach to ASL/English pedagogy: Construal and expression of defocused agents. Paper 

presentation at the 33rd International LAUD Symposiumy, Landau/Pflaz, Germany. 

Whitworth, C. (2008, February). Markedness vs. transfer in cross-modal language learning. Paper presentation at the first annual 

inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Williams, N. (2008, September). Digital television transition issues. Presentation at the monthly meeting of Maryland Deaf 

Senior Citizens, Silver Spring. 

70

Office of Sponsored Programs 

The Office of Sponsored Programs (OSP), a unit within the Graduate School and 

Professional Programs, provides services and support to Gallaudet faculty and professional staff 

seeking external sponsorship of scholarly projects. The OSP disseminates information concerning 

possible funding sources via the Community of Science and offers guidance in the development of 

proposals and budgets and in the negotiation and finalization of grants and contracts. In addition, it 

assists with various administrative issues arising from extramurally funded projects and acts as the 

liaison with the university’s Institutional Review Board for the Protection of Human Subjects for 

projects funded through grants. The OSP is also a member of the Grants Management Committee. 

The OSP is committed to augmenting institutional resources to enhance the university’s research 

and educational programming. Through a coordinated effort to match Gallaudet’s faculty and 

professional staff with possible extramural collaborators and sponsors, the OSP functions as a 

catalyst, transforming the creativity of the Gallaudet community into the reality of funded research, 

training, and technical assistance projects. 

For more information, consult the OSP’s Web site at: http://osp.gallaudet.edu/. 

Figure 36. Dollar amounts (in millions) for proposals and awards, FY 1999–2008 

Sponsored Programs: An overview. Throughout the campus, Gallaudet faculty and 

professional staff compete for grants and contracts where sponsored projects are awarded on the basis 

of rigorous review by experts in the field. Such efforts to secure extramural project support have been 

increasing due to heightened campus awareness of the opportunities for additional resources and of 

the importance of sponsored projects to the quality of the institution’s intellectual life. 

71

Figure 37. Research at Gallaudet, 2003–2007 

a. Number of faculty involved 

in funded research 

72 

b. Comparison of unique investigators to 

funded research projects 

The Gallaudet community’s participation in the sponsored programs process this past fiscal 

year has resulted in a number of significant opportunities for the institution, particularly in 

establishing collaborative relationships with other major universities, nonprofits, and for-profit 

organizations including: Advanced Hearing Concepts; American University; Boston University; the 

District of Columbia Space Grant Consortium; Georgetown University; Hearing Loss Association 

of America; National Science Foundation; Northeastern University; New York University School of 

Medicine; Rochester Institute of Technology; Rutgers University; University of California, Davis; 

University of California, San Diego; University of Illinois at Urbana-Champaign; University of 

Maryland, College Park; University of New Mexico; University of Wisconsin-Madison; Virginia 

Commonwealth University; and Vcom3D, Inc. The pie chart in Figure 38 shows the dollar amount 

of awards received by sponsor. In the past, the U.S. Department of Education has been the largest 

grantor agency over time. This fiscal year the National Science Foundation is the largest grantor. 

Individual awards and proposals for FY 2008 are listed in tables 11 and 12. 

Figure 38. Percentage of award funding in FY 2008 by sponsor 

*Federal pass-through and other sponsors: University of Wisconsin-Madison (ED) 58.8%; American University (NASA) 

12.1%; University of California, San Diego and University of Maryland (NIH) 26.1%; and Vcom3D, Inc. (NSF) 3%.

Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008 

Award Award 

amount date 

$3,999,112 09/16/08 

Begin/ 

end dates 

10/01/08– 

09/30/09 

Project 

director(s) School Department Awarded project title Sponsor 

Allen, GSPP Office of the Science of Learning Center on Visual 

National Science Foundation: 

Thomas 

Dean 

Language and Visual Learning (VL2) 

Directorate for Social, Behavioral and 

Economic Sciences 

$339,853 02/07/08 

03/01/08– 

02/29/09 

National Institutes of Health: National 

Institute on Deafness and Other 

Communication Disorders 

Genetic Deafness in Alumni of Gallaudet 

University 

CLAST Biology/ 

Genetic 

Service Center 

Arnos, 

Kathleen 

$149,895 08/13/08 

10/01/07– 

09/30/08 

U.S. Department of Education: National 

Institute on Disability and Rehabilitation 

Research 

An Automatic Fitting Algorithm for Cochlear 

Implants 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

Bakke, 

Matthew 

$92,048 06/26/08 

03/15/08– 

01/31/09 

University of Maryland (National 

Institutes of Health) 

Auditory Temporal Processes, Speech 

Perception, and Aging 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

Fitzgibbons, 

Peter 

$15,000 06/04/08 

09/01/08– 

09/01/09 

U.S. Department of Transportation: 

Federal Highway Administration 

CLAST Psychology Dwight David Eisenhower Department of 

Transportation Project: A Partnership Between 

the U.S. Department of Transportation and 

Gallaudet University 

Gutman, 

Virginia; 

Brice, 

Patrick 

$254,322 01/22/08 

10/01/07– 

09/30/08 

University of Wisconsin-Madison (U.S. 

Department of Education) 

Rehabilitation Engineering Research Center 

on Telecommunication Access 

CLAST Communication 

Studies 

Harkins, 

Judith 

$236,683 07/25/08 

09/01/08– 

08/31/09 

U.S. Department of Education: Office of 

Special Education and Rehabilitative 

Services 

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 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

LaSasso, 

Carol 

73

74 Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008 (continued) 

Award Award 

amount date 

$169,248 06/04/08 

Begin/ 

end dates 

09/01/08– 

08/31/09 

Project 


LaSasso, GSPP Hearing, Project SLP PrePARED: Preparation of U.S. Department of Education: Office of 

Carol 

Speech, and Speech-Language Pathologists With a Special Education and Rehabilitative 

Language Pediatric Aural Rehabilitation Emphasis Services 

Sciences (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 

$99,333 05/29/08 

09/01/08– 

08/31/09 



GSPP Counseling The Rehabilitation of Individuals Who Are 

Deaf, Deaf-Blind, and Hard of Hearing 

Lewis, 

Jeffrey 

Services 

$143,571 08/22/08 

Lucas, Ceil GSPP Linguistics The History and Structure of Black ASL National Science Foundation 09/01/08– 

08/31/10 

$20,596 07/16/08 

09/1/08– 

08/31/09 

University of California, San Diego 

(National Institutes of Health) 

Lytle, Linda GSPP Counseling Medical Students, Cancer Control, and the 

Deaf Community 

$949,935 08/13/08 

10/1/08– 

9/30/09 



Research 

Rehabilitation Engineering Research Center 

on Hearing Enhancement (RERC-HE) 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

Mahshie, 

James; 

Bakke, 

Mathew 

$74,950 03/19/08 

01/01/07– 

12/31/09 



Services 

Center for ASL/English Bilingual Education 

and Research (CAEBER) 

CPSO Center for 

ASL/English 

Bilingual 

Education and 

Research 

Nover, 

Stephen

Table 11. FY 2008 Awards: Report Period October 1, 2007–September 30, 2008 (continued) 

Award Award 

amount date 

$540,000 03/19/08 

Begin/ 

end dates 

01/01/07– 

12/31/09 

Project 


Nover, CPSO CAEBER CAEBER—Grant Transfer Agreement From U.S. Department of Education: Office of 

Stephen 

New Mexico School for the Deaf 


Services 

$296,644 07/23/08 

10/01/08– 

09/30/09 

U.S. Department of Education: 

Rehabilitation Services Administration 

GSPP Interpretation Training of Interpreters for Individuals Who Are 

Deaf or Hard of Hearing and Individuals Who 

Are Deaf-Blind 

Roy, 

Cynthia 

$25,452 11/16/06 

05/15/07– 

11/30/08 

American University (National 

Aeronautics and Space Administration) 

National Space Grant College and Fellowship 

Program 

CLAST Chemistry/ 

Physics 

Snyder, 

David 

$26,927 11/27/07 

05/01/08– 

04/30/09 

American University (National 

Aeronautics and Space Administration) 

CLAST Biology National Space Grant College and Fellowship 

Program - Research Stipends to Support 

Senior Capstone Projects for Deaf and Hard of 

Hearing Students at Gallaudet University 

Solomon, 

Caroline 

$189,947 08/17/08 

National Science Foundation 08/01/08– 

07/31/10 

CLAST Biology RIG: Broadening Participation of Deaf and 

Hard of Hearing Scientists Through Laboratory 

Studies of a Harmful Algal Species 

Solomon, 

Caroline 

$13,056 04/30/07 

01/01/07 – 

06/30/07 

Vcom3D, Inc. (National Science 

Foundation) 

Life-Like, Expressive Avatars for the 

Instruction of Young Learners Who Are Deaf 

Educational 

Technology & 

Clerc 

Center 

Stifter, 

Rosemary 

Training 

$168,224 06/02/08 

01/01/08– 

12/31/09 



Services 

GSPP Counseling A Master of Arts Degree Program in School 

Counseling: Summers Only Option 

Zieziula, 

Frank 

Grand Total (20 awards) $7,804,796 

75

76 

Table 12. FY 2008 Proposals: Report Period October 1, 2007 - September 30, 2008 

Requested Submit 

amount date 

$61,832 12/10/07 

Begin/end 

dates 

10/01/08– 

09/30/09 

Project 

director(s) School Department Proposed project title Sponsor 

Allen, GSPP Office of the VL2—Interpreting National Science Foundation: Directorate 

Thomas 

Dean 

for Social, Behavioral and Economic 

Sciences 

$300,000 06/06/08 

10/01/08– 

09/30/09 

National Science Foundation: Directorate 


Sciences 

VL2—The Role of Visual Language Input in the 

Development of Auditory Cortical Responses 

and Linguistic Competencies 

GSPP Office of the 

Dean 

Allen, 

Thomas; 

Corina, 

David 

$299,953 06/06/08 

10/01/08– 

09/30/09 



Sciences 

VL2—Examining Linguistic and Non-Linguistic 

Uses of Space in Children With Signed 

Language Disorders 

GSPP Office of the 

Dean 

Allen, 

Thomas; 

Corina, 

David; 

Quinto- 

Pozos, 

$67,535 09/24/07 

07/01/08– 

06/30/09 

Virginia Commonwealth University 

(National Institutes of Health) 

A Collaborative Search for New Forms of 

Syndromic and Non-Syndromic Deafness 


Genetic 

Service 

Center 

David 

Arnos, 

Kathleen 

$1,563,466 06/23/08 

04/01/09– 

03/31/14 

National Institutes of Health: National 

Institute on Deafness and Other 

Communication Disorders 

Genetic Deafness in Alumni of Gallaudet 



Genetic 

Service 

Center 

Arnos, 

Kathleen 

$884,471 11/01/07 

01/01/08– 

12/31/12 

GSPP Linguistics The Development of Bimodal Bilingualism University of Connecticut (National Science 

Foundation) 

Chen 

Pichler, 

Deborah

Table 12. FY 2008 Proposals: Report Period October 1, 2007–September 30, 2008 (continued) 


amount date 

$258,035 08/18/08 

Begin/end 

dates 

10/01/09– 

09/30/11 

Project 


Clark, GSPP Office of the VL2—REU Site: Deaf Access for 


Diane 

Dean Undergraduates 


Sciences 

$791,136 01/04/08 

09/01/08– 

08/31/12 



Project Soar to Excellence in Educational 

Leadership 

CPSO Gallaudet 

Leadership 

Guteng, 

Simon 

Services 

Institute 

$15,000 06/10/08 

09/01/08– 

09/01/09 

U.S. Department of Transportation: Federal 

Highway Administration 

CLAST Psychology Eisenhower People With Disabilities 

Fellowships 

Gutman, 

Virginia 

$1,502,453 09/29/08 

08/01/09– 

07/31/13 



Services 

Project GUCCI - Gallaudet University Cross 

Cultural Initiative (GUCCI): Preparing Future 

Clinical Audiology Faculty and Researchers 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

LaSasso, 

Carol 

$143,571 12/19/07 

07/01/08– 

01/30/10 

Lucas, Ceil GSPP Linguistics The History and Structure of Black ASL National Science Foundation: Directorate 


Sciences 

$4,749,754 04/01/08 

10/01/08– 

09/30/13 



Research 

Proposal for a Rehabilitation Engineering 

Research Center on Hearing Enhancement 

GSPP Hearing, 

Speech, and 

Language 

Sciences 

Mahshie, 

James 

$65,643 05/21/08 

10/01/08– 

09/30/09 

BPC-AE: Access Computing Extension University of Washington (National Science 

Foundation 

CLAST Mathematics 

and Computer 

Nickerson, 

James 

Science 

$294,434 12/03/07 

10/01/07– 

09/30/09 

U.S. Department of Education: 

Rehabilitation Services Administration 

GSPP Interpretation Training of Interpreters for Individuals Who Are 

Deaf or Hard of Hearing and Individuals Who 

Are Deaf-Blind 

Roy, 

Cynthia 

$46,677 09/02/08 

09/01/09– 

08/31/11 

Lamar University (U.S. Department of 

Education, Office of Special Education and 

Rehabilitative Services) 

GSPP Education Baby Early Sign: Developing Multimedia Visual 

Language Materials for the Deaf 

Simms, 

Laurene 

77

78 Table 12. FY 2008 Proposals: Report Period October 1, 2007–September 30, 2008 (continued) 


amount date 

$784,216 01/10/08 

Begin/end 

dates 

06/01/08– 

05/31/12 

Project 


Simms, GSPP Education Diversify the Future: Preparing Highly Qualified U.S. Department of Education: Office of 

Laurene 

Diverse Deaf and Minority Teachers for Special Education and Rehabilitative 

Deaf/Hard of Hearing School Age Children Services 

(ages 3–21) 

$131,464 07/09/08 

$26,532 04/01/08 

06/01/09– 

11/30/11 

05/01/08– 

04/30/09 

CLAST Biology The Asian Monsoon National Aeronautics and Space 

Administration 

CLAST Biology National Space Grant College Fellowship American University (National Aeronautics 

Program 

and Space Administration) 

Snyder, 

David 

Snyder, 

David 

$26,927 11/27/07 

05/01/08– 

04/30/09 

National Aeronautics and Space 

Administration 

CLAST Biology Research Stipends to Support Senior Capstone 

Projects for Deaf and Hard of Hearing Students 

at Gallaudet University 

Solomon, 

Caroline 

$189,947 01/14/08 

06/01/08– 

11/30/10 


for Biological Sciences, Division of 

Biological Infrastructure, Human Resources 

Cluster 

CLAST Biology RIG: Broadening Participation of Deaf and Hard 

of Hearing Scientists Through Laboratory 

Studies of Harmful Algal Species 

Solomon, 

Caroline 

$424,889 01/17/08 

10/01/08– 

09/30/12 

Pay It FORWARD National Science Foundation: Directorate 


CLAST Chemistry/ 

Physics 

Sorensen, 

Charlene 

Sciences 

$27,433 11/16/07 

10/01/07– 

09/30/09 

Vcom3D, Inc. (National Science 

Foundation) 

Life-Like, Expressive Avatars for the Instruction 

of Young Learners Who Are Deaf 

Educational 

Technology & 

Training 

Clerc 

Center 

Stifter, 

Rosemary 

Grand Total (22 proposals) $12,655,368

University Outreach 

The College of Professional Studies and Outreach (CPSO) supports Gallaudet’s mission to 

ensure the intellectual and professional advancement of deaf and hard of hearing individuals by 

providing a comprehensive array of exemplary professional development and outreach programs 

and services designed to promote career development, advocacy and leadership abilities, and other 

life-long learning skills. 

Programs and services address the needs and interests of diverse internal and external 

constituencies and include both credit and noncredit offerings via a bilingual (ASL/English) learning 

environment. To meet participants’ learning needs, instruction is conducted in multiple formats— 

traditional classroom settings, online and distance learning, or a hybrid approach—delivering various 

professional development, enrichment, and leadership programs both on campus and at sites around 

the country. During the summer, CPSO’s youth programs offer educational, student development, and 

experiential learning opportunities for deaf and hard of hearing middle and high school students. 

Through its regional, national, and international programs, CPSO is further able to extend 

university programs and services through: 

• Delivery of graduate, undergraduate, and professional studies courses across the United 

States, often in collaboration with sponsoring schools, programs, and agencies, providing 

opportunities to study with experts in such fields as American Sign Language, deaf 

education, Deaf studies, interpreting, and linguistics. 

• Direct programming and outreach services to schools, agencies, and corporations 

actively engaged in the provision of education and/or human services to deaf and hard 

of hearing individuals. 

• Coordination of international exchange programs, such as the study abroad, Fulbright, 

and global internships, and the English Language Institute, which provide rich academic 

and cultural opportunities for visiting students, scholars, researchers, and professionals. 

• Hosting of Gallaudet University’s regional and national Academic Bowl competitions, 

which recognize academic achievement among deaf and hard of hearing high school 

students and also serve as significant recruitment and enrollment tools for the university. 

• Approval and provision of continuing education credits for noncredit learning 

opportunities as an International Association for Continuing Education and Tracking 

(IACET) authorized provider. 

FY 2008 was a year for establishing benchmarks within CPSO. The following narratives 

highlight the activities of CPSO’s units and subunits. 

Unit Activities 

Center for International Programs and Services (CIPS). The center serves as Gallaudet’s 

one-stop office for all things international. Its strategic approach to international education includes: 

providing education and professional development, disseminating information, offering excellent 

outreach programs, fostering international alliances, and acting as an international catalyst for change 

in the self-determination of deaf individuals worldwide. The four CIPS subunits are: Global 

Education and Scholar Services, International Student Services, International Outreach, and the 

English Language Institute. 

Global Education and Scholar Services (GESS) arranges study abroad opportunities for Gallaudet 

students, faculty, and professionals. It also assists visiting students, scholars, researchers and 

79

professionals who are interested in coming to Gallaudet University for various short- and long-term 

programs. International Student Services (ISS) is responsible for maintaining the university’s compliance 

with the Student and Exchange Visitor Information System (SEVIS). ISS works with university 

departments to ensure all current international students and scholars are in compliance with 

immigration regulations. It also works with students to update them on regulations and guide them 

through immigration status change or maintenance procedures. 

Table 13. International Student Services Activities, Fall 2007–Summer 2008 

Activity Fall 2007 Spring 2008 Summer 2008 

Tracking of studentsʼ attendance, performance 

and immigration rules compliance; submitting 

reports to the U.S. Department of Homeland 

Securityʼs SEVIS 

141 79 20 

Face-to-face student advising for all students 

holding F-1 visa 

272 284 63 

Completing visa applications for students and 

potential students 

32 35 46 

International Outreach (IO) disseminates Gallaudet materials and resources around the world, 

enhancing the university’s position as a global leader in deaf education. During FY 2008, IO efforts 

reached nearly 1,000 people through three trips abroad—to India, Bulgaria, and China—laying the 

groundwork for future collaborations to meet the educational and training needs of deaf and hard of 

hearing people in those countries. The English Language Institute (ELI) joined CPSO in summer 2008. 

For information about ELI’s activities, see “Academic Support Services.” 

Gallaudet Leadership Institute, Professional Studies, and Enrichment Programs 

(GLIPSEP). Gallaudet Leadership Institute, Professional Studies, and Enrichment Programs 

(GLIPSEP) is dedicated to improving the quality of the personal and professional lives of deaf and 

hard of hearing individuals by (a) developing the leadership abilities of these individuals, their 

families, and other individuals in their personal and professional communities and (b) developing 

and enhancing the professional leadership abilities of individuals who administer programs and 

services that work with the deaf and hard of hearing population. 

Gallaudet Leadership Institute (GLI). Established in October 2002, GLI addresses acute 

leadership shortages in education and other social service professions, including deaf-centric forprofit 

and nonprofit agencies and corporations. GLI programs focus on seven areas: (a) association 

leadership and management; (b) business entrepreneurship; (c) consumer, family, and community 

advocacy; (d) deaf women leadership; (e) early education professional development leadership; 

(f) educational leadership focused on change leadership; and (g) enhancing deaf education: language 

planning and leadership. 

GLI programs are tailored to address specific needs and are usually distinct in content and 

focus compared to general academic disciplines. Program instructors are subject matter experts. 

80

Table 14. Gallaudet Leadership Institute Courses and Participants, AY 2007-2008 

Program Title 

Number of 

Participants 


Courses 

(face-to-face) 


Courses 

(online) 

Fall 2007 

Educational Leadership 12 5 3 

Spring 2008 


Summer 2008 

Merrill Lynch 5 6 0 

Early Education 8 2 2 

Language Planning 23 1 0 

Deaf Women Leadership 12 1 0 


TOTAL 79 24 8 

Professional Studies. Professional Studies (PST) courses and certificate programs are offered in 

various formats to students from all over the world. From traditional classroom settings to online or 

on-site instruction, these courses cover topics designed to meet students’ professional training needs 

or general education interests. 

Most courses carry university credit. Some offer regular graduate or undergraduate credit, 

while others offer professional studies, or nondegree, credit. Many courses offer a choice of credit 

type. While professional studies credits do not apply to degree programs at Gallaudet University, 

they may be transferable to other universities to satisfy requirements for certification and employment. 

In addition, some PST courses lead to a professional certificate. A PST certificate program 

generally consists of 4–6 courses related to a specific field of study and/or service area. Offered 

primarily through GLI, certificate programs can be conducted either face-to-face only, online only, 

or in a hybrid format. Transferred credits cannot be applied toward certificate programs. 

Figure 39. PST course information, AY 2004-2005 to AY 2007-2008 

a. Total students enrolled in PST courses b. Average PST class size by semester 

Finally, Gallaudet University offers a selection of online courses for undergraduate, graduate, 

or PST credits. These courses cover topics from writing to education and allow students to study 

and participate in courses at the time and place of their choosing. Readings, assignments, and 

activities are posted on the course Web site. Students are required to log on to the course Web site 

81

to post assignments and participate in discussions. Students are responsible for obtaining their own 

Internet access and are expected to have basic computer and Internet literacy. 

Figure 40. Percentage of courses by delivery method, 2005–2008 

Enrichment Programs. The summer 

enrichment programs at Gallaudet offer a 

number of exciting learning experiences for deaf, 

hard of hearing, and hearing youth as well as 

personal, professional, and academic enrichment 

experiences for adults. 

Gallaudet University Regional Centers (GURCs). The Gallaudet University Regional 

Centers (GURCs) bring the resources and expertise of Gallaudet University to five major regions of 

the United States and its territories. GURCs are located at Flagler College in Florida (Southeast 

region), Johnson County Community College in Kansas (Midwest region), Kapi’olani Community 

College in Hawaii (Pacific region), Northern Essex Community College in Massachusetts (Northeast 

region), and Ohlone College in California (Western region). Previously, the GURC for the Mid- 

Atlantic region was the Clerc Center; beginning in FY 2009, it will be relocated to CPSO. The 

GURCs address the educational, transition, and professional development needs of deaf and hard of 

hearing individuals, their families, and the professionals who work with them. 

Through the GURCs, Gallaudet University offers extension courses, training workshops, 

consultation services, conferences, and technical assistance, including national mission program 

offerings from the Clerc Center. The GURCs also host the regional High School Academic Bowl 

competitions that culminate in Gallaudet’s National Academic Bowl competition (see “Program 

Services Unit”). For information on specific activities hosted by each GURC, see the Appendix. 

82 

Table 15. Number of Enrichment Programs 

and Participants, AY 2007-2008 

Semester Programs Participants 

Fall 2007 6 38 

Spring 2008 1 34 

Summer 2008 7 186

Table 16. Services Provided by Gallaudet University Regional Centers, FY 2008 

Training, Technical Assistance, Materials Distributed* 

GURC Region 

Information Dissemination* 

(not including listservs) 

Northeast 6,210 11,120 

Southeast 20,749 507 

Midwest 2,718 25 

Western 9,175 541 

Pacific 1,990 2,304 

TOTALS 40,842 14,497 

*Source: Activity summaries and contact logs 

Language Planning Institute (LPI). Language planning is the purposeful effort to 

identify, describe, and influence the nature of language acquisition, learning, and use. The Language 

Planning Institute (LPI) provides research, professional development, and language planning 

development to the faculty, teachers, and staff of Gallaudet University, as well as to teacher 

preparation programs and schools for deaf and hard of hearing learners throughout the country. The 

LPI’s goal is to improve students’ learning and academic achievement in both ASL and English. The 

LPI comprises two programs: the ASL Program and the Center for ASL/English Bilingual 

Education and Research. 

ASL Program. The ASL Program serves Gallaudet University faculty, staff, and students as 

well as students from other area schools and colleges, federal government employees, area 

businesses, and other individuals interested in learning the language. It offers ASL I–VI, non-degree 

credit courses, and other ASL learning opportunities, such as short courses focusing on aspects of 

ASL (e.g., nonmanual markers, fingerspelling) or tailored for specific disciplines, departments, or 

units on campus (e.g., Bon Appetit food service providers). The ASL Program also contracts with 

entities to provide classes at other locations that meet clients’ unique ASL learning needs. ASL 

professional development offerings can also be developed to meet unique individual or department 

needs in keeping with Gallaudet University’s bilingual mission. 

Table 17. ASL Program Classes and Participants, FY 2008 

On site 

(Gallaudet 

University) 

Fall 2007 Spring 2008 Summer 2008 

Off site 

(Contract 

classes) 

On site 



Off site 

(Contract 

classes) 

On site 



Off site 

(Contract 

classes) 

ASL classes offered 23 NA 25 NA 36 0 

Actual classes 17 51 12 65 26 0 

Number of instructors 9 NA 7 NA 10 0 

Number of students 148 NA 131 NA 274 0 

NA = Data not available 

Center for ASL/English Bilingual Education and Research (CAEBER). CAEBER focuses on three 

areas: professional development, language planning development, and research and development. 

Through the ASL/English Bilingual Professional Development project (AEBPD), which is funded 

by the U.S. Department of Education, CAEBER provides professional development in ASL/English 

bilingual assessment, curriculum, and instructional strategies. CAEBER staff also present guest 

lectures to undergraduate and graduate classes at Gallaudet University on topics related to bilingualism, 

83

its effect on language acquisition, and its application in classroom instruction. Language planning 

development is offered as part of AEBPD to school and state-level administrators nationwide and 

through presentations and seminars to higher education institutions internationally. CAEBER’s 

research and development activities include collaboration with Gallaudet University’s Science of 

Learning Center on Visual Language and Visual Learning. Research findings are incorporated into 

CAEBER’s professional development seminars with direct benefit to curriculum and instruction. 

Table 18. CAEBER Programs and Participants, AY 2007-2008 

Program 

84 

Fall 

2007 

Spring 

2008 

Summer 

2008 Total 

ASL/English Bilingual Professional Development 

(AEBPD) at schools (2-year in-service program) 

AEBPD mentors 52 52 0 104 

AEBPD participants 193 201 0 394 

Summer Institute participants (mentor training) 0 0 30 30 

Summer Institute lead mentors 0 0 7 7 

Language Planning and Leadership participants 

(GLI collaboration) 0 0 27 27 

TOTAL 245 253 64 562 

Program Services Unit (PSU). The 

Program Services Unit provides logistical 

support for all programs offered through CPSO, 

including public relations and marketing, course 

management and evaluation, registration and 

records management, and office support. PSU 

also coordinates the university’s summer 

contract programs and the National Academic 

Bowl for Deaf and Hard of Hearing 

High School Students, provides 

conference and special event planning 

and support, and serves as the 

university’s authorized provider of 

IACET CEUs. CPSO’s public relations 

efforts include the planning and 

development of marketing and 

program materials, project mailings 

and distributions, and Web site 

maintenance. 

Table 19. Summer Contract Programs and 

Participants, 2008 

Program Participants 

Experience in Democracy 329 

LeadAmerica 616 

Team Development Camp 60 

D.C. Gear Up 44 

Total 1,049 

Table 20. Participation in Regional and National 

Academic Bowl Competitions, FY 2008 

Competition Teams Coaches Players 

Regional 

Mid-Atlantic/At-Large 16 30 76 

Midwest 15 28 71 

Northeast 16 32 77 

Southeast 16 29 77 

Western 16 28 72 

National 10 20 45 

Total 89 167 418

Table 21. Continuing Education Enrollment by State, AY 2004-2005 to AY 2007-2008 

AY AY AY AY 

AY AY AY AY 

04-05 05-06 06-07 07-08 

04-05 05-06 06-07 07-08 

AL 1 1 1 0 NC 4 1 3 1 

AR 0 0 2 1 NE 0 0 2 0 

AZ 1 2 5 2 NH 3 0 2 1 

CA 12 14 12 17 NJ 6 9 4 2 

CO 2 3 2 0 NM 1 0 2 0 

CT 1 1 2 4 NV 0 2 1 2 

DC 40 49 40 31 NY 14 17 8 12 

DE 0 0 1 0 OH 5 5 7 8 

FL 6 8 10 10 OR 0 2 2 2 

GA 2 5 3 6 PA 7 13 10 11 

HI 1 1 0 7 RI 3 2 2 0 

IA 6 2 3 4 SC 1 1 0 2 

IL 4 6 5 8 SD 0 2 0 0 

IN 4 1 4 3 TN 1 2 4 0 

KS 3 2 0 2 TX 4 6 4 5 

KY 3 0 2 0 UT 2 3 1 0 

LA 1 0 1 2 VA 37 38 28 27 

MA 8 4 14 7 VT 1 0 1 0 

MD 53 82 69 75 WA 4 4 2 2 

ME 1 0 1 3 WI 4 3 6 2 

MI 4 6 4 7 WV 1 1 1 1 

MN 2 2 4 5 WY 1 0 0 0 

MO 4 2 1 1 Unknown 67 35 31 17 

MT 0 0 0 1 

Special Outreach Initiatives 

Quest at Gallaudet. During FY 2008, Gallaudet partnered with the nonprofit organization, 

Quest: arts for everyone, and created “Quest at Gallaudet.” Through this collaboration Quest 

conducted a series of theater-based community engagements involving schools, programs, and 

organizations as local partners. Highlights included: 

• Baltimore and Towson, Md. Quest produced an international visual theater festival, 

QuestFest, in partnership with Gallaudet University, Towson University, and several 

professional theaters in the Washington, D.C. and Baltimore areas. QuestFest served 6,000 

people and included 52 performances of 17 different productions, 12 experiences in 

schools, and 25 workshops, master classes, seminars, facilitated discussions, and 

postshow discussions. 

• Clearwater, Fla. In partnership with the Safety Harbor Public Library Deaf Literacy 

Program, Quest conducted three residencies in three different schools, gave 

performances of Road Signs in area schools, conducted a visual theater workshop for 

families with deaf children, and produced a public performance of Alice. 

• Fort Lauderdale, Fla. Hosted by the Alliance of Families With Deaf Children, Quest gave a 

public performance of Alice and participated in the Alliance’s ASL Festival, performing 

Road Signs, and conducting three visual theater workshops. 

85

• Culver City, Calif. Quest conducted a visual theater workshop for families, with 

participants ranging in age from 1 year to 67 years, in collaboration with a local parent 

organization serving families with deaf and hard of hearing children as well as a CODA 

organization. 

• Irvine, Calif. Hosted by the Orange County School System, Quest conducted a two-day 

residency with middle school students, a visual theater workshop for high school 

students, and a public performance of Alice. 

Through Deaf Eyes Project. During FY 2008, Gallaudet focused on capitalizing on the 

extensive network of new connections formed during the Through Deaf Eyes broadcast year and 

expanding outreach efforts to include new audiences and topics. Highlights included: 

• Screenings of Through Deaf Eyes. Public screening events brought more than 5,400 people to 

libraries and schools and theaters to see the film. Educational use is more complicated to 

determine, as reporting by educators is voluntary. Of note are the international uses of 

the film in Thailand and the Philippines, and broadcast events in England, Ireland, and 

Denmark. 

• Awards. The Through Deaf Eyes project was honored this year with multiple awards 

including: the Organization of American Historians’ Erik Barnouw Award; the Alfred I. 

DuPont-Columbia University Award for journalistic excellence; the Laurent Clerc 

Cultural Fund’s Alice Cogswell Award; and a CINE Golden Eagle Award. 

• Preservation. Project staff completed sorting Deaf Eyes’ extensive footage, both interview 

and resource tapes, and distributing them to secure storage in the Gallaudet University 

Media Department or Archives. Log books of the tapes were shared with these units as 

well as the departments of ASL and Deaf Studies, and Government and History. 

Becoming Helen Keller Project. Becoming Helen Keller is a 90-minute television documentary 

to be launched nationally on PBS in 2010. A cross-platform project, the broadcast will be 

accompanied by an online exhibit, a searchable database, and several educational products. Gallaudet 

University is working in partnership with PBS and other sponsors to develop the outreach 

components for Becoming Helen Keller. FY 2008 was a development year, making preliminary contacts 

with dissemination partners and collaborating with educators to secure official endorsement of the 

educational products. Outreach plans include pre-broadcast forums in eight cities, which will be 

filmed, edited, and made available online via American Masters (WNET New York) to serve as 

model programs. Specific contacts/meetings and ongoing exchanges are occurring with: National 

Council for the Social Studies; Federation of State Humanities Councils; American Library 

Association Video Round Table; American Federation for the Blind; American Association of the 

Deaf-Blind; National Association of the Deaf; the Library of Congress’ National Library Service for 

the Blind and Physically Handicapped, and Archive of Folk Culture; and VSA arts. 

World Federation of the Deaf (WFD) History. CPSO staff contributed to an in-progress 

book on the WFD, which focuses on the organization’s 50-year history. Staff were also involved in 

research of and writing about deaf international individuals who predated the WFD’s 1951 founding. 

A CPSO-authored article related to this project, “Life and deaf: Language and the myth ‘balance’ in 

public history,” was published in the summer 2008 issue of Sign Language Studies. 

86

Laurent Clerc National Deaf Education Center 

National Mission 

The Laurent Clerc National Deaf Education Center (“Clerc Center”), a unit of Gallaudet 

University’s Division of Academic Affairs, includes Kendall Demonstration Elementary School 

(KDES); the Model Secondary School for the Deaf (MSSD); and associated research, evaluation, 

training, and dissemination services. The primary purpose of the Clerc Center is to fulfill the 

national mission of improving the quality of education afforded to deaf and hard of hearing students 

from birth to age 21 across the United States. While providing an exemplary education to the 

students attending KDES and MSSD, the Clerc Center works in partnership with a network of 

programs and schools throughout the nation to identify and share best practices in the field. 

The partnership of the Clerc Center with schools and programs throughout the United 

States is the cornerstone for activities designed to have national impact. The goal of collaborative 

partnerships is the provision of quality educational opportunities to all students, with emphasis on 

students who are lower achieving academically, who come from families that speak a language other 

than English in the home, who have additional disabilities, who are members of diverse racial or 

cultural groups, or who live in rural areas. The Clerc Center provides training and technical 

assistance, publishes and disseminates materials and information, establishes and publicizes its 

research priorities through a process allowing for public input, and provides technical assistance to 

families of children who are deaf or hard of hearing and the professionals who work with them. 

87

History 

1857 Amos Kendall establishes a school on his estate for deaf and blind children in the 

metropolitan Washington, D.C. area. 

1864 Congress grants Kendall School a charter to operate a collegiate program, Gallaudet College. 

1966 President Lyndon B. Johnson signs the Model Secondary School for the Deaf Act (P.L. 89-694). 

1969 The secretary of the U.S. Department of Health, Education, and Welfare and the president of 

Gallaudet College sign an agreement enabling the implementation of P.L. 89-694, authorizing 

the establishment and operation of MSSD at the college to devise, develop, and test innovative 

and exemplary courses of study for deaf and hard of hearing high school students. 

1970 Congress passes the Kendall Demonstration Elementary School Act (P.L. 91-587), transforming 

the historic Kendall School into a demonstration elementary school with programs for students 

from birth through age 15, expanding its role to include research and dissemination. 

1986 The Education of the Deaf Act (EDA; P.L. 99-371) reauthorizes KDES and MSSD under one 

act, establishes a national commission to study the education of students who are deaf and hard 

of hearing across the United States, and accords university status to Gallaudet College. 

1992 The EDA Amendments of 1992 (P.L. 102-421) identify the primary purpose of the 

demonstration schools: The Clerc Center’s clear and compelling national mission is to work 

together with parents, educators, deaf and hard of hearing students, and adults throughout 

the country to improve the quality of deaf education nationwide. To this end, the Clerc 

Center provides technical assistance and outreach to meet the training and information 

needs of its constituency in various educational environments. 

1994 The National Mission Advisory Panel establishes literacy, family involvement, and 

transition as the priority areas for the Clerc Center. 

1998 Congress reauthorizes the EDA. 

1999 Pre-College National Mission Programs is renamed the Laurent Clerc National Deaf 

Education Center. 

2008 The reauthorized EDA (P.L. 110-315) charges the Clerc Center to comply with the major 

components of the No Child Left Behind Act. 

88

Introduction 

The Clerc Center continued to make significant contributions to the improvement of 

educational results for deaf and hard of hearing children throughout the United States during FY 

2008. This report is divided into four sections: 

Government Performance and Results Act. Gallaudet University, including the Clerc 

Center, works with the U.S. Department of Education to determine appropriate performance 

indicators for the Government Performance and Results Act. Clerc Center progress on these 

indicators is reported in this section. 

National Mission Projects and Data Summary. This section lists the FY 2008 national 

mission projects that are either in development, initial dissemination, or moving into ongoing 

dissemination. It also summarizes the data on training, technical assistance, information dissemination, 

exhibits, new products, and publications. 

Demonstration Elementary and Secondary School Initiatives. Highlighted in this 

section are initiatives underway in FY 2008 at KDES and MSSD. 

KDES/MSSD Student Characteristics, Services Received, and Achievement. This section 

describes student characteristics, support services, and student achievement at KDES and MSSD. 

The information that follows provides a framework for the four main sections listed above. 

Background on the public input process and the movement of national mission projects through the 

multi-phase progression offers context for the remainder of the report. 

Public Input Process 

The Clerc Center has been charged by the U.S. Congress “to establish and publish priorities 

for research, development, and demonstration through a process that allows public input” 

(Education of the Deaf Act Amendments of 1992). Since 1994, the Clerc Center has devoted 

significant resources toward developing and implementing a structured process for gathering public 

input, starting with the establishment of the National Mission Advisory Panel (NMAP), whose 

membership represents the constituencies served by the Clerc Center. The constituencies include 

center/residential schools for the deaf, day schools for the deaf, mainstream programs with deaf and 

hard of hearing students, regular elementary/secondary education programs, university training 

programs, members of the deaf community, alumni of KDES and MSSD, and parents of deaf and 

hard of hearing students. The constituency representatives act in an advisory capacity to the Clerc 

Center. In 1994, the NMAP narrowed the priority areas to three: literacy for all, family involvement, 

and transition from school to postsecondary education and employment. The Clerc Center has the 

responsibility of defining and elaborating on each of these priorities. 

The Clerc Center developed Partners for Progress as a mechanism for identifying areas of 

critical need in each of the three priority areas and for developing collaborations with programs and 

individuals to address those needs. In FY 2003, the Clerc Center expanded its public input process 

to include conducting surveys with constituents, including individuals at national conferences, in 

order to reach individuals who might not be reached by more traditional approaches. The survey of 

critical needs was sent to the leaders of schools for the deaf in each state as well as to conferences 

that included the American Society for Deaf Children and the National Latino Deaf Conference. In 

FY 2004, the survey of critical needs was conducted at the National Symposium on Deafness, the 

National Black Deaf Advocates regional conference, and the National Asian Deaf Congress 

89

conference. More than 300 people responded to the survey. In FY 2005, the initial analysis of the 

results was shared with the NMAP and in FY 2006, the analyses were completed. The results, along 

with feedback from the NMAP and from workshops, conferences, and internal stakeholders, were 

central to discussions with constituents invited to national stakeholder meetings in FY 2007 and FY 

2008. To date, the public input process has focused on obtaining input on critical needs in the field 

of deaf education. The newly expanded process will allow the Clerc Center to obtain additional input 

on how the critical needs will be addressed. 

The Clerc Center is moving toward a revised model for public input that will be better 

designed to: 

90 

• identify the critical needs of children who are deaf and hard of hearing and of their 

families, 

• establish and refine priorities to address those needs, and 

• ensure Clerc Center resources are committed to research and development projects in 

the priority areas and are relevant and useful to consumers and constituents. 

For each phase, the Clerc Center must make decisions about: 

• which stakeholders and stakeholder groups will be solicited for public input; 

• what types of public input strategies are most appropriate, effective, and efficient for 

soliciting input at this step; and 

• how summaries, syntheses, and use of public input received will be communicated to the 

Clerc Center’s constituencies and used to guide work. 

Satisfaction with the input process. Satisfaction with the public input process will be 

determined at each step using strategies appropriate for the input collection activities used at each 

level. This is a departure from how satisfaction has been determined previously, where general 

surveys were used to assess satisfaction with the overall input process. Assessing satisfaction at each 

step, whether the input activity is cyclical or ongoing, will provide information that can be used for 

continuous improvement of the input process. 

Phases of National Mission Projects 

From the point of conception to the finished product, Clerc Center national mission 

projects progress through three main phases. In past years, the Clerc Center reported projects in the 

phases of Development, Evaluation, or Dissemination. After careful analysis, the evaluation 

components were found to occur as a part of development or as a part of dissemination. Since FY 

2005, projects have been reported with evaluation components included under development or 

dissemination activities. In addition, the Ongoing Dissemination Phase was added. In this phase, 

projects are no longer listed in this report. Projects completing the Initial Dissemination Phase in a given 

fiscal year are noted as moving into ongoing dissemination and will not be listed in subsequent reports. 

Projects are said to be in a particular phase when one or more of the following are underway: 

• Development Phase 

o Conceptual exploration 

o Specification of information use 

o Product development 

o Formative evaluation

• Initial Dissemination Phase 

o Provision of training programs on request 

o Dissemination of materials in print, audiovisual, and/or electronic formats 

o Evaluation at external sites 

• Ongoing Dissemination Phase 

o Advertised in the Clerc Center catalog or on the Clerc Center Web site 

o Offered at established times through the Gallaudet University Regional Centers 

or through Clerc Center mechanisms 

Although each national mission project will complete all three phases, each progression is 

unique. Some projects may complete the Development Phase entirely before moving into the Initial 

Dissemination Phase; others may have activities in both phases simultaneously. 

91

92 

Government Performance and Results Act (GPRA): Clerc Center 

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

programs establish performance measures to monitor progress toward objectives. Gallaudet 

University, including the Clerc Center, works with the U.S. Department of Education to determine 

such measures. Data for these indicators are collected and reported annually. The goals, objectives, 

and performance measures reported below are those that apply to the Clerc Center. These results 

come in part from data in the tables presented later in this report (see National Mission Data 

Summary). The FY 2008 performance results follow. 

The U.S. Department of Education’s program goal for Gallaudet University (excerpt) 

To challenge students who are deaf to achieve their academic goals and obtain productive employment, 

provide leadership in setting the national standard for best practices in education of the deaf and 

hard of hearing, and establish a sustainable resource base. 

Objective 1: The Model Secondary School for the Deaf (MSSD) and Kendall Demonstration 

Elementary School (KDES) will optimize the number of students completing programs of study. 

Measure 1.4: The enrollment in the Model Secondary School for the Deaf 


Measure 1.5: The enrollment in the Kendall Demonstration Elementary School 


Discussion: The official enrollment date is September 15 preceding the October 1 start 

of the fiscal year. 

Measure 1.11: Graduation rate of Model Secondary School students 


Discussion: This indicator was revised to accommodate MSSD’s fifth-year extended 

senior program option. It is a cohort-based, cumulative senior graduation rate. Each senior 

cohort includes those students who enroll as first-year seniors each academic year. These 

seniors are then followed for two years, with the cumulative on-time and extended-time 

graduation rate reported at the end of the second year. These calculations remove members 

of the senior cohort who transfer to other diploma-granting high school programs but retain 

senior withdrawals who drop out or whose destination is unknown. 

The FY 2008 cohort was formed from FY 2007 new seniors who were expected to 

graduate no later than the end of FY 2008. By the end of FY 2007, 64% of this cohort had 

completed the MSSD program on time. By the end of FY 2008, an additional 27% of the 

cohort had completed the MSSD program in extended time. The FY 08 performance, then, 

is the two-year cumulative graduation rate.

Objective 2: Gallaudet University works in partnership with others to develop and disseminate 

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

Measure 2.1: The number of other programs and/or institutions adopting Model/Kendall 

innovative strategies/curricula or modifying their strategies as a result of Model and 

Kendall’s leadership 


Discussion: The Clerc Center will work with the U.S. Department of Education to 

develop a new outreach outcome measure for this objective. 

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

requirements of the workplace and/or to continue their studies. 

Measure 3.4: The percentage of Model Secondary School graduates who were in jobs within 

four months to one year after graduation 


Discussion: For MSSD students who graduated in 2007, 33% reported being employed 

one year after graduation. For MSSD students who graduated in 2008, 7% were employed 

four months after graduation. 

In FY 2007, this measure was changed to reflect only the percentage of graduates in 

jobs. Calculations are based on the number of respondents to each survey. 

Measure 3.5: The percentage of Model Secondary School graduates who are in advanced 

education or training programs within four months to one year after graduation 


Discussion: For MSSD students who graduated in 2007, 75% reported being enrolled 

in postsecondary programs one year after graduation. For MSSD students who graduated in 

2008, 71% were enrolled in postsecondary programs four months after graduation. 

In FY 2007, this measure was changed to reflect only the percentage of graduates in 

advanced education or training programs. Calculations are based on the number of 

respondents to each survey. 

Measure 3.6: The percentage of Model Secondary School graduates who were not in jobs or 

postsecondary (advanced education or training) programs within four months to one year 

after graduation 


Discussion: For MSSD students who graduated in 2007, none reported not being in 

jobs or enrolled in postsecondary programs one year after graduation. For MSSD students 

who graduated in 2008, 21% were not in jobs or enrolled in postsecondary programs four 

months after graduation. 

In FY 2007 this measure was changed to reflect only the percentage of graduates 

who were neither in jobs nor postsecondary education programs. Calculations are based on 

the number of respondents to each survey. 

Note for measures 3.4, 3.5, and 3.6. Because some graduates may be both working and attending 

postsecondary education programs, the U.S. Department of Education has requested that 

the total percentage be disaggregated to show the percentages of graduates who are (a) 

working, (b) attending postsecondary education or training, and (c) neither working nor 

attending postsecondary programs. Targets for this disaggregated reporting have not yet 

been set. 

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Survey sample for measures 3.4, 3.5, and 3.6. FY 2007 MSSD graduates were surveyed one 

year after graduation; the response rate was 31% (12 out of 39). FY 2008 MSSD graduates were 

surveyed four months after graduation; the response rate was 91% (42 out of 46). 

Internal Objectives 

Internal objectives are additional objectives the U.S. Department of Education uses to 

monitor programs. 

Internal Objective 1: KDES and MSSD will optimize the number of students completing 

programs of study. 

Measure 1.1: The MSSD dropout rate 

FY 08 Results: The dropout rate for FY 2008 was 13%. 

Discussion: At MSSD, a dropout rate will now be used as an indicator of MSSD 

students’ persistence in school. It provides information about the rate at which high school 

students leave school without a successful outcome. 

“Event dropout rate” is used for this measure. It is defined as the percentage of 

MSSD students included in the official September 15 enrollment who indicated that they 

were dropping out of school, or who withdrew from the program or did not return the 

following year and who did not transfer to another high school program or whose 

disposition after leaving MSSD could not be determined. 

The Clerc Center’s Program Monitoring and Evaluation team analyzes data from the 

PeopleSoft and Power School databases, withdrawal forms from the Clerc Center 

Admissions Office, and transcript requests from the MSSD Principal’s Office. 

A target has not yet been set. The Clerc Center is working to complete systems that 

will ensure the collection of valid, reliable dropout data. 

Measure 1.2: The KDES persistence rate 

Discussion: The U.S. Department of Education and Gallaudet University have agreed 

to drop this indicator because the concept of persistence at the postsecondary level does not 

translate appropriately to elementary education. Students leaving KDES are placed in other 

programs through the appropriate local educational agency. 

Internal Objective 2: Gallaudet University offers students at every level effective educational 

programs, supplemented by appropriate student support services, administrative services, and extracurricular 

activities that contribute directly to academic achievement and quality of student life. 

Measure 2.1.2: Literacy skills (MSSD): The average reading comprehension grade equivalent 

of MSSD graduates 

FY 08 Results: The average reading comprehension grade equivalent level of 2008 

MSSD graduates was 8.4 (FY 08 Target: 5.8). 

Discussion: The reported average reading level is based on MSSD graduating seniors’ 

scores on the Reading Comprehension subtests of the Stanford Achievement Test, 10th 

Edition and the Stanford Test of Academic Skills.

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

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

Measure 4.1: Number of MSSD/KDES projects and programs 

FY 08 Results: The Clerc Center had 33 total development and dissemination 

programs and projects underway for FY 2008 (FY 08 Target: 15 projects). 

Measure 4.2: Number of people served and number of products distributed 

FY 08 Results: People served = 62,574 (FY 08 Target: 50,000) 

Products distributed = 222,799 (FY 08 Target: 212,350) 

Note for Measure 4.1. The summaries of the 33 development and dissemination programs and 

projects for FY 2008 can be found in the Appendix. 

National Mission Projects 

The Clerc Center focuses national mission projects in three priority areas: literacy, family 

involvement, and transition. From the point of conception to the finished product, Clerc Center 

national mission projects progress through three main phases: development, initial dissemination, 

and ongoing dissemination. Evaluation activities may occur during project development or during 

dissemination. After the initial dissemination of information, projects become a part of the Clerc 

Center’s ongoing dissemination mechanisms and are no longer described in this report. 

The following is a list of the FY 2008 national mission projects. Detailed information about 

each project appears in the Appendix. 

1. ASL/English Bilingual Professional Development 

2. Celebrate! 

3. Children With Cochlear Implants: A Study of Their Communication Profiles 

4. Cochlear Implant Education Center 

5. Early Potential in Young Deaf Children: Supportive Family Contexts Study 

6. Emotional Intelligence (EQ) Take-Out Series: Adolescent Sexuality Education: What You 

Don’t Know Can Hurt Them 

7. EQ Take-Out Series: Going With the Resistance: A Paradoxical Approach to Power 

Struggles With Teens 

8. EQ Take-Out Series: The Unheard Cry: Suicide Among Deaf and Hard of Hearing 

Adolescents 

9. GLOBE 

10. Honors Program 

11. I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With Deaf and Hard of 

Hearing Students (Manual and DVD) 

12. I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With Deaf and 

Hard of Hearing Students (Online training) 

13. KidsWorld Deaf Net 

14. Language Experience 

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15. A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and Hard of 

Hearing Students 

16. Literacy—It All Connects 

17. NCLB Implementation at the Clerc Center 

18. News and Notables 

19. Portfolios for Student Growth 

20. Postsecondary Life Experiences of Deaf and Hard of Hearing High School Graduates—An 

Exploration (formerly the Longitudinal Graduate Study) 

21. Reading to Deaf Children: Learning From Deaf Adults 

22. Read It Again and Again 

23. Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing 

Students 

24. Shared Reading Project: Book Bags and Bookmarks 

25. Shared Reading Project: Keys to Success—Training for Site Coordinators 

26. SOAR-High Earth System Science 

27. Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes 

28. Technology in Education Can Empower Deaf Students 

29. There’s a Deaf Child in Our School: A Practical Guide 

30. Transition Resources 

31. Transition Skills Guidelines 

32. Transitions: Learning to Work—Working to Learn (A Career Education Curriculum) 

33. World Around You 

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National Mission Data Summary: Training, Technical Assistance, 

Information Dissemination, and Exhibits 

The Clerc Center documents the activities and contacts of its personnel with individuals outside the 

Clerc Center throughout the fiscal year. The documentation is organized into the following tables: 

By what mechanisms is the Clerc Center serving its constituents? 

Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products 

Dissemination, and Web Hits 

How many products and publications are distributed by the Clerc Center? 

Table 23. FY 2008 Publications and Information Dissemination, Product Distribution 

How is the Clerc Center reaching its constituents and distributing materials 

in each region? 

Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and 

Exhibits and Performances 

In what ways is the Clerc Center addressing the three priority areas through 

training and technical assistance and information dissemination efforts? 

Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas 

Served 

Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served 

What types of programs are being served by the Clerc Center through training 

and technical assistance and information dissemination efforts? 

Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served 

Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served 

By what mechanisms were Clerc Center personnel contacted for information? 

Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted? 

How often are Clerc Center documents accessed via the World Wide Web? 

Table 30. FY 2008 Clerc Center Web Hits 

The following section highlights excerpts of the information contained in the tables. 

Training, Technical Assistance, and Information Dissemination Overview 

Based on the records of activities and contacts that were documented by teachers and staff 

during FY 2008, the Clerc Center supported 397 training and technical assistance activities that 

served 9,720 parents and professionals working with deaf and hard of hearing students. Clerc Center 

personnel also documented 2,715 contacts, providing information to 3,635 people. Thirty exhibits or 

performances were held, serving an additional 26,642 people. A total of 260,002 products were 

disseminated throughout the nation, and hits to the Clerc Center Web site totaled over 2.7 million 

(see tables 22 and 23). 

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The numbers reflected in tables 22–29 are the activities and contacts that teachers and staff 

documented; however, some contributions go undocumented. Therefore, in reviewing all the 

training and technical assistance, information dissemination, and exhibits that were documented (see 

Table 22), the Clerc Center sponsored in excess of 3,142 activities or contacts and served at 

minimum 39,997 people. 

Individuals and programs that requested services from the Clerc Center were identified 

based on the educational settings with which they were affiliated. Tables 27 and 28 report the 

educational setting by region. Beginning in FY 2004, the documentation procedures used to derive 

the numbers in tables 27 and 28 were modified to reflect the types of programs represented by the 

participants involved in each activity. In past years, the documentation allowed only for the nature of 

the requesting site. These figures more accurately reflect the programs the Clerc Center is serving 

with activities and information dissemination. The Clerc Center continues to explore systems to 

improve data quality in this area. 

Highlighted here is the total of the types of programs served through both training and 

technical assistance and information dissemination: 

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• 464 schools for the deaf – public, private, residential, and/or day 

• 237 public/private schools – regular class, resource room, separate class, residential, 

and/or day 

• 767 postsecondary programs 

• 378 organizations/agencies 

• 11 hospitals/homebound programs 

• 1,180 programs receiving services were documented as “other,” “unknown,” or not specified 

Training and Technical Assistance 

Clerc Center personnel participated in 863 training and technical assistance activities 

throughout FY 2008. Each training and technical assistance activity was coded according to the 

priority area it addressed (see Table 25): 

• Literacy: 85 activities serving 2,745 people 

• Family involvement: 48 activities serving 2,672 people 

• Transition: 51 activities serving 3,090 people 

A given activity may have addressed more than one priority area or addressed areas outside 

of the priorities; therefore, these figures do not total to 863 and differ from those in Table 24. 

In FY 2008 fewer activities served the same number of people as those served in FY 2007, 

reflecting the move toward centralized trainings. 

Information Dissemination 

The Clerc Center uses a variety of strategies to disseminate information to individuals, 

schools, and organizations around the country. One of the primary distribution channels is the Clerc 

Center Web site, which includes information on the national mission, an online catalog of products 

and services, the Info to Go information service, information on KDES and MSSD, and 

information on Clerc Center sponsored workshops, trainings, and institutes. In addition, the Clerc 

Center exhibits at conferences and distributes press releases through its electronic newsletter, News 

and Notables, through Gallaudet University’s Daily Digest, and through a regular column in On the 

Green, Gallaudet’s campus newsletter. Working and occasional papers are distributed online, through 

the catalog, and at conference exhibits and workshops. Odyssey magazine carries news from around

the country and from the Clerc Center as well as advertising for Clerc Center products. World Around 

You is an online magazine for deaf and hard of hearing teens that focuses on providing information 

about deaf role models. 

When Clerc Center personnel met with visitors and/or responded to requests for 

information, the national mission priority areas were addressed as follows (see Table 26): 

• Literacy: 462 contacts serving 40,412 people 

• Family involvement: 165 contacts serving 15,608 people 

• Transition: 180 contacts serving 5,544 people 

A given activity may have addressed more than one priority area or addressed areas outside 

of the priorities. 

Clerc Center Web site. The Clerc Center Web site provides extensive information to online 

users and is becoming an increasingly important mechanism for information dissemination. Between 

October 1, 2007 and the end of September 2008, the Clerc Center Web pages averaged 226,988 hits, 

or visits, per month. The total number of Web hits during FY 2008 was 2,723,865 (see Table 30). 

People around the world are looking to the Clerc Center Web site and finding the information they 

need without directly contacting Clerc Center personnel. 

In addition to the information on hits, the Clerc Center examined the number of papers that 

were downloaded as a complete PDF file to document how Web availability of information has 

affected how individuals obtain information from the Clerc Center. The criterion of downloading a 

complete document rather than Web hits or a partial document provides a conservative estimate of 

Web dissemination. More than 138,000 complete PDF files of Clerc Center materials were 

downloaded in FY 2008. 

In collaboration with experts in the field, the Clerc Center develops and produces informational 

materials, including fact sheets that are available through the Clerc Center’s Info to Go network. 

Resources are posted online and can be downloaded free of charge at 

http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_To_Go.html. They include the 

following titles, some of which were revised in FY 2008: 

• Deaf Children With Multiple Disabilities 

• Learning Sign Language: Media Resources 

• Locating Parent Groups 

• Mainstreaming Deaf and Hard of Hearing 

Students: Further Readings 

• Making New Friends 

• Materials Resource Connections 

• Metropolitan D.C. Area Sign Language Classes 

• National Commemorative Dates Related to 

Deafness 

• Noise and Deafness 

• Performance Groups 

• Resources on Educational Interpreting Resources 

to Develop Speechreading Skills 

• Sign Language Specialty Items: Where to Get Them 

• Sources of Financial Assistance for Students 

Who Are Deaf or Hard of Hearing 

• States That Recognize American Sign 

Language as a Foreign Language 

• Summer Camps for Deaf and Hard of Hearing 

Children 

• Superintendents of Schools for the Deaf: Contact 

Information 

Materials also include resource lists such as the Directory of National Organizations of and 

for Deaf and Hard of Hearing People, Statewide Services for Deaf and Hard of Hearing People, and 

State Specific Resource Lists. 

In FY 2008, 3,692 Info to Go materials were distributed. In addition, 16,207 complete PDF 

files of informational documents were downloaded. 

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Clerc Center Catalog. The Clerc Center online catalog shares information with 

constituents on products available for purchase, materials available for free download, and resource 

information. In FY 2008, there were 127,296 hits on the catalog Web site. To promote awareness of 

the online catalog, the Clerc Center distributed 1,600 fliers featuring the catalog Web site and a list 

of products, materials, and resources. This flier was distributed at exhibits, conferences, and 

workshops. The Clerc Center Catalog is available at http://clerccenter.gallaudet.edu/products. 

News and Notables. News and Notables, the Clerc Center’s exciting e-mail newsletter, 

features stories about national mission activities, new products, workshop trainings, summer 

offerings, national contests, information from the Gallaudet University Regional Centers (GURCs), 

and news from the two demonstration schools, KDES and MSSD. A sidebar gives updates on 

products, workshops, and course offerings, plus links to current editions of Odyssey, World Around 

You, and Celebrate! magazines and the Clerc Center Catalog. 

News and Notables is sent to approximately 5,200 subscribers each mailing. It is available 

without charge to individuals interested in deaf education in schools and programs, agencies and 

organizations concerned with deaf education, readers of Odyssey magazine, workshop participants, 

and buyers of Clerc Center products. Registration is open to anyone. In addition, News and Notables 

can be read through the Clerc Center’s online archives. The newsletter also allows current readers to 

recommend the publication to potential subscribers. 

In FY 2008, the Clerc Center disseminated 22 News and Notables news blasts to 90,166 e-mail 

addresses. The distribution of the e-mails is managed and tracked by an independent company called 

Fire Engine Red, which furnishes the Clerc Center with reports on how many recipients received the 

mailings and which links they opened within the mailings. 

Press releases. The Clerc Center’s distribution of press releases to print and electronic 

media allows the center to reach large audiences and share information regarding national mission 

efforts through its demonstration schools, workshops, and summer trainings. Press releases also 

announce new products, educational support materials, magazines for professionals and students, 

and resource information services. 

In FY 2008, press releases were published in 55 separate publications (some of which 

published more than one release during the year), including major publications serving professionals 

and families working with deaf and hard of hearing students, Gallaudet University and GURC 

publications, teacher training program publications, and schools for the deaf Web sites and 

publications. The following list of publications and Web sites represents only a sample of the Clerc 

Center’s media outlets: 

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• 4 Hearing Loss 

• About.com: Deafness 

• Access Ability: University of Southern 

Idaho 

• Buffalo State College 

• California School for the Deaf 

• College at Brockport (N.Y.) 

• Deaf Digest 

• Deaf Online 

• Deaflife 

• Deafweekly 

• Gallaudet University publications: Inside 

Gallaudet, On the Green, and Gallaudet Today 

• Gallaudet University Regional Centers’ 

electronic distribution lists 

• Homeschool Buyers Co-op 

• Indiana School for the Deaf Newsletter 

• Kansas School for the Deaf 

• Miss Deaf Michigan 

• National Theatre of the Deaf 

• NBC4.com 

• National Dissemination Center for 

Children With Disabilities (NICHCY) 

• Northern Virginia Resource Center 

• Quest: arts for everyone 

• Sarasota County Library Systems 

• Sondheim Review 

• Texas School for the Deaf Newsletter 

• Through a Deaflens 

• Virginia School for the Deaf and the 

Blind 

• York Art and Design Studio 

• You Tube 

Conference exhibits. The Clerc Center exhibits at national and regional conferences on 

deaf education from preschool through high school. Conferences are selected to reach a wide variety 

of audiences—mainstream schools; schools for the deaf; professional organizations; and 

organizations representing a diversity of cultures, students who have another home language, 

students from rural settings, and students from a wide range of achievement levels. 

In FY 2008, the Clerc Center exhibited at the following 12 events: 

• American Speech-Language-Hearing 

Association Convention (November 15-17) 

• NBC4 Health Expo (January 12-13) 

• Questfest (January 19) 

• The Virginia Transition Forum (March 17-19) 

• Keys to Success Training (March 17-21) 

• National Black Deaf Advocates Eastern 

Regional Conference (April 24-26) 

• Conference of Educational Administrators of 

Schools and Programs for the Deaf (May 2-5) 

• Celebrate Communication Day at Northern 

Virginia Resource Center (May 10) 

• Clerc Center Summer Institute (June 23-27) 

• Alexander Graham Bell Association for the 

Deaf and Hard of Hearing Convention 

(June 27-30) 

• National Association of the Deaf 

Convention (July 7-11) 

• Pathways to Possibilities (August 13-15) 

Promotional materials. The Clerc Center sends materials for distribution at conferences or 

events that it cannot attend. These events typically appeal to one of the center’s key audiences and 

materials are distributed through the conference organizers, at the Gallaudet University booth, or 

through an on-site GURC representative. 

In FY 2008, the Clerc Center distributed 1,500 promotional materials at the regional 

workshops of the National Association of State Directors of Special Education (NASDSE). 

101

Publications 

The Clerc Center produces a wide variety of publications for teachers, parents, and professionals 

involved with education for deaf and hard of hearing students. All publications are available on the Clerc 

Center Web site, and many are also available in hard copy by request at no cost. 

Sharing Ideas. The Sharing Ideas series comprises working papers—both online and in 

print—of interest to parents and teachers of deaf and hard of hearing children, researchers, school 

administrators, support service personnel, and policy makers. The intent of the series is to act as a 

clearinghouse for sharing information from a number of sources. The common focus is to improve 

the quality of education for children who are deaf or hard of hearing. 

During FY 2008, the Sharing Ideas series contained 12 titles: 

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• A First Language: Whose Choice Is It? 

• Becoming Bilingual: Facilitating English Literacy Development Using ASL in Preschool 

• Cochlear Implants and Sign Language: Putting It All Together (Identifying Effective Practices for 

Educational Settings) Conference Proceedings 

• Community Building: A Positive Approach to Discipline in Schools 

• Creating a Multicultural School Climate for Deaf Children and Their Families 

• Deaf Education Today: A State of Emergency 

• Family-School Relationships: Concepts and Premises 

• Planning for Literacy: Guidelines for Instruction 

• Speechreading in Context: A Guide for Practice in Everyday Settings 

• Student Life in the New Millennium: Empowering Education for Deaf Students 

• Transition Planning and Programming: Empowerment Through Partnership 

• Where Does Speech Fit In? Spoken English in a Bilingual Context 

The 12 titles received a total of 51,163 hits on the Sharing Ideas Web site; 2,358 copies of 

these titles were distributed in print; and 6,012 were downloaded as complete PDF files. 

Sharing Results. Sharing Results is a series of occasional papers—both online and in 

print—that describes the results of work undertaken by the Clerc Center in its three priority areas: 

literacy, family involvement, and transition from school to postsecondary education and 

employment. Each paper’s focus is determined through an extensive public input process with 

parents, educators, service providers, and researchers throughout the country. The Sharing Results 

series includes three kinds of papers: 

• Descriptions of critical needs in the Clerc Center’s priority areas and the processes used 

to identify those needs 

• Descriptions of the results of collaborations between the Clerc Center and other schools 

and programs to develop and implement innovative approaches to some of the 

persistent challenges within the Clerc Center priority areas 

• Extensive evaluation of selected innovations to provide information to help program 

planners determine whether an innovation would be appropriate for their program 

During FY 2008, the online Sharing Results library contained five documents (one of which 

is available in Spanish): 

• A Look at the Decisions Hispanic Families Make After the Diagnosis of Deafness (also available in 

Spanish: Un Estudio sobre las Decisiones que Toman las Familias Hispanas Después de un 

Diagnóstico de Sordera)

• A Look at Rural Families Weighing Educational Options: Identifying the Factors That Influence 

Parents as They Make Educational Placement Decisions for Their Children Who Are Deaf 

• How Public Input Shapes the Clerc Center’s Priorities: Identifying Critical Needs in Transition From 

School to Postsecondary Education and Employment 

• Shared Reading Project: Evaluating Implementation Processes and Family Outcomes (Executive 

Summary) 

• We Are Equal Partners: Recommended Practices for Involving Families in Their Child’s Educational 

Program 

These five documents received 8,818 hits on the Sharing Results Web pages in FY 2008; 498 

print copies were distributed; and 410 were downloaded as complete PDF files. 

Odyssey. Odyssey is the Clerc Center’s primary vehicle for communicating information and 

best educational practices to teachers, parents, and professionals throughout the country. Articles are 

contributed by Clerc Center teachers and staff and by professionals in schools and programs 

throughout the United States. The 2007-2008 issue was themed, “Autism: When Deafness and 

Autism Coexist in Children.” To date, 25,000 print versions of the magazine have been distributed 

by request and more than 90,000 electronic versions of Odyssey articles have been downloaded. 

World Around You. In FY 2008, World Around You (WAY) published nine issues in its 

online magazine format, carrying features, news, and information about deaf and hard of hearing 

people and showcasing the successes and adventures of deaf and hard of hearing teenagers. The goal 

of WAY is to promote literacy by encouraging deaf and hard of hearing students to read material of 

special interest to them. In addition, by featuring often hard-to-access information about deaf 

people, deaf history, and the deaf community, WAY hopes to provide a sense of community to deaf 

and hard of hearing teens who too often can feel isolated. This year a teacher’s section was added to 

share resources and ideas for using WAY in the classroom. It currently has a circulation of 2,247. 

Celebrate! Celebrate! magazine showcases the work of deaf and hard of hearing students who 

participated in the Gallaudet National Essay, Art, and ASL Contest for Deaf and Hard of Hearing 

Students. The publication, which is also posted on the Clerc Center Web site, is published annually 

in May. Celebrate! encourages the nation’s deaf and hard of hearing students to write, draw, and sign. 

The FY 2008 competition focused on the topic, “Yes, I Can!” and received 623 entries. Ten 

thousand copies of Celebrate!—40 colorful pages of all winning students’ essays, artwork, and ASL 

video clips—were distributed to new and current subscribers. 

Educational Projects 

Gallaudet National Essay, Art, and ASL Contest for Deaf and Hard of Hearing 

Students. Gallaudet University’s Office of Enrollment Management and the Clerc Center 

collaborated in FY 2008 to sponsor the annual Gallaudet National Essay, Art, and ASL Contest for 

Deaf and Hard of Hearing Students. This was the first year the contest had separate entry categories 

for elementary and high school students. Students were asked to write on the topic, “Yes, I Can!” 

Students in schools and programs throughout the United States and Canada submitted 623 entries— 

247 essays, 257 art entries, and 119 ASL entries. 

Place winners (first, second, third, and honorable mention) in the high school (ages 15–19) 

category won scholarships for postsecondary education and books donated by the Mildred Albronda 

Memorial Trust. Place winners in the elementary (ages 9–14) category won cash prizes. All entrants 

received participation awards. The Clerc Center has sponsored the contest each year for more than 

30 years to encourage deaf and hard of hearing students to express themselves not only through 

writing but also through art and ASL. 

103

Art Exhibition. Yes, I Can!, a body of work developed from the art entered in the Gallaudet 

National Essay, Art, and ASL Contest for Deaf and Hard of Hearing Students, was exhibited at 

KDES throughout the summer of FY 2008. The art reflected not only how deaf and hard of hearing 

teens have dealt with past challenges and succeeded but also their future ambitions. In a variety of 

media, they drew themselves as chefs, professional athletes, teachers, computer videogame 

designers, nurses, fashion designers, models, college students, doctors, counselors, global warming 

activists, lawyers, and even president of the United States. 

Table 22. FY 2008 Clerc Center Summary—Training, Information, Exhibits, Products Dissemination, 

and Web Hits 

Training and technical Information 

Exhibits and 

assistance 

dissemination 

performances Products Web site 

People 

People 

People Products 

Activities served Activities served Activities served disseminated Web hits 

397 9,720 2,715 3,635 30 26,642 361,414 2,723,865 

Sources. Table 23: FY 2008 Publications and Information Dissemination, Product Distribution; Table 24: FY 2008 

Training and Technical Assistance, Information Dissemination, and Exhibits and Performances; Table 30: FY 2008 

Clerc Center Web Hits 

104

Table 23. FY 2008 Publications and Information Dissemination, Product Distribution 

Product category and name Total 

Major periodicals 

Odyssey (print) 25,000 

Odyssey (PDF downloads) 2 96,243 

World Around You (WAY), student and teacher editions 2,247 

WAY (PDF downloads) 2 10,137 

Products sold or distributed 

Total major periodicals 133,627 

Products sold/distributed (videotapes, educational materials, promotional materials, 

print versions of Sharing Ideas and Sharing Results papers, etc.) 2 34,869 

Products downloaded (not reported elsewhere) 2 795 

Info to Go products (previously National Information Center on Deafness; print) 3,692 

Info to Go products (PDF downloads of complete papers) 2 16,207 

Celebrate! (Gallaudet National Essay, Art, and ASL Contest) 10,000 

Clerc Center Information Packets (each contains 13 separate items) 8,190 

KidsWorld Deaf Net (PDF downloads of complete papers) 2 8,997 

Sharing Ideas (PDF downloads of complete papers) 2 6,012 

Sharing Results (PDF downloads of complete papers) 2 410 

Total products sold or distributed 89,172 

Other items reported through activity summaries and contact logs not reported above 

Handouts 1 12,426 

Gallaudet materials 1 2,296 

Web materials 1 3,325 

Materials published through the deaf/general press 

Total other 18,047 

Total circulation of third party publications not reported above 1 2 

News and Notables 1 90,166 

Total circulation of articles/press releases not reported above 1 30,400 

Total materials published - deaf/general press 120,568 

Total number of products disseminated 361,414 

GPRA count 222,799 

Notes. All editions of World Around You and Odyssey magazines, selected Info to Go documents, all 12 Sharing Ideas 

papers, all 5 Sharing Results papers, and the Clerc Center catalog can be downloaded free from the Clerc Center Web 

site. Downloads of a few selected products are reported above. General hits on the Web site are reported in Table 30. 

1Excluded from the GPRA count. 2Counted from September 1, 2007 to August 31, 2008. 

105

106 

Table 24. FY 2008 Training and Technical Assistance, Information Dissemination, and Exhibits and Performances 

Training and technical 

assistance Information dissemination Exhibits and performances Total 

GURC 

People Materials 




region Activities served distrib. Activities served distrib. Activities served distrib. Activities served distrib. 

Mid-Atlantic 162 676 855 912 1,040 1,986 7 847 1,766 1,081 2,563 4,607 

Northeast 70 2,179 2,873 394 454 153,088 12 3,530 24,584 476 6,163 180,545 

Southeast 19 773 1,451 314 405 8,546 1 87 0 334 1,265 9,997 

Midwest 86 3,250 3,157 431 559 1,223 0 0 0 517 3,809 4,380 

West 22 1,802 1,661 331 390 868 2 5,000 356 355 7,192 2,885 

Pacific 11 85 57 18 22 25 0 0 0 29 107 82 

National 20 789 4,573 21 565 2,495 7 16,978 5,523 48 18,332 12,591 

International 1 100 0 161 71 1,505 0 0 0 162 171 1,505 

Unknown 6 66 257 133 129 228 1 200 1,020 140 395 1,505 

Total 397 9,720 14,884 2,715 3,635 169,964 30 26,642 33,249 3,142 39,997 218,097 

Sources. Clerc Center Activity Summary and Contact Log forms (Total Activity Summary forms = 863; Total Contact Log forms = 2,964 with Listserv, 2,846 without 

Listserv) 

Notes. Table 24 does not include all materials distributed by the Clerc Center; see Table 23 for a comprehensive report of products. GURC = Gallaudet University Regional 

Center

Table 25. FY 2008 Training and Technical Assistance—National Mission Priority Areas Served 

Literacy Family involvement Transition 




GURC Region Activities served distrib. Activities served distrib. Activities served distrib. 

Mid-Atlantic 4 72 101 5 109 173 5 151 597 

Northeast 57 1,763 3,788 16 538 457 9 404 262 

Southeast 0 0 0 0 0 0 6 193 183 

Midwest 6 83 1,010 8 695 17 11 389 957 

West 10 739 151 8 345 820 14 1,526 1370 

Pacific 2 4 1 1 3 1 5 77 57 

National 4 76 1,663 7 968 3,654 1 350 6 

International 0 0 0 1 6 12 0 0 0 

Unknown 2 8 35 2 8 35 0 0 0 

Total 85 2,745 6,749 48 2,672 5,169 51 3,090 3,432 

Source. Clerc Center Activity Summary forms (Total = 863) 

Notes. A given activity may address more than one priority area. GURC = Gallaudet University Regional Center 

Table 26. FY 2008 Information Dissemination—National Mission Priority Areas Served 

Literacy Family involvement Transition 




GURC Region Activities served distrib. Activities served distrib. Activities served distrib. 

Mid-Atlantic 73 142 576 23 130 112 34 106 57 

Northeast 116 36,640 37,200 56 12,656 12,655 9 1,771 1,766 

Southeast 33 33 1,692 44 2,714 2,707 15 14 4 

Midwest 54 2,957 407 11 21 105 54 3,078 16 

West 61 53 275 11 71 67 23 25 5 

Pacific 4 2 13 1 1 0 7 7 7 

National 5 519 2,224 0 0 0 3 512 2,222 

International 73 25 91 19 15 4 10 6 18 

Unknown 43 41 56 0 0 0 25 25 25 

Total 462 40,412 42,534 165 15,608 15,650 180 5,544 4,120 

Source. Clerc Center Contact Log forms (Total = 2,964) 

Notes. A given contact may address more than one priority area. GURC = Gallaudet University Regional Center 

107

108 

Table 27. FY 2008 Training and Technical Assistance—Types of Requesting Programs Served 

Schools f/t Public/private Post- Organization/ Hospital/ 

GURC region deaf schools secondary agency homebound Other Unknown Total 

Mid-Atlantic 7 3 120 5 0 0 1 136 

Northeast 29 21 22 17 1 1 39 130 

Southeast 9 7 1 5 0 1 2 25 

Midwest 21 12 8 40 1 12 17 111 

West 8 7 8 6 0 2 10 41 

Pacific 10 4 0 2 0 1 1 18 

National 12 4 11 8 0 1 1 37 

International 0 0 0 0 0 0 1 1 

Unknown 1 1 2 2 1 0 2 9 

Total 97 59 172 85 3 18 74 508 

Source. Clerc Center Activity Summary forms that identify “requesting programs” 

Note. These numbers identify only the “requesting program” for each activity. They do not include the various schools and programs represented by all the participants 

attending each activity. GURC = Gallaudet University Regional Center 

Table 28. FY 2008 Information Dissemination—Types of Requesting Programs Served 

Schools f/t Public/private Post- Organization/ Hospital/ 

GURC region deaf schools secondary agency homebound Other Unknown Total 

Mid-Atlantic 62 27 433 43 3 73 89 730 

Northeast 72 25 42 38 1 20 202 400 

Southeast 99 60 9 65 1 26 106 366 

Midwest 58 26 56 61 2 39 236 478 

West 57 16 34 50 1 34 122 314 

Pacific 8 5 1 2 0 1 0 17 

National 3 2 6 11 0 3 2 27 

International 6 4 7 21 0 24 6 68 

Unknown 2 13 7 2 0 35 70 129 

Total 367 178 595 293 8 255 833 2,529 

Source. Clerc Center Contact Log forms 

Note. GURC = Gallaudet University Regional Center

Table 29. FY 2008 Information Dissemination—How Were Clerc Center Personnel Contacted? 

Electronic 

Phone/video 

GURC region communication Fax In person Listserv Mail 

phone Total 

Mid-Atlantic 384 1 475 1 16 36 913 

Northeast 263 1 90 35 11 29 429 

Southeast 200 0 92 0 11 11 314 

Midwest 306 5 81 68 12 26 498 

Western 205 9 88 0 13 16 331 

Pacific 11 0 6 0 1 0 18 

National 13 0 7 1 1 0 22 

International 46 1 109 1 2 3 162 

Unknown 124 0 4 0 1 4 133 

Total 1,552 17 952 106 68 125 2,820 

Source. Clerc Center Contact Log forms 

Notes. In addition to the contacts reported above, the Clerc Center has a Web site that provides extensive information to online users. See Table 30 for summary of Web 

hits. GURC = Gallaudet University Regional Center 

109

110 

Table 30. FY 2008 Clerc Center Web Hits 

2007 2008 

FY 2008 

Month Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Totals 

Entire Clerc 

Center 236,356 276,875 387,533 281,180 237,871 236,337 234,844 212,674 188,615 131,835 114,519 185,226 2,723,865 

CIEC 3,787 4,338 3,083 4,122 4,030 3,796 4,141 3,233 3,140 2,139 1,576 2,937 40,322 

Deaflympics 1,932 1,513 978 1,142 1,113 901 771 739 655 612 583 969 11,908 

DPN 33,299 4,485 2,841 1,857 4,021 5,097 4,747 2,676 1,425 1,239 1,048 2,875 65,610 

GURC 427 990 895 1,147 1,369 732 594 429 434 352 236 283 7,888 

Info to Go 28,180 39,272 26,145 28,667 27,974 26,918 29,692 21,453 13,599 16,175 11,871 17,970 287,916 

KidsWorld Deaf 

Net 10,229 9,697 5,545 7,114 7,344 7,935 7,975 6,696 6,522 4,375 4,025 7,268 84,725 

Literacy 19,637 18,554 13,168 17,522 17,971 15,453 14,927 13,340 12,015 8,587 8,610 16,010 175,794 

NOREN 2,359 3,103 4,821 3,533 2,880 2,199 1,461 1,546 2,093 1,697 1,164 1,886 28,742 

Odyssey 11,036 11,264 8,568 9,351 9,419 9,031 8,607 23,744 10,434 7,200 6,596 12,899 128,149 

Priorities 5,564 4,932 4,005 5,754 1,572 5,202 4,149 4,457 6,400 4,650 4,820 5,285 56,790 

Products 12,634 14,664 12,693 13,474 12,316 11,977 11,966 10,584 11,546 8,511 7,021 9,487 136,873 

Residence 

Education 1,255 1,506 1,234 1,879 1,052 884 675 882 1,529 1,172 679 619 13,366 

Sharing Ideas 

Series 4,955 5,196 4,923 5,048 4,701 4,196 4,826 3,892 4,367 3,256 2,574 3,229 51,163 

Sharing Results 

Series 925 1,178 949 914 809 702 661 667 640 528 367 478 8,818 

Showcase 1,079 1,011 1,021 2,852 975 527 946 616 681 382 282 366 10,738 

Signs of Literacy 

w/o Gally users 1,167 1,682 1,884 1,795 1,782 2,296 2,171 1,500 1,477 1,079 704 1,460 18,997 

Signs of Literacy 

w/Gally users 1,199 1,813 1,941 1,844 1,927 2,358 1,743 1,543 1,539 1,179 795 3,979 21,860 

TecEds 13,735 17,859 27,079 18,183 13,489 16,634 15,982 14,978 17,861 7,378 7,504 13,796 184,478 

TecEds Reviews 158 295 105 302 121 145 113 157 65 118 49 90 1,718 

Transition 1,429 1,984 1,896 2,207 1,572 1,657 1,247 1,250 1,886 1,088 640 995 17,851 

VC Web 74 449 361 175 212 156 213 220 96 52 36 73 2,117 

World Around 

You 13,547 14,670 13,136 13,804 14,391 13,429 13,487 9,688 9,337 5,754 4,835 8,998 135,076 

Notes. CIEC = Cochlear Implant Education Center; DPN = Deaf President Now; GURC = Gallaudet University Regional Center; NOREN = National Outreach, 

Research, and Evaluation Network; TedEds = Technology in Education Can Empower Deaf Students; VC Web = Videoconference Web

Demonstration Elementary and Secondary School Initiatives 

This section highlights several FY 2008 initiatives in the two demonstration schools, KDES 

and MSSD. The two schools play a vital role in the Clerc Center’s national mission. They are often 

the place where innovative ideas, strategies, training, and technology applications begin and later 

become national mission projects as those described in the Appendix. Students in the schools are 

representative of deaf and hard of hearing students across the United States, making the schools 

excellent sites for developing and evaluating promising educational practices that could be replicated 

at other schools and programs throughout the country. 

The projects highlighted here are in addition to the projects included in the Appendix. While 

they are promising practices for educating deaf and hard of hearing students, they have not been 

designated as national mission projects at this time. 

Accreditation for Growth 

KDES and MSSD continue to work on the Accreditation for Growth (AFG) strategic plans 

that were created as part of the accreditation process. KDES and MSSD were reaccredited by the 

Middle States Association (MSA) and the Conference of Educational Administrators of Schools and 

Programs for the Deaf in December 2003. The schools identified two student growth objectives 

(SGOs) to pursue throughout this accreditation cycle in the areas of reading/writing and emotional 

intelligence (EQ). 

The Student Achievement Committee (SAC), a representative body reflecting all aspects of 

the Clerc Center, meets twice a year to review progress and give feedback on the school action 

plans. An implementation team monitors logistics, planning, and administrative issues to move the 

AFG work forward. 

In accordance with AFG guidelines, the schools underwent a midcycle accreditation visit by 

a member of the original validation team in November 2005. Feedback received from MSA 

indicated that both schools were making good progress in their AFG work. 

During FY 2007, the demonstration schools continued implementing the action plans and 

collecting data to review progress in the two SGO areas. As in previous years, school-wide 

professional days were used to review the data and discuss its implications. The SAC met twice last 

year to review the results of the student data, as well as to look at the school action plans and make 

recommendations for focus in FY 2008. During the summer, the AFG leadership group reviewed 

the current implementation mechanism and made some changes to move the work forward more 

effectively. Under the new AFG Accountability Group, responsibility for implementing the action 

plans will move under the direct leadership of the school principals. Using the action plans and input 

from the SAC, each principal will develop and follow a work plan for this year’s AFG implementation. 

Plans for FY 2008 include identifying and transitioning responsibilities to new internal 

coordinators as the schools approach the next accreditation cycle and begin to implement the 

requirements of NCLB as mandated by the recent reauthorization of the Education of the Deaf Act. 

111

KDES Initiatives 

Literacy initiative: American Sign Language Department. The American Sign Language 

Department served an integral role at KDES during FY 2008. The department provided support for 

students in the areas of academic and conversational ASL in a variety of formats during the year. 

The department’s ASL specialists provided workshops on the intentional use of academic ASL in 

the classroom and during incidental learning opportunities. They also supported various school 

initiatives, such as the “Wildcat News18” (WCN18) show. This show was a weekly production that 

provided students with developmentally appropriate topics to research. Students developed and 

edited scripts based on their research, reflected on the use of academic ASL to convey their findings, 

and were filmed for broadcasts of “WCN18.” 

Considering the research on language development and its role in the growth of reading and 

writing skills, the ASL Department continues to provide significant guidance and support in the 

development of students’ first language skills in ASL. During FY 2008, the ASL Department 

continued to focus on the assessment of students’ ASL skills and the practical application of this 

information to classroom instruction. One new area of focus this year was guided viewing. This 

concept is akin to guided reading, in which the teacher supports the students’ use of effective 

strategies to process film signacy (i.e., ability to use a signed language effectively) at increasingly 

challenging levels. The initial stage of this multi-year focus was to collect data in various contexts at 

multiple student levels within KDES. 

Literacy initiative: Community of Literacy Practitioners. The Community of Literacy 

Practitioners (CLP) is a specific type of professional learning community that was developed at 

KDES during FY 2008 as a direct result of teachers and support personnel gathering to discuss 

elements of their craft in the area of literacy. The organization of the CLP was led by the literacy 

specialist and school administrators in conjunction with the Gallaudet Department of Education. 

The community concentrated discussions on ensuring that students learn, creating a culture of 

collaboration, and focusing on results. The teachers were divided into two groups: primary grades 

(Early Childhood Education and Team 1/2/3) and intermediate grades (teams 4/5 and 6/7/8). This 

design was intentional to support and facilitate focused discussions on developmentally appropriate 

practices and relevant topics. 

Each Wednesday these two groups gathered to discuss various topics that included, but were 

not limited to: teachers’ beliefs and how they affect student learning, bilingualism and the role of 

each language in the classroom, and different types of assessment tools to use at various stages of 

learning. The CLP groups also invited guest lecturers to share information on current practices in 

the fields of literacy and language acquisition. Finally, the CLP groups created opportunities for 

teachers to observe each other’s classrooms at length for two reasons: (a) to provide constructive 

feedback on the craft of teaching to enhance learning experiences for students from diverse 

backgrounds and students with additional exceptional learning needs and (b) to gain insight on how 

various strategies manifested themselves across different content areas and learning levels. 

Literacy initiative: Reading Is Fundamental. The Reading Is Fundamental (RIF) 

program offers enriching activities that capture children’s interest in reading. Every child involved 

with RIF gets to choose and keep new books at no cost to the children or their families. This is the 

fifth year KDES has participated in the program, which provides multiple opportunities during the 

school year for students to receive books at no charge. These books were distributed to students 

prior to silent reading time so that students had a high-interest book to spark their interest in 

sustained silent reading during the allotted time period. The KDES students enjoy this program, and 

112

the teachers and librarian continue to work to ensure these experiences are positive for all. KDES 

will continue to participate in RIF during FY 2009. 

Literacy initiative: Silent reading. As part of the literacy program at KDES, sustained 

silent reading was implemented as a school-wide program to involve everyone in silent reading. 

Students engaged in sustained silent reading throughout the school day. During the 20 minutes of 

independent reading, students selected books to increase their enjoyment of reading. 

Early Childhood Education Program: Reggio Emilia philosophy. The Early Childhood 

Education (ECE) program and the Child Development Center (CDC) at KDES continue to 

enhance and implement the Reggio Emilia approach to early childhood education. Following this 

approach, teachers and children learn together about the world using open-ended questions, 

hypotheses, projects, and discussion. Several of the key elements of the Reggio Emilia approach to 

learning include: (a) the role of the environment as a teacher; (b) children’s multiple symbolic 

languages; (c) documentation, assessment, and advocacy; (d) long-term projects; (e) the teacher as 

researcher; and (f) home-school relationships. The National Association for the Education of Young 

Children, the premier organization on the education of young children, has documented the success 

of this approach to learning in its developmentally appropriate practices guidelines. 

The Reggio Emilia vision includes the child as a competent learner and consequently 

produces a child-directed curriculum with purposive progression. Children construct their own 

knowledge about topics by working on projects. Creativity and literacy are highly regarded and 

emphasized. Continual evaluation of the Reggio Emilia philosophy and its appropriate use with deaf 

and hard of hearing children takes place throughout the year in multiple forms. 

During FY 2008, the ECE team and CDC teachers and staff continued to receive intentional 

progressive training opportunities. These trainings included documentation techniques of classroom 

activities, project development, and reflections on how to enhance student learning to incorporate 

the key elements of the approach. 

Safe and Caring Schools. The Safe and Caring Schools Initiative at KDES complements 

and supports the academic instruction students receive at school and is based upon and targets 

various areas of EQ, such self-awareness, social awareness, relationship skills, and responsible 

decision making. Activities were designed to comply with targeted outcomes, such as increasing the 

awareness of bullying and its affect on learning, and enhancing student independence related to 

specific transition skills. These student outcomes are presented through fun and exciting activities 

that help teachers, counselors, and support staff model effective strategies and also demonstrate to 

students a passion for learning. With this focus on school climate change and infusing social and 

emotional learning into academics, the result is a more comprehensive psychological development 

that supports an increasingly engaged and sophisticated learner. 

The launch of this type of initiative at KDES was extremely effective related to students’ 

self-reflection and metacognitive skills. This initiative provided the opportunity for interdisciplinary 

work that resulted in meaningful outcomes for students. During FY 2009, KDES will continue this 

initiative and consider ways to expand on its benefits. 

Student presentations. At the end of each quarter, each team held an expo for students to 

share with others through presentations what they had learned for the quarter. To prepare for their 

presentations, students reflected on what they had learned, identified information they wanted to 

share, developed their presentations, and rehearsed with peers. Students also demonstrated various 

technology and how they were used to promote learning. Helping students prepare for these 

presentations involved extensive collaboration between team teachers, curriculum enhancement 

teachers, and support staff from a number of different units. Students presented to students from 

113

other teams, parents, and individuals from multiple Clerc Center units. These presentations served as 

excellent documentation of student growth in various areas, including literacy and EQ skills. 

MSSD Initiatives 

Botball. Botball, also known as Lego Robotics, requires students to apply science and math 

concepts to create robots that compete against each other in a game played on a 4 × 8-foot table. 

Students write a computer program in C language to perform the necessary tasks to win the game. 

No remote controls are used with the robots. Botball is an educational outreach program presented 

by KISS Institute for Practical Robotics. The District of Columbia Space Grant Consortium has 

helped fund MSSD’s participation in the tournaments. 

In FY 2008, MSSD students participated in the Greater D.C. Botball Robotics Tournament 

for the fifth consecutive year. At the spring tournament, the MSSD team earned the Victory at Any 

Cost Award for the entire tournament, which included 47 teams from 40 different schools. 

Eagle Academy. MSSD’s Eagle Academy is specifically designed to meet the needs of 

students struggling with language development. The primary goal for Eagle Academy students is to 

improve their signing, reading, and writing skills to meet the ASL and English language requirements 

for a standard diploma. 

Eagle Academy students take a double period of Language Arts that provides structured 

time to focus on their individual needs. Language Arts instruction uses a multi-prong approach: 

English instruction, ASL instruction, and assessment. 

English instruction includes group reading; independent reading in the Accelerated Reading 

program; regular sustained silent reading sessions; vocabulary instruction; using the writing process 

(prewriting, writing drafts, getting feedback, making revisions, editing, and producing final copies) to 

write in various genres of creative writing, essays, and research projects; grammar instruction; 

comparison of English and ASL structures and grammar; various kinds of journaling (e.g., dialogue 

journal, writing journal, literature journal, blog); and test-taking strategy instruction and practice. 

ASL instruction includes direct ASL instruction once a week via an ASL language class; oneon-one 

ASL support for students struggling with signing skills; ASL classroom instructional support 

for student learning activities, projects, and assignments; comparison of ASL and English structures 

and grammar; and dialogue vlogs, ASL Traits, silent viewing, signing process, ASL poetry, and ASL 

storytelling. 

Assessment includes the Informal Reading Inventory (IRI), the SAT-10 Reading 

Comprehension subtest, Accelerated Reader (AR), the Written English Assessment (WEA), the 6+1 

Writing Assessment, the Woodcock Reading Inventory, the ASL-PI, and ASL Traits. 

Freshman Orientation Program. All freshman students are required to attend an 

orientation program to high school, which covers areas such as study skills, adjustment to life in 

high school, learning about oneself, EQ activities, the logistics of MSSD and various personnel (e.g., 

who handles what), organizational skills, using the student agenda book, team building, and 

leadership development. 

Open dialogues. Throughout the school year, MSSD students were able to participate in a 

variety of open dialogues. Students and staff came together to openly discuss important current 

issues facing the school and teenagers. Topics covered in FY 2008 included diversity, race relations, 

bullying and harassment, and improving relationships. 

Seminar courses. In FY 2008, all MSSD students took a 40-minute seminar each day. In 

this course, students compiled a portfolio through the year that contained examples of their work 

114

eflecting the five student outcomes: essential knowledge, life planning, communication, EQ, and 

thinking skills. Students were grouped into small advisory teams, and they worked with their 

advisors throughout the school year on different special projects, including team building activities, 

career assessments, study skills, and resume building. They also enjoyed various guest speakers. 

Portfolios and seminar classes are intended to enhance the students’ awareness of their own learning 

process and help them begin to prepare for postsecondary life. 

Senior project. In FY 2008, all MSSD seniors were required to complete an individual 

project for which they selected a topic, completed a research assignment, created a product that 

reflected their newfound knowledge, and gave a final presentation. The senior project was designed 

to enhance the students’ creative thinking and research skills. Students have found these projects to 

be excellent opportunities for exploring their future career interests. At the end of FY 2008, MSSD 

launched a new approach to the senior project—students will be working on teams to plan an event 

that has potential benefit to the school. This change was designed to give students the real-life 

experience of working as a team to accomplish a goal. 

Student development. The MSSD Student Life Department provides after-school activities 

that foster interdependent growth in students’ social, physical, intellectual, communicative, and 

emotional development. Students’ total development is enhanced through varsity athletics and 

integration of classroom and non-classroom activities that educate and inspire lifelong values. 

Emphasis is placed on development of real-life skills, self-sufficiency, positive social interactions, 

respect for individual differences, teamwork, winning and losing, and sportsmanship. Students learn 

self-discipline, build self-confidence, master skills to handle competitive situations, and recognize the 

value of experience. A high level of student involvement is encouraged in activities promoting 

decision making, leadership, positive work habits, social interaction, and community service. 

Opportunities are provided for teachers, staff, and parents to work together in enhancing each 

student’s overall growth and development. 

115

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KDES Student Characteristics, Related Educational Services 

Received, and Achievement 

Enrollment 

Kendall Demonstration Elementary School (KDES) serves students from birth through age 

15 who reside in the Washington, D.C. metropolitan area. While the majority of new students enroll 

at the beginning of the school year, students are admitted any time during the school year. Students 

enter and leave KDES for a variety of reasons, including transfers to and from other educational 

programs and family relocation. On September 15, 2007, 127 students were enrolled at KDES (see 

Table 31). This is the official enrollment number for the year, and it is used in this section as the 

basis for reporting student characteristics, services received, and achievement. Thirty of those 

enrolled were new students to KDES, the majority of whom were admitted into the Early 

Childhood Education (ECE) program. 

Table 31. KDES Enrollment, AY 2007-2008 

All students ECE Team 

KDES 

Team 1/2/3 Team 4/5 Team 6/7/8 

Enrollment on 

Sept. 15, 2007 

First time 

127 53 19 22 33 

enrollments 

Completed 

30 24 1 0 5 

program 

Left before 

completing 

16 0 0 0 16 

program 20 8 4 3 5 

KDES Student Characteristics 

Hearing levels of KDES students. Fifty-nine percent of KDES students had hearing 

losses measured at the profound level (91 decibels and greater). This is more than two times the rate 

of profound deafness reported by other programs across the nation that serve students who are deaf 

or hard of hearing (see Table 32). This comparison is made available through the Annual Survey of 

Deaf and Hard of Hearing Children and Youth conducted by the Gallaudet Research Institute. This 

survey includes students from about 70% of the educational programs nationwide that serve 

students who are deaf or hard of hearing. 

In FY 2008, the number of KDES students with cochlear implants was 33, or 26% of the 

school population. Twenty-eight of those students were currently using their implant.

Table 32. Percentage of KDES Students by Hearing Level and Instructional Team, September 2007 

GRI Annual 

Survey 1 

(N=31,599) 

All 

students 

KDES 

Level of 

hearing loss 

(N=123) 2 

ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

(N=49) (N=19) (N=22) (N=33) 

All levels 

Normal 

100% 100% 100% 100% 100% 100% 

3 

(

Traditionally underserved racial/ethnic groups. Traditionally underserved racial/ethnic 

groups include African American or Black, Hispanic, Asian/Pacific Islander, and other groups not 

of Caucasian or European American heritage. Fifty-seven percent of KDES students were members 

of traditionally underserved racial/ethnic groups, whereas programs nationwide report that 53% of 

students who are deaf or hard of hearing belong to these traditionally underserved groups (see Table 

34). The proportion of Black and African American students enrolled at KDES was more than 

double that of other programs nationwide (38% vs. 15%). 

Table 34. Percentage of KDES Students by Race/Ethnicity and Instructional Team, 

September 2007 

118 

GRI 

Annual 

Survey 1 

(N=36,781) 

ECE 

Team 

(N=53) 

KDES 

Team 

1/2/3 

(N=19) 

Team 

6/7/8 

(N=33) 

All teams 

Team 4/5 

Racial/ethnic group 

(N=127) 

(N=22) 

All groups 100% 100% 100% 100% 100% 100% 

Caucasian 

Traditionally 

underserved racial/ 

47% 43% 59% 37% 32% 27% 

ethnic groups 

African American or 

53% 57% 41% 63% 68% 73% 

Black 15% 38% 30% 26% 50% 49% 

Hispanic 

Asian/Pacific 

28% 13% 4% 32% 14% 15% 

Islander 

American Indian, 

multi-ethnic, & other 

4% 4% 6% 0% 0% 6% 

racial/ethnic groups 5% 3% 2% 5% 5% 3% 

Note. Totals may not sum to 100% due to rounding. 

1From Regional and national summary report of data from the 2006-2007 Annual Survey of Deaf and Hard of Hearing Children and 

Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 

Table 35. Number of KDES Students by Race/Ethnicity and Instructional Team, September 2007 

GRI 

KDES 


Racial/ethnic group Survey 1 ECE Team 

Team 

All teams Team 1/2/3 Team 4/5 6/7/8 

All groups 36,781 127 53 19 22 33 

Caucasian 

Traditionally 


17,430 54 31 7 7 9 

ethnic groups 


19,351 73 22 12 15 24 

Black 5,566 48 16 5 11 16 

Hispanic 10,397 16 2 6 3 5 

Asian/Pacific 

Islander 1,542 5 3 0 0 2 



racial/ethnic groups 1,846 4 1 1 1 1 


Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University.

Languages spoken in the homes of KDES students. English was the most common 

language spoken in the homes of KDES students. Twelve percent of students came from Spanishspeaking 

homes and 2% came from homes in which Amharic or French were spoken. Forty-five 

percent of KDES students live in homes where sign language, including ASL, is used. 

Additional disabilities. Thirty-two percent of KDES students were identified as having 

additional physical or cognitive disabilities (see Table 36). Five percent of KDES students had 

“other conditions,” which included obsessive-compulsive traits, motor problems, behavior issues, 

memory issues, and anxiety disorder. The most prevalent disabilities among KDES students were 

developmental delays and Attention Deficit Disorder. 

Table 36. Percentage of KDES Students With Disabilities by Instructional Team, September 2007 


Survey 1 

(N=35,706) 

All 

students 

(N=127) 

KDES 

ECE Team Team 1/2/3 Team 4/5 

Disabilities 

(N=53) (N=19) (N=22) 

All conditions 100% 100% 100% 100% 100% 100% 

No disabilities 

Deaf students with 1 

or more additional 

49% 68% 87% 68% 32% 61% 

disabilities 51% 32% 13% 32% 68% 39% 

Low vision 4% 2% 2% 0% 5% 3% 

Legally blind 1% 0% 0% 0% 0% 0% 

Learning disabled 

Attention Deficit 

8% 6% 0% 16% 5% 12% 

Disorder 

Speech/language 

5% 8% 4% 0% 23% 9% 

impairment 25% 0% 0% 0% 0% 0% 

Mentally retarded 8%

Table 37. Number of KDES Students With Disabilities by Instructional Team, September 2007 

KDES 


Disabilities 

Survey 1 

All 

students ECE Team Team 1/2/3 Team 4/5 Team 6/7/8 

All conditions 35,706 127 53 19 22 33 

No disabilities 17,340 86 46 13 7 20 



disabilities 

18,366 41 7 6 15 13 

Low vision 1,281 3 1 0 1 1 

Legally blind 513 0 0 0 0 0 

Learning disabled 2,868 8 0 3 1 4 


Disorder 

1,836 10 2 0 5 3 


impairment 

8,893 0 0 0 0 0 

Mentally retarded 2,849 1 0 0 1 0 

Emotional disorder 638 7 0 0 4 3 

Developmental 

delay 

1,368 12 4 1 5 2 

Autism 469 1 0 1 0 0 

Orthopedic 

impairment 

1,439 5 1 2 1 1 

Traumatic brain 

injury 

107 1 0 0 0 1 

Other health 

impairments 

1,277 9 0 0 4 5 

Other conditions NA 6 0 0 1 5 



Support Services 

KDES provides an array of educationally related services to students who need them to 

benefit from the instructional program. Ninety percent of KDES students received one or more 

support services, compared to 92% for deaf and hard of hearing students nationwide in programs 

ranging from special schools to public school settings (see Table 38). Support services provided 

most often to KDES students included speech training/therapy, audiological services, counseling, 

occupational and physical therapy, and Extended School Year (ESY). 

At KDES, Caucasian students received audiological services at a higher rate than students 

from traditionally underserved racial/ethnic groups (see Table 40). Students from traditionally 

underserved racial/ethnic groups received higher rates of counseling, occupational and physical 

therapy, and ESY than did Caucasian students. All students received high rates of speech 

therapy/training. 

120

Table 38. Percentage of KDES Students Receiving Support Services by Instructional Team, 

AY 2007-2008 

Support services 

GRI 


Survey 1 

(N=36,727) 

All 

students 

(N=127) 

ECE 

Team 

(N=53) 

KDES 

Team 

1/2/3 

(N=19) 

Team 

4/5 

(N=22) 

Team 

6/7/8 

(N=33) 

No support services 8% 10% 6% 16% 9% 15% 

1 or more support services 92% 90% 94% 84% 91% 85% 

Oral interpreting

Table 39. Number of KDES Students Receiving Support Services by Instructional Team, 



122 

GRI 


Survey 1 

(N=36,727) 

All 

students 

(N=127) 

ECE 

Team 

(N=53) 

KDES 

Team 

1/2/3 

(N=19) 

Team 

4/5 

(N=22) 

Team 

6/7/8 

(N=33) 

No support services 2,989 13 3 3 2 5 

1 or more support services 33,738 114 50 16 20 28 

Oral interpreting 311 0 0 0 0 0 

Sign interpreting 8,640 0 0 0 0 0 

Cued language transliteration 110 0 0 0 0 0 

Sign language transliteration NA 0 0 0 0 0 

Tutoring 3,520 3 0 2 1 0 

Vision services/orientation 

and mobility 477 3 2 0 1 0 

Special deaf/blind 

interpreting services NA 0 0 0 0 0 

Speech training/therapy 21,102 101 48 14 19 20 

Oral/aural therapy NA 5 5 0 0 0 

Notetaking 1,644 0 0 0 0 0 

Communication Access 

Realtime Translation (CART) NA 0 0 0 0 0 

Audiological services 8,484 40 39 0 1 0 

Counseling 3,690 32 2 7 7 16 

Itinerant teacher services 14,235 0 0 0 0 0 

Classroom aide services 7,436 4 2 1 1 0 

C-Print 314 0 0 0 0 0 

TypeWell NA 0 0 0 0 0 

OT/PT 3,577 26 14 2 7 3 

Adaptive PE 1,707 0 0 0 0 0 

Other support services 4,690 57 31 8 11 7 

Extended school year (ESY) NA 56 30 8 11 7 

ASL instruction NA 6 6 0 0 0 

Additional services 2 NA 1 1 0 0 0 


Youth, by Gallaudet Research Institute, 2007, Washington, DC: Gallaudet University. 2Includes play therapy.

Table 40. Percentage of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 

Traditionally underserved racial/ethnic groups 

All traditionally 

underserved African 

Asian/ Other & 

All Caucasian racial/ethnic American or 

Pacific multi-ethnic/ 

students students group students black Hispanic Islander racial groups 


(N=127) (N=54) (N=73) (N=48) (N=16) (N=5) (N=4) 

No support services 10% 15% 7% 6% 0% 0% 50% 

1 or more support services 90% 85% 93% 94% 100% 100% 50% 

Oral interpreting 0% 0% 0% 0% 0% 0% 0% 

Sign interpreting 0% 0% 0% 0% 0% 0% 0% 

Cued language transliteration 0% 0% 0% 0% 0% 0% 0% 

Sign language transliteration 0% 0% 0% 0% 0% 0% 0% 

Tutoring 2% 0% 4% 4% 6% 0% 0% 


and mobility 2% 0% 4% 2% 0% 20% 25% 


interpreting services 0% 0% 0% 0% 0% 0% 0% 

Speech training/therapy 80% 82% 78% 79% 88% 80% 25% 

Oral/aural therapy 4% 6% 3% 0% 6% 20% 0% 

Notetaking 0% 0% 0% 0% 0% 0% 0% 


Realtime Translation (CART) 0% 0% 0% 0% 0% 0% 0% 

Audiological services 32% 41% 25% 27% 13% 60% 0% 

Counseling 25% 15% 33% 31% 44% 20% 25% 

Itinerant teacher services 0% 0% 0% 0% 0% 0% 0% 

Classroom aide services 3% 2% 4% 6% 0% 0% 0% 

C-Print 0% 0% 0% 0% 0% 0% 0% 

TypeWell 0% 0% 0% 0% 0% 0% 0% 

OT/PT 21% 13% 26% 31% 6% 20% 50% 

Adaptive PE 0% 0% 0% 0% 0% 0% 0% 

Other support services 45% 28% 58% 60% 56% 60% 25% 

Extended school year (ESY) 44% 28% 56% 60% 56% 40% 25% 

ASL instruction 5% 0% 8% 8% 0% 40% 0% 

Additional services 1

124 

Table 41. Number of KDES Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 




Asian/ Other & 


Pacific multi-ethnic/ 

students students group students black Hispanic Islander racial groups 


(N=127) (N=54) (N=73) (N=48) (N=16) (N=5) (N=4) 

No support services 13 8 5 3 0 0 2 

1 or more support services 114 46 68 45 16 5 2 

Oral interpreting 0 0 0 0 0 0 0 

Sign interpreting 0 0 0 0 0 0 0 

Cued language transliteration 0 0 0 0 0 0 0 

Sign language transliteration 0 0 0 0 0 0 0 

Tutoring 3 0 3 2 1 0 0 


and mobility 3 0 3 1 0 1 1 


interpreting services 0 0 0 0 0 0 0 

Speech training/therapy 101 44 57 38 14 4 1 

Oral/aural therapy 5 3 2 0 1 1 0 

Notetaking 0 0 0 0 0 0 0 


Realtime Translation (CART) 0 0 0 0 0 0 0 

Audiological services 40 22 18 13 2 3 0 

Counseling 32 8 24 15 7 1 1 

Itinerant teacher services 0 0 0 0 0 0 0 

Classroom aide services 4 1 3 3 0 0 0 

C-Print 0 0 0 0 0 0 0 

TypeWell 0 0 0 0 0 0 0 

OT/PT 26 7 19 15 1 1 2 

Adaptive PE 0 0 0 0 0 0 0 

Other support services 57 15 42 29 9 3 1 

Extended school year (ESY) 56 15 41 29 9 2 1 

ASL instruction 6 0 6 4 0 2 0 

Additional services 1 1 0 1 1 0 0 0 

1Includes play therapy.

KDES Student Achievement 

Student reading achievement. The reading comprehension attainment of KDES students, 

ages 8 and older, is measured annually using the Stanford Achievement Test (10th edition). Students 

in the three instructional teams corresponding to grades 1/2/3, 4/5, and 6/7/8 attained average 

reading grade equivalent levels of 1.6, 2.1, and 3.4, respectively (see Table 43). 

Students completing the KDES instructional program. Sixteen students from Team 

6/7/8 completed the KDES instructional program in spring 2008. Twelve of the completers were 

members of traditionally underserved racial/ethnic groups, and four were Caucasian. 

Twelve of the completers went on to enter the Model Secondary School for the Deaf. All of 

the students who completed the KDES program took the Stanford Achievement Test. The Stanford 

reading comprehension levels of these 16 completers ranged from second grade through seventh 

grade, with an average grade equivalent of 3.3. Caucasian completers attained an average grade 

equivalent of 6.6, while completers who were members of traditionally underserved racial/ethnic 

groups attained an average of 2.7. 

Table 42. Percentage of KDES Students Reading at Different Grade Levels by Instructional Team, 


Grade 

equivalent 

level 

All students 

(N=72) 

Team 1/2/3 

(N=17) 

KDES 

Team 4/5 

(N=22) 

Team 6/7/8 

(N=33) 

All levels 100% 100% 100% 100% 

Post high 

school 3% 0% 5% 3% 

12.0-12.9 0% 0% 0% 0% 

11.0-11.9 1% 0% 0% 3% 

10.0-10.9 1% 0% 0% 3% 

9.0-9.9 3% 0% 0% 6% 

8.0-8.9 3% 0% 9% 0% 

7.0-7.9 4% 0% 0% 9% 

6.0-6.9 1% 0% 5% 0% 

5.0-5.9 6% 0% 0% 12% 

4.0-4.9 3% 0% 0% 6% 

3.0-3.9 13% 12% 9% 15% 

2.0-2.9 18% 12% 23% 18% 

1.0-1.9 43% 77% 46% 24% 

Kindergarten 1% 0% 5% 0% 

Note. Includes students who were enrolled as of September 15, 2007 and who were 8 years of age or older at the time of 

testing, and who were enrolled at the time of testing in May. Scores are based on Reading Comprehension subtest of the 

Stanford Achievement Test, 10th Edition. Totals may not sum to 100% due to rounding. 

125

Table 43. Number of KDES Students Reading at Different Grade Levels by Instructional Team, 


126 

Grade 

equivalent 

KDES 

level All students Team 1/2/3 Team 4/5 Team 6/7/8 

All levels 72 17 22 33 

Post high 

school 2 0 1 1 

12.0-12.9 0 0 0 0 

11.0-11.9 1 0 0 1 

10.0-10.9 1 0 0 1 

9.0-9.9 2 0 0 2 

8.0-8.9 2 0 2 0 

7.0-7.9 3 0 0 3 

6.0-6.9 1 0 1 0 

5.0-5.9 4 0 0 4 

4.0-4.9 2 0 0 2 

3.0-3.9 9 2 2 5 

2.0-2.9 13 2 5 6 

1.0-1.9 31 13 10 8 

Kindergarten 1 0 1 0 

Mean grade 

level -- 1.6 2.1 3.4 

Note. Includes students who were enrolled as of September 15, 2007 and who were 8 years of age or older at the time of 

testing, and who were enrolled at the time of testing in May. Scores are based on Reading Comprehension subtest of the 

Stanford Achievement Test, 10th Edition.

MSSD Student Characteristics, Related Educational Services 

Received, and Outcome 

Enrollment 

The Model Secondary School for the Deaf (MSSD) serves high school students between the 

ages of 14 and 21 from the United States and its territories. On September 15, 2007, 164 students 

were enrolled at MSSD (see Table 44). This is the official enrollment number for the year, and it is 

used in this section as the basis for reporting student characteristics, services received, and 

achievement. The September 15 enrollment includes 43 new students. While 13 of these new 

students enrolled as freshman, 14 entered as sophomores, 12 as juniors, and 4 as seniors. Forty-six 

seniors graduated. Fourteen seniors had not yet met their Individualized Education Program goals 

by the end of their senior year and are returning to MSSD for the 2008-2009 academic year. 

Table 44. MSSD Enrollment, AY 2007-2008 

All Students Grade 9 

MSSD 

Grade 10 Grade 11 Grade 12 

Enrollment on 

Sept. 15, 2007 

First time 

164 15 37 47 65 

enrollments 

Completed 

43 13 14 12 4 

program 

Left before 

completing 

46 0 0 0 46 

program 31 4 15 7 5 

Note. Fourteen MSSD seniors delayed their graduation date to complete IEP goals. 

MSSD Student Characteristics 

Hearing levels of MSSD students. Sixty-nine percent of MSSD students had hearing 

losses measured at the profound level (91 decibels and greater). This is more than two times the rate 

of profound deafness reported by other programs across the nation that serve students who are deaf 

or hard of hearing (see Table 45). This comparison is made available through the Annual Survey of 

Deaf and Hard of Hearing Children and Youth conducted by the Gallaudet Research Institute. This 

survey includes students from about 70% of the educational programs nationwide that serve 

students who are deaf or hard of hearing. 

In FY 2008, the number of MSSD students with cochlear implants was 22, or about 13% of 

the school population. Eleven of those 22 students were currently using their implant. 

127

Table 45. Percentage of MSSD Students by Hearing Level and Grade, September 2007 

128 


Survey 1 

(N=31,599) 

All 

students 

(N=164) 

MSSD 

Level of 

Grade 9 Grade 10 Grade 11 Grade 12 

hearing loss 

(N=15) (N=37) (N=47) (N=65) 

All levels 

Normal 

100% 100% 100% 100% 100% 100% 

2 

(

Traditionally underserved racial/ethnic groups. Traditionally underserved racial/ethnic 

groups include African American or Black, Hispanic, Asian/Pacific Islander, and other groups not 

of Caucasian or European American heritage. Fifty-six percent of MSSD students were members of 

traditionally underserved racial/ethnic groups, slightly more than the national percentage (see Table 

47). MSSD enrolled African American and Asian/Pacific Islander students at about twice the 

national rate. However, while the national proportion of Hispanic students was 28%, at MSSD it 

was less than one-third of that. 

Table 47. Percentage of MSSD Students by Race/Ethnicity and Grade, September 2007 


MSSD 

Survey 

Racial/ethnic group 

1 

All teams Grade 9 Grade 10 Grade 11 Grade 12 

(N=36,781) (N=164) (N=15) (N=37) (N=47) (N=65) 

All groups 100% 100% 100% 100% 100% 100% 

Caucasian 

Traditionally 


47% 44% 47% 54% 43% 39% 

ethnic groups 


53% 56% 53% 46% 57% 61% 

Black 15% 40% 33% 27% 45% 45% 

Hispanic 

Asian/ Pacific 

28% 8% 7% 11% 6% 8% 

Islander 



4% 8% 7% 8% 6% 9% 

racial/ethnic groups 5%

Languages spoken in the homes of MSSD students. English was the most common 

language spoken in the homes of MSSD students. Seven percent of students came from Spanishspeaking 

homes. An additional 7% of students came from homes in which Arabic, Chinese, Creole, 

Tagalog, French, Mongolian, Italian, Lithuanian, and other languages were spoken. Twenty-nine 

percent of MSSD students live in homes where sign language, including ASL, is used. 

Additional disabilities. The national proportion of students with physical or cognitive 

disabilities enrolled in programs serving deaf and hard of hearing students was three times that of MSSD 

(51% vs. 17%). The largest difference was among deaf students identified as having speech or language 

impairments—nationally the proportion was 25% compared to no students at MSSD. The most 

prevalent disabilities among MSSD students were Attention Deficit Disorder and learning disabilities. 

Table 49. Percentage of MSSD Students With Disabilities by Grade, September 2007 

130 


Survey 1 

(N=35,706) 

All 

students 

(N=164) 

MSSD 

Grade 9 Grade 10 Grade 11 Grade 12 

Disabilities 

(N=15) (N=37) (N=47) (N=65) 

All conditions 100% 100% 100% 100% 100% 100% 




49% 84% 60% 87% 79% 91% 

disabilities 51% 17% 40% 14% 21% 9% 

Low vision 4% 1% 7% 0% 2% 0% 

Legally blind 1%

Table 50. Number of MSSD Students With Disabilities by Grade, September 2007 

MSSD 


Disabilities 

Survey 1 

All 

students Grade 9 Grade 10 Grade 11 Grade 12 

All conditions 35,706 164 15 37 47 65 




17,340 137 9 32 37 59 

disabilities 18,366 27 6 5 10 6 

Low vision 1,281 2 1 0 1 0 

Legally blind 513 1 1 0 0 0 

Learning disabled 


2,868 10 1 0 4 5 

Disorder 


1,836 14 3 4 6 1 

impairment 8,893 0 0 0 0 0 

Mentally retarded 2,849 0 0 0 0 0 

Emotional disorder 

Developmental 

638 1 0 0 1 0 

delay 1,368 0 0 0 0 0 

Autism 

Orthopedic 

469 0 0 0 0 0 

impairment 

Traumatic brain 

1,439 2 0 1 0 1 

injury 

Other health 

107 0 0 0 0 0 

impairments 1,277 0 0 0 0 0 

Other conditions NA 1 1 0 0 0 



Support Services 

MSSD provides an array of educationally related services to students who need them to 

benefit from the instructional program. Fifty-seven percent of MSSD students received one or more 

support services compared to 92% of deaf and hard of hearing students nationwide (see Table 51). 

However, the GRI Annual Survey reports about students from early childhood through high school 

age in both special programs and public school programs. For example, the Annual Survey includes 

students in mainstream settings who receive sign language interpreting services. Sign language 

interpreting would be needed less often in a high school like MSSD, where both written English and 

ASL are integral to the instructional environment, providing a comprehensively accessible 

communication environment for deaf students. 

The proportion of MSSD students receiving counseling services was greater than the 

proportion of students in other programs. MSSD freshman received more support services, 

particularly counseling, than did students in the other grades. 

At MSSD, 67% of students from traditionally underserved racial/ethnic groups received 

some type of support service compared to 44% of Caucasian students (see Table 53). Higher 

percentages of students from traditionally underserved racial/ethnic groups received speech 

training/therapy than did Caucasian students, while Caucasian students received a somewhat higher 

rate of counseling services. 

131

Table 51. Percentage of MSSD Students Receiving Support Services by Grade, AY 2007-2008 

132 

GRI 


Survey 1 

(N=36,727) 

All 

students 

(N=164) 

MSSD 



(N=15) (N=37) (N=47) 

No support services 8% 43% 13% 46% 40% 49% 

1 or more support services 92% 57% 87% 54% 60% 51% 

Oral interpreting

Table 52. Number of MSSD Students Receiving Support Services by Grade, AY 2007-2008 

GRI 


Survey 1 

(N=36,727) 

All 

students 

(N=164) 

MSSD 



(N=15) (N=37) (N=47) 

No support services 2,989 70 2 17 19 32 

1 or more support services 33,738 94 13 20 28 33 

Oral interpreting 311 0 0 0 0 0 

Sign interpreting 8,640 0 0 0 0 0 

Cued language transliteration 110 0 0 0 0 0 

Sign language transliteration NA 1 0 1 0 0 

Tutoring 


3,520 12 1 1 3 7 

and mobility 


477 1 1 0 0 0 

interpreting services NA 0 0 0 0 0 

Speech training/therapy 21,102 68 9 13 22 24 

Oral/aural therapy NA 1 0 0 1 0 

Notetaking 


1,644 0 0 0 0 0 

Realtime Translation (CART) NA 1 0 0 0 1 

Audiological services 8,484 4 0 0 2 2 

Counseling 3,690 53 11 13 14 15 

Itinerant teacher services 14,235 0 0 0 0 0 

Classroom aide services 7,436 1 0 0 0 1 

C-Print 314 0 0 0 0 0 

TypeWell NA 0 0 0 0 0 

OT/PT 3,577 0 0 0 0 0 

Adaptive PE 1,707 1 0 0 0 1 

Other support services 4,690 6 0 2 3 1 

Extended school year (ESY) NA 4 0 1 3 0 

ASL instruction NA 1 0 0 0 1 

Additional services NA 1 0 1 0 0 



Grade 12 

(N=65) 

133

134 

Table 53. Percentage of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 



Other & 


Asian/ multi-ethnic/ 


Pacific racial 

students students group students black Hispanic Islander groups 


(N=164) (N=72) (N=92) (N=65) (N=13) (N=13) (N=1) 

No support services 43% 56% 33% 26% 39% 62% 0% 

1 or more support services 57% 44% 67% 74% 62% 39% 100% 

Oral interpreting 0% 0% 0% 0% 0% 0% 0% 

Sign interpreting 0% 0% 0% 0% 0% 0% 0% 

Cued language transliteration 0% 0% 0% 0% 0% 0% 0% 

Sign language transliteration

Table 54. Number of MSSD Students Receiving Support Services by Race/Ethnicity, AY 2007-2008 



Other & 


Asian/ multi-ethnic/ 


Pacific racial 

students students group students black Hispanic Islander groups 


(N=164) (N=72) (N=92) (N=65) (N=13) (N=13) (N=1) 

No support services 70 40 30 17 5 8 0 

1 or more support services 94 32 62 48 8 5 1 

Oral interpreting 0 0 0 0 0 0 0 

Sign interpreting 0 0 0 0 0 0 0 

Cued language transliteration 0 0 0 0 0 0 0 

Sign language transliteration 1 0 1 1 0 0 0 

Tutoring 12 4 8 5 2 1 0 


and mobility 1 0 1 1 0 0 0 


interpreting services 0 0 0 0 0 0 0 

Speech training/therapy 68 18 50 39 6 4 1 

Oral/aural therapy 1 0 1 1 0 0 0 

Notetaking 0 0 0 0 0 0 0 


Realtime Translation (CART) 1 0 1 0 1 0 0 

Audiological services 4 0 4 2 2 0 0 

Counseling 53 26 27 21 3 2 1 

Itinerant teacher services 0 0 0 0 0 0 0 

Classroom aide services 1 0 1 0 1 0 0 

C-Print 0 0 0 0 0 0 0 

TypeWell 0 0 0 0 0 0 0 

OT/PT 0 0 0 0 0 0 0 

Adaptive PE 1 0 1 0 1 0 0 

Other support services 6 0 6 4 1 1 0 

Extended school year (ESY) 4 0 4 3 1 0 0 

ASL instruction 1 0 1 1 0 0 0 

Additional services 1 0 1 0 0 1 0 

135

MSSD Student Outcomes 

Student reading achievement. The reading comprehension attainment of MSSD students 

is measured annually using the Stanford Achievement Test (10th Edition) or the Test of Academic 

Skills (TASK). The Stanford-10 assesses academic achievement through the ninth grade level. The 

TASK, an upward extension of the Stanford, assesses academic achievement at the high school level. 

The Stanford is administered to about two-thirds and the TASK to about one-third of MSSD 

students. The wide range in academic achievement levels of MSSD students calls for the use of both 

of these standardized tests. Scores on the Reading Comprehension subtests from both tests are 

compatible. 

Students in grades nine through twelve attained average reading grade equivalent levels at the 

fourth, fifth, and sixth grades (see Table 56). Twenty-five percent of MSSD students were reading at 

ninth grade level or above. Freshmen had the lowest reading levels, with an average equivalent to the 

beginning of fourth grade. The seniors had the highest reading levels. Their average score was 

equivalent to the middle of sixth grade. 

Table 55. Percentage of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008 

Grade 

equivalent 

level 

136 

All students 

(N=143) 

Grade 9 

(N=14) 

MSSD 

Grade 10 

(N=25) 

Grade 11 

(N=41) 

Grade 12 

(N=63) 

All levels 100% 100% 100% 100% 100% 

Post high 

school 11% 7% 4% 7% 16% 

12.0-12.9 0% 0% 0% 0% 0% 

11.0-11.9 0% 0% 0% 0% 0% 

10.0-10.9 6% 0% 0% 2% 11% 

9.0-9.9 8% 14% 4% 10% 6% 

8.0-8.9 4% 0% 12% 5% 2% 

7.0-7.9 6% 7% 12% 2% 5% 

6.0-6.9 8% 0% 8% 10% 8% 

5.0-5.9 17% 7% 12% 20% 19% 

4.0-4.9 6% 0% 16% 0% 6% 

3.0-3.9 22% 36% 20% 22% 19% 

2.0-2.9 13% 29% 12% 17% 6% 

1.0-1.9 2% 0% 0% 5% 2% 

Note. Includes students enrolled as of September 15, 2007 who were also tested in spring 2008. Scores are based on the 

Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and Test of Academic Skills (TASK). 

Totals may not sum to 100% due to rounding.

Table 56. Number of MSSD Students Reading at Different Grade Levels by Grade, AY 2007-2008 

Grade 

equivalent 

MSSD 

level All students Grade 9 Grade 10 Grade 11 Grade 12 

All levels 143 14 25 41 63 

Post high 

school 15 1 1 3 10 

12.0-12.9 0 0 0 0 0 

11.0-11.9 0 0 0 0 0 

10.0-10.9 8 0 0 1 7 

9.0-9.9 11 2 1 4 4 

8.0-8.9 6 0 3 2 1 

7.0-7.9 8 1 3 1 3 

6.0-6.9 11 0 2 4 5 

5.0-5.9 24 1 3 8 12 

4.0-4.9 8 0 4 0 4 

3.0-3.9 31 5 5 9 12 

2.0-2.9 18 4 3 7 4 

1.0-1.9 3 0 0 2 1 

Mean grade 

level -- 4.3 5.3 5.0 6.5 

Note. Includes students enrolled as of September 15, 2007 who were also tested in spring 2008. Scores are based on the 

Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and Test of Academic Skills (TASK). 

137

Reading achievement of graduates. About half of high school-age deaf and hard of 

hearing students leaving special education programs read below the fourth grade level. 1 The average 

reading level of MSSD graduates was 8.4 (see Table 58). Graduates who were members of 

traditionally underserved racial/ethnic groups had an average reading level near the middle of sixth 

grade (6.5). These students demonstrated a wide range of reading comprehension, from second 

grade to post-high school. Caucasian graduates had an average reading level of the beginning of 

tenth grade (10.3) and a range of scores from fourth grade to post-high school. 

Table 57. Percentage of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, 


138 

Grade equivalent 

level 

All graduates 

(N=46) 

MSSD graduates 

Caucasian 

graduates 

(N=22) 


underserved 

racial/ethnic groups 

(N=24) 

All levels 100% 100% 100% 

Post high school 22% 32% 13% 

12.0-12.9 0% 0% 0% 

11.0-11.9 0% 0% 0% 

10.0-10.9 15% 23% 8% 

9.0-9.9 9% 9% 8% 

8.0-8.9 2% 0% 4% 

7.0-7.9 4% 5% 4% 

6.0-6.9 11% 14% 8% 

5.0-5.9 22% 9% 33% 

4.0-4.9 4% 9% 0% 

3.0-3.9 9% 0% 17% 

2.0-2.9 2% 0% 4% 

1.0-1.9 0% 0% 0% 

Note. Scores are based on the Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and 

Test of Academic Skills (TASK). Totals may not sum to 100% due to rounding. 

1. Allen, T.E. (1994). Who are the deaf and hard of hearing children leaving high school and entering postsecondary 

education? Retrieved September 1, 2008, from http://gri.gallaudet.edu/AnnualSurvey/whodeaf.html

Table 58. Number of MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity, AY 2007-2008 

Grade equivalent 

level 

All graduates 

(N=46) 


Caucasian 

graduates 

(N=22) 


underserved 

racial/ethnic groups 

(N=24) 

All levels 46 22 24 

Post high school 10 7 3 

12.0-12.9 0 0 0 

11.0-11.9 0 0 0 

10.0-10.9 7 5 2 

9.0-9.9 4 2 2 

8.0-8.9 1 0 1 

7.0-7.9 2 1 1 

6.0-6.9 5 3 2 

5.0-5.9 10 2 8 

4.0-4.9 2 2 0 

3.0-3.9 4 0 4 

2.0-2.9 1 0 1 

1.0-1.9 0 0 0 

Average grade 

equivalent 8.4 10.3 6.5 

Note. Scores are based on the Reading Comprehension subtests of the Stanford Achievement Test, 10th Edition and the 

Test of Academic Skills (TASK). 

Disposition of MSSD graduates. MSSD graduated 46 students in the spring and summer 

of 2008. Graduates who received their diplomas were surveyed approximately four months after 

their senior year ended to determine where their transition from high school was leading them. 

Seventy-one percent were enrolled in an advanced education or training program (see Table 59). 

This included 54% of graduates from traditionally underserved racial/ethnic groups and 69% of 

Caucasian graduates. Twenty-five percent of the graduates reported that they were working or 

looking for work. Of these graduates, almost three-fourths reported they were planning to enter 

college later. 

139

Table 59. Percentage of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008 

140 

All 

graduates 

(N=42) 

Caucasian 

graduates 

(N=20) 

All 

traditionally 

underserved 

racial/ethnic 

groups 

(N=22) 


African 

American 

or black 

(N=16) 

Asian/ 

Pacific 

Islander 

(N=4) 

Immediate outcome 

Hispanic 

(N=2) 

All outcomes 

Entered Gallaudet 

100% 100% 100% 100% 100% 100% 


Entered another 

40% 55% 27% 19% 50% 50% 

college or university 7% 5% 9% 13% 0% 0% 

Entered NTID 

Working/delayed 

19% 15% 23% 25% 50% 0% 

college entrance 

Looking for work/no 

current college 

7% 0% 14% 13% 0% 25% 

entrance plans 

Looking for work/ 

delayed college 

7% 10% 5% 6% 0% 0% 

entrance 

Entered placement, 

evaluation, or 

training through VR 

or other agency/ 


12% 10% 14% 13% 0% 25% 

entrance 

At home, not in 

5% 0% 9% 13% 0% 0% 

school or working 2% 5% 0% 0% 0% 0% 

Note. Percentages are based on 42 out of 46 graduates for whom disposition data were obtained. Totals may not sum to 

100% due to rounding.

Table 60. Number of MSSD Graduates’ Immediate Outcomes by Race/Ethnicity, as of September 2008 

All 

traditionally 

underserved 

racial/ethnic 

groups 


African 

American 

or black Hispanic 

Asian/ 

Pacific 

Islander 

All Caucasian 

Immediate outcome graduates graduates 

All outcomes 

Entered Gallaudet 

46 22 24 18 2 4 


Entered another 

17 11 6 3 1 2 

college or university 3 1 2 2 0 0 

Entered NTID 

Working/delayed 

8 3 5 4 1 0 

college entrance 

Looking for work/no 

current college 

3 0 3 2 0 1 

entrance plans 

Looking for work/ 


3 2 1 1 0 0 

entrance 

Entered placement, 

evaluation, or 

training through VR 

or other agency/ 


5 2 3 2 0 1 

entrance 

At home, not in 

2 0 2 2 0 0 

school or working 1 1 0 0 0 0 

Unknown 4 2 2 2 0 0 

141

142 

Division of Administration and Finance 

The Division of Administration and Finance (A&F) supports the university’s day-to-day 

operations through timely and efficient delivery of quality services to the Gallaudet community and 

its external contacts and visitors. A&F is committed to the continual improvement of its programs 

and services, optimizing its financial and human resources, adding value, and reflecting the best 

practices of higher education in all its activities. A&F continually monitors and modifies daily 

operations and services and ensures that it remains fully accessible through ASL and English. 

The division provides the following support services: 

• Child Development Center 

• Community relations 

• Construction services 

• Contract and risk management 

• Contracts and purchasing 

• Equal employment opportunity (EEO) 

• Facilities management 

• Financial services (accounting and 

budget) 

• Human resources 

• Information technology (including computer 

and telecommunication services) 

• Internal audit and management advisory 

services 

• Interpreting services 

• Postal services 

• Printing and reprographic services 

• Public safety 

• Student health services 

• Transportation 

In addition, the division manages the university’s auxiliary enterprises: the University Press and 

bookstore, and the Kellogg Conference Hotel at Gallaudet University. 

During FY 2008, the division made substantial progress in several areas. It conducted a 

preliminary internal assessment and staffing review of major service areas to better understand 

operational efficiency and service quality. The results were used to identify service areas requiring 

further in-depth analysis, which will begin in FY 2009. The construction of the Sorenson Language 

and Communication Center was completed and became operational prior to the fall 2008 semester. 

The multi-year MSSD site stabilization project began. The Gallaudet football field turf was replaced 

and lights were added to allow for night games. The A&F student internship program launched with 

more than 25 undergraduate student interns participating. The division continued to collaborate with 

academic affairs on the Deaf Space program that included significant student participation in 

campus architectural planning. The District of Columbia Council amended legislation to allow 

Gallaudet and neighboring property owners to move forward with planning efforts for the Capital 

City Market development project adjacent to the campus. 

Select accomplishments by units within A&F included: 

• The Gallaudet University Press published 15 new titles and negotiated agreements for an 

additional 11 new titles. 

• The Gallaudet Community Relations Council reached a milestone when it hosted its 25th 

Awards and Recognition Program. 

• Gallaudet Interpreting Services provided over 70,000 hours of interpreting support for 

the campus. 

• The Clerc Center transferred oversight of the Child Development Center to the division.

Appendix: 

Research Summaries and Regional Center 

Activities 

The summaries of the university and national mission projects and regional center activities 

that comprise this appendix represent the efforts of many faculty, professional staff, and students 

working to help Gallaudet University and the Laurent Clerc National Deaf Education Center (Clerc 

Center) achieve their strategic objectives. The university research summaries are grouped under the 

department of one of the principal investigators in a given project. When a project is being 

conducted in more than one department, cross references are indicated. The Clerc Center national 

mission project summaries are presented alphabetically, and the regional center activities are 

organized by region. 

All research investigators are Gallaudet University or Clerc Center faculty or staff, unless 

otherwise noted. Research investigators who are identified as students are Gallaudet graduate students, 

unless otherwise noted. 

A-1

Table of Contents 

UNIVERSITY RESEARCH PROJECTS 

ASL AND DEAF STUDIES ............................................................................................................................. A-9 

THE HISTORY AND STRUCTURE OF BLACK ASL ......................................................................................................................A-9 

PERCEPTION OF LEFT VS. RIGHT HANDED SIGNERS..............................................................................................................A-9 

BIOLOGY........................................................................................................................................................ A-10 

CREATION OF A DNA REPOSITORY TO IDENTIFY DEAFNESS GENES..............................................................................A-10 

GENETIC DEAFNESS IN ALUMNI OF GALLAUDET UNIVERSITY..........................................................................................A-10 

NEW SCHOLARSHIP ON ANALYSIS OF MODERN PLANT EXUDATES AND FOSSIL RESINS WITH NUCLEAR 

MAGNETIC RESONANCE SPECTROSCOPY: PLANTS FROM THE SOUTHERN HEMISPHERE, NEW PLANT 

FAMILIES, NEW TYPES OF EXUDATES, AND RARE AMBERS ..........................................................................................A-11 

POTENTIAL SOCIETAL IMPACT OF ADVANCES IN GENETIC DEAFNESS............................................................................A-12 

RESEARCH STIPENDS TO SUPPORT SENIOR CAPSTONE PROJECTS FOR DEAF AND HARD OF HEARING STUDENTS 

AT GALLAUDET UNIVERSITY................................................................................................................................................A-13 

RIG: BROADENING PARTICIPATION OF DEAF AND HARD OF HEARING SCIENTISTS THROUGH LABORATORY 

STUDIES OF A HARMFUL ALGAL SPECIES...........................................................................................................................A-13 

CHEMISTRY AND PHYSICS........................................................................................................................ A-15 

DISTRICT OF COLUMBIA SPACE GRANT CONSORTIUM.........................................................................................................A-15 

USING CORONA PROGRAM IMAGERY TO STUDY BOLIVIAN DEFORESTATION AND MEXICAN BUTTERFLY 

HABITAT IN THE 1960S ..........................................................................................................................................................A-15 

COLLEGE OF PROFESSIONAL STUDIES AND OUTREACH ................................................................ A-16 

DEAF AND HARD OF HEARING SOCIAL WORKERS: LICENSING AND EMPLOYMENT EQUITY.....................................A-16 

OLDER ADOPTED DEAF CHILDREN.........................................................................................................................................A-16 

TEACHER/PARENT READING STUDY (VL2/RESEARCH/PRACTICE INTEGRATION STUDY) ........................................A-17 

THROUGH DEAF EYES DOCUMENTARY ..................................................................................................................................A-18 

COMMUNICATION STUDIES .................................................................................................................... A-19 

FAMILIES WHO ARE DEAF: A PHOTOGRAPHIC ESSAY.........................................................................................................A-19 

INTERFERENCE IN HEARING AIDS FROM DIGITAL WIRELESS TELEPHONES: IMPROVED PREDICTIVE METHODS.A-19 

REHABILITATION ENGINEERING RESEARCH CENTER (RERC) ON TELECOMMUNICATIONS ACCESS .......................A-19 

COUNSELING ............................................................................................................................................... A-21 

MEDICAL STUDENTS, CANCER CONTROL, AND THE DEAF COMMUNITY ........................................................................A-21 

EDUCATION .................................................................................................................................................A-22 

THE DEVELOPMENT OF PHONOLOGICAL AWARENESS IN MODERATELY-TO-PROFOUNDLY DEAF DEVELOPING 

READERS: THE EFFECT OF EXPOSURE TO CUED AMERICAN ENGLISH ......................................................................A-22 

FAMILIES WHO ARE DEAF: A PHOTOGRAPHIC ESSAY.........................................................................................................A-22 

NEWBORN HEARING SCREENING AND EARLY INTERVENTION: AN INVESTIGATION OF FAMILY AND CHILD 

OUTCOMES...............................................................................................................................................................................A-23 

OLDER ADOPTED DEAF CHILDREN.........................................................................................................................................A-23 

REFLECTIVE JOURNAL WRITING: DEAF PRE-SERVICE TEACHERS WITH HEARING CHILDREN..................................A-24 

SIGNS OF LITERACY: A LONGITUDINAL STUDY OF ASL AND ENGLISH LITERACY ACQUISITION..............................A-24 

SUCCESSFUL SCIENCE TEACHING: PROBLEM SOLVING STRATEGIES OF OUTSTANDING SCIENCE TEACHERS OF 

THE DEAF.................................................................................................................................................................................A-25 

EDUCATIONAL FOUNDATIONS AND RESEARCH ...............................................................................A-26 

AN ALTERNATIVE PERSPECTIVE IN RESEARCH AND EVALUATION: FEMINISTS, MINORITIES, AND PERSONS 

WITH DISABILITIES ................................................................................................................................................................A-26 

THE GUESSING GAME: THE EFFECT OF MORPHO-GRAPHEMIC ORGANIZATION ON WORD ATTACK SKILLS........A-28 

A-3

A-4 

ICARE SCHOOLS: A RESEARCH STUDY OF MEANINGFUL PARENT INVOLVEMENT IN THE INDIVIDUAL 

EDUCATION PLAN (IEP) PROCESS ..................................................................................................................................... A-29 

IMPLEMENTING BILINGUAL EDUCATION FOR THE DEAF IN CATALONIA: BELIEFS ABOUT CRITICAL 

KNOWLEDGE NEEDED IN BILINGUAL CLASSROOMS WITH DEAF CHILDREN.......................................................... A-29 

THE LATIN AMERICAN AND THE CARIBBEAN NEWBORN HEARING SCREENING SURVEY .......................................... A-30 

LEXICAL VARIATION IN CHINESE SIGN LANGUAGE: LANGUAGE PLANNING AND STANDARDIZATION FOR 

POSTSECONDARY EDUCATION............................................................................................................................................ A-31 

PREPARING TOMORROW’S TEACHERS FOR TECHNOLOGY ................................................................................................. A-32 

ENGLISH .......................................................................................................................................................A-32 

A GRAVE AND GRACIOUS WOMAN: DEAF PEOPLE IN COLONIAL NEW ENGLAND ..................................................... A-32 

IT TAKES A VILLAGE................................................................................................................................................................... A-33 

MRS. SIGOURNEY IN DEAF HARTFORD................................................................................................................................... A-33 

WHAT’S UP WITH HELEN KELLER?......................................................................................................................................... A-33 

ENGLISH LANGUAGE INSTITUTE ..........................................................................................................A-34 

CRACKING THE CODE: AN INVESTIGATION OF MVL AND SVO TEACHING APPROACHES WITH DEAF ESL 

STUDENTS................................................................................................................................................................................ A-34 

FOREIGN LANGUAGES, LITERATURES, AND CULTURES .................................................................A-34 

CROSSING THE DIVIDE: HELEN KELLER AND YVONNE PITROIS DIALOGUE ON DIVERSITY..................................... A-34 

EMPOWERING DEAF COMMUNITIES IN LATIN AMERICA.................................................................................................... A-35 

GENDER ISSUES IN THE WRITINGS OF MME DE GOUGES AND MME DE STÄEL ........................................................... A-36 

GESTURE AND ASL ACQUISITION............................................................................................................................................ A-36 

INVESTIGATING THE SOCIAL, ECONOMIC, POLITICAL, AND CULTURAL ISSUES THAT AFFECT THE LIVES OF 

DEAF PEOPLE IN ARGENTINA, COSTA RICA, AND MEXICO ......................................................................................... A-36 

LANGUAGE AND GESTURE IN CROSS-LINGUISTIC PERSPECTIVE ...................................................................................... A-37 

PARSING SENTENCES IN TWO LANGUAGES II (EYE-TRACKING STUDY)......................................................................... A-37 

A PSYCHOLINGUISTIC INVESTIGATION OF DEAF READERS’ ACTIVATION OF ORTHOGRAPHY-PHONOLOGY 

CORRESPONDENCES IN TWO LANGUAGES....................................................................................................................... A-37 

UNDERSTANDING SENTENCES IN TWO LANGUAGES .......................................................................................................... A-38 

GALLAUDET RESEARCH INSTITUTE .....................................................................................................A-39 

AMERICAN ANNALS OF THE DEAF: REFERENCE ISSUE ....................................................................................................... A-39 

ANNUAL SURVEY OF DEAF AND HARD OF HEARING CHILDREN AND YOUTH.............................................................. A-39 

AUDITORY SELF-MONITORING ................................................................................................................................................ A-40 

COMPARISON OF LEXICAL VERSUS MORPHOLOGICAL GROUPING OF GRAPHEMES IN LEARNING NEW WORDS .. A-41 

GRI FIRST WEDNESDAY SEMINAR........................................................................................................................................... A-42 

TEXAS STATE SURVEY OF DEAF AND HARD OF HEARING STUDENTS, 2007-2008 ........................................................ A-43 

VISUAL AND HAPTIC SELF-MONITORING DURING SIGN PRODUCTION .......................................................................... A-44 

GOVERNMENT AND HISTORY ................................................................................................................A-44 

DISABILITY INTEREST GROUPS IN EUROPE ........................................................................................................................... A-44 

FRENCH PRIMARY SCHOOL MORAL AND CIVIC INSTRUCTION TEXTBOOKS, 1900–1914 ............................................. A-45 

THE IMPACT OF EDUCATION REFORMS AND JUVENILE PROGRAMS ON FRENCH DEAF YOUTH, 1936–1945.......... A-45 

THE NOT-SO-STRANGE CAREER OF JOHN HOWARD GRIFFIN .......................................................................................... A-46 

GRADUATE SCHOOL AND PROFESSIONAL PROGRAMS ....................................................................A-47 

SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGES AND VISUAL LEARNING (VL2) ......................................... A-47 

HEALTH AND WELLNESS PROGRAMS ...................................................................................................A-50 

CORE SURVEY............................................................................................................................................................................... A-50 

HEARING, SPEECH, AND LANGUAGE SCIENCES ................................................................................ A-51 

APPROPRIATENESS OF THE N.Y. STATE MANDATED 8TH GRADE READING COMPETENCY TEST FOR DEAF 

STUDENTS................................................................................................................................................................................ A-51 

AUDITORY TEMPORAL PROCESSES, SPEECH PERCEPTION, AND AGING ......................................................................... A-51

AN AUTOMATIC FITTING ALGORITHM FOR COCHLEAR IMPLANTS ...................................................................................A-52 

COMPARING LOCALIZATION ABILITIES OF CHILDREN WITH BILATERAL COCHLEAR IMPLANTS TO THOSE WITH 

BIMODAL STIMULATION........................................................................................................................................................A-53 

THE DEVELOPMENT OF PHONOLOGICAL AWARENESS IN MODERATELY-TO-PROFOUNDLY DEAF DEVELOPING 

READERS: THE EFFECT OF EXPOSURE TO CUED AMERICAN ENGLISH ......................................................................A-53 

THE EFFECT OF STIMULUS REPETITION RATE ON VESTIBULAR-EVOKED MYOGENIC POTENTIAL THRESHOLDS.A-54 

THE EFFECTIVENESS OF COCHLEAR HYDROPS ANALYSIS MASKING PROCEDURE (CHAMP) IN IDENTIFYING 

PATIENTS WITH MENIERE’S DISEASE ................................................................................................................................A-55 

ELECTROACOUSTIC ANALYSIS OF FM SYSTEMS AND HEARING AID PAIRS .....................................................................A-55 

HIGH FREQUENCY (1000 HZ) ACOUSTIC STAPEDIAL REFLEXES IN NEONATES ............................................................A-56 

INTERFERENCE IN HEARING AIDS FROM DIGITAL WIRELESS TELEPHONES: IMPROVED PREDICTIVE METHODS.A-57 

AN INVESTIGATION INTO THE ORAL AND WRITTEN NARRATIVE SKILLS OF IMPLANTED CHILDREN WHO 

COMMUNICATE VIA CUES, SIGNS, OR SPEECH..................................................................................................................A-57 

REHABILITATION ENGINEERING RESEARCH CENTER ON HEARING ENHANCEMENT (RERC-HE)..........................A-58 

SCAN – A COMPETING WORDS SUBTEST: EFFECT OF ASYNCHRONOUS WORD ALIGNMENT ON TEST 

PERFORMANCE IN CHILDREN WITH LEARNING DISABILITIES .....................................................................................A-59 

SCAN – A COMPETING WORDS SUBTEST: EFFECT OF STIMULUS ONSET ASYNCHRONY ON TEST 

PERFORMANCE OF ADULTS ..................................................................................................................................................A-60 

SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS’ KNOWLEDGE AND AWARENESS OF AND 

EXPERIENCE WITH AFRICAN-AMERICAN ENGLISH (AAE) ...........................................................................................A-60 

SPOUSES AND CAREGIVERS: COMMUNICATION STRATEGIES USED WITH INDIVIDUALS WITH APHASIA AND 

THEIR PERCEIVED EFFECTIVENESS....................................................................................................................................A-61 

SUGGESTED CRITERIA FOR RECOMMENDING A PERSONAL FM SYSTEM OR A SOUND FIELD FM SYSTEM FOR A 

CHILD WITH MILD TO MODERATE SENSORINEURAL HEARING LOSS (SNHL) IN A TYPICAL CLASSROOM 

(LITERATURE REVIEW) ..........................................................................................................................................................A-62 

SURVEY OF TECHNOLOGY USE AND AUDIOLOGICAL/AURAL REHABILITATION SERVICES FOR PERSONS WHO 

ARE DEAF AND HARD OF HEARING...................................................................................................................................A-62 

TYPES OF COMMUNICATION USED BY PROFESSIONALS WITH PEDIATRIC COCHLEAR IMPLANT CLIENTS IN 

AURAL REHABILITATION THERAPY ....................................................................................................................................A-63 

WHAT IS THE EFFECT OF HIGHER VEMP REPETITION RATES ON THE AMPLITUDE OF THE RESPONSE AT TWO 

INTENSITY LEVELS?................................................................................................................................................................A-63 

WORKING MEMORY STRATEGIES AND SERIAL ORDER RECALL FOR WRITTEN WORDS AND CUED WORDS IN 

DEAF NATIVE CUERS OF ENGLISH, HEARING CUERS, AND HEARING NON-CUERS ...............................................A-64 

INTERPRETATION......................................................................................................................................A-64 

CRACKING THE CODE: AN INVESTIGATION OF MVL AND SVO TEACHING APPROACHES WITH DEAF ESL 

STUDENTS.................................................................................................................................................................................A-64 

CUED LANGUAGE STRUCTURE ..................................................................................................................................................A-65 

DEAF USER PERSPECTIVE ON THE USE OF AMERICAN SIGN LANGUAGE OR CONTACT SIGN WHEN USING 

VIDEO RELAY SERVICES........................................................................................................................................................A-65 

DISCOURSE ANALYSIS (FOCUS ON NONMANUAL SIGNALS IN ASL)...................................................................................A-66 

EXPLORATIONS OF SOUNDS: LANGUAGE CONTACT AND LEXICAL BORROWING OF ONOMATOPOEIAS IN ASL....A-66 

GENDER PREFERENCE AND INTERPRETING ..........................................................................................................................A-67 

INTERACTIVE INTERPRETING ....................................................................................................................................................A-67 

THE INTERPRETATION OF I. KING JORDAN’S SIGN NAME..................................................................................................A-68 

INTERPRETING IN EDUCATIONAL SETTINGS..........................................................................................................................A-68 

THEATRICAL TEAM INTERPRETING: TWO PARTS TO ONE WHOLE...................................................................................A-69 

WHAT ARE INDICATORS OF QUESTIONS IN ASL AND TACTILE ASL? ..............................................................................A-69 

LIBRARY.........................................................................................................................................................A-70 

IT TAKES A VILLAGE....................................................................................................................................................................A-70 

MRS. SIGOURNEY IN DEAF HARTFORD ...................................................................................................................................A-70 

LINGUISTICS ................................................................................................................................................A-70 

ASSIMILATION PATTERNS IN FINGERSPELLING .....................................................................................................................A-70 

A BASIC GRAMMAR OF CROATIAN SIGN LANGUAGE (HZJ)................................................................................................A-71 

A-5

A-6 

DEVELOPING A THEORETICAL FRAMEWORK FOR AMERICAN SIGN LANGUAGE ASSESSMENT TESTS ...................... A-72 

EFFECTS OF BILINGUALISM ON WORD ORDER AND INFORMATION PACKAGING IN ASL........................................... A-72 

GENDER PREFERENCE AND INTERPRETING.......................................................................................................................... A-73 


THE HISTORY AND STRUCTURE OF BLACK ASL.................................................................................................................... A-74 

IS THERE SUCH A THING AS A “SENTENCE” IN ASL? .......................................................................................................... A-74 


LEXICAL VARIATION IN CHINESE SIGN LANGUAGE: LANGUAGE PLANNING AND STANDARDIZATION FOR 

POSTSECONDARY EDUCATION............................................................................................................................................ A-75 

PERCEPTION OF PHONOLOGICAL STRUCTURE IN AMERICAN SIGN LANGUAGE............................................................ A-75 

POSSESSIVES AND EXISTENTIALS IN ASL ............................................................................................................................... A-76 

PRODUCTION OF MOVEMENT IN USERS OF AMERICAN SIGN LANGUAGE AND ITS INFLUENCE ON BEING 

IDENTIFIED AS “NON-NATIVE”.......................................................................................................................................... A-76 

SIGNING WITH AN ACCENT: ASL L2 PHONOLOGY............................................................................................................. A-77 

MATHEMATICS AND COMPUTER SCIENCE .........................................................................................A-77 

EQUIVARIANT CROSS SECTIONS OF QUATERNIONIC STIEFEL MANIFOLDS.................................................................... A-77 

JUMP SEARCHING OF LATTICE DATA STRUCTURES .............................................................................................................. A-78 

PHYSICAL EDUCATION AND RECREATION.........................................................................................A-78 

MOTIVATIONS AND GOALS OF OWNERS, MANAGERS, AND COUNSELORS OF PLANNED RECREATIONAL 

PROGRAMS FOR DEAF AND HARD OF HEARING CHILDREN......................................................................................... A-78 

PSYCHOLOGY...............................................................................................................................................A-79 

ADOLESCENTS AND COCHLEAR IMPLANTS: PSYCHOSOCIAL ISSUES ................................................................................. A-79 

ASSESSMENT OF DEAF AND HARD OF HEARING CHILDREN AND ADOLESCENTS......................................................... A-79 

ATTACHMENT STATE OF MIND AND PARENTAL RESOLUTION OF THE DIAGNOSIS OF CHILD................................... A-80 

AUTISM SPECTRUM DISORDERS AND DEAFNESS: CULTURAL INFLUENCE OR CULTURAL CONFUSION..................... A-81 

COCHLEAR IMPLANTS AND GALLAUDET UNIVERSITY......................................................................................................... A-82 

COMPARISON OF TRAUMATIC STRESS SYMPTOMS IN DEAF AND HEARING COLLEGE STUDENTS.............................. A-82 

DEMOGRAPHIC CHARACTERISTICS OF DEAF PERSONS WITH SCHIZOPHRENIA............................................................. A-82 

DEVELOPING A THEORETICAL FRAMEWORK FOR AMERICAN SIGN LANGUAGE ASSESSMENT TESTS ...................... A-83 

EXPLORING THE EXPERIENCES OF DEAF PARENTS WHO RAISE HEARING CHILDREN: A QUALITATIVE STUDY 

USING PHENOMENOLOGICAL METHODS ......................................................................................................................... A-83 


HEARING PARENTS OF DEAF CHILDREN: THE EFFECTS OF HEALTH PROFESSIONALS’ ADVICE ON PARENTAL 

DECISION-MAKING ............................................................................................................................................................... A-85 

INTERNAL CONSISTENCY AND FACTOR STRUCTURE OF THE REVISED CONFLICT TACTICS SCALES WITH A 

SAMPLE OF DEAF FEMALE COLLEGE STUDENTS ............................................................................................................ A-86 

AN INVESTIGATION OF VARIABLES FROM THE ADULT ATTACHMENT INTERVIEW WITH DEAF AND HEARING 

PARENTS IN PREDICTING CHILD ATTACHMENT, ADJUSTMENT, AND SELF-CONCEPT ........................................... A-86 


THE NATURE OF NEWS: DON’T SHOOT THE MESSENGER, DEAF STYLE ........................................................................ A-87 

PARENTAL ATTACHMENT REPRESENTATIONS AND CHILD ATTACHMENT, SELF-CONCEPT, AND ADJUSTMENT 

IN HEARING FAMILIES WITH DEAF CHILDREN............................................................................................................... A-88 

THE RELATIONSHIP BETWEEN PERCEIVED PARENTING STYLE AND SEXUAL HEALTH IN DEAF AND HARD OF 

HEARING COLLEGE STUDENTS .......................................................................................................................................... A-88 

SCHOOL PSYCHOLOGY PRACTICUM CANDIDATES AND INTERNS: AN ANALYSIS OF TIME IN ROLES ........................ A-89 

SCHOOL PSYCHOLOGY TRANSITION POINTS IN TRAINING: CANDIDATE ASSESSMENT AND PREDICTORS OF 

GRADUATE KNOWLEDGE, SKILLS, AND DISPOSITIONS ................................................................................................ A-89 

USE OF CANDIDATE EXIT SURVEY RESULTS TO IMPROVE PROGRAM PERFORMANCE: EVALUATION OF 

FACULTY, PROGRAM, AND CANDIDATE KNOWLEDGE AND SKILLS, 2005–2006 ..................................................... A-90 

WORKING MEMORY IN THE VISUAL MODALITIES: USE OF DIGIT SPAN WITH SPEECHREADING AND AMERICAN 

SIGN LANGUAGE.................................................................................................................................................................... A-90 

SOCIAL WORK............................................................................................................................................... A-91 

DEAF AND HARD OF HEARING SOCIAL WORKERS: LICENSING AND EMPLOYMENT EQUITY .................................... A-91

DRINKING AMONG DEAF AND HARD OF HEARING COLLEGE STUDENTS......................................................................A-91 

EMERGING THEMES IN THE STUDY OF DEAF ADOLESCENTS ............................................................................................A-92 

AN EXAMINATION OF PERSONALITY TRAITS AND SELF-ESTEEM ACROSS GENDER, ETHNICITY, AND HEARING 

STATUS OF DEAF COLLEGE STUDENTS..............................................................................................................................A-92 

A STUDY OF THE IMPACT OF HEARING FAMILIES WITH DEAF CHILDREN .....................................................................A-93 

THE TRAINING OF SOCIAL WORKERS TO MEET THE EDUCATIONAL AND EMOTIONAL NEEDS OF DEAF 

CHILDREN IN SCHOOLS .........................................................................................................................................................A-94 

SOCIOLOGY...................................................................................................................................................A-94 

ADOLESCENTS AND COCHLEAR IMPLANTS: PSYCHOSOCIAL ISSUES ..................................................................................A-94 

CDI TRAINING .............................................................................................................................................................................A-94 

COCHLEAR IMPLANTS AND GALLAUDET UNIVERSITY .........................................................................................................A-95 

CONCEPTUALIZING DISABILITY................................................................................................................................................A-95 

DEAF PEOPLE AND EMPLOYMENT ...........................................................................................................................................A-95 

DISABILITY PROTESTS .................................................................................................................................................................A-96 

EFFECTS OF STIGMA ON EMPLOYMENT, MENTAL HEALTH, AND HEALTH SERVICES UPON THE 

SADOMASOCHISM POPULATION...........................................................................................................................................A-96 

THE PRACTICE AND ORGANIZATION OF SIGN LANGUAGE INTERPRETING: AN INSTITUTIONAL ETHNOGRAPHY 

OF ACCESS ................................................................................................................................................................................A-97 

TRAINED TO PROVIDE ACCESS..................................................................................................................................................A-97 

WORKING TOWARD EQUIVALENCY: THE SOCIAL ORGANIZATION OF DEAF INTERPRETERS’ WORK......................A-97 

CLERC CENTER NATIONAL MISSION PROJECTS 

ASL/ENGLISH BILINGUAL PROFESSIONAL DEVELOPMENT...............................................................................................A-98 

CELEBRATE! ..................................................................................................................................................................................A-99 

CHILDREN WITH COCHLEAR IMPLANTS: A STUDY OF THEIR COMMUNICATION PROFILES ..................................... A-100 

COCHLEAR IMPLANT EDUCATION CENTER......................................................................................................................... A-101 

EARLY POTENTIAL IN YOUNG DEAF CHILDREN: SUPPORTIVE FAMILY CONTEXTS STUDY ..................................... A-104 

EMOTIONAL INTELLIGENCE (EQ) TAKE-OUT SERIES...................................................................................................... A-105 

EQ TAKE-OUT SERIES: ADOLESCENT SEXUALITY EDUCATION: WHAT YOU DON’T KNOW CAN HURT THEM . A-105 

EQ TAKE-OUT SERIES: GOING WITH THE RESISTANCE: A PARADOXICAL APPROACH TO POWER STRUGGLES 

WITH TEENS ......................................................................................................................................................................... A-106 

EQ TAKE-OUT SERIES: THE UNHEARD CRY: SUICIDE AMONG DEAF AND HARD OF HEARING ADOLESCENTS A-106 

GLOBE....................................................................................................................................................................................... A-107 

HONORS PROGRAM................................................................................................................................................................... A-108 

I LIKE DIALOGUE JOURNALS, BUT…: STRATEGIES FOR USING DIALOGUE JOURNALS WITH DEAF AND HARD 

OF HEARING STUDENTS (MANUAL AND DVD)............................................................................................................. A-111 

I LIKE DIALOGUE JOURNALS, BUT…: STRATEGIES FOR USING DIALOGUE JOURNALS WITH DEAF AND HARD 

OF HEARING STUDENTS (ONLINE TRAINING) .............................................................................................................. A-112 

KIDSWORLD DEAF NET .......................................................................................................................................................... A-112 

LANGUAGE EXPERIENCE......................................................................................................................................................... A-114 

A LIFETIME OF LEARNING AND EARNING: A TRANSITION SERIES FOR FAMILIES OF DEAF AND HARD OF 

HEARING STUDENTS........................................................................................................................................................... A-115 

LITERACY—IT ALL CONNECTS .............................................................................................................................................. A-116 

NCLB IMPLEMENTATION AT THE CLERC CENTER ............................................................................................................ A-117 

NEWS AND NOTABLES ............................................................................................................................................................. A-118 

PORTFOLIOS FOR STUDENT GROWTH................................................................................................................................... A-119 

POSTSECONDARY LIFE EXPERIENCES OF DEAF AND HARD OF HEARING HIGH SCHOOL GRADUATES—AN 

EXPLORATION (FORMERLY THE LONGITUDINAL GRADUATE STUDY)..................................................................... A-122 

READING TO DEAF CHILDREN: LEARNING FROM DEAF ADULTS .................................................................................. A-124 

READ IT AGAIN AND AGAIN................................................................................................................................................... A-125 

RIGHTS, RESPECT, AND RESPONSIBILITY: SEXUALITY EDUCATION FOR DEAF AND HARD OF HEARING STUDENTS.. A-126 

SHARED READING PROJECT BOOK BAGS AND BOOKMARKS........................................................................................... A-127 

SHARED READING PROJECT: KEYS TO SUCCESS—TRAINING FOR SITE COORDINATORS ......................................... A-128 

SOAR-HIGH EARTH SYSTEM SCIENCE................................................................................................................................. A-130 

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TEACHING EMOTIONAL INTELLIGENCE: A CURRICULUM FOR HIGH SCHOOL SOCIAL STUDIES CLASSES.............A-133 

TECHNOLOGY IN EDUCATION CAN EMPOWER DEAF STUDENTS...................................................................................A-134 

THERE’S A DEAF CHILD IN OUR SCHOOL: A PRACTICAL GUIDE....................................................................................A-136 

TRANSITION RESOURCES..........................................................................................................................................................A-137 

TRANSITION SKILLS GUIDELINES...........................................................................................................................................A-138 

TRANSITIONS: LEARNING TO WORK—WORKING TO LEARN (A CAREER EDUCATION CURRICULUM)..................A-139 

WORLD AROUND YOU ..............................................................................................................................................................A-139 

GALLAUDET UNIVERSITY REGIONAL CENTER ACTIVITIES 

ALL REGIONS..............................................................................................................................................................................A-141 

NORTHEAST REGION................................................................................................................................................................A-141 

SOUTHEAST REGION.................................................................................................................................................................A-142 

MIDWEST REGION.....................................................................................................................................................................A-142 

WESTERN REGION.....................................................................................................................................................................A-143 

PACIFIC REGION ........................................................................................................................................................................A-143

University Research Projects 

The History and Structure of Black ASL 

See Linguistics. 

ASL and Deaf Studies 

Perception of Left vs. Right Handed Signers 

Status: Ongoing Begin date: April 2008 End date: May 2009 

Principal Investigator(s): 

Riddle, Wanda (student) – ASL and Deaf Studies 

Description: 

One reason to examine the perception of left- and right-handed signers is that ASL uses 

both hands to produce signs, and there are rules limiting how they can be used, depending on the 

dominance of a hand. Battison (1978) noted that ASL has signs where both hands are symmetric, 

e.g., EQUAL and SYSTEM, and other signs where one hand is dominant, e.g., INVESTIGATE and 

TIME. Dominance may be switched between the two hands depending on the context. 

In general, most people (between 70% and 95%) are right-handed (Scientific American, 

November 2001); therefore, the right hand tends to be dominant. Signers who use their left hand as 

the dominant hand often look different from the majority of signers and may be more difficult to 

perceive. For example, one left-handed signer (personal communication, 2008) noticed that people 

who have difficulties perceiving ASL have asked her to repeat important information. Finally, 

following directions by left-handed signers has been difficult for some people. 

To examine the perception of left- and right-handed signers, an item-arrangement task will 

be used that requires the participant to follow a model’s spatial description of items that have been 

arrayed in a particular way. The model will be either left- or right-handed. The descriptions will 

involve spatial orientation, which may be more difficult for the participant to follow if the model is 

left-handed. 

Funding source: GRI Small Grant 

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Biology 

Creation of a DNA Repository to Identify Deafness Genes 

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


Nance, Walter – Virginia Commonwealth 

University (VCU) 

Arnos, Kathleen – Biology 

Other Investigator(s): 

Norris, Virginia – Biology 

Pandya, Arti – VCU 

Description: 

This project is a collaborative effort between Gallaudet (Department of Biology and the 

Gallaudet Research Institute) and the Medical College of Virginia’s Department of Human Genetics 

to establish a large repository of DNA samples from deaf individuals and their families. These DNA 

samples are screened for common forms of deafness and then made available to other investigators 

for studies of hereditary deafness. 

Genetic Deafness in Alumni of Gallaudet University 

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


Arnos, Kathleen S. – Biology 



Fogel, Chana Esther – Biology 

Nance, Walter E. – VCU 

Blanton, Susan H. – University of Miami 

Marin, Ruth – Hearing, Speech, and Language 

Sciences 


Description: 

This project, designed to extend the 1898 study of deaf families by Professor E.A. Fay, 

former vice president of Gallaudet University, is a collaborative effort between Gallaudet’s 

Department of Biology and the Medical College of Virginia’s Department of Human Genetics. The 

goal is to identify and characterize rare genes that interact to cause deafness. A novel molecular 

genetic approach to identifying these genes will be used in the deaf offspring of deaf parents. 

Funding source: National Institutes of Health (NIH), National Institute on Deafness and Other 

Communication Disorders (NIDCD) 

FY 2007-2008 product(s): 

Arnos, K.S. (2007, October). Deaf culture: Is there more to communication than can be seen or heard? Lecture for the seminar 

series of the Johns Hopkins University/National Human Genome Research Institute Genetic Counseling Program, 

Bethesda, MD. 

Arnos, K.S. (2007, November). Ethical and social implications of genetic testing for communication disorders. Presentation at the 

17th Annual Research Symposium at the American Speech Language and Hearing Association Annual Convention, Boston. 

Arnos, K.S. (2007, November). Genetics for the practitioner in EHDI. Invited presentation at the Southeast Regional 

Genetics Conference, Birmingham, AL. 

Arnos, K.S. (2008, March). Early childhood deafness: Clinical and molecular aspects. GENE 500 Clinical Genetics, National 

Institutes of Health, Bethesda, MD.

Arnos, K.S. (2008, March). Genetics of hearing loss for the practitioner. Presentation at the annual conference of the Speech 

and Hearing Association of Virginia, Portsmouth, VA. 

Arnos, K.S. (2008, September). Genetics of childhood hearing loss. Presentation at the Iowa Symposium on Hearing Loss, 

Ames, IA. 

Arnos, K.S., & Norris, V. (2007, December). Introduction to the genetics of deafness and hearing loss. Presentation at the winter 


Arnos, K.S., & Norris, V. (2007, December). Syndromes for deafness: What educators need to know. Presentation at the winter 


Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S., Pandya, A., et al. (2008). A comparative analysis of the 

genetic epidemiology of deafness in the United States in two sets of pedigrees collected more than a century apart. 

American Journal of Human Genetics, 83, 200-207. 

Arnos, K.S., Welch, K.O., Tekin, M., Norris, V.W., Blanton, S.H., Pandya, A., et al. (2008, March). Secular trends in the 

frequency of deafness in the U.S.: A comparison of proband matings in two populations. Abstract and platform presentation at 

the annual meeting of the American College of Medical Genetics, Phoenix, AZ. 

Choi, B.Y., Stewart, A.K., Madeo, A.C., Yang, Y., Pryor, S.P., Lenhard, S., et al. (in press). SLC26A4 variants associated 

with nonsyndromic hearing loss and enlargement of the vestibular aqueduct: Genotype-phenotype correlation or 

coincidental polymorphisms? Human Mutation. 

Dodson, K.M., Welch, K.O., Norris, V.W., Nuzzo, R., Marin, R., Nance, W.E., et al. (2008, June). Vestibular function and 

tinnitus in connexin deafness. Abstract and poster presentation at the 2nd International Conference on Newborn 

Hearing Screening, Como Lake, Italy. 

Kocher, K., Williamson, R., Arnos, K., Crow, K., Reiss, J., & Morton, C.C. (2007, October). Cytogenetic approaches for 

identifying novel genes and regulatory elements associated with hearing loss. Abstract and platform presentation at the annual 

meeting of the American Society of Human Genetics, San Diego, CA. 

Norris, V.W. (2007, October). Advanced topics in genetics and deafness. Presentation at the annual conference of the New 

Mexico Speech-Language and Hearing Association, Santa Fe. 

Norris, V.W. (2007, October). Fundamentals of genetics. Presentation at the annual conference of the New Mexico Speech- 

Language and Hearing Association, Santa Fe. 

Norris, V.W. (2008, February). Genetic counseling and the genetics of deafness. Presentation to the Audiology Doctoral (Au.D.) 

Program, Towson University, Towson, MD. 

Norris, V.W. (2008, February). Genetic counseling in the deaf community. Presentation to the Genetic Counseling Master’s 

Program, University of Maryland, Baltimore. 

Norris, V.W. (2008, September). Genetic evaluation and counseling: What to expect. Presentation at the annual conference of 

the Maryland Academy of Audiology, Baltimore. 

Norris, V.W., & Arnos, K.S. (2007, November). Genetic counseling for deafness. Presentation to the Genetic Counseling 

Master’s Program, Howard University, Washington, DC. 

New Scholarship on Analysis of Modern Plant Exudates and Fossil Resins With 

Nuclear Magnetic Resonance Spectroscopy: Plants From the Southern 

Hemisphere, New Plant Families, New Types of Exudates, and Rare Ambers 

Status: Completed Begin date: October 2007 End date: May 2008 


Santiago-Blay, Jorge – Biology 


Lambert, Joseph B. – Northwestern University, 

Chemistry 

Description: 

The goal of this project is to generate widely available databases of C-13 (carbon-13 isotope) 

solid state nuclear magnetic resonance (NMR) spectroscopy and H-1 (proton) NMR signatures of 

plant exudates of the world. Specifically, the researchers propose to analyze modern unpolymerized 

exudates (e.g., resins, gums, gum resins, latexes, kinos, waxes, and lacs) from plants native to the 

southern hemisphere (South America, Africa, and Australia), new plant families, new types of 

exudates, as well as rare ambers (highly polymerized plant resins) garnered in the last two years. With 

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a larger database, they will have greater ability to: (a) identify the botanical origin of modern and 

fossil exudates (e.g., amber), (b) make specific statements about the systematics and evolution of 

some exudate-producing plant groups (e.g., Fabaceae), and (c) understand paleoenvironments and 

paleoclimates entombed in fossil exudates during different intervals in Earth’s history. 



Lambert, J.B., Santiago-Blay, J.A., & Anderson, K.B. (in press). Chemical signatures of fossilized resins and recent plant 

exudates (Mini Review). Angewandte Chemie. 

Lambert, J.B., Wu, Y., Kozminski, M.A., & Santiago-Blay, J.A. (2007). Characterization of Eucalyptus and chemically 

related exudates by nuclear magnetic resonance spectroscopy. Australian Journal of Chemistry - an International Journal for 

Chemical Science, 60, 862-870. 

Potential Societal Impact of Advances in Genetic Deafness 

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



Arnos, Kathleen S. – Biology 

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Nance, Walter E. – VCU 

Blanton, Susan H. – University of Miami 

Description: 

This project was designed to assess the impact of testing for genes for deafness on the Deaf 

community and hearing parents of deaf and hard of hearing children. The first goal was to conduct 

focus groups and perform a survey of these groups to determine the attitudes and concerns related 

to genetics technologies and advances in the identification of genes for deafness. A second goal was 

to assess the impact of genetic testing on deaf couples by measuring its influence on selection of a 

marriage partner. 

Funding source: NIDCD (Funding has ended, but data analysis and publishing of results continues.) 


Arnos, K.S. (2008). Ethical and social implications of genetic testing for communication disorders. Journal of 

Communication Disorders, 41, 444-457. 

Pandya, A., Withrow, K., Tracy, K., Norris, V.W., Maes, H., & Arnos, K.S. (2008, June). Universal newborn molecular 

screening for select causes of hearing loss: Consumer attitudes based on a national survey in the U.S. Abstract and platform 

presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy. 

Withrow, K.R., Burton, S., Arnos, K.S., Kalfoglou, A., & Pandya, A. (2008). Consumer motivations for pursuing genetic 

testing and their preferences for the provision of genetic services for hearing loss. Journal of Genetic Counseling, 17(3), 

252-260.

Research Stipends to Support Senior Capstone Projects for Deaf and Hard of 

Hearing Students at Gallaudet University 

Status: Ongoing Begin date: May 2008 End date: May 2009 


Solomon, Caroline – Biology 

Description: 

Gallaudet University is currently developing senior capstone courses in both the Biology and 

the Chemistry and Physics departments that will prepare deaf and hard of hearing students for 

graduate school in science, technology, engineering, and mathematics (STEM) research fields. 

Typically, few Gallaudet graduates in STEM fields pursue graduate studies. To address this issue, 

Gallaudet has partnered with George Washington University in the NSF-funded FORWARD 

program that encourages women and students with disabilities to continue in graduate studies. To 

directly address this issue through instruction and to better prepare and motivate students for the 

transition to higher degrees, a capstone course requirement has been initiated so that students will 

interact with deaf and hard of hearing scientists in a research-driven setting and practice research 

skills needed for later success. In the newly developed capstone course, students will learn how to 

develop small research proposals that include budgets of up to $2,000, then conduct experiments 

over the summer or in the fall. By the end of the spring semester, students will have completed a 

research paper and/or a presentation. This program will hopefully help increase the participation 

and education of deaf and hard of hearing people in the STEM workforce (NASA Outcome 1). 

Funding source: National Aeronautics and Space Administration (NASA) 

RIG: Broadening Participation of Deaf and Hard of Hearing Scientists Through 

Laboratory Studies of a Harmful Algal Species 

Status: Ongoing Begin date: August 2008 End date: August 2010 


Solomon, Caroline – Biology 


Glibert, Patricia – University of Maryland, 

Center of Environmental Science 

Description: 

Increases in both phosphorus (P) and nitrogen (N) loading to aquatic ecosystems in the 

United States have been linked with increased algal biomass, which leads to eutrophication that 

results in habitat change, decreases in biodiversity, increases in hypoxia, and harmful algal blooms. 

Until recently, freshwater ecosystems were not considered to be affected by any increases in N 

loading because of the limitation of P and the prevalence of N2-fixing cyanobacteria that supply N 

in these waters. However, anthropogenic N loading is causing proliferation of toxic cyanobacterial 

blooms that are increasing in frequency and magnitude around the world, concomitant with a global 

increase in N fertilizer use. Yet, there have been relatively few studies that have directly addressed 

the physiology of N quantity and form on growth and toxicity of these organisms. Microcystis 

aeruginosa, in particular, is increasing because it does not fix N, like many cyanobacteria, and thus may 

be uniquely poised to proliferate with high N loading into freshwater ecosystems and take advantage 

of the altered biogeochemical availability of N and shift to higher nitrogen:phosphorus (N:P) ratios. 

This project will use laboratory continuous culture systems to study the growth and N physiology of 

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Microcystis aeruginosa by (a) comparing differences in rates of growth, N assimilation, and toxin 

(microcystin) production when grown on inorganic N (NO3- and NH4+) or organic N (urea) 

sources over an increasing gradient of N:P ratios, and (b) investigating competitive ability for 

different N sources by examining kinetics of N uptake and two N assimilation enzymes (NO3- 

reductase and urease). 

This project is designed to engage and excite students who are deaf or hard of hearing and 

who have traditionally had few opportunities to experience meaningful research at the 

undergraduate level. The principal investigator, a beginning deaf female scientist, and her deaf and 

hard of hearing undergraduate students, will examine differences in rates of growth, N assimilation, 

and toxin production in several strains of the cyanobacterial species, Microcystis aeruginosa. Some 

experiments will be conducted at Horn Point Laboratory at the University of Maryland where 

students will have opportunities to interact with faculty and graduate students working on other 

aspects of nutrient cycling and algal dynamics. An integral part of the project will be an 

environmental science lecture series at Gallaudet University, educating the deaf and hard of hearing 

about the scientific aspects of environmental issues including nutrient pollution, eutrophication, and 

climate change. This study will provide deaf and hard of hearing undergraduate students with a 

hands-on project that will lead to larger field studies focusing on the effect of increased N loading 

on the frequency and magnitude of toxic cyanobacterial blooms. These opportunities should provide 

them the foundation for graduate school in the environmental sciences. 

Funding source: National Science Foundation (NSF) 

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Chemistry and Physics 

District of Columbia Space Grant Consortium 

Status: Ongoing Begin date: May 1, 2008 End date: April 30, 2009 


Snyder, H. David – Chemistry and Physics 


Berendzen, Richard – American University, 

District of Columbia Space Grant 

Consortium 

Description: 

Gallaudet University, along with other local universities and organizations comprising the 

District of Columbia Space Grant Consortium, participates in supporting educational and student 

financial assistance programs that develop infrastructure related to NASA and its strategic missions. 

During this reporting interval, (a) a fellowship competition was conducted and one $6,000 

fellowship was awarded, (b) software was maintained supporting NASA educational and research 

activities and undergraduate teaching by Dr. Snyder, (c) support was provided for one MSSD botball 

team to train and compete in the 2008 Botball regional competition at the University of Maryland 

(MSSD finished 19th out of 42 teams), (d) undergraduate Remotely Operated Vehicle (ROV) and 

balloon sounding investigations were performed in spring and fall 2008, respectively (Gallaudet 

Earth System Science classes), (e) a ROV team participated in an April 19, 2008 MATE Center 

MidAtlantic ROV competition at the Langley Air Force Base (11th place), and (f) the researcher 

continued work on the www.oceanmotion.org Web site for NASA. 

Funding source: NASA 

Using Corona Program Imagery to Study Bolivian Deforestation and Mexican 

Butterfly Habitat in the 1960s 

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


Snyder, H. David – Chemistry and Physics 


Czanjar, Chris – The Nature Conservancy 

Slayback, Daniel – Goddard Space Flight Center 

Tucker, Compton J. – Goddard Space Flight 

Center 

Description: 

Software is being written and calibrated to Landsat imagery that will correctly image Corona 

Program imagery from spy satellites of the 1960s onto a rectangular map grid. Images will be 

composed into a mosaic and used to study deforestation and land use change since the 1960s. 

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College of Professional Studies and Outreach 

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

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


Mounty, Judith L. – College of Professional Studies and Outreach, Language Planning Institute 

Mason, Teresa Crowe – Social Work 

Description: 

This project gathered information about deaf and hard of hearing social workers’ 

experiences with: preparation for practice in their chosen profession, licensure, licensing tests, and 

professional employment. The project entailed the administration of a survey to a national sample of 

deaf and hard of hearing individuals who had received academic preparation in the field of social 

work. Anecdotal evidence had indicated that many deaf and hard of hearing social workers around 

the country were locked into entry-level positions or were choosing jobs that did not require 

licensing because they could not pass the requisite tests. The sample, collected via mailing lists, Web 

postings, and snowball strategies included, but was not limited to, graduates of the Gallaudet University 

Department of Social Work. During FY 2005, data analysis was completed on 34 respondents. No 

further data was collected during 2007-2008. The investigators are exploring the possibility of 

converting the survey to a Web-based, online format that would be administered and processed by 

the Gallaudet University Department of Social Work. 


Status: Ongoing/Inactive Begin date: October 1, 2000 End date: August 31, 2007 


Mounty, Judith L. – College of Professional Studies and Outreach, Language Planning Institute 

Hulsebosch, Patricia – Education 

Description: 

This study examines the effect of “late” adoption (defined in this study as adoption after the 

third year) on deaf and hard of hearing children for whom natural acquisition of spoken language is 

severely constrained. There are separate bodies of literature on the challenges associated with 

adoption of older hearing children and studies on the effect of delayed language acquisition for deaf 

children. However, there is a need for empirical studies of how the language barriers that deaf 

children encounter interact with the psychosocial challenges encountered in the adoption of older 

children. Most critical is the need to investigate whether the interventions used with later adopted hearing 

individuals and their families are appropriate or optimal for deaf individuals and their families. The coinvestigators 

have informally included preliminary findings in academic and professional settings where 

the topic of development of older adopted deaf children has been relevant. Due to other commitments, 

the co-investigators have not done any further data analyses or created any products using the 

preliminary analyses. The project may be considered to be inactive at this time. 

The investigators would like to keep the project inactive but not close it. The video data has 

been disposed of. The transcripts are kept securely in an investigator’s office. A Gallaudet colleague 

who teaches courses related to the study would like to be able to have access to the data at a later

time (new documentation/updated proposal would be submitted to the IRB at that future time) and 

possibly collaborate with the co-investigators on a paper. None of the investigators is able to address 

this area at this time. 

Teacher/Parent Reading Study (VL2/Research/Practice Integration Study) 

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


Nover, Stephen M. – College of Professional 

Studies and Outreach, Language Planning 

Institute 

Mounty, Judith L. – College of Professional 

Studies and Outreach, Language Planning 

Institute 


Pucci, Concetta (student) – VL2 and 

Administration and Supervision 

Description: 

The goal of this project is to obtain an insider’s perspective on how deaf children reared and 

educated in an ASL/English bilingual learning environment become proficient readers. To learn 

how children who acquire language primarily by eye, rather than by ear, and become competent 

readers when the language of print derives from spoken language, the investigators interviewed 

teachers and parents of deaf children. The intent was to explore their insights, experiences, and 

beliefs about this process, focusing on students who have moved beyond learning to read and are 

now reading to learn. Research in the field of reading indicates that this transition happens at about 

the fourth grade reading level (not necessarily 4th grade). Twelve interviews have been conducted 

via videophone from Gallaudet University. Interview analyses and data processing are nearly 

completed and focus on identifying recurring themes regarding essential foundations for fostering 

skills associated with bilingual ASL/English competence and reading proficiency in the target 

population. These factors are in the process of being reformulated to create an online survey to be 

administered in English, with an introduction in ASL. Also, respondents are invited to contact the 

research team via email, IM, or videophone with any questions about the survey. The survey will be 

administered electronically; data will be processed at Gallaudet University. 

Funding source: VL2 

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Through Deaf Eyes Documentary 

Status: Ongoing Begin date: October 1, 1995 End date: No set date 


Bergey, Jean – College of Professional Studies 

and Outreach 

Gannon, Jack – Community advisor and author 

Baynton, Douglas – University of Iowa 

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Gannon, Rosalyn – Community advisor 

Hott, Larry – Florentine Films/Hott 

Productions 

Kenton, Karen – WETA TV 

Lang, Harry – National Technical Institute for 

the Deaf (NTID) 

Description: 

The Deaf Eyes project is an ongoing, multifaceted effort to bring deaf history to a wider 

audience. The film Through Deaf Eyes was nationally broadcast on PBS stations in 2007, and multiple 

public events were held (52 in FY 2007 and 7 in FY 2008). The film is being used in classrooms and 

for private screenings in schools, organizations, and government agencies. Public screenings of 

Through Deaf Eyes included: 

• California Department of Education, School and District Operations Branch 

(September 2007) 

• Hartford Public Library, Conn., (September 2007) 

• Coolidge Corner Cinema, as part of their deaf and hard of hearing screenings, Brookline, 

Mass., (September 2007) 

• “PAH” Deaf Arts Festival, Philadelphia, Pa. (October 2007) 

• University of Texas at Austin (October 2007) 

• Davideo Productions as part of their showcase, Seguin, Tex., (November 2007) 

• Northampton Independent Film Festival, a special celebration of Florentine Films/Hott 

Productions, Mass., (November 2007) 

• Clips screening for the Alfred I. DuPont–Columbia University Award for journalistic 

excellence, New York (January 2008) 


Bergey, J., & Duhon, S. (2007, October). Through Deaf Eyes. Film screening and presentation at the Environmental 

Protection Agency, Washington, DC.

Communication Studies 

Families Who Are Deaf: A Photographic Essay 

See Education. 

Interference in Hearing Aids From Digital Wireless Telephones: Improved 

Predictive Methods 

See Hearing, Speech, and Language Sciences. 

Rehabilitation Engineering Research Center (RERC) on Telecommunications 

Access 

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


Harkins, Judy – Communication Studies 

Vanderheiden, Gregg – University of Wisconsin, 

Madison, Industrial Engineering, Trace 

Center 


Kozma-Spytek, Linda – Communication Studies, 

Technology Access Program 

Tucker, Paula – Communication Studies, 


Williams, Norman – Communication Studies, 


Description: 

The primary mission of the RERC on Telecommunications Access is to advance accessibility 

and usability in existing and emerging telecommunications products for people with all types of 

disabilities. Telecommunications accessibility is addressed along all three of its major dimensions: 

user interface, transmission (including digitization, compression, etc.), and modality translation 

services (relay services, gateways, etc.) The RERC looks at advances that have both short- and longterm 

outcomes related to assistive technologies, interoperability, and universal design of 

telecommunications. 

The research and development program of this RERC covers three areas: 

1. Development of tools, techniques, and performance-based measures that can be used to 

evaluate current and evolving telecommunication technologies. Technologies of interest 

include video telephones and other video communication products and voice 

telecommunications products such as wireless and cordless phones. 

2. Projects in cooperation with industry to improve accessibility of digital cellular and 

cordless wireline phones as well as other emerging products. 

3. Improving access to emerging telecommunications, particularly digital and IP-based 

systems. Projects in this area will: 

(a) Identify techniques to alert people about possible emergencies and ensure 

accessible communication in emergency or crisis situations. (A State of the 

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Science Conference on Accessible Emergency Notification and Communication 

was held Nov. 2–3, 2005.) 

(b) Seek solutions for the current incompatibility issues around text communications 

and ways to build the necessary capabilities into mainstream technologies to 

allow them to evolve to new text, speech, and visual communication 

technologies. (This will enable deaf and hard of hearing people to communicate 

over the mainstream technologies in the modes that work best for them.) 

(c) Develop guidelines and reference materials to help mainstream 

telecommunications manufacturers build their regular products in ways that 

enable individuals with visual, hearing, physical, and cognitive disabilities to use 

them. 

Funding source: U.S. Department of Education, National Institute on Disability and Rehabilitation 

Research (NIDRR), grant H133E040013. 


Friedner, K., & Kozma-Spytek, L. (2008, April). Digital cordless telephone interference in hearing aids. Poster presentation at the 

annual meeting of the American Academy of Audiology, Charlotte, NC. 

Harkins, J. (2007, December). Emergency communications through cellular wireless: Tools and accessibility issues. Presentation at the 

G3ict Roundtable on Digital Inclusion, W2i Digital Cities Conference, Washington, DC. 

Harkins, J. (2008). Progress in 2007: Location-based emergency alerting to mobile devices. In 2008 TDI National Directory and 

Resource Guide for Deaf and Hard of Hearing People (pp. 51-52). Silver Spring, MD: Telecommunications for the Deaf, Inc. 

Harkins, J. (contributing author). (2008, October 12). Requirements and recommendations on needs of users, including 

individuals with disabilities and the elderly. In Commercial Mobile Alert Service Architecture and Requirements (Federal 

Communications Commission, Commercial Mobile Service Alerting Advisory Committee Report, sect. 5.5). 

Harkins, J., & Strauss, K.P. (2008). Access to emergency number services. Assistive Technology, 20(1), 13-25. 

Harkins, J., & Williams, N. (Producers). (2008). Alfred Sonnenstrahl on Deaf telecommunications history: A memoir [Video]. 

(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/sonny/.) 

Harkins, J., & Williams, N. (Producers). (2008). Greg Hlibok interview on FCC purpose, functions, and relevancy to 

telecommunications accessibility [Video]. (Available on Gallaudet University Technology Access Program Web site: 

http://tap.gallaudet.edu/articles/FCC/.) 

Harkins, J., & Williams, N. (Producers). (2008). Karen Peltz Strauss interview: Lessons from 20+ years of legal advocacy [Video]. 

(Available on Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/articles/KarenPeltzStrauss/.) 

Kozma-Spytek, L. (2007). Did you say cordless telephone interference? The GA-SK, 38(1), 11. 

Kozma-Spytek, L. (2007). What the HAC Act means for consumers. The GA-SK, 38(1), 1, 10, 11, 13, 17. 

Strauss, K.P. (2007, October). Emergency access issues related to Sections 255 and 508. Presentation to the Wireline Division of 

the Federal Communications Bar Association, Washington, DC. 

Strauss, K.P. (2007, October 24). DTV, HAC, CAC, VoIP, VRS certification and end of wireless analog service. Available on 

Gallaudet University Technology Access Program Web site: http://tap.gallaudet.edu/Policy/FCC/CCL-10-24-07.asp. 

Strauss, K.P. (2007, December). New mandates for accessible wireless emergency services. Presentation at the G3ict Roundtable on 

Digital Inclusion, W2i Digital Cities Conference, Washington, DC. 

Strauss, K.P. (2008). Communication access and people with disabilities: An overview. Presentation at the monthly policy 

luncheon, Wilkinson, Barker, Knauer, LLP, Washington, DC. 

Strauss, K.P. (2008, February). The need for access to products and services in the 21st century. Presentation at the policy forum of 

the Alliance for Public Technology, Washington, DC. 

Strauss, K.P. (2008, May). The need for access to products and services in the 21st century. Presentation at the spring policy summit 

of the Telecommunications Industry Association, Washington, DC. 

Strauss, K.P. (2008, August 28). In the Matter of Hearing Aid Compatible Mobile Handsets, De Minimis Exception. (WT Docket 

No. 07-250). 

Strauss, K.P. (2008, September). TRS and emergency services panel: The need to address emerging technologies for people who are deaf or 

hard of hearing. Presentation at the National Association for State Relay Administration, Lowell, MA. 

Strauss, K.P., & Harkins, J. (2007, October 5). In the Matter of Section 68.4(a) of the Commission’s Rules Governing Hearing Aid 

Compatible Telephones, Report on the Status of Implementation of the Commission’s Hearing Aid Compatible Requirements. (WT 

Docket No. 01-309, WT Docket No. 06-203, DA 07-4151).

Strauss, K.P., & Harkins, J. (2007, December 21). In the Matter of Amendment of the Commission’s Rules Governing Hearing Aid- 

Compatible Mobile Handsets. (WT Docket No. 07-250, WT Docket No. 01-309). 

Williams, N. (2007). Multi-Text Chats [Proof of concept software for integrating real-time text and instant messaging]. 

Concept adopted by AOL in AIM 6.8, June 2008. Patent pending. 

Williams, N. (2008, January 10). Automatic voicemail transcription services. Available on Gallaudet University Technology 

Access Program Web site: http://tap.gallaudet.edu/articles/simulscribe/. 

Williams, N. (2008, January 10). Camfrog review. Available on Gallaudet University Technology Access Program Web site: 

http://tap.gallaudet.edu/articles/camfrog/. 

Williams, N. (2008, January 10). How to start NetMeeting on Microsoft Windows XP and Vista. Available on Gallaudet 

University Technology Access Program Web site: http://tap.gallaudet.edu/articles/startnetmeeting/. 

Williams, N. (2008, September). Digital television transition issues. Presentation at the monthly meeting of Maryland Deaf 

Senior Citizens, Silver Spring. 

Williams, N., & Vanderheiden, G. (Producers). (2008). Real-time and line-by-line texting comparison demonstration videos [Two 

videos]. (Available on Gallaudet University Technology Access Program Web site: 

http://tap.gallaudet.edu/articles/momandchild/ and http://tap.gallaudet.edu/articles/aim911/.) 

Counseling 

Medical Students, Cancer Control, and the Deaf Community 

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


Sadler, Georgia – University of California, San 

Diego, Moores Cancer Center 

Lytle, Linda – Counseling 


Nakaji, Melanie – University of California, San 

Diego, Moores Cancer Center 

Description: 

Funded by the National Cancer Institute and established at the University of California, San 

Diego School of Medicine in collaboration with Gallaudet University, this 3-year old project aims to 

prepare medical students to become clinical leaders dedicated to improving access to health care and 

cancer prevention and to control information to the deaf and hard of hearing community. While in 

San Diego, students learn ASL and Deaf culture, present cancer information to the Deaf 

community, and begin research projects. Students attend Gallaudet University for a 4-week 

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

and cancer lectures. 

Funding source: National Cancer Institute 


Nakaji, M. (2008, June). Training medical students in Deaf culture, American Sign Language, and cancer control. Presentation at a 

meeting of the National Counselors of the Deaf Association, Washington, DC. 

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Education 

Deaf Childrenʼs ASL and English Acquisition of Novel Fingerspelled Words Using 

a Fast Mapping Paradigm 

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


Hile, Amy – Education (doctoral candidate at University of Colorado at Boulder) 

Description: 

This project focused on the ability of deaf children, aged 5–6 years and 8–9 years to learn 

new fingerspelled novel words (neutral and lexicalized) through a training task and to test their 

knowledge of common fingerspelled words. Children in this study participated in a fast mapping 

paradigm containing five assessments (imitation, matching, production, lexical identification, and 

writing) using 30 target words that were categorized as common, lexicalized, or neutral. Fifty-eight 

deaf children participated in this study. Currently, the study is in the data analysis stage. This 

information will provide additional insight into the developmental trends and errors pertaining to 

children’s fingerspellings. 


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

Developing Readers: The Effect of Exposure to Cued American English 

See Hearing, Speech, and Language Sciences. 

Families Who Are Deaf: A Photographic Essay 

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


Bodner-Johnson, Barbara – Education 

Benedict, Beth – Communication Studies 

Description: 

This project is a photo-documentary study of the everyday lives of families who have family 

members who are deaf and who use ASL. Using semi-structured depth interviews, the researchers 

collected information directly from families relating to various aspects of their life experience. 

Family portraits and photographs of the families “in action” were made. An important focus was to 

document how the families who use ASL, and those whose children also have cochlear implants, 

move back and forth between Deaf and hearing cultures and ASL and spoken languages in the 

context of home, school, and community. This project will result in a book that will include 

summaries/identified themes from the interviews, information from the literature, and family 

essays—all juxtaposed with family photographs. 

Seven families with a family member who is deaf and who use American Sign Language were 

interviewed and photographed. Diversity in family structure, age of children, race and ethnicity was

achieved; three of the children also have cochlear implants. The photographs are intended to record 

the rhythm and pattern of the family’s life at home and in other venues as the parents suggest; they 

are informal, and both candid and posed photographs were taken. 


Newborn Hearing Screening and Early Intervention: An Investigation of Family 

and Child Outcomes 



Sass-Lehrer, Marilyn – Education 


Wainscott, Sarah (student) – Education 

Croyle, Carol (student) – Education 

Description: 

The purpose of this pilot project is to confirm the effectiveness of instruments and data 

collection procedures to investigate families’ experiences with newborn hearing screening and early 

intervention (EHDI). Data will be collected in an initial study that will focus on families’ experiences 

through the newborn hearing screening and intervention process as it affects child and family 

outcomes after approximately 6 months of participation. Specifically, data will be collected on family 

functioning, decision-making processes, as well as child language and cognitive development levels 

at 10–14 months of age. Relationships will be explored among these measures and parents’ reports 

of their experiences surrounding the EHDI process. This project will lead directly to a proposal for 

external funding for an expanded, longitudinal investigation. 


Sass-Lehrer, M. (2008, February). Communication decisions and services. Online presentation to the Deaf Education Program, 

Michigan State University, East Lansing. 

Sass-Lehrer, M. (2008, July). Decisions, decisions: Guiding and supporting families from the start. Presentation at the Statewide 

Conference on Education of the Deaf and Hard of Hearing, Galveston, TX. 

Sass-Lehrer, M. (2008, July). Impact of hearing loss on the family. Training modules for Texas early intervention service 

coordinators and deaf education parent advisors, Austin, TX. 

Sass-Lehrer, M. (2008, July). Informed decision making. Training modules for Texas early intervention service coordinators 

and deaf education parent advisors, Austin, TX. 

Sass-Lehrer, M., & Wainscott, S. (2008, March). Decision making processes of EHDI families. Presentation at the 2008 

National Early Hearing Detection and Intervention Conference, New Orleans, LA. 


See College of Professional Studies and Outreach. 

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Reflective Journal Writing: Deaf Pre-Service Teachers With Hearing Children 



Bailes, Cynthia Neese – Education 

Hulsebosch, Patricia – Education 

Martin, David – Independent consultant 

Description: 

This study examines the content of reflective journals of Deaf pre-service teachers during 

student teaching in a classroom with hearing students. Journal entries were analyzed and compared 

to the established literature on student teaching. It was found that these student teachers focused on 

many of the same issues that had been mentioned in the literature on reflective teaching; they often 

did so by incorporating key elements of Deaf culture. Unlike most student teachers, this cohort 

placed a primary emphasis on pedagogy but with a visual emphasis. Implications of the sociocultural 

perspectives in teacher education programs are discussed in the researchers’ analyses. 

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



Bailes, Cynthia – Education 

Erting, Carol – Education 

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Ricasa, Rosalinda – Applied Literacy 

Erting, Lynne – Clerc Center 

Reilly, Charles – Gallaudet Research Institute 

Thumann-Prezioso, Carlene – Gallaudet 

Research Institute 

Harris, Raychelle – Interpretation 

Kuntze, Marlon – Boston University 

Holmes, Heidi (student) – Education 

Klotz, Margaret – Clerc Center 

Description: 

This interdisciplinary, longitudinal study examines cultural, linguistic, and cognitive 

development in deaf and hard of hearing children from diverse backgrounds. The first phase of data 

collection was carried out from 1994–1996 when 12 teachers and 60 children were videotaped 

biweekly in their preschool classrooms. In FY 2003, follow-up data were collected on six children 

selected for an in-depth, longitudinal study. The goals were (a) to describe the ASL and English 

literacy acquisition of six deaf and hard of hearing children in preschool classrooms where ASL and 

English were the languages of instruction, (b) to describe the pedagogy—including the philosophy, 

teaching strategies, and classroom literacy environments—of nine preschool teachers as well as the 

early literacy practices in a Deaf home, and (c) to document the ASL, English literacy, and academic 

achievement of the six target students from the time the classroom data collection ended in 1996 

through 2002.

The central focus of the ongoing analysis of the videotapes is on how ASL and English 

literacy are acquired by individual children who differ in theoretically important ways, how the 

parents’, teachers’, and children’s use of ASL is linked to, and supports, emerging English literacy, 

and how this linguistic and cultural knowledge contributes to academic achievement during 

interaction with adults and peers. 


Bailes, C.N., Erting, C.J., Erting, L.E., & Thumann-Prezioso, C. (in press). Language and literacy acquisition through 

parental mediation in American Sign Language. Sign Language Studies. 

Successful Science Teaching: Problem Solving Strategies of Outstanding 

Science Teachers of the Deaf 

Status: Ongoing Begin date: October 1, 2004 End date: No Set Date 


Mangrubang, Fred R. – Education 

Description: 

This study involves direct observation of the classrooms of award-winning teachers teaching 

science to deaf students. The study includes: (a) teaching styles of these teachers, (b) their 

relationships with students, (c) how they solve instructional problems, and (d) what sets outstanding 

teachers teaching science to deaf students apart from their colleagues, including their love of 

learning, problem-solving skills, and a radar-like sixth sense that scans and interprets the learning 

environment. The study highlights the common characteristics, philosophies, teaching methods, and 

behaviors that have helped these teachers of deaf students win teaching awards and recognition for 

teaching excellence in their schools. 

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Educational Foundations and Research 

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

and Persons With Disabilities 



Mertens, Donna – Educational Foundations and 

Research 


Holmes, Heidi (student) – Education 

Harris, Raychelle (student) – Education 

Ginsberg, Pauline – New York University at 

Utica 

Wilson, Amy – Educational Foundations and 

Research 

Description: 

The researchers are examining the meaning of a transformative perspective in educational 

research and evaluation. An inclusive perspective is based on a body of scholarly work that is 

sometimes labeled as transformative and is characterized by the writings of feminists, ethnic/racial 

minorities, people with disabilities, and others who work on behalf of social justice and human 

rights. The research explores the theoretical and methodological implications of this perspective for 

research and evaluation and for teaching research methods classes. 


Ginsberg, P.E., & Mertens, D.M. (in press). Frontiers in social research ethics: Fertile ground for evolution. In D.M. 

Mertens & P. Ginsberg (Eds.), Handbook of social research ethics. Thousand Oaks, CA: Sage. 

Ginsberg. P., & Mertens, D.M. (Eds.). (in press). Handbook of social research ethics. Thousand Oaks, CA: Sage. 

Harris, R., Holmes, H., & Mertens, D.M. (in press). Research ethics in sign language communities. Sign Language Studies. 

Holmes, H., Harris, R., & Mertens, D.M. (in press). Deaf people in a transformative research context. In S. Foster (Ed.), 

Researching in the deaf community. London: Oxford Press. 

Mertens, D.M. (2007). Mixed methods and the politics of human research: The transformative-emancipatory 

perspective. In V.L. Plano & J. Creswell (Eds.), Mixed methods reader. Thousand Oaks, CA: Sage. 

Mertens, D.M. (2007). Representation of stakeholders in culturally complex communities. In N. Smith & P. Brandon 

(Eds.), Fundamental issues in evaluation. New York: Guilford Press. 

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

86-90. 

Mertens, D.M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of Mixed Methods Research, 1(3), 

212-225. 

Mertens, D.M. (2007, November). Identifying critical processes and outcomes across evaluation approaches. Invited lecture at the 

annual meeting of the American Evaluation Association, Baltimore. 

Mertens, D.M. (2007, November). International development and transformative evaluation. Invited presentation at the 

InterAction Evaluation Interest Group (EIG) Round Table, Baltimore. 

Mertens, D.M. (2007, November). The contours of inclusion: Arts learning outcomes and evaluation strategies. Presentation at the 

VSA Arts Symposium, Baltimore. 

Mertens, D.M. (2008, February). Project SUCCESS: Preparing teachers for diverse deaf students. Presentation at the conference 

of the Association of College Educators of the Deaf and Hard of Hearing, Monterey, CA. 

Mertens, D.M. (2008, April). Transformative mixed methods in education. Invited presentation at American Educational 

Research Association, New York. 

Mertens, D.M. (2008, May). Transformative research and evaluation: Framework for social justice. Presentation at the Perspectives 

on Evaluating Programs, Policies, and Organizations Colloquium Series, University of Delaware, Newark. 

Mertens, D.M. (2008, May). Transformative research in the disability community. Presentation at the 4th International Congress 

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

Mertens, D.M. (2008, July). Transformative mixed methods: Ethical implications. Presentation at the University of Cambridge, 

England. 

Mertens, D.M. (2008, August). Transformative research and ethics in psychological research. Presentation at the annual convention 

of the American Psychological Association, Boston. 

Mertens, D.M. (2008, September). Social transformation and research ethics. Presentation at the interims meeting of the 

International Sociological Association [Research Committee 33 on Logic and Methodology in Sociology], Naples, Italy. 

Mertens, D.M. (in preparation). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative 

and mixed methods, 3rd ed. Thousand Oaks, CA: Sage. 

Mertens, D.M. (in press). Transformative psychological research in pursuit of social justice. Eye on Psi Chi. Washington, 

DC: APA. 

Mertens, D.M. (in press). Transformative research and evaluation. New York: Guilford Press. 

Mertens, D.M. (in press). Youth resilience research and the transformative paradigm. In M. Ungar & L. Lieberberg 

(Eds.), Researching Youth Across Cultures and Contexts. University of Toronto Press. 

Mertens, D.M., & Ginsberg, P. (Eds). (in press). Ethics in social work qualitative research. Qualitative Social Work. 

Mertens, D.M., Harris, R., Holmes, H., & Brandt, S. (2007). Project SUCCESS (Summative Evaluation R). Washington 

DC: Gallaudet University. 

Mertens, D., Holmes, H., & Harris, R. (2007, November). Presidential strand: Transformative evaluation in service of social justice. 

Presentation at the annual meeting of the American Evaluation Association, Baltimore. 

Mertens, D.M., & Hopson, R. (2007). Advancing evaluation of science, technology, engineering, and mathematics efforts 

through attention to diversity and culture. In D. Huffman & F. Lawrenz (Eds.), New directions in evaluation. San 

Francisco: Jossey Bass. 

Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity and students with disabilities. In B. Bank (Ed.), 

Encyclopedia on Gender and Education. Westport, CT: Greenwood Press. 

Mertens, D.M., Wilson, A., & Mounty, J. (2007). Gender equity for people with disabilities. In S. Klein (Ed.), Handbook 

for Achieving Gender Equity Through Education (pp. 583-604). Mahwah, NJ: Lawrence Erlbaum. 

A-27

The Guessing Game: The Effect of Morpho-Graphemic Organization on Word 

Attack Skills 

Status: Completed Begin date: Fall 2007 End date: May 2008 


Clark, Diane – Educational Foundations and Research 

Description: 

Many studies have found that phonological awareness is required to become a skilled reader, for 

both hearing and deaf individuals. Unfortunately, many deaf readers lag behind their hearing peers, with 

the average reading level pinpointed at the fourth grade level. This deficit has often been attributed to 

poor phonological skills. In contrast to this deficit view, others suggest that phonological awareness is 

not necessary for deaf people to improve their reading efficiency. This study investigated both 

phonological awareness skills and morphological skills. To determine if deaf students with higher English 

placement levels have better word attack strategies, students responded to a morphological test, where 

words with and without morphemes were matched to their definition. Additionally, the project 

investigated if English placement levels were related to more accurate responses on a phonological 

awareness test. Results showed that phonological awareness was not related to English placement scores. 

However, students with higher college entry English scores were more likely to match both high and low 

frequency words to their meanings. This finding suggests that phonological awareness is not the sole 

route for deaf learners to become skilled readers, but that alternative, visually accessible strategies are 

involved. 

Funding source: GRI Priority Fund 


Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (2008, May). The Guessing Game: The effect of morpho-graphemic organization on 

word attack skills. Presentation at the annual convention of the Association for Psychological Science, Chicago. 

Clark, M.D., Begue, J., Gilbert, G., & Weber, B. (submitted). The Guessing Game: The effect of morpho-graphemic 

organization on word attack skills. American Annals of the Deaf. 

A-28

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

Individual Education Plan (IEP) Process 

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


Gerner de Garcia, Barbara – Educational 

Foundations and Research 

Morocco, Catherine – Education Development 

Center 


Brigham, Nancy – Education Development 

Center 

Mata-Aguilar, Cynthia – Education 

Development Center 

McTigue, Anna – Education Development 

Center 

Description: 

In the four-year ICARE Schools study, the Education Development Center in Newton, 

Mass. identified and documented middle schools that use innovative approaches to engage all 

families in the education of students with disabilities, particularly the creation and implementation of 

students’ Individual Education Plans (IEPs). After a systematic nomination, application, and review 

process, researchers selected three middle schools that had demonstrated successful parent 

involvement and positive outcomes for students with disabilities. Focusing on families from 

culturally, linguistically, and socio-economically diverse backgrounds—who often feel isolated— 

researchers explored the attitudes and activities of families and educators that foster meaningful 

parent involvement at these schools. Study findings, including information about successful 

strategies, will be disseminated to a variety of audiences, including schools, families, policymakers, 

and researchers. 


Mata-Aguilar, C., Brigham, N., McTigue, A., Fox, M., & Corrado, F. (2008, April). ICARE Schools: Successful strategies. 

Presentation at the annual convention of the Council for Exceptional Children, Boston. 

Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, April). ICARE Schools: A study of meaningful parent 

involvement in the IEP process. Presentation at the annual convention of the Council for Exceptional Children, Boston. 

Mata-Aguilar, C., McTigue, A., Brigham, N., & Gerner de Garcia, B. (2008, July). ICARE Schools: A study of meaningful 

parent involvement in the IEP process. Poster presentation at the meeting of the Office of Special Education Programs 

Project Directors, Washington, DC. 

Implementing Bilingual Education for the Deaf in Catalonia: Beliefs About Critical 

Knowledge Needed in Bilingual Classrooms With Deaf Children 

Status: Ongoing Begin date: March 1, 2006 End date: No set date 


Gerner de Garcia, Barbara – Educational Foundations and Research 

Fernandez-Viader, Pilar – University of Barcelona 

Description: 

The purpose of this investigation is to study what teachers and support staff believe is the 

essential knowledge needed for the successful implementation of bilingual education for the deaf in 

Spain. Their views as practitioners and insiders in bilingual settings for deaf students are invaluable 

for understanding the crucial elements of bilingual deaf education and improving the support and 

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professional development of current and future teachers of the deaf. In the past 10 years, deaf adults 

have increasingly been incorporated in these settings as sign language teachers and as teacher 

assistants. The lack of secondary and postsecondary educational opportunities for deaf adults in 

Spain and the rest of Europe is an obstacle to increasing the number of teachers who are deaf. 

However, it is critical to explore the roles of deaf adults and the knowledge they bring to bilingual 

settings as well as ideas for increasing the supply of deaf teachers. The University of Barcelona has 

recently established programs offering a specialization in deaf education and training of sign 

language teachers (for Deaf adults) and sign language interpreters. This study contributes to 

comparative educational studies in deaf education by involving American and Spanish coinvestigators. 

This collaboration provides both insider and outsider perspectives. Typically, 

comparative education studies in deaf education involve either a researcher close to the situation 

(insider) who knows the context or a foreigner (outsider) bringing new eyes but limited contextual 

knowledge. Two interview protocols were designed: one for individual interviews and one for focus 

groups. The researchers conducted two focus groups at two schools for the deaf. Additionally, they 

carried out a number of individual interviews and also distributed the questionnaire used for 

individual interviews to several schools for written responses. 

The Latin American and the Caribbean Newborn Hearing Screening Survey 



Gerner de Garcia, Barbara – Educational 

Foundations and Research 

A-30 


Chacon, Susan – New Mexico State Department 

of Health 

Gaffney, Marcus – Centers for Disease Control 

and Prevention (CDC), Atlanta, Ga. 

Gaffney, Claudia – CDC, Atlanta, Ga. 

Description: 

The purpose of the survey is to collect information on infant hearing screening in the 

Spanish-speaking countries of Latin America and the Caribbean. Brazil, a Portuguese-speaking 

country, is also included. Latino deaf and hard of hearing children make up 25% of all school-age 

deaf and hard of hearing children in American schools. The information collected through this 

survey can benefit professionals in the United States who work with immigrant Latino deaf and hard 

of hearing children and their families. Collecting information on services for infants and toddlers 

also will provide the opportunity for information sharing among the countries involved. The 

researchers planning this project are frequently contacted for technical assistance by educators, 

parents, and professionals in Latin America. They believe the most beneficial form of technical 

assistance is helping to build networks among professionals in the region. These professionals will 

be able to share resources and solutions that are best suited for their conditions. By fostering the 

development of such networks, the researchers recognize that technical solutions, as well as expertise, 

may be available in the region. Finally, the researchers believe that collecting this information serves as a 

basic needs assessment of the state of infant hearing screening in the Spanish-speaking countries in Latin 

America and the Caribbean. The information gathered can serve as the basis for improving services in 

these countries. The researchers plan to present findings from this project in a journal article and at the 

2008 Early Hearing Detection and Intervention Conference.


Gerner de Garcia, B. (2008, February). The Latin American and the Caribbean Newborn Hearing Screening Survey: Process and 

results. Presentation at the conference of the Association of College Educators of the Deaf and Hard of Hearing, 

Monterey, CA. 

Gerner de Garcia, B., Gaffney, C., Chacon, S., & Gaffney, M. (2008, February). A new frontier: Current EHDI activities in 

Latin America. Poster presentation at the 2008 National Early Hearing Detection and Intervention Conference, New 

Orleans, LA. 

Gerner de Garcia, B., Gaffney, C., & Gaffney, M. (2008, June). The next frontier: An overview of EHDI activities in Latin 

America. Presentation at the 2nd International Conference on Newborn Hearing Screening, Como Lake, Italy. 

Lexical Variation in Chinese Sign Language: Language Planning and 

Standardization for Postsecondary Education 

Status: Ongoing Begin date: January 2007 End date: February 2009 


Lin, Christina – Gallaudet University alumna, now working in China 

Gerner de Garcia, Barbara – Educational Foundations and Research 

Chen-Pichler, Deborah – Linguistics 

Description: 

Chinese Deaf students (n=338) from nine postsecondary programs were surveyed to seek 

their perception of the need for standardizing Chinese Sign Language. Educators of the deaf in 

postsecondary settings were also interviewed. A preliminary plan for standardizing CSL for use in 

postsecondary education was developed after analyzing the data, using Reagan’s (2001) language 

planning process for sign language. 


Lin, C., Gerner de Garcia, B., & Chen Pichler, D. (in press). Lexical variation in Chinese Sign Language: Language 

planning and standardization for postsecondary education. Current Issues in Language Planning. 

A-31

Preparing Tomorrowʼs Teachers for Technology 

Status: Completed Begin date: September 1, 1999 End date: September 2007 


Mertens, Donna – Educational Foundations and 

Research 

A-32 


Slemenda, Katharine – Converse College 

Johnson, Harold – Kent State University 

Description: 

The Association of College Educators of the Deaf and Hard of Hearing received three 

grants from the U.S. Department of Education: the first covered the period from September 1999– 

August 2000 and was for $161,000. The second covered the period following the award in June 2000 

and was for $2.6 million. The third covered October 2003–September 2007. The projects provide a 

partnership for faculty in all teacher education programs for the deaf and hard of hearing across the 

United States to enhance their abilities to use technology as well as the abilities of the students they 

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


Easterbrooks, S., Stephenson, B., & Mertens, D.M. (2007). Master teachers’ responses to twenty literacy, science, or 

math practices in deaf education. American Annals of the Deaf, 151(4), 398-409. 

Mertens, D.M., Ginsberg, P., & Harris, H. (2007). Join together: Preparing tomorrow’s teachers for technology (Summative 

Evaluation Report). Washington, DC: Gallaudet University. 

English 

A Grave and Gracious Woman: Deaf People in Colonial New England 

Status: Completed Begin date: End date: 


Carty, Breda – University of Newcastle, RIDBC Renwick Centre 

Macready, Susannah – University of Sydney 

Sayers, Edna Edith – English 

Description: 

Increase Mather published An Essay for the Recording of Illustrious Providences in 1684 in Boston. 

His purpose was to describe “remarkable” examples of God’s grace among the lives of people in 

New England. One of the chapters in his book is an extended description of a signing deaf couple, 

Sarah and Matthew Pratt—an early example of Deaf intermarriage. They lived several decades 

before the first documented instance of a signing deaf person on Martha’s Vineyard. 


Carty, B., Macready, S., & Sayers, E.E. (in press.) A grave and gracious woman: Deaf people in colonial New England. 

Sign Language Studies.

It Takes a Village 

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



Gates, Diana – Library 

Description: 

This project is a conference paper on Lydia Sigourney’s youthful contacts with Deaf people 

in Hartford. 



See Library. 

Whatʼs Up With Helen Keller? 

Status: Completed Begin date: September 2007 End date: April 2008 



Description: 

This project is a conference paper exploring the Deaf community’s reaction to Helen Keller 

during her lifetime. 


Sayers, E.E. (2008, April). What’s Up With Helen Keller? Presentation at Deaf Studies Today! 2008: Montage, Utah Valley 

State College, Orem. 

Sayers, E.E. (in press). What’s up with Helen Keller? In The Proceedings of Deaf Studies Today, 2008. Orem: Utah Valley 

State College. 

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English Language Institute 

Cracking the Code: An Investigation of MVL and SVO Teaching Approaches With 

Deaf ESL Students 

Status: Ongoing Begin date: August 2007 End date: October 2008 


Gore, Jimmy C. – English Language Institute 

Brinks, Barbara C. – Interpretation 

Thornley, Mary J. – Independent consultant 

Description: 

This project is an analysis of student test results using data from English classes 01, 02, 03, 

04, and 05 pre- and post-tests in the December 2007 to April 2008 semester at the English Language 

Institute at Gallaudet University. The final product will be an article that presents the data, the 

reason for the study, and the conclusions drawn. 

Foreign Languages, Literatures, and Cultures 

Crossing the Divide: Helen Keller and Yvonne Pitrois Dialogue on Diversity 

Status: Completed Begin date: November 2004 End date: Winter 2007 


Hartig, Rachel – Foreign Languages, Literatures, and Cultures 

Description: 

How do those living with a difference most effectively cross the cultural divide and explain 

themselves to mainstream society? The American deaf-blind icon Helen Keller and her French 

counterpart, Yvonne Pitrois, had diametrically opposed views on this issue. The researcher attempts 

to sort out the reasons for their respective stances. 


Hartig, R. (2007). Crossing the divide: Helen Keller and Yvonne Pitrois dialogue on diversity. Sign Language Studies, 7(2), 

177-185.

Empowering Deaf Communities in Latin America 



Berdichevsky, Cristina – Foreign Languages, 

Literatures, and Cultures 


Bibum, Aloy – Buea School for the Deaf, 

Cameroun 

Fernandez, Allan – University of Costa Rica, 

PROGRESO, San Jose 

Siety, Blandine – Gabonese Deaf Association, 

Libreville 

Battistelli, Luis – Mendoza Deaf Association, 

Argentina 

Sanabria, Gaspar – Mexican Deaf Federation, 

Mexico City 

Camarena, Silvia – Guadalajara Deaf Association 

López, Leonel – Costa Rica Deaf Association 

Guillermo, Elvia – Multicultural Student 

Programs 

Reuters, Mariana – Argentina Deaf 

Confederation, Buenos Aires 

Bradford, Stacey – Foreign Languages, 


Description: 

This project is an ongoing collaboration to pilot a “deafness enhanced” participative 

leadership model which promotes a shared agenda of self-empowerment and leadership in action 

through deaf peer mentoring. The mentoring occurs via exchanges and service learning 

opportunities within deaf communities in the United States, four Latin American countries 

(Argentina, Colombia, Costa Rica, and Mexico), and in Cameroun, Africa. In 2008, this leadership 

model—known as IDP (International Deaf Partnerships)—was expanded to Gabon, Africa. Two 

undergraduate students successfully completed their summer internships at the Ecole Nationale des 

Enfants Déficients Auditifs, a primary deaf school run by the Gabonese government; they also 

worked closely with the Gabonese Deaf Association. An article about the students’ accomplishments 

was published in a newspaper in Libreville, the capital of Gabon. 

In the spirit of the partnership with deaf communities in Latin America, the researchers 

continue working on a multimedia anthology documenting the lives of deaf people in Argentina, 

Costa Rica, and Mexico. The anthology will be published as soon as the data analysis and captioning 

of the videotaped signed interviews are completed. The researcher is working with her Latin 

American partners to seek funding through the Inter-American Foundation. 

Funding source: Department of Foreign Languages, Literatures, and Cultures, Faculty 

Development Grant 


Berdichevsky, C., & Rogers, B. (2008, June). The global Deaf community: Deaf people in Latin America. Paper presentation at 

the conference of the Society for Disability Studies, New York. 

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

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


Berdichevsky, Cristina – Foreign Languages, Literatures, and Cultures 

Description: 

This is an ongoing project which will result in the publication of a comparative study of the 

effect of gender politics in works by two daughters of The Enlightenment from opposite socioeconomic 

backgrounds. The purpose of the study is to shed light on possible intersections between 

the politics of gender and class and the discourse of equality of The Enlightenment, a topic which is 

currently being debated among scholars in the fields of Women’s Studies and 18th Century Studies. 

The Germaine de Stäel Society for Revolutionary and Romantic Studies invited the researcher to 

discuss her work at its international conference, which will be held at Washington University from 

May 8–10, 2009. The conference, Germaine de Stäel Today: Currents and Cross-currents, will focus 

mainly on the American accomplishments of the last two decades in the field of Staël studies and 

examine new paradigms for Stäel’s studies in the 21st century. In November 2007, the researcher 

was invited to deliver a paper entitled “Feminine and Feminist Perspectives in Mme de Stäel’s Anti- 

Slavery Discourse” at a regional conference of the American Society for 18th Century Studies 

(ASECS) in Atlantic City, N.J. but could not attend due to illness. In November 2008, she will 

present a paper entitled “Gender and Politics in Revolutionary France” at a regional conference of 

ASECS at Georgetown University in Washington, D.C. 

Funding source: Department of Foreign Languages, Literatures, and Cultures 


See Psychology. 

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

Lives of Deaf People in Argentina, Costa Rica, and Mexico 

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


Berdichevsky, Cristina – Foreign Languages, 


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Bradford, Stacey – Foreign Languages, 


Guillermo, Elvia – Multicultural Student 

Programs 

Rogers, Buck – Gallaudet University alumnus 

Jimenez, Alvaro (undergraduate) – Spanish 

Description: 

Despite a steady increase in the interest in disability and development, only quantitative 

research exists, and much of it remains focused on categorizing and defining disabilities in the 

framework of a medical model. This project examines Deafness as a lived experience by

investigating issues that affect the lives of deaf Argentineans, Costa Ricans, and Mexicans, and what 

is being done and could be done to address those issues according to deaf people themselves. 

Participants were recruited with assistance from their local deaf associations. Data was collected 

through 60 signed interviews, written stories, and surveys by a team of qualified deaf Americans, in 

collaboration with local deaf language consultants. Due to lack of funding the project is on hold, as the 

investigators continue to seek funding to finish transcribing and captioning the interviews. 

Language and Gesture in Cross-Linguistic Perspective 


Parsing Sentences in Two Languages II (Eye-Tracking Study) 

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


Dussias, Paola – The Pennsylvania State University 

Piñar, Pilar – Foreign Languages, Literatures, and Cultures 

Description: 

The main goal of this study is to examine what kind of information—syntactic and semantic— 

second language learners utilize when they read in their second language. Using eye-tracking technology, 

the investigators examine the processing of English relative clauses among different groups of second 

language learners of English, namely deaf ASL-English bilinguals, Russian-English bilinguals, and 

Spanish-English bilinguals. They also investigate how the participants’ English proficiency levels and 

their individual cognitive resources may play a role in how closely second language sentence processing 

might approximate sentence processing in the first language. 

A Psycholinguistic Investigation of Deaf Readersʼ Activation of Orthography- 

Phonology Correspondences in Two Languages 

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



Kroll, Judith – The Pennsylvania State University 

Gerfen, Chip – The Pennsylvania State University 

Description: 

Current bilingual research (e.g., Jared and Kroll, 2001) has shown that hearing bilinguals 

reading in one language simultaneously activate phonology-orthography correspondences that exist 

in the other language. By testing deaf university students with advanced and intermediate proficiency 

levels of written Spanish, this study examines whether a similar cross-linguistic activation pattern of 

orthography/phonology correspondences can be observed in lexical decision tasks involving the 

subjects’ stronger and weaker written languages. This research, thus, fits within and expands on 

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current lines of inquiry in psycholinguistic research on bilingualism. The subjects are a group of 

college-level, hearing and deaf second language learners of Spanish. 

Results from the hearing subjects show a clear phonological coding effect (indicated by longer 

reaction times to words with phonological competitors). No phonological awareness enhancement in 

English is found among hearing subjects after being exposed to the “treatment” block of Spanish words. 

Data from the deaf subjects is still being collected. No analysis has yet been performed. 

Understanding Sentences in Two Languages 

Status: Completed Begin date: August 2003 End date: No set date 


Dussias, Paola – The Pennsylvania State University 


Description: 

Using a moving window technique and an eye tracker, the researchers compared how native 

English speakers and second language learners of English process certain embedded interrogative 

structures during real-time reading tasks. The main question was whether the previously observed 

asymmetry in the processing of object extractions versus subject extractions from embedded 

structures is due to a competence or a performance issue. The effect of language proficiency and 

working memory capacity on how these structures are processed is also examined. 


Dussias, P.G., & Piñar, P. (in press). Effects of language proficiency and plausibility in the reanalysis of wh-gaps by 

Chinese-English bilinguals. Second Language Research. 

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Gallaudet Research Institute 

American Annals of the Deaf: Reference Issue 



Hotto, Sue – Gallaudet Research Institute 

Description: 

The Gallaudet Research Institute (GRI) is in its 18th year of compiling information for the 

“Schools and Programs for the Deaf in the United States” and “Schools and Programs for the Deaf 

in Canada” listings in the Reference issue of the American Annals of the Deaf. The 2008 issue includes 

503 schools and programs in the United States and 26 schools and programs in Canada. The listings 

have been used for various purposes by educators and researchers and serve chiefly as a directory of 

programs and schools and the services these programs provide to deaf children and youth in 

support of their education. 


Hotto, S. (2008). Schools and programs in Canada: Canada directory listing and Canada program and services chart. 


Hotto, S. (2008). Schools and programs in the United States: U.S. directory listing and U.S. program and services chart. 


Annual Survey of Deaf and Hard of Hearing Children and Youth 




Lam, Kay – Gallaudet Research Institute 

Woo, John – Gallaudet Research Institute 


Perkins, Russell – Gallaudet Research Institute 

Description: 

The Annual Survey of Deaf and Hard of Hearing Children and Youth, initiated at the 

request of educators and researchers in the field of deaf education, was begun on a national level in 

1968. This broad-based national survey is conducted through special and regular private and public 

school systems, providing a core set of data from which meaningful research of issues related to 

educating deaf children may be performed. The Annual Survey has played a monumental role in 

providing quality data for discussions and debates leading to improvements in the education of deaf 

students over the years. It continues to provide an ongoing database for research and planning 

toward bettering the education of deaf and hard of hearing children and youth. This survey collects a 

wide range of data about deaf and hard of hearing children: who and where they are, what their 

characteristics are, what changes are taking place in their educational settings, and what trends are 

occurring in their education. The Annual Survey is the only national database on deaf and hard of 

hearing children and youth in the United States; information collected through this survey—in 

summary, cumulative form only—is utilized by many individuals and organizations within and 

beyond the Gallaudet community, including: (a) educators, (b) Gallaudet University researchers, (c) 

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Gallaudet administration and staff, (d) external researchers, (e) doctoral students, and (f) state and 

national legislators and businesses. 


Gallaudet Research Institute. (2007, December). Regional and national summary report of data from the 2006-2007 Annual Survey 

of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at: 

http://gri.gallaudet.edu/Demographics/2006_National_Summary.pdf. 

Gallaudet Research Institute. (2007, December). State summary report of data from the 2006-2007 Annual Survey of Deaf and 

Hard of Hearing Children and Youth. Washington, DC: Gallaudet University. Electronic version available at: 

http://gri.gallaudet.edu/Demographics/States/2006.pdf. 

Auditory Self-Monitoring 



Barac-Cikoja, Dragana – Gallaudet Research 

Institute 

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Cole, Kevin – Gallaudet Research Institute 

Description: 

A novel approach to investigate self-hearing has been developed. It is based on traditional 

psychophysical techniques and focuses on the individuals’ sensitivity to variations in different 

acoustic properties of their speech feedback (e.g., timing, intensity). To date, tests of feedback delay 

detection and relative loudness of self-generated speech have been fully automated and applied to 

investigate the effect of different listening conditions on self-hearing by individuals with different 

hearing abilities. In addition, a new line of research has been developed that focuses on the acoustic 

characteristics of the speech signal recorded both in the person’s ear canal and at different points on 

his/her head, for live versus recorded speech, in either open or occluded ear. It is expected that the 

outcomes of this research program will include both increased understanding of the role that speech 

feedback plays in speech production and design guidelines for hearing assistive technology that can 

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

Funding source: RERC on Hearing Enhancement 


Barac-Cikoja, D., Reyes, J., & Sonnemann, S. (2008, August). Psychophysical approach to investigating relative loudness of selfgenerated 

speech. Poster presentation at the International Hearing Aid Research Conference, Lake Tahoe, CA.

Comparison of Lexical Versus Morphological Grouping of Graphemes in 

Learning New Words 

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



Institute 

Kelly, Leonard – Gallaudet Research Institute 


Qi, Sen – Gallaudet Research Institute 

Cole, Kevin – Gallaudet Research Institute 

Klein, Leslie (student) – Psychology 

Murphy, Leah (student) – Psychology 

Brownfield, Adam (student) – Psychology 

Description: 

This project examines a method of teaching words to deaf readers by dividing target words 

into meaningful parts (morphemes) that pertain to well-known ASL signs. Such a presentation of 

meaningful word segments contrasts with the usual method that many deaf readers use to learn new 

words, namely, by memorizing either whole letter strings or one or more graphical features that they 

consider salient. The proposed method may prove beneficial to deaf readers because it promises to 

foster the effective decoding of the meaning of newly encountered words by emphasizing their 

morphological composition. It may allow deaf readers to partly sidestep the memory challenges of 

learning words as entire unanalyzed units. Once well learned, a morpheme-based strategy could be 

applied to decode the meanings of the many thousands of words composed of these meaningful 

word parts. In addition, the initial analytical processing of words into their morphemes may allow 

readers to develop more structured representations of the words that would lead to more efficient 

activation of their meanings when encountered in the future. 

The proposed study will test the efficacy of an approach that presents words segmented 

according to their constituent morphemes by comparing it to the more commonplace approach of 

presenting words as whole units or presenting them separated into syllables (i.e., phonology based 

grouping). Development is complete on screening measures and procedures, training materials and 

procedures, and outcome measures. All of the latter are automated. Data collection will begin soon. 

Funding source: GRI Priority Fund, NSF (VL2) 


Kelly, L., & Barac-Cikoja, D. (2008, February). Elements of skill crucial for deaf readers: What we know, what we don’t know, and 

promise (not promises) for the future. Presentation at the Visual Language and Learning (VL2) Series, Gallaudet 


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GRI First Wednesday Seminar 



Benaissa, Senda – Gallaudet Research Institute 

Description: 

GRI First Wednesday Seminars provide lectures covering various topics from current or 

recent research to personal impressions of current developments in deaf/hard of hearing-related 

issues. These lectures are presented by faculty, staff, students, and visiting scholars at Gallaudet. The 

lectures for this reporting period were: 

• October 2007: Testing deaf students in an age of accountability, Robert C. Johnson, Gallaudet 

Research Institute 

• November 2007 (two presentations): Expected and unexpected results: Establishment of a 

new Community Participatory Research Center, Matt Starr and Susan Demers Postlethwait, 

National Center for Deaf Health Research, Rochester, N.Y. 

• Results from two linguistically and culturally appropriate health education interventions for Deaf adults, 

Jennifer M. Orsi and Helen Margellos-Anast, Sinai Urban Health Institute, Sinai Health 

System, Chicago 

• December 2007: ASL constructions and iconicity: Toward a grammar of signed language, Paul 

Dudis, Department of Linguistics 

• February 2008: When Autism and Deafness coexist: What do we really know? Christen 

Szymanski, Department of Psychology 

• March 2008: The Latin American and the Caribbean Newborn Hearing Screening Survey, Barbara 

Gerner de Garcia, Department of Educational Foundations and Research, and Susan 

Chacon, New Mexico State Department of Public Health 

• April 2008: Qualitative and quantitative studies of the societal impact of genetic testing for deafness, 

Kathleen S. Arnos, Department of Biology 

• September 2008: Bimodal bilingualism: Learning language in two modalities, Deborah Chen 

Pichler, Department of Linguistics 


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Texas State Survey of Deaf and Hard of Hearing Students, 2007-2008 

Status: Completed Begin date: September 1, 2007 End date: August 31, 2008 



Lam, Kay – Gallaudet Research Institute 

Woo, John – Gallaudet Research Institute 


Pitt, Brent – Texas Education Agency, IDEA 

Coordination, Deaf Services 

Description: 

The Texas State Survey of Deaf and Hard of Hearing Students was established with the 

Texas Education Agency, Division of Deaf Services in 1976 to establish and maintain a database on 

the deaf and hard of hearing student population in Texas. Production of statistical reports have been 

useful for planning and policy purposes within the state. The 2007-2008 database—which contains 

information on 5,269 students receiving services from the Texas Regional Day School Programs for 

the Deaf and the Texas School for the Deaf—includes demographic, educational, communication, 

and audiological data for students. The project continues to make use of data collection procedures 

from the Annual Survey of Deaf and Hard of Hearing Children and Youth and the expertise of GRI 

staff in developing supplemental data collection and analysis procedures customized to the needs of 

the state. 

Funding source: Texas Education Agency 


Gallaudet Research Institute. (2008, August). Comparison by ESC (Education Service Center), region, and state for 

selected variables, 2007-2008 school year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: 

Gallaudet University. 

Gallaudet Research Institute. (2008, August). Comparison by region and state for selected variables, 2007-2008 school 

year. Texas State Survey of Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University. 

Gallaudet Research Institute. (2008, August). Individual program summary, 2007-2008 school year. Texas State Survey of 

Deaf and Hard of Hearing Students. Washington, DC: Gallaudet University. 

Hotto, S., Lam, K., Woo, J., Dunning, L., & Golden, J. (2008, August). Texas State Survey of Deaf and Hard of Hearing 

Students 2007-2008 (Final Report). Washington, DC: Gallaudet University. 

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Visual and Haptic Self-Monitoring During Sign Production 




Institute 

A-44 


Hill, Joseph (student) – Linguistics 

Description: 

The role of the visual feedback during sign production was experimentally investigated in 

native and novice signers. Experimentally altered visual feedback was provided to signers via a pair 

of goggles that displayed a camera view of them from different vantage points. Connected sign 

utterances were elicited using either the pictures of arranged objects or videos of a person describing 

those pictures in ASL and were recorded for later analysis. Errors in scene description and changes 

in linguistic aspects of sign were analyzed in relation to the nature of the visual feedback available 

during sign production. In addition, some of the recorded utterances were used to investigate 

whether the observers who were naïve to the conditions of signing could perceive changes in sign 

quality due to the altered visual feedback. 

Government and History 

Disability Interest Groups in Europe 

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


Olson, Russell (retired) – Government and History 

Penna, David – Government and History 

Veith, Mairin – Government and History 

Description: 

This project surveys various disability organizations in Europe, including in-depth follow-up 

interviews wherever possible, to evaluate the influence of Europeanization on the organizations’ 

funding, resources, professionalization, accountability to membership, and choice of tactics. 

Funding source: Department of Government and History

French Primary School Moral and Civic Instruction Textbooks, 1900–1914 

Status: Ongoing Begin date: September 2008 End date: September 2009 


Bergen, Barry – Government and History 

Description: 

The investigator will travel to France in October and November 2008 to do additional 

research on primary school moral and civics textbooks from the period 1900 to 1914 to add to his 

completed work on textbooks from 1870 to 1900 in his book manuscript, Molding Citizens: Culture, 

Class and Primary Education in France, 1870–1914, for Northern Illinois University Press. Evidence will 

be combined from this new research with that in his completed chapter to produce an article 

covering the moral and civics textbooks for the entire period from 1870 to 1914. 


The Impact of Education Reforms and Juvenile Programs on French Deaf Youth, 

1936–1945 

Status: Ongoing Begin date: January 2008 End date: No set date 


Ryan, Donna F. – Government and History 

Description: 

Major political and social revolutions often target youth as critical agents for future 

transformation. From 1936 to 1945, enormous changes were envisioned for France, including the 

attempted socialist and communist reforms of the Popular Front (1936–1938). This was followed by 

the right-wing revolution that came to power in the aftermath of the 1940 defeat—the Vichy 

government of Marshal Philippe Pétain. Each intended revolution had its own plans for education, 

youth service corps, and physical fitness as well as solutions for the social problems that contributed 

to teenage delinquency. 

Effects of these programs on deaf students, or the personnel of the deaf schools, has not 

been studied. The investigator undertook research to determine how these movements for 

educational reform, juvenile justice, youth organizations and physical recreation, and the cult of 

Marshal Pétain were presented in the schools for the deaf, especially at the Institut National des 

Jeunes Sourds in Paris. The degree to which these phenomena were present or absent in deaf 

education can reveal a great deal about attitudes towards deaf or disabled people, which in turn 

elucidates much about French notions of citizenship and inclusion of those considered to be the 

“Other.” 

A two-month research trip to France was undertaken where primary research was begun to 

determine the effect of these policies on deaf youth. Significant time was spent combing inventories 

and cartons of documents for information on education of deaf students at Archives Nationales de 

France in Paris (series F60). Work continued at the archives of the Institut National des Jeunes 

Sourds for this period. During the last few years, many cartons of documents for the war years, 

including administrative records and all individual student dossiers, have been organized and made 

available. This spring several of these cartons were in transit to another location and temporarily 

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taken out of circulation. Luckily, the school library also houses an extensive collection of deaf 

education journals, especially for the prewar years, so the researcher was able to finish consulting 

this collection. Finally access was given to numerous education materials, including textbooks and 

yearly curriculum guides for the various programs taught at the school for the deaf. Digital photos 

of many of the documents were taken. Several thousand pages of documents will be read carefully 

and analyzed, and the results will be presented in a journal length article. 


The Not-So-Strange Career of John Howard Griffin 

Status: Ongoing Begin date: June 2008 End date: February 2009 


Brune, Jeffrey A. – Government and History 

Description: 

Despite five decades of scrutiny, scholars have yet to realize the potential for using John 

Howard Griffin and his famous book, Black Like Me, to alter some fundamental assumptions about 

identity in modern America. In 1959, Griffin darkened his skin, posed as a black man, and traveled 

through the Jim Crow South, documenting the cruel treatment he received from whites. His book 

was a best seller, and it became a staple in many high school and college courses. However, black 

activists, Griffin himself, and many scholars today find problems with using the account of a white 

man to explain the African American experience. 

This critique is valid, but there has been little effort to understand Griffin in the context of 

his earlier experiences with disability. Before he began work on Black Like Me, Griffin lost his sight, 

was identified as a blind man for more than a decade, then regained his vision and became a 

nondisabled man once again. In the early period of his disability, before embracing a blind identity, 

he learned how to hide the markers that identified him as disabled and pass as sighted. In addition, 

he was paralyzed for a time but eventually regained the use of his limbs, which led him to reexamine 

identity issues yet again. Disability also threatened to emasculate Griffin, and he struggled to 

maintain a gender identity he had previously taken for granted. Well before his famous racial 

experiment, Griffin had crossed identity boundaries many times, something not uncommon in a 

country where most people experience some kind of disability at some point in their lives. A 

reinterpretation of Griffin and his work shows that by paying attention to the issue of disability— 

adding it to the list of race, class, and gender—a new understanding emerges of identity in modern 

America as more fluid and far less static than current assumptions. 



Brune, J.A. (submitted). The not-so-strange career of John Howard Griffin. American Quarterly. 

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Graduate School and Professional Programs 

Science of Learning Center on Visual Language and Visual Learning (VL2) 

Status: Ongoing Begin date: July 1, 2004 End date: No set date 


Allen, Thomas – Graduate School and 

Professional Programs 

Corina, David – University of California, Davis 

Eden, Guinevere – Georgetown University 

Padden, Carol – University of California, San 

Diego 


Hauser, Peter – NTID 

Morford, Jill – University of New Mexico 

Singleton, Jenny – University of Illinois 

Kuntze, Lon – Boston University 

Nover, Steve – Gallaudet Research Institute 

Kelly, Len – Gallaudet Research Institute 

Bickley, Corine – Hearing, Speech, and Language 

Sciences 

Dudis, Paul – Linguistics 

Clark, Diane – Educational Foundations and 

Research 


Institute 

Mayberry, Rachel – University of California, San 

Diego 

Mounty, Judith L. – College of Professional 

Studies and Outreach 

Piñar, Pilar – Foreign Languages, Literatures, 

and Cultures 

Description: 

VL2 is an interdisciplinary, collaborative center funded under the National Science 

Foundation’s (NSF) Science of Learning Centers program. VL2 brings together deaf and hearing 

researchers and educators from a variety of national and international schools and universities. The 

center advances and transforms the science of learning by investigating how humans acquire and use 

language and literacy when audition is not an available mode for learning. The interdisciplinary 

nature of this center brings together individuals from different fields and theoretical perspectives to 

explore how deaf individuals learn to read and investigate how to extend such visually based learning 

strategies to general educational practice. During FY 2008, NSF increased Gallaudet’s funding to $4 

million a year for the next three years. During the summer, the management team solicited, 

reviewed, and selected a number of new project initiatives, which will commence in FY 2009. 

Project title, principle investigator, and (primary institution, Gallaudet unless otherwise noted) are: 

• A Psychometric Analysis of VL2 Toolkit Measures, Thomas Allen 

• The development of a Shared Database for VL2 Research, Thomas Allen 

• Morphological Sensitivity in Deaf Readers, Dragana Barac-Cikoja 

• Self-Paced Reading, David Corina (University of California, Davis) 

• Behavioral Studies of Phonological Awareness in American Sign Language, David 

Corina (University of California, Davis) 

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A-48 

• Online Collection of Frequency and “Age of Acquisition” Ratings of ASL Vocabulary, 

David Corina (University of California, Davis) 

• Temporal Representations in ASL Description of Events, Paul Dudis 

• Academic Language Functions in ASL, Paul Dudis 

• Situation Construal, Viewpoint, and ASL Constructions, Paul Dudis 

• Development and Analysis of an Online Test of ASL, Peter Hauser (NTID) 

• Five-Year Longitudinal and Cross-Sectional Investigation of the Development of Higher 

Order Thinking Skills and Acquisition of Reading Skills in Children from Ages 3–9, Lon 

Kuntze (Boston University) 

• Empirical Tests of Sentence Interlanguage Mappings, Jill Morford (University of New 

Mexico) 

• Cross-Language Lexical Activation in ASL-English Bilinguals, Jill Morford (University of 

New Mexico) 

• Age-Appropriate ASL Vocabulary, Jill Morford (University of New Mexico) 

• Ethical Research Practices With Deaf Participants, Jenny Singleton (University of 

Illinois) 

• The Socialization of Visual Engagement for Bilingual Language Acquisition in Early 

Childhood Deaf Education, Jenny Singleton (University of Illinois) 

Funding source: National Science Foundation 


Al-Fityani, K., & Padden, C. (2007). A lexical comparison of sign languages of the Arab world. In Electronic Proceedings of 

the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora Arara Azul. 

Allen, T.E. (2008, May). Literacy and deafness: Visual and written languages as complex learning. Paper presentation at the 

Principles of Complex Learning Symposium of the Association for Psychological Science, Chicago. 

Aronoff, M., Meir, I., Padden, C., & Sandler, W. (2008). Roots of linguistic organization in a new language. Interaction 

Studies: Special Issue on Holophrasis, Compositionality and Protolanguage, 9(1), 131-150. 

Bavelier, D., Newman, A., Mukherjee, M., Hauser, P., Kemeny, S., Braun, A., et al. (in press). Encoding, rehearsal and 

recall in signers and speakers: Shared network but differential engagement. Cerebral Cortex. 

Carreiras, M., Gutiérrez-Sigut, E., Baquero, S., & Corina, D. (in press). Lexical processing in Spanish Sign Language 

(LSE). Journal of Memory and Languages. 

Corina, D. (2007, September). Deafness and brain plasticity: Perspectives from studies of signed and spoken languages. Paper 

presentation at the Dual Language of Deaf and Hearing-Impaired Children Nordic Conference, Göteborg, Sweden. 

Corina, D. (2007, September). Neural representation for ASL; Evidence from aphasia, CSM and neuroimaging studies. Paper 

presentation at the Department of Special Education and Linguistics, University of Oslo, Norway. 

Corina, D. (2007, September). Neural representation of sign language and non-linguistic gestures in deaf signers. Paper presentation 

at the Department of Special Education and Linguistics, University of Oslo, Norway. 

Corina, D. P., Chiu, Y.S., Knapp, H., Greenwald, R., San Jose-Robertson, L., & Braun, A. (2007, June). Neural correlates 

of human action observation in hearing and deaf subjects. Brain Research, 1152, 111-29. 

Corina, D.P., & Knapp, H.K. (in press). Neurobiology of signed languages. In P.C. Hogan (Ed.), The Cambridge 

Encyclopedia of the Language Sciences. 

Corina, D.P., & Knapp, H.K. (in press). Signed language and human action processing: Evidence for functional 

constraints on the human mirror neuron system. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York 

Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of 

Sciences. 

Crume, P., & Singleton, J.L. (2008, February). Structuring eye-gaze and literacy development in a preschool setting. Poster 

presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Crume, P., & Singleton, J.L. (2008, February). Teacher practices for promoting visual engagement of deaf children in a bilingual 

preschool. Paper presentation at the annual meeting of the Association of College Educators of the Deaf and Hard of 

Hearing, Monterey, CA. 

Dudis, P. (2007, October). Iconicity in ASL grammar: A cognitive linguistics view. Invited presentation at the 2007 Margaret 

Stobie Lecture, Linguistics Department, University of Manitoba, Winnipeg, Canada.

Dudis, P. (2007, November). Analyzing ASL descriptions of things and actions. Workshop presentation at the conference of 

the American Sign Language Teacher Association, Tampa, FL. 

Dudis, P. (2007, November). ASL research: Current trends—Depiction research. Invited speaker at the conference of the 

American Sign Language Round Table, Gallaudet University, Washington, DC. 

Dudis, P., Mulrooney, K., Langdon, C., & Whitworth, C. (2007, November). Identification of types of depiction in ASL. Poster 

presentation at the conference of the American Sign Language Round Table, Gallaudet University, Washington, DC. 

Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual attention in deaf children and adults: Implications for 

learning environments. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: 

Oxford University Press. 

Dye, M.W.G., Hauser, P.C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible 

implications for acquiring meaning from print. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New York Academy 

of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of Sciences. 

Hauser, P.C., Cohen, J., Dye, M.W.G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native 

signers. Journal of Deaf Studies and Deaf Education, 12, 148-157. 

Hauser, P.C., Dye, M.W.G., Boutla, M., Green, C.S., & Bavelier, D. (2007). Deafness and visual enumeration: Not all 

aspects of attention are modified by deafness. Brain Research, 1153, 178-187. 

Hauser, P.C., & Lukomski, J. (2008, January). Deaf and hard of hearing college students’ self-perceptions of their behavior regulation 

and metacognition. Presentation at the Department of Research and Teacher Brown Bag Lecture Series, National 

Technical Institute for the Deaf, Rochester, NY. 

Hauser, P.C., Lukomski, J., & Hillman, T. (in press). Development of deaf and hard of hearing students’ executive 

function. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford 

University Press. 

Hauser, P.C., & Marschark, M. (in press). What we know and what we don’t know about cognition and deaf learners. In 

M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press. 

Hauser, P.C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-sentence reproduction 

test: Development and implications. In Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language 

Research. Florianopolis, Brazil: Editora Arara Azul. 

Koo, D. (2007, October 31–November 3). The neural signature of reading in deaf individuals. Presentation at the 2007 

conference of the International Dyslexia Association, Dallas, TX. 

Koo, D., Crain, K., LaSasso, C., & Eden, G. (in press). Phonological awareness and short-term memory in hearing and 

deaf individuals of different communication backgrounds. In G.F. Eden & D.L. Flowers (Eds.), Annals of the New 

York Academy of Sciences: Vol. 1145. Learning, skill acquisition, reading, and dyslexia. New York: New York Academy of 

Sciences. 

Krentz, U., & Corina, D.P. (in press). Infant perception of American Sign Language and non-linguistic biological 

motion: The language instinct is not speech specific. Developmental Science. 

Langdon, C. (2008, February). Flowchart for coding depictions in ASL. Poster presentation at the first annual inter-Science of 

Learning Centers Conference, Pittsburgh, PA. 

Listman, J.D., Hauser, P. C., Supalla, T., Paludneviciene, R., & Bavelier, D. (2008, February). Development of a sign language 

competency measure: American Sign Language Sentence Reproduction Test. Poster presentation at the first annual inter-Science 

of Learning Centers Conference, Pittsburgh, PA. 

Marschark, M., & Hauser, P.C. (in press). Cognitive underpinnings of learning by deaf and hard-of-hearing students: 

Differences, diversity, and directions. In M. Marschark & P.C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. 

New York: Oxford University Press. 

Marschark, M., & Hauser, P.C. (Eds.). (in press). Deaf cognition: Foundations and outcomes. New York: Oxford University 

Press. 

McCaskill, A. (2008, May). The impact of high stakes graduation tests on deaf and hard of hearing students. Presentation at the 

annual convention of the Association for Psychological Science, Chicago. 

Meir, I., Padden, C., Aronoff, M., & Sandler, W. (2007). Body as subject. Journal of Linguistics, 43, 531-563. 

Meir, I., Padden, C., Sandler, W., & Aronoff, M. (2007). Rethinking sign language verb classes: The body as subject. In 

Electronic Proceedings of the Ninth Conference of Theoretical Issues in Sign Language Research. Florianopolis, Brazil: Editora 

Arara Azul. 

Padden, C. (2007). The decline of Deaf clubs in the U.S.: A treatise on the problem of place. In H.-D. Bauman (Ed.), 

Sightings: Explorations in deaf studies. Minneapolis: University of Minnesota Press. 

Padden, C. (2007, November). Word order in a spontaneously created new language: The case of Al-Sayyid Bedouin Sign Language. 

Invited colloquium for the Linguistics Department, University of Texas, Austin. 

Padden, C. (in press). History and genetics: Stories of Deaf people. In M. Zaurov & K.-B. Günther (Eds.), Proceedings of 

the Sixth Deaf History International Conference. Hamburg, Germany: Signum Verlag. 

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Padden, C., Aronoff, M., Meir, I., & Sandler, W. (2008, January). Instrument vs. handling in sign language lexicalization patterns. 

Poster presentation at the annual meeting of the Linguistic Society of America, Chicago. 

Padden, C., Meir, I., Aronoff, M., & Sandler, W. (in press). The grammar of space in two new sign languages. In D. 

Brentari (Ed.), Sign languages: A Cambridge survey. New York: Cambridge University Press. 

Padden, C., Meir, I., Sandler, W., & Aronoff, M. (in press). Against all expectations: Encoding subjects and objects in a 

new language. In D. Gerdts, J. Moore, & M. Polinsky (Eds.), Hypothesis A/Hypothesis B: Linguistic explorations in honor 

of David M. Perlmutter. Cambridge, MA: MIT Press. 

Paludneviciene, R., & Hauser, P.C. (2007, November). American Sign Language assessment: Formal versus curriculum based 

assessment. Presentation at the conference of the American Sign Language Round Table, Gallaudet University, 


Sutton, A., Trudeau, N., Morford, J.P., Rios, M., & Poirier, M. (2007, November). Constructing utterances of three symbols is 

hard for pre-school aged children. Poster presentation at the annual meeting of the American Speech-Language-Hearing 


Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J.P. (2007). Construction of graphic symbol utterances 

by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language and Hearing 

Research, 50, 1314-1329. 

Trudeau, N., Sutton, A., & Morford, J.P. (2007, November). Interpretation of graphic symbol utterances by children, teenagers and 

adults. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston. 

Villanueva, M. (2008, February). A cognitive approach to ASL/English teaching and learning: Construal and expression of defocused 

agents. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Villanueva, M. (2008, March). A cognitive approach to ASL/English pedagogy: Construal and expression of defocused agents. Paper 

presentation at the 33rd International LAUD Symposiumy, Landau/Pflaz, Germany. 

Whitworth, C. (2008, February). Markedness vs. transfer in cross-modal language learning. Paper presentation at the first annual 

inter-Science of Learning Centers Conference, Pittsburgh, PA. 

Wilcox, S., & Morford, J.P. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I. 

Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp. 173-202). Amsterdam: Benjamins. 

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Health and Wellness Programs 

Core Survey 

Status: Completed Begin date: October 2007 End date: November 2007 


Francavillo, Gwendolyn – Health and Wellness Programs 

Description: 

Health and Wellness Programs distributed the Core Institute’s Alcohol and Drug Survey on 

campus to determine the alcohol, drug, and sexual misconduct frequency and attitudes on campus. 

The results will be compared with previous survey results to target the health and wellness education 

needs of Gallaudet University’s students.

Hearing, Speech, and Language Sciences 

Appropriateness of the N.Y. State Mandated 8th Grade Reading Competency Test 

for Deaf Students 

Status: Completed Begin date: October 2006 End date: May 2008 


LaSasso, Carol J. – Hearing, Speech, and Language Sciences 

Martin, Patricia F. – St. Joseph’s School for the Deaf, New York 

Description: 

Currently, New York State requires the administration of a standardized test in grades 4 and 

8 to measure elementary and middle school student progress as defined by the NYS Learning 

Standards. The English Language Arts (ELA) Grade 8 Test is used to determine the academic 

proficiency of intermediate level students in this subject area. Failure on state mandated tests, 

including the ELA test, could result in negative consequences for students, teachers, and schools. 

This “high stakes” test was developed for the general 8th grade population, but it is administered to 

deaf children as well. 

The purpose of this study was to examine the appropriateness of the ELA Grade 8 Test for 

deaf students in the seven center-based schools in New York State. Appropriateness was examined 

in two ways. In Part I of the study, eight reviewers, who were experienced teachers of deaf students, 

evaluated the appropriateness of the ELA Grade 8 test passages by rating overall passage difficulty, 

six passage quality indicators, and eight test item quality indicators. Item Difficulty p-values were 

calculated for each of the 25 multiple choice test items and were examined in relation to reviewers’ 

perceptions of passage and item difficulty. The major finding of this study is that experienced 

teachers of deaf students who reviewed the passages and test items perceived most of the passages 

to be inappropriate, based on passage and item indicators. Their judgments are supported by deaf 

students’ scores on this test. Of the 44 participants, only 2 met the criteria for passing the test. These 

findings have implications for test developers who are responsible for ensuring that tests are 

appropriate for all subgroups of test takers, including students who are deaf, and for administrators 

and teachers who serve deaf students and who are concerned about the increased inclusion of deaf 

students in the NYS testing program and the high stakes consequences that may occur if test results 

are unsatisfactory. 

Auditory Temporal Processes, Speech Perception, and Aging 

Status: Ongoing Begin date: March 15, 1991 End date: January 30, 2009 


Fitzgibbons, Peter – Hearing, Speech, and 

Language Sciences 


Gordon-Salant, Sandra – University of Maryland, 

College Park, Hearing and Speech Sciences 

Description: 

Elderly people compose a growing segment of the population of persons with hearing loss. 

The prevalence of hearing disorders among older persons is well documented, but the details of agerelated 

auditory dysfunction have not been examined systematically. This project aims to contribute 

A-51

to the knowledge base in the hearing science of aging. It combines studies in speech perception and 

auditory psychophysics to examine the hypothesis that many of the difficulties in speech understanding 

among elderly listeners can be attributed to underlying problems in auditory temporal processing. 

Experiments will examine the relative contributions of age-related changes in peripheral hearing 

sensitivity, central auditory function, and selected cognitive abilities (e.g., memory demand) using 

speech and non-speech stimuli. 

Funding source: NIH, National Institute on Aging (NIA) 


Gordon-Salant, S., & Fitzgibbons, P. (2007, October). Aging and auditory temporal processing: Implications for speech 

communication. Invited presentation at the International Research Conference on Aging and Speech Communication, 

Indiana University, Bloomington. 

Gordon-Salant, S., Fitzgibbons, P., & Friedman, S. (2007). Recognition of time compressed and natural speech with 

selective temporal enhancements in young and elderly listeners. Journal of Speech, Language, Hearing Research, 50, 1181- 

1193. 

Gordon-Salant, S., Yeni-Komshian, G., & Fitzgibbons, P. (in press). Identification of temporal cues in speech segments 

embedded in sentence contexts by younger and older adult listeners. Journal of the Acoustical Society of America. 

An Automatic Fitting Algorithm for Cochlear Implants 

Status: Ongoing Begin date: October 1, 2006 End date: September 30, 2009 


Bakke, Matthew H. – Hearing, Speech, and 


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Harvey, Tiffany (student) – Hearing, Speech, and 


Chatterjee, Monita – University of Maryland, 

College Park, Hearing and Speech Sciences 

Kwon, Bomjun – University of Utah, 

Communication Sciences and Disorders 

Description: 

The purpose of this study is to design and evaluate an automatic cochlear implant fitting 

algorithm based on a paired comparison adaptive approach to guide audiologists in choosing the 

best frequency allocation for the individual client. Frequency allocation can affect speech recognition 

abilities and, in turn, communication. This work entails a systematic search for an optimum frequency 

allocation using a modified Simplex procedure. 

This study consists of three experiments. One is the discrimination of frequency analysis 

band wherein minimally detectable differences in frequency shifts along the electrode array will be 

identified. In experiment two, subjects will be computer-guided to search for an optimal frequency 

allocation among cells in a matrix, with the results from Experiment 1 defining the cell content. The 

third experiment, the speech battery test, consists of speech perception experiments with the new 

map using nonsense syllable, phoneme, and sentence stimuli. Experiments 2 and 3 will be recursively 

conducted until the results converge with up to six sessions per subject required to finish the 

experiment. During the subject’s first and last visits, he/she will complete the Communication 

Profile for the Hearing Impaired (CPHI) and a questionnaire similar to the Abbreviated Profile of 

Hearing Aid Benefit (APHAB). Four normal hearing native English speakers will be recruited to 

evaluate the experimental procedure and the speech processing algorithm. Fifteen postlinguistically 

deafened Nucleus 24 cochlear implant users will then be recruited to complete the study.

The successful completion of this research will not only result in better quality of life for 

cochlear implant users but will also form the basis for future research into the adaptive fitting of 

auditory prostheses. 

Funding source: U.S. Department of Education, NIDRR 

Comparing Localization Abilities of Children With Bilateral Cochlear Implants to 

Those With Bimodal Stimulation 

Status: Ongoing Begin date: May 2008 End date: No set date 


Crowley, David (student) – Hearing, Speech, and Language Sciences 

Tamaki, Chizuko – Hearing, Speech, and Language Sciences 

Description: 

This project aims to answer the question: “Will a child with severe to profound sensorineural 

hearing loss be able to localize more accurately with bimodal implantation/amplification compared 

to bilateral implantation?” Children who use bilateral cochlear implants and bimodal stimulation 

where one ear is implanted and the other uses a hearing aid have been shown to have improved 

localization compared to using an implant unilaterally. This systematic review will compare the two 

modes to develop criteria for when one mode is more suitable for children. These criteria will 

include child characteristics, the use of bilateral cochlear implants, the use of bimodal stimulation, 

and others according to literature. 

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

Developing Readers: The Effect of Exposure to Cued American English 

Status: Completed Begin date: 2003 End date: May 2008 



Crain, Kelly L. (student) – Education; currently faculty at the University of South Florida 

Description: 

This study extends findings from the Hanson McGarr (1989) and LaSasso, Crain, & 

Leybaert (2003) studies of rhyming abilities of deaf college students from varying communication 

backgrounds. The present study examines rhyming abilities of emerging readers who are deaf. 

Participants for the study consisted of 30 students ranging in age from 10–14 years who were 

divided into the following groups: (a) a hearing comparison group; (b) deaf students educated via 

cueing; and (c) deaf students educated via oral/aural methods. Instruments included: (a) a reading 

comprehension test; (b) a paper-and-pencil generative rhyming task; (c) a speech intelligibility rating 

scale; and (d) a parent demographic questionnaire. Performance on the generative rhyming task was 

compared to measured reading comprehension, family demographic and educational information, 

and speech intelligibility. This was done to investigate the relative importance of these factors on the 

development of phonological awareness and reading comprehension abilities of deaf students 

educated orally and with Cued Speech. Findings suggest that early and consistent access to English 

A-53

via cueing (i.e., cued American English) can provide prelingually deaf children, regardless of degree 

of deafness or speech intelligibility, with phonological awareness sufficient to aid in reading 

achievement. 

The Effect of Stimulus Repetition Rate on Vestibular-Evoked Myogenic Potential 

Thresholds 



Tamaki, Chizuko – Hearing, Speech, and 


Ackley, R. Steven – Hearing, Speech, and 


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Cooper, Jessica (student) – Hearing, Speech, and 


Description: 

This study was conducted to investigate the feasibility of shortening the test time for one of 

the balance function tests, vestibular-evoked myogenic potentials (VEMP), by increasing the 

stimulus presentation rate. Twenty young human subjects with no prior or current history of 

dizziness or balance problems were tested, using a variety of stimulus presentation levels. At this 

time, it is promising that the stimulus rate can be increased three times as fast as the conventional 

method, decreasing the test time by approximately 1/3. Other aspects of data (e.g., VEMP findings 

in male vs. female, right vs. left similarities, response characteristics based on the recording 

parameters, etc.) are currently being analyzed. Preliminary findings were presented at the Association 

of Research in Otolaryngology meeting in February 2007. Additional data is currently being 

collected. 


Tamaki, C. (2008). VEMP 101: Getting started. Invited presentation at the annual conference of the Maryland Academy of 

Audiology, Baltimore.

The Effectiveness of Cochlear Hydrops Analysis Masking Procedure (CHAMP) in 

Identifying Patients With Meniereʼs Disease 



Follett, Kristen (student) – Hearing, Speech, and 


Tamaki, Chizuko – Hearing, Speech, and 



Henry, Ken (adjunct faculty) – Hearing, Speech, 

and Language Sciences and Inova Fairfax 

Hospital, Newborn Hearing Screening 

Program 

Description: 

The aim of this study is to assess the effectiveness (i.e., sensitivity and specificity, as well as 

reliability and ease of administration) of the new diagnostic tool, Cochlear Hydrops Analysis 

Masking Procedure (CHAMP), in identifying patients with Meniere’s disease. Currently, 

electrocochleography (ECochG) and case history information (i.e., symptomology) are used as the 

primary diagnostic tools to identify Meniere’s disease patients; however, electrocochleography has a 

sensitivity rate of anywhere between 30% to 60%, and symptomology does not confirm physiologic 

deficit. Results of CHAMP, ECochG, audiologic evaluation, and case history questionnaire on 

patients with some Meniere’s disease-like symptoms will be analyzed to determine the effectiveness 

of CHAMP compared to, and in conjunction with, ECochG and symptomology diagnosis. 


Electroacoustic Analysis of FM Systems and Hearing Aid Pairs 



Hipskind, Melanie (student) – Hearing, Speech, and Language Sciences 


Description: 

The purpose of this study focuses on electroacoustic analysis of the overall output with 

different pairings of FM systems and hearing aids. It is expected that the results will provide 

audiologists with information regarding the frequency at which electroacoustic analysis should be 

performed when coupling FM systems to hearing aids. This project will involve the coupling of 

three different FM systems and six hearing aids to see what the variability (if any) is in 

electroacoustical output. The investigator will follow the ASHA Guidelines for Fitting and 

Monitoring FM Systems using the Frye Electronics Fonix 7000 hearing aid analyzer. 

A-55

High Frequency (1000 Hz) Acoustic Stapedial Reflexes in Neonates 

Status: Ongoing Begin date: April 2008 End date: December 2008 


Kleindienst, Samantha (student) – Hearing, 

Speech, and Language Sciences 

Hanks, Wendy – Hearing, Speech, and Language 

Sciences 

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Brewer, Carmen – NIH, Audiology 

Henry, Ken (adjunct faculty) – Hearing, Speech, 

and Language Sciences and Inova Fairfax 

Hospital, Newborn Hearing Screening 

Program 

Brudno, Spencer – Inova Fairfax Hospital, 

Neonatology 

Description: 

The measurement of acoustic stapedial reflexes is a routine diagnostic test for children and 

adults; however, this reflex is not often measured in the neonatal population, as limited normative 

data is currently available. Acoustic reflexes are contractions of the stapedius muscle to loud stimuli. 

Measurement of this reflex is primarily used to determine the health of the middle ear and neural 

function. Differences in size, stiffness, and mass of the neonatal ear require adjustments to the test 

parameters used for children and adults, specifically the probe-tone used for measurement. Previous 

research on acoustic reflexes in neonates indicates higher frequency probe-tones are more effective 

with this population. Currently, little research has looked at 1000 Hz, a high frequency probe-tone 

that is commercially available today. This study presents normative data for acoustic stapedial reflex 

thresholds using a 1000 Hz probe-tone with 4 different elicitor stimuli (500, 1000, and 2000 Hz pure 

tones and broadband noise) for full-term, well-baby neonates aged 12–60 hours old. All neonates 

passed a transient evoked otoacoustic emissions (TEOAE) screen and had peaked high-frequency 

tympanometry. A total of 276 ears (138 neonates) were examined of which approximately 66% (176 

ears) passed the inclusion criterion. The acoustic reflex was present for at least one elicitor stimulus 

in 97% of the ears tested, while acoustic reflexes were present for all elicitor stimuli in 87%. There 

was no significant difference for gender, birth method (vaginal vs. cesarean) or ear (right vs. left). 

Normative values (mean, standard deviation, 5th and 95th percentiles) have been calculated for 

acoustic reflexes thresholds measured with a 1000 Hz probe-tone and will be compared with norms 

for older children and adults. Significant findings and correlations will be included in the discussion. 

In addition, the role of this assessment and its effectiveness in universal newborn hearing screening 

(UNHS) and neonatal assessment will be discussed. The long-term benefits of acoustic stapedial 

reflexes as diagnostic tool include (a) more specific and time-sensitive diagnoses for middle ear 

pathology, auditory neuropathy, and other central and peripheral pathologies in neonatal hearing 

assessment, (b) decreasing the percentage of false-positives in UNHS programs, (c) improving the 

follow-up process, and (d) reducing parent anxiety. 

Funding source: GRI Small Grant

Interference in Hearing Aids From Digital Wireless Telephones: Improved 

Predictive Methods 

Status: Completed Begin date: June 1, 2006 End date: October 31, 2008 


Bakke, Matthew H. – Hearing, Speech, and Language Sciences 

Kozma-Spytek, Linda – Communication Studies 

Levitt, Harry – Advanced Hearing Concepts, Inc. 

Description: 

Digital wireless telephones (commonly referred to as cellular phones) have opened up vast new 

opportunities for electronic communication (e.g., video telephones, personal digital organizers, direct 

links to the Internet) that could be of substantial benefit to people with hearing loss. Unfortunately, 

digital cellular telephones generate electromagnetic (EM) interference in hearing aids, and many hearing 

aid wearers cannot use these telephones. Experiments will be performed to develop a basic 

understanding of this new form of interference and to develop ways of predicting its effects on speech 

perception and the usability of cellular telephones by hearing aid wearers. A novel feature of the 

proposed research is that the audio input signal to the hearing aid, the EM signal being picked by the 

hearing aid, and the distorted speech signal in the ear canal are all monitored simultaneously with the 

subjective measurements and stored in a digital computer for subsequent analysis. A theory will be 

developed based on these measurements to predict how the EM interference affects the intelligibility of 

amplified speech. Forty adult, hearing aid wearers, equally divided between males and females, ages 20– 

60 years, will be studied in each of the three years of the study. The results of this study will be of benefit 

not only to consumers in selecting a hearing aid and/or cellular telephone, it will also provide industry 

with the basic theoretical underpinnings needed to allow for the development of improved wireless 

telephones (and other digital wireless devices) that produce substantially less interference in hearing aids, 

thereby increasing accessibility of modern digital communication systems for people with hearing loss. 


An Investigation Into the Oral and Written Narrative Skills of Implanted Children 

Who Communicate via Cues, Signs, or Speech 

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



Moreno-Torres, Ignacio (summer 2007 visiting professor) – Hearing, Speech, and Language 

Sciences and University of Malaga, Spain 

Description: 

This study examines the English narrative skills of deaf students who have cochlear implants. 

Participants included deaf students, ages 8–13 years, who are from oral, signing, or cueing 

backgrounds. The task was for participants to view two wordless picture stories. For one they told the 

story suggested by the pictures. For the second they wrote the story told by the pictures. Responses 

were analyzed for sentence length and specific linguistic structures. An article is in preparation. 

A-57

Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE) 

Status: Completed Begin date: October 1, 2003 End date: September 30, 2008 


Bakke, Matthew H. – Hearing, Speech, and 


Neuman, Arlene C. – New York University 

A-58 


Long, Glenis – City University of New York, 

Graduate Center 

Levitt, Harry – Advanced Hearing Concepts, Inc. 

Kozma-Spytek, Linda – Communication Studies 

Harkins, Judith – Communication Studies 

Gravel, Judith – Children’s Hospital of 

Philadelphia and NYU 

Compton-Conley, Cynthia – Hearing, Speech, 

and Language Sciences 

Boothroyd, Arthur (retired) – CUNY 

Bickley, Corine – Hearing, Speech, and Language 

Sciences 

Bally, Scott – Hearing, Speech, and Language 

Sciences 


Institute 

Description: 

The Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE) 

consists of five components: 

• Component A will develop and evaluate new methods for field evaluation and fitting of 

hearing aids; will develop and evaluate techniques to enhance auditory self-monitoring; 

and will develop methods for predicting the speech-to-interference ratio and 

intelligibility of speech for a hearing aid when used with a wireless telephone. 

• Component B will conduct a needs assessment survey of people who use hearing 

technologies and will evaluate the use of Bluetooth technology as a means of improving 

and expanding wireless connection to a hearing aid. 

• Component C will investigate environmental factors affecting children’s speech 

recognition abilities in classroom settings. 

• Component D will investigate the use of distortion product otoacoustic emission and 

reflectance for diagnosis of hearing loss and tinnitus and will create and standardize sets 

of synthesized nonsense syllables for use in hearing aid research. 

• Component E will develop a new, innovative model for the delivery of aural 

rehabilitation services to adults with hearing loss. 

In addition, the RERC will conduct a program of training and dissemination that will reach a 

diverse audience of people, both consumers and professionals. 



Bakke, M. (2008). Devices for people with hearing loss. In A. Helal, M. Mokhtari, & B. Abdulrazak (Eds.), The engineering 

handbook of smart technology for aging, disability, and independence (pp. 191-202). Hoboken, NJ: John Wiley & Sons.

Bakke, M., Bernstein, C., Bally, S., & Pray, J. (2007). Managing hearing loss in older adults: Assessment, intervention and 

technologies for independence and well being. In R. Felder & M. Alwan (Eds.), Eldercare technology: A handbook for 

practitioners (pp. 143-185). Totowa, NJ: Humana Press, Inc. 

Boothroyd, A. (2008). The acoustic speech signal. In J. Madel & C. Flexer (Eds.), Pediatric audiology (pp. 159-167). New 

York: Thieme. 

Boothroyd, A., Fitz, K., Kindred, J., Kochkin, S., Levitt, H., Moore, B.C.J., et al. (2007). Hearing aids and wireless 

technology. Hearing Review, 14(6), 44-48. 

Ross, M. (2007). A hearing aid research summit: A path to the future. Hearing Loss, 28(6), 26-29. 

Ross, M. (2007). Evaluating the performance of a hearing aid in the real-ear: What a little hearing aid tweaking can do. 

Hearing Loss, 28(5), 28-32. 

Ross, M. (2007). Reflections on my cochlear implant: Part 2. Hearing Loss, 28(4), 14-17. 

Ross, M. (2008). Listening to music through a cochlear implant: Part 1. Hearing Loss, 29(3), 20-23. 

Ross, M. (2008). Premium digital hearing aids. Hearing Loss, 29(2), 22-25. 

Ross, M. (2008). What did you expect? Hearing aids—expectation and aural rehabilitation. Hearing Loss, 29(1), 20-24. 

SCAN – A Competing Words Subtest: Effect of Asynchronous Word Alignment on 

Test Performance in Children With Learning Disabilities 

Status: Ongoing Begin date: March 2008 End date: No set date 


Karch, Stephanie (student) – Hearing, Speech, and Language Sciences 

Hanks, Wendy – Hearing, Speech, and Language Sciences 

Ackley, R. Steven – Hearing, Speech, and Language Sciences 


Description: 

Eighteen students at a Washington, D.C. metropolitan independent school for children with 

learning disabilities participated in a study designed to look at dichotic listening and the effect of 

stimulus onset asynchrony. The purpose of this study was to determine if this population (children 

and adolescents with a known learning disability), who are at a high risk for a central auditory 

processing disorder (CAPD), would perform differently on the competing words (CW) subtest of 

the SCAN-A: A Test for Auditory Processing Disorders in Adults and Adolescents. The SCAN-A is 

a widely used clinical assessment tool that can be used as a screener for both adults and adolescents 

to determine if an individual has a CAPD and the extent of his or her auditory processing ability. At 

the time of development, the SCAN-A CW stimuli was controlled for intensity and duration. 

However, due to technical limitations, a true simultaneous onset of 0.00 msec could not be 

controlled for. At the time of testing, it was unknown how the asynchrony within the word pairs 

would affect test performance specifically in this population. Generally, there is limited information 

regarding CAPD and dichotic listening in children with learning disabilities except that these 

children may have a more difficult time with the said auditory task. The current study attempted to 

compare performance of this specific population on the original recording, a true simultaneous 

onset of 0.00 msec, and a recording in which there was a 90 msec offset between word pairs. 


A-59

SCAN – A Competing Words Subtest: Effect of Stimulus Onset Asynchrony on 

Test Performance of Adults 

Status: Ongoing Begin date: May 2008 End date: November 2008 


Holley, Amanda (student) – Hearing, Speech, 


Hanks, Wendy – Hearing, Speech, and Language 

Sciences 

Ackley, R. Steven – Hearing, Speech, and 


A-60 



Description: 

When dichotically presented word pairs were analyzed using acoustic software, timing 

differences were noted. The present study investigates the effects of these timing differences on the 

performance of normal hearing adults during dichotic listening tasks. 


Speech-Language Pathology Graduate Studentsʼ Knowledge and Awareness of 

and Experience With African-American English (AAE) 

Status: Completed Begin date: January 2007 End date: April 2008 


Wilson, Sharlene M. (student) – Hearing, Speech, 



Bland-Stewart, Linda – Howard University, 

Department of Communication Sciences and 

Disorders 

Allen, Antoinette – Hearing, Speech, and 


Moseley, Mary June – Hearing, Speech, and 


Description: 

Little research has documented speech-language pathology graduate students’ knowledge of 

the linguistic features of African-American English (AAE), their experiences with speakers of AAE, 

and whether the knowledge was gained through graduate education, clinical exposure, or 

extracurricular experiences. Therefore, the goal of this study is to determine current graduate 

students’ knowledge of the linguistic features of AAE and their experiences with speakers of AAE. 

Seventy-six accredited speech-language pathology programs across the United States were 

selected to participate in this study. A questionnaire was used to collect information regarding the 

graduate students’ knowledge of linguistic features that characterize AAE. They were given a written 

list of 25 sentences and asked to select all of the morphosyntactic and phonological features they 

considered to be characteristic of AAE. Demographic information about the participants was 

collected as well as curricular training and clinical experiences that they have had, or will have, with 

culturally and linguistically diverse (CLD) populations, specifically speakers of AAE. The 

questionnaire was posted online using a program called SurveyMonkey (http://www.surveymonkey.com).

Overall, none of the participants identified all 25 sentences correctly. However, the 

participants more easily identified those AAE forms that were documented in the literature as 

occurring more frequently in AAE. A majority of participants failed to identify as AAE those 

sentences that would be observed in both speakers of AAE and speakers of Southern American 

English. Finally, a vast number of respondents misconstrued some sentences that were indicative of 

a speech and/or language disorder as AAE dialectal features. A majority of participants have had 

classes related to minority populations; however, few had classes specifically geared toward speakers 

of AAE, and few were assessed on their ability to utilize the features of AAE. These results are an 

important indicator for graduate programs to increase knowledge and awareness of not only AAE, 

but also other dialectal forms used by their clients, especially for clinicians who expect to provide 

services to a CLD population. 



Wilson, S.M. (2008). Speech-language pathology graduate students’ knowledge and awareness of and experience with African-American 

English (AAE). Unpublished master’s thesis, Department of Hearing, Language, and Speech Sciences, Gallaudet 


Spouses and Caregivers: Communication Strategies Used With Individuals With 

Aphasia and Their Perceived Effectiveness 

Status: Completed Begin date: May 2007 End date: May 2008 


Gamon, Lynne (student) – Hearing, Speech, and Language Sciences 

Description: 

The purpose of this project was to determine communication strategies spouses and 

caregivers used most often and perceived as most effective in communicating with individuals with 

aphasia. This project identified different communication impairments experienced by the individual 

with aphasia along with various interventions and strategies commonly taught to the spouse or 

caregiver. Data and anecdotal information were gathered from a survey designed to allow spouses 

and caregivers of individuals with aphasia to report the specific strategies they utilized and state their 

perception of the effectiveness of these strategies. The results of this project can be provided to 

speech-language pathologists to enhance insight into the effectiveness of various communication 

strategies as perceived by spouses and caregivers of individuals with aphasia and to support the 

inclusion of these spouses and caregivers in setting goals to improve daily life skills and 

communication from those for whom they act as caregivers. 


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Suggested Criteria for Recommending a Personal FM System or a Sound Field 

FM System for a Child With Mild to Moderate Sensorineural Hearing Loss (SNHL) 

in a Typical Classroom (Literature Review) 



Miller, Lauren (student) – Hearing, Speech, and Language Sciences 


Compton-Conley, Cynthia – Hearing, Speech, and Language Sciences 

Description: 

The specific purpose of this systematic review is to determine which signal-to-noise 

enhancing system is more appropriate for those with mild to moderate SNHL and to propose 

criteria for selecting a system. Past evidence has demonstrated the effectiveness of personal and 

sound field FM systems at improving the signal-to-noise ratio (SNR) of noisy classrooms with poor 

room acoustics for children with mild to moderate SNHL. This evidence-based systematic review 

will compare the two systems to develop criteria for when one system is more appropriate than the 

other. Criteria under examination include: classroom sizes, child preference, teacher preference, 

configuration of sound field FM, configuration of personal FM, and others deemed important by 

the literature. 

Survey of Technology Use and Audiological/Aural Rehabilitation Services for 

Persons Who Are Deaf and Hard of Hearing 

Status: Completed Begin date: November 1, 2006 End date: October 31, 2007 


Verhoff, Julie (student) – Hearing, Speech, and 


Adamovich, Stephanie (student) – Hearing, 

Speech, and Language Sciences 

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Burger, Brianne – RERC-HE 

Description: 

This survey is an institutional research project that consists of 11 multiple choice questions 

related to hearing status, device use, and clinical service use. Responses from this survey will yield 

information regarding the type and frequency of use of hearing assistive technologies and clinical 

services among deaf and hard of hearing students, faculty, and staff at Gallaudet University. One of 

the primary purposes of the Hearing and Speech Center is to service the Gallaudet community. With 

the many hearing assistive device options now available (e.g., hearing aids, cochlear implants, 

BAHA, & ALDs) the results of this survey will inform the Gallaudet Hearing and Speech Center of 

specific audiological and rehabilitative support students may need. To date, the investigators have 

246 respondents and are now completing data analysis on the returned surveys.

Types of Communication Used by Professionals With Pediatric Cochlear Implant 

Clients in Aural Rehabilitation Therapy 

Status: Completed Begin date: January 2007 End date: May 2008 


York, MayJean D. (student) – Hearing, Speech, and Language Sciences 

Moseley, Mary June – Hearing, Speech, and Language Sciences 

Bickley, Corine – Hearing, Speech, and Language Sciences 

Description: 

This research was a pilot study to gain information about how professionals communicate 

with their pediatric cochlear implant clients. Cochlear implant research is a new and dynamic field, 

primarily focusing on the speech production and recognition abilities of cochlear implant users and 

the factors that affect those outcomes. The type of communication each cochlear implant client uses 

is a factor that can affect his or her speech and language abilities. However, the research regarding 

cochlear implants and type of communication used discusses the comparative speech and language 

skills of cochlear implant clients using differing forms of communication. This research does not 

reveal the types of communication that can be used with cochlear implant users and which type(s) is 

used most often with the pediatric populations. As the number of pediatric cochlear implant users 

increases each year, there is a great need for research that will provide current information regarding 

which types of communication are being used and which are being used by professionals conducting 

aural rehabilitation. 

Responses for this study were collected from 11 current speech-language pathologists and 

audiologists conducting aural rehabilitation therapy in the hospital/rehabilitation setting. These 

participants responded to an open-ended questionnaire regarding the type(s) of communication they 

used in aural rehabilitation and why they chose them. Responses indicated that current professionals 

used an Auditory-Oral type of communication as a primary type of communication (N=7); and 

Total Communication (N=2) and other types of communication (N=2) were indicated as a 

secondary type of communication used in aural rehabilitation. Furthermore, responses indicated that 

the family (N=7) had the largest influence on how the type of communication used is chosen. As a 

result, implications of this study indicate that further research regarding types of communication 

used, and possibly perceived, effectiveness is warranted. 


What Is the Effect of Higher VEMP Repetition Rates on the Amplitude of the 

Response at Two Intensity Levels? 

Status: Ongoing Begin date: May 2008 End date: May 2009 


Fleming, Heather Marie (student) – Hearing, Speech, and Language Sciences 

Ackley, R. Steven – Hearing, Speech, and Language Sciences 

Description: 

VEMPs are clinically used to measure the sensitivity of the saccule to sound. Several 

researchers have demonstrated that as the repetition rate increases, the morphology becomes 

degraded, and fewer people present with a positive vestibular evoked myogenic potential (VEMP) 

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test (Wu & Murofushi, 1999; Ozenki, Iwaaski, & Murofushi, 2008). This research will study the 

effect of higher VEMP repetition rates on the amplitude of the response at two intensity levels. Ten 

subjects with normal hearing and no history of vestibular disorder will be studied. The frequency of 

500 Hz will be used at repetition rates of 4.7 and 13.1 Hz with a click stimulus at 115 and 125 dB 

sound pressure level (SPL). 


Working Memory Strategies and Serial Order Recall for Written Words and Cued 

Words in Deaf Native Cuers of English, Hearing Cuers, and Hearing Non-Cuers 

Status: Completed Begin date: 1999 End date: May 2008 



Ketchum, Kristie – Fairfax County Public Schools, VA 

Description: 

One of the processes closely linked to reading comprehension in deaf and hearing 

individuals is phonological, or speech based, recoding in working memory. It is typically assumed 

that hearing readers store information in working memory while they are reading using a 

phonological (speech-based) or acoustic code. Reading difficulties of deaf readers may be linked to 

an underlying difficulty in using a phonological code for retaining sequences of words in short-term 

memory, which negatively affects their comprehension of English syntax. It has been suggested that 

some deaf individuals who have mastered competency in reading have done so through use of an 

auditory-based phonological coding system. This study builds on work by Baddeley and others 

pertaining to the phonological loop and explores working memory in deaf individuals from Cued 

Speech backgrounds with suppression techniques. A journal manuscript describing results of this 

study has been submitted. 

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Cracking the Code: An Investigation of MVL and SVO Teaching Approaches With 

Deaf ESL Students 

See English Language Institute.

Cued Language Structure 



Metzger, Melanie – Interpretation 

Fleetwood, Earl – Sign Language Associates, Inc. 

Description: 

This project is designed to investigate the use of cued languages from a linguistic and cultural 

perspective. 


Metzger, M., & Fleetwood, E. (in press). No sound no (cued) speech: A linguistic discussion of how Deaf people 

process cued language. In C. LaSasso & J. Leybaert (Eds.), Studies of cued language and cued speech. San Diego, CA: 

Plural Publishing. 

Deaf User Perspective on the Use of American Sign Language or Contact Sign 

When Using Video Relay Services 

Status: Completed Begin date: October 2007 End date: December 2007 


Brooks, Erica (student) – Interpretation 

Description: 

This study investigates Deaf perspectives on language use when utilizing a video relay 

services (VRS) interpreter. Because this research was done over a short period of time, the study was 

limited to a group of 11 Deaf ASL users, ages 18–30. To avoid affecting the subjects’ responses by 

having a hearing researcher in the room, the interviewer was a Deaf native ASL user. The 

interviewer asked questions about the subjects’ backgrounds, their experience using VRS, and how 

they felt about their language in this setting. Each interview was recorded and then reviewed to 

discover patterns in their responses. 

The results of this study identified eight responses given by the participants. Participants 

switched to Contact Sign in the following situations: 

• when the call was perceived to be important 

• when the location being called was considered formal 

• when a word or phrase required emphasis (such as a negation) 

• when the interpreter’s signing was perceived as not being ASL 

• when the age of the interpreter was either very young or very old 

• when the interpreter’s facial expression indicated that he/she did not understand the 

caller 

• when the interpreter’s attitude was perceived as unfavorable 

• to directly quote a person or document 

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Lastly, one subject asserted that he never used Contact Sign for any reason. However, upon 

further analysis it was discovered that he used Contact Sign at several points during the interview. 



Brooks, E. (2007). Deaf user perspective on the use of American Sign Language or contact sign when using video relay services. Final 

project, Department of Interpretation, Gallaudet University, Washington, DC. 

Brooks, E. (2007, December). Deaf user perspective on the use of American Sign Language or contact sign when using video relay 

services. Presentation to the Department of Interpretation, Gallaudet University, Washington, DC. 

Discourse Analysis (Focus on Nonmanual Signals in ASL) 




Bridges, Byron – Lamar University, Deaf Studies and Deaf Education Department 

Andrews, Jean – Lamar University, Deaf Studies and Deaf Education Department 

Description: 

This project is designed to investigate signed discourse with an emphasis on nonmanual signals. 

Explorations of Sounds: Language Contact and Lexical Borrowing of 

Onomatopoeias in ASL 

Status: Completed Begin date: October 1, 2007 End date: December 2007 


Dyke, Davis (student) – Interpretation 

Jones, Emily (student) – Interpretation 

Description: 

The purpose of this research was to explore the significance of onomatopoetic sounds in 

ASL in regards to the borrowing of their English counterparts. This is significant to research 

because there is minimal research in this field of context in ASL, although these sounds can be 

observed naturally. Examples of these sounds include: hehe, muah, pow, and pfft. It is important to 

understand these language features in ASL because of the close connection between English and 

ASL. This research will delve into exploratory findings of the use of a preselected list of naturally 

observed sounds. Whether on a technical device, such as a pager, or the computer, these sounds are 

grossly ingrained in the cultural use of the language and dividing genders. 


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Status: Completed Begin date: January 2008 End date: May 2008 


Brooks, Erica (student) – Interpretation 

Cox, Ashley (student) – Interpretation 

Jones, Emily (student) – Interpretation 

Mathers, Eric (student) – Linguistics 

Description: 

This project explored the affect of gender on a given interpreted monologue to examine 

consumer preferences. The study will contribute to an understanding of how gender does, or does 

not, influence the interpretation of a formal, public speech. Until this point it has been assumed that 

matching the sex of the speaker to that of the interpreter would be preferable; however, this is based 

on anecdotal articles rather than on empirical research, which provides interpreters with only 

speculation. With this in mind, it was necessary to conduct qualitative research to determine if these 

opinions and beliefs are truly applicable to interpreters and their work. 

The resounding theme from the data of the Deaf and hearing participants alike was that the 

quality of the interpretation was more important than the gender of the interpreter. However, 

deciding on the quality of the interpretation was approached differently by hearing and Deaf 

participants. 


Interactive Interpreting 

Status: Completed Begin date: June 1, 2005 End date: June 1, 2008 


Roy, Cynthia – Interpretation 


Description: 

This project investigates face-to-face interpreted encounters in medical, mental health, legal, 

educational, government, and business settings from a discourse perspective. The researchers 

propose to video record 15–30 interpreted encounters and analyze them using discourse analysis 

methodology from various linguistic perspectives. They aim to account for interpreter-mediated 

conversation as a mode of communication, interpreters’ perceptions of their responsibilities, and 

what interpreters do and what others expect them to do in face-to-face, institutional encounters. 



Metzger, M., & Roy, C. (2008, March). Telling stories and building bridges: Narratives and identity in interpreters’ discourse. Paper 

presentation at the Georgetown University Round Table on Languages and Linguistics, Washington, DC. 

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The Interpretation of I. King Jordanʼs Sign Name 



Ktejik, Michelle (student) – Interpretation 

Description: 

The Interpretation of I. King Jordan’s sign name discusses how professional interpreters interpreted 

I. King Jordan’s sign name into spoken English during the Unity for Gallaudet (UFG) Protest of 

2006. During that time period Jordan’s sign name, which had been established for many years, was 

changed by the Deaf community. This is a rare occurrence in the Deaf community, and the change 

reflected the community’s changing view toward him. Therefore, the use of Jordan’s sign name— 

either the old or the new—carried heavy connotations. This research focused on the various 

elements (audience, environment, speaker’s intent, etc.) that influenced the interpretation of I. King 

Jordan’s sign name. For this project, 10 professional interpreters were interviewed. Nine of them 

had worked at Gallaudet during the UFG Protest. In the interviews, they discussed various 

interpretations of I. King Jordan’s sign name. These interviews were analyzed for patterns of the 

interpreters’ thought processes while making their interpreting choices. 


Interpreting in Educational Settings 




Fleetwood, Earl – Sign Language Associates, Inc. 

Description: 

This project investigates interpreting in educational settings and visual learning via mediated 

discourse. 


Metzger, M. (2008, September). Educational interpreting defined. Presentation to the Fairfax County Public Schools, VA. 

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Theatrical Team Interpreting: Two Parts to One Whole 

Status: Completed Begin date: August 2007 End date: January 2008 


Gumpl, Michelle (student) – Interpretation 

Mills-Lopez, Melissa (student) – Interpretation 

Description: 

This research project explored Deaf people’s opinions about an interpretation technique 

used during a theatrical performance at Walt Disney World. The technique involved two interpreters 

combining one-hand movements for several ASL signs. Research on the likes and dislikes of Deaf 

people in the field of theatrical interpreting is rare. Ten subjects were asked their opinions on a fourminute 

clip of the interpreted performance, specifically asking whether or not participants liked the 

interpretation strategy used. This kind of research is important to the field of interpreting because 

minimal research has been done seeking the opinions and perspectives of Deaf consumers. 

Results revealed that while 9 out of 10 people said they liked the technique, 4 out of 10 

participants said they do not want to see it again. Seven out of ten participants could not accurately 

summarize the meaning of the song. This revealed that, while interesting to watch, the technique 

was not clear for the participants in this study. Although they enjoyed it and found it interesting, 

their summaries of the song did not match its concepts. Therefore, for these participants, it was an 

ineffective interpreting strategy. More research on theatrical interpreting is needed, specifically as it 

relates to consumer preferences—both aesthetically and linguistically. 


What Are Indicators of Questions in ASL and Tactile ASL? 

Status: Ongoing Begin date: End date: 


Dively, Valerie – Interpretation 

Petronio, Karen –Eastern Kentucky University, Interpreting Training Program 

Description: 

The project further examines the forms of questions in ASL and Tactile ASL with the use of 

a large NSF corpus of data in ASL groups and a large NSF-funded corpus of Tactile ASL interviews. 

Funding source: NSF grant SBR-9910714; ASL data came from other research supported by NSF 

grants SBR-9310116 and SBR-9709522 

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It Takes a Village 

See English. 

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Library 




Gates, Diana – Library 


Description: 

This project is a book reprinting of Lydia Sigourney’s poems and sketches about Deaf 

people and the American Asylum in Hartford, including poems about Alice Cogswell, Mason Fitch 

Cogswell, Thomas Hopkins Gallaudet, Julia Brace, and Laura Bridgman. An introduction places 

Sigourney and her work in antebellum American literature. 

Linguistics 

Assimilation Patterns in Fingerspelling 

Status: Ongoing Begin date: September 2006 End date: May 2009 


Fuller, Jennifer (student) – Linguistics 

Description: 

This project examines the interaction between the fingerspelled signs P, G, and H and all 

other signs in the manual alphabet with regard to palm orientation. Several possible constraints are 

considered in the analysis (including tenodesis, the theory of ease of articulation), as well as deaf 

signers’ use of orthographic structure in reading. Data is currently being collected from prerecorded 

narratives of deaf signers from the TV series Deaf Mosaic. Approximately 200 words have been 

coded. Data was also recently collected from videotapes of 14 Deaf signers asked to complete a 

series of elicitation tasks which included the following: discussing several everyday topics, which 

normally include fingerspelled words, such as TV shows, movies, and cars; retelling 12 comic strip 

stories with words that included P, G, and H in the initial, medial, and final position of words; and 

fingerspelling the target signs P, G, and H in isolation from individual note cards. It is hoped that 

the findings of this study will be used to identify specific patterns in fingerspelling that will ultimately 

improve curricula for fingerspelling courses, interpreter training, and sign language recognition 

software.

A Basic Grammar of Croatian Sign Language (HZJ) 

Status: Ongoing Begin date: May 2004 End date: August 2009 


Wilbur, Ronnie – Purdue University, Speech, 

Language and Hearing Sciences 

Chen Pichler, Deborah – Linguistics 


Vulje, Martina – University of Zagreb 

Milkovic, Marina – University of Zagreb 

Kuhn, Nina – Independent consultant 

Alibasic, Tamara – Split, Croatia 

Pribanic, Ljubica – University of Zagreb 

Description: 

Five-year NSF funding for this project was granted in May 2004 and research teams were 

assembled in the United States (at Purdue University and Gallaudet University) and in Croatia (in 

Split and the University of Zagreb in Zagreb, Croatia.) Several trips for data collection and training 

of Croatian personnel have been completed. The goal of the project continues to be to analyze 

grammatical structures of Croatian Sign Language—Hrvatski Znakovni Jezik (HZJ)—for eventual 

development of a published grammar text. Text will be used for further linguistic research of HZJ as 

well as for training of HZJ interpreters in Croatia. 

Funding source: NSF 


Chen Pichler, D., Schalber, K., Hochgesang, J., Pribanic, Lj., & Vulje, M. (2007). Possession et existence en trois langues 

signées. In A.M. Berthonneau, G. Dal, & A. Risler (Eds.), Silexicales: No. 5. Syntaxe, interpretation, lexique des langues 

signées. Villeneuve d’Ascq, France: Université Charles-de-Gaulle–Lille 3. 

Chen Pichler, D., Schalber, K., Wilbur, R., & Hochgesang, J. (2008). Possession and existence in three sign languages. In 

R.M. de Quadros (Ed.), Sign languages: Spinning and unraveling the past, present, and future from TISLR9. Petropolis, Brazil: 

Editorar Arara Azul. 

A-71

Developing a Theoretical Framework for American Sign Language Assessment 

Tests 

Status: Ongoing Begin date: February 2008 End date: No set date 


Dudis, Paul – Linguistics 

Paludneviciene, Raylene – Psychology 

Hauser, Peter – NTID 

Description: 

Language assessment is a necessary component of any program concerned with language 

development and proficiency. Assessment tools are used in these programs for various purposes— 

including evaluation for language class placement—and are part of linguistic diagnostics packages as 

well. Unfortunately, resources for the assessment of ASL proficiency are relatively scarce, putting 

ASL programs for deaf children at a disadvantage. Currently the field of language testing does not 

have a clear understanding of how ASL-based tests might be similar to, and/or different from, 

English-based tests. The main goal is to consider and develop a theoretical framework with which to 

produce ASL proficiency tests. The studies that comprise this project would make significant 

contributions toward establishing working guidelines for test developers aiming to measure ASL 

skills in different populations. 



Paludneviciene, R., Dudis, P., & Hauser, P.C. (submitted). Issues in sign language assessment. In M. Marschark & P.E. 

Spencer (Eds.), Oxford handbook of deaf studies, language and education, Vol. 2. New York: Oxford University Press. 

Effects of Bilingualism on Word Order and Information Packaging in ASL 

Status: Ongoing Begin date: June 1, 2006 End date: May 31, 2009 



A-72 


Lillo-Martin, Diane – University of Connecticut, 

Storrs 

Description: 

Information packaging refers to the ways in which speakers organize old and new 

information during discourse with an interlocutor. These serve a discourse/pragmatic function, yet 

they are encoded in sentence structure or prosody. For this reason, information packaging falls 

under the category of interface phenomena, spanning the otherwise autonomous domains of 

discourse/pragmatics, syntax, and phonology. Interface phenomena are typically difficult to acquire, 

exhibiting protracted periods of error in both child (L1) and adult (L2) learners. They are also prime 

contexts for interlanguage transfer in bilingual and second language acquisition. This proposal 

focuses on the acquisition by ASL monolinguals and ASL/English bilinguals of two aspects of 

information packaging: topicalization and focus. The inquiry necessarily begins with identification of 

the word order patterns used by ASL monolinguals and ASL/English bilinguals in their earliest 

multi-unit combinations. Only then is it possible to determine the ways in which children 

subsequently modify word order to encode discourse functions. In addition, inclusion of both

mono- and bilingual signers allows investigation of possible cross-modality transfer effects between 

English and ASL. Recent influential predictions about the domains in which bilingual cross-linguistic 

transfer is expected are based solely on observation of spoken language bilinguals. Bilingualism 

across two modalities presents opportunities for a wider variety of potential transfer effects than 

traditional monomodal bilingualism, and can thus serve as a crucial test case for refining this aspect 

of linguistic theory. 

Data collected and transcribed under this project is currently serving as the basis for two 

independent study research projects by linguistics Ph.D. students, with the possibility of leading 

eventually to dissertation research on topics of bimodal bilingualism. 



Chen Pichler, D. (2008, September). Bimodal bilingualism. Gallaudet Research Institute First Wednesday Seminar Series, 

Gallaudet University, Washington, DC. 

Chen Pichler, D. (submitted). Using early ASL word order to shed light on word order variability in sign language. In A. 

Merete, K. Bentzen & M. Westergaard (Eds.), Optionality in the input: Papers from the GLOW XXX workshop. New 

York: Springer. 

Chen Pichler, D., & Quinn, L. (2008, August). Two sources for ASL-English mixing by young bimodal bilinguals. Poster presentation at 

the XI International Congress for the Study of Child Language (IASCL), University of Edinburgh, Scotland. 

Lillo-Martin, D., & Chen Pichler, D. (2008, June). Development of sign language acquisition corpora. Presentation at the 3rd 

Workshop on the Representation and Processing of Sign Languages: Construction and Exploitation of Sign 

Language Corpora, Marrakesh, Morocco. 


See Interpretation. 



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The History and Structure of Black ASL 

Status: Ongoing Begin date: May 2007 End date: August 2010 


Lucas, Ceil – Linguistics 

McCaskill, Carolyn – ASL and Deaf Studies 

Bayley, Robert – Linguistics 

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Hogue, Randall (student) – Linguistics 

Baldwin, Pamela – Community member 

Dummett, Roxanne – Gallaudet University alumna 

Hill, Joseph (student) – Linguistics 

Description: 

This project is an investigation of the history of Black ASL and of the linguistic features that 

make it a separate variety of ASL. Data has been collected in 6 of the 17 states that had separate 

schools or departments for black deaf children: North Carolina, Louisiana, Alabama, Texas, 

Arkansas, and Virginia. Conversations and interviews have been videotaped with people over 50 

years of age who went to segregated schools and with people under 35 years of age who went to 

integrated schools. The data are now being analyzed, and dissemination via conference presentations 

has begun. 

Funding source: Spencer Foundation (2007–2008), NSF (2008–2010) 


Lucas, C. (2008, April). The history and structure of Black ASL. Presentation at the eastern regional meeting of the National 

Black Deaf Advocates, Washington, DC. 

Is There Such a Thing as a “Sentence” in ASL? 

Status: Completed Begin date: February 2008 End date: May 2008 


Hochgesang, Julie (student) – Linguistics 


Mulrooney, Kristin – Linguistics 

Description: 

In the pilot study, “Is there even a ‘sentence’ in ASL?” 21 Deaf native/early ASL users were 

interviewed about their perceptions of ASL and the concept of a “sentence” in ASL. They were also 

instructed to identify where sentences end in three filmed ASL narratives. This data was collected to 

address current issues in representing data in sign language transcription. Transcribing signed 

languages is a major challenge for the sign language linguist. The decisions made may influence the 

analysis and ultimately knowledge about sign languages (e.g., what is taught in interpreter training 

programs). One such decision is how to divide language data into sentences, even though the concept 

of a sentence is difficult to define. The pilot study attempted to inform this process by eliciting 

intuitions of native/early signers on sentence boundaries in one ASL narrative. The narrative used in 

the study was also used by three different groups of linguists. Each group created their own 

transcripts, which attempt to represent the ASL narrative. These representations differ in where 

sentence boundaries are marked. The intuitions of the native/early signers of sentence boundaries 

were then compared to the linguists’ transcripts. Although analysis is still ongoing, the investigator has 

found that the intuitions of native/early signers can be beneficial in providing insight on the linguists’ 

transcriptive decisions. There were instances, for example, where there was agreement among the 

participants about where a sentence boundary was, but these boundaries did not appear in any of the

three research transcripts. This provides some evidence that current transcription practices should be 

examined to determine whether they accurately represent the sign language data. 




Lexical Variation in Chinese Sign Language: Language Planning and 

Standardization for Postsecondary Education 

See Educational Foundations and Research. 

Perception of Phonological Structure in American Sign Language 

Status: Ongoing Begin date: April 2008 End date: December 2010 


Mathur, Gaurav – Linguistics 

Description: 

The study investigates how language experience and parameters of phonological structure 

affect perception in ASL. To examine perception, the study uses a number of experimental 

techniques in psycholinguistics. One technique, primed lexical decision, determines whether one sign 

facilitates the recognition of another sign if they share a parameter in common. Another technique, 

primed phonological matching, determines whether participants can detect a slight phonological 

difference between the two signs produced by different signers. To evaluate the effects of language 

experience, performance on these tasks are compared across both Deaf and hearing individuals in 

several groups: those exposed to ASL from birth; those exposed to ASL after five years of age; and 

those with no prior ASL exposure. The study helps to identify aspects of linguistic structure 

prominent in perception and to determine the degrees of signed language fluency with respect to 

perception, which can be applied toward language assessment. 

Funding source: GRI Priority Fund, Economic and Social Research Council-Social Science 

Research Council (ESRC-SSRC) Collaborative Visiting Fellowship (University College London) 


Best, C., Mathur, G., Miranda, K., & Lillo-Martin, D. (submitted). Effects of sign language experience on categorical 

perception of dynamic ASL pseudosigns. Perception and Psychophysics. 

Mathur, G. (2008, June). Investigating phonological structure in ASL through experimental techniques in psycholinguistics. Presentation 

at the Deafness, Cognition and Language Research Centre, University College London, England. 

Mathur, G. (2008, June). Primed phonological matching in ASL: Experimental design. Presentation at the first SignTyp 

Conference, University of Connecticut, Storrs. 

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Possessives and Existentials in ASL 




Wilbur, Ronnie – Purdue University, Speech, 

Language and Hearing Sciences 

A-76 


Vulje, Martina – University of Zagreb, Croatia 

Pribanic, Ljubica – University of Zagreb 

Schalber, Katharina – Vienna, Austria 

Hochgesang, Julie (student) – Linguistics 

Description: 

Led by Dr. Ulrike Zeshan of the University of Centre Lancashire and the International 

Centre for Sign Language and Deaf Studies in Preston, UK, researchers in this project are 

participating in a large cross-linguistic study on possessives and existentials in 25 different sign 

languages of the world. Sign language data collected at Gallaudet is being compared with that of 

other sign languages (specifically, Croatian Sign Language and Austrian Sign Language) and will 

contribute to a future online video database hosted at the Max Plank Institute for Psycholinguistics. 

Funding source: NSF and Purdue University 


Chen Pichler, D., & Hochgesang, J. (in press). An overview of possessives and existentials in American Sign Language. 

In U. Zeshan & P. Perniss (Eds.), Sign Language Typology Series: No. 2. Possessive and existential constructions in sign 

languages. Nijmegen, The Netherlands: Ishara Press. 

Production of Movement in Users of American Sign Language and Its Influence 

on Being Identified as “Non-Native” 

Status: Ongoing Begin date: April 2008 End date: No set date 


Goeke, Amber (student) – Linguistics 


Description: 

This project investigates the differences in the signing of ASL native users and second 

language users, and how these differences affect outsiders’ perception of “accent.” 

The project will be focusing on the parameter of movement in native and second language 

production. Once production participants are filmed, their films will be viewed by native ASL users 

who will be asked to identify which participants are native and which are non-native. The researcher 

will use these perceptions as well as her own analysis of specific movement subfeatures to determine 

whether the subfeatures in question (speed, size, and joint movement) have any bearing on whether 

or not a signer is seen as native or non-native. 


Signing With an Accent: ASL L2 Phonology 

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




Students of LIN 812 class – Linguistics 

Description: 

This project investigates the phenomenon of “sign accent,” or systematic phonological 

errors made by signers acquiring ASL as a second language (L2). This topic has been virtually 

ignored in the sign language literature, despite extensive discussion of accent in spoken L2s and a 

common assumption that some counterpart exists for signed L2. The investigations focus on 

handshape, approaching the phenomenon of L2 signing accent from two different perspectives. A 

“production component” explores nonsigning subjects’ ability to accurately reproduce ASL signs, 

while a “rating component” compares the ability of native and non-native ASL signers to identify 

accented L2 signing, based primarily on handshape. 



Chen Pichler, D. (2008, February 29–March 1). Signing with an accent: Second language (L2) ASL phonology. Presentation at 

Round the Deaf World in Two Days (It’s a Small World): Sign Languages, Social Issues/Civil Rights, Creativity, 

Swarthmore College, Swarthmore, PA. 

Chen Pichler, D. (submitted). Signing with an accent: Second language (L2) ASL phonology. In D.J. Napoli & G. 

Mathur (Eds.), Deaf around the world: Papers from the conference at Swarthmore College. 

Mathematics and Computer Science 

Equivariant Cross Sections of Quaternionic Stiefel Manifolds 



Obiedat, Mohammad – Mathematics and Computer Science 

Description: 

A solution for the G-equivariant quaternionic vector fields problem on S(M) is given, where 

G is a finite group with no type-H real irreducibles and M is a quaternionic representation space of 

G with a non-zero fixed point set. 

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Jump Searching of Lattice Data Structures 

Status: Completed Begin date: January 2007 End date: December 2007 


Obiedat, Mohammad – Mathematics and Computer Science 

Description: 

This project aims to devise a searching algorithm with lattice structure that has O(log n) 

performance. An article is in preparation. 


Obiedat, M. (submitted). Jump searching of lattice data structures. Acta Informatica. 

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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 

Description: 

There are approximately 70 known summer camps for deaf and hard of hearing children and 

youth around the United States. In addition, weekend programs directed at mainstreamed deaf and 

hard of hearing youth are emerging around the United States, as education and mental health 

professionals strive to provide the crucial social experiences that are frequently lacking in 

mainstream settings. 

This study is the first to focus on this phenomenon and is now in its third year. Given the 

dearth of research on these programs, the focus is on the foundation of the program—the 

administrators, the program staff, and the actual activities offered. What are the motivations and 

goals of owners, managers, and counselors of summer and weekend programs for deaf and hard of 

hearing children? How are these motivations and goals reflected in staffing patterns (qualifications, 

training provided, expectations), actual activities, perception of ongoing challenges, and marketing 

efforts? To what extent do these patterns, activities, and perceptions include sensitivity to, and a 

special effort toward, solitary and almost solitary children and youth? 

This qualitative study attempts to answer these and other questions, to provide a rich 

description of the current state of affairs, and promote further study of various elements of this 

phenomenon. The 2007-2008 activities followed the 2005-2006 activities. Seven additional summer 

and weekend programs were observed and 11 manager/counselor interviews were completed. In 

addition, 17 college students were interviewed about their summer camp experiences in retrospect.

During the 2007-2008 academic year, the researcher engaged undergraduate recreation 

majors in volunteering at a weekend program in Wisconsin, and plans are currently underway in fall 

2008 to plan several new summer programs to address the needs of solitary and almost solitary 

children and youth through Gallaudet’s Enrollment Marketing unit. 



Oliva, G. (2008, July). Summer programs for deaf and hard of hearing youth: Where they are, what they do, what they need. 

Presentation at the National Association of the Deaf Youth Leadership Camp, Stayton, OR. 

Oliva, G. (2008, September). Afterschool/weekend/summer/programs—Keys to healthy, happy hard of hearing and deaf children. 

Presentation at the 5th annual banquet of WHOLE ME Inc., Syracuse, NY. 

Psychology 

Adolescents and Cochlear Implants: Psychosocial Issues 

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


Leigh, Irene – Psychology 

Christiansen, John – Sociology 

Maxwell-McCaw, Deborah – Psychology 


Bat-Chava, Yael – Department of Youth and 

Community Development, New York 

City 

Description: 

This project compares the psychosocial adjustment of a sample of deaf adolescents who have 

had cochlear implants for at least three years with nonimplanted adolescents. Having the implant, in 

conjunction with several demographic variables, is hypothesized to correlate with deaf-hearing cultural 

identity as well as social and academic functioning. This project is currently in press and will be presented 

at a conference in October 2008. 


Leigh, I.W., McCaw, D., Bat-Chava, Y., & Christiansen, J.B. (in press). Correlates of psychosocial adjustment among deaf 

adolescents with and without cochlear implants: A preliminary investigation. Journal of Deaf Studies and Deaf Education. 

Assessment of Deaf and Hard of Hearing Children and Adolescents 



Miller, Margery – Psychology 

Thomas-Presswood, Tania – Psychology 


Hauser, Peter – Rochester Institute of 

Technology (RIT) 

Lukomski, Jennifer – RIT 

Description: 

The researchers are writing a book on cognitive assessment of deaf and hard of hearing children 

based on current research. The project is still in progress. 

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Attachment State of Mind and Parental Resolution of the Diagnosis of Child 

Status: Completed Begin date: December 2007 End date: September 2008 


Adams, Elizabeth (student) – Psychology 

Brice, Patrick – Psychology 

Description: 

This study explored the use of the Reaction to Diagnosis Interview (RDI) with parents of 

children diagnosed with hearing loss. Based on the tenets of attachment theory, the RDI measures 

parental resolution of the trauma associated with their child receiving a diagnosis. Parents who can 

successfully cope with the emotional responses of receiving a diagnosis for their children are considered 

to have “resolved” the trauma associated with that event. This study also explored characteristics of 

parents that may influence resolution of the diagnosis of deafness. Specifically, the study examined how 

parental resolution of a diagnosis, as measured by the RDI, is related to parental attachment 

representations as measured by the Adult Attachment Interview (AAI). 

A Chi Square goodness of fit test was performed to compare the rates of resolved and 

unresolved classifications for parents in the current study to those found in previous samples. For the 

current sample, 60% of the mothers were classified as resolved, and 40% were classified as unresolved in 

terms of their child’s diagnosis. The percentages of the resolved and unresolved categories in this sample 

were compared with percentages found in previous research investigating both mothers of children 

diagnosed with epilepsy and those diagnosed with cerebral palsy (Pianta et al., 1996). 

When compared with mothers of children diagnosed with cerebral palsy, the relative frequencies 

of Resolved/Unresolved were statistically significant (χ 2 (1) = 7.890, p > .05). When compared with 

mothers of children diagnosed with epilepsy, the relative frequencies of Resolved/Unresolved were not 

statistically significant (χ 2 (1) = 0.495, p < .05). 

A Chi Square goodness of fit test was also performed to compare the rates of secure and 

insecure AAI classifications for parents in the current study to those found in previous samples. For the 

current sample, 70% were classified as secure, and 30% were classified as insecure. The observed 

percentages were compared with global norms for nonclinical mothers provided by van Ijzendoorn and 

Bakermans-Kranenburg (1996). The Chi Square analysis revealed significant differences between 

expected and observed percentages (χ 2 (1) = 9.091, p > .05). 

A Chi Square test of independence was performed to test the association between RDI 

classification and AAI classification for the parent participants. The Chi Square test of independence was 

not significant (χ 2 (1) = 1.270, p = .260). 

It was hypothesized that the RDI may be a useful tool to examine parental responses to a 

diagnosis of deafness. Results of data analysis support the idea that percentages of resolved and 

unresolved classifications for parents of children diagnosed with hearing loss are similar to those found 

in other populations, specifically those found in mothers of children diagnosed with epilepsy. Results 

also indicated that there were more mothers categorized as resolved compared to percentages found in 

previous studies, such as those exploring responses of mothers of children diagnosed with cerebral palsy. 

In general, it is believed that the results support the use of the RDI with mothers of children 

diagnosed with hearing loss. Additional research may utilize this interview and classification system to 

further investigate the patterns of parents in this population. 

Results did not support an association between parental AAI classification and RDI 

classification. The results of this sample indicate that mothers classified as resolved on the RDI are more 

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likely to be classified as secure on the AAI, but these results are not robust. Previous research exploring 

the association between the AAI classifications and RDI classifications has produced similar results 

(Morog, 1996; Pianta et. Al., 1996). As well, research has found an established link between RDI 

classification and child attachment classification (Pianta et al., 1996). Work is currently in progress with 

this data investigating this association. 



Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness. Presentation at 

the annual convention of the American Psychological Association, Boston. 

Autism Spectrum Disorders and Deafness: Cultural Influence or Cultural 

Confusion 

Status: Completed Begin date: April 2006 End date: May 2008 


Szymanski, Christen (student) – Psychology 


Description: 

One of the most well known and one of the most severe disorders that afflicts children is autism. 

Autism is one subgroup in a greater cluster of pervasive developmental disorders that afflicts and is 

diagnosed in over 1.5 million individuals each year (Autism Society of America, 2006) with recent reports 

estimating as many as 1 in 150 children as having autism (Centers for Disease Control, 2007). However, 

little research is available on those children who are both deaf and autistic. This project collected 

descriptive data on 19 families that had a deaf child diagnosed with autism. Sixteen of the children had 

deaf parents; three had hearing parents. Parents were asked to complete a survey that included basic 

demographic information, in-depth questions touching on commonly believed stereotypes of autism, 

and commonly used items from established measures for autism. Results indicated that, while deafness 

and autism can and do co-occur, the children who participated in the study did not meet the same criteria 

or characteristics one would expect in a child with autism. In fact, several key characteristics of 

stereotypical behavior and communication impairments did not meet the level of deficiency required for 

a diagnosis of autism. Questions are raised as to a possible cultural influence in the scores of these 

children. Further research is pending. 


Szymanski, C., & Brice, P. (2008). Know the signs: Characteristics of autism in deaf children. Odyssey: New Directions in Deaf 

Education, 9(1), 12-13. 

Szymanski, C., & Brice, P. (2008). When autism and deafness coexist in children: What we know now. Odyssey: New Directions in 

Deaf Education, 9(1), 10-15. 

Szymanski, C. (2008, February). Deaf children with Autism Spectrum Disorders: Cultural influence or cultural confusion? Presentation at 

Gallaudet Research Institute First Wednesday Seminar Series, Gallaudet University, Washington, DC. 

Szymanski, C. (2008, July). When autism and deafness coexist. Presentation at the national conference and exposition of the Autism 

Society of America, Orlando, FL. 

Szymanski, C. (2008, August). Autism and deafness: What do we really know? Presentation at the annual convention of the 

American Psychological Association, Boston. 

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Cochlear Implants and Gallaudet University 

See Sociology. 

Comparison of Traumatic Stress Symptoms in Deaf and Hearing College 

Students 

Status: Ongoing Begin date: November 2007 End date: May 2009 


Nead, Daniel (student) – Psychology 

Description: 

The research project samples deaf college students’ exposure to, or lack of exposure to, 

traumatic events and any resulting psychological sequelae. This data will be used to help standardize 

the measures for use with deaf populations and to better assess deaf people’s experience with trauma 

and how to provide appropriate services. The results will also be applied to current theories of the 

development of traumatic stress symptoms and disorders as well as help determine factors which 

influence the etiology, progression, and treatment of related disorders. Data collection is currently in 

progress. 


Demographic Characteristics of Deaf Persons With Schizophrenia 

Status: Completed Begin date: March 2007 End date: May 2008 


Mompremier, LaNina (student) – 

Psychology 

Gutman, Virginia – Psychology 

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Galvan, Dennis – Psychology 


Description: 

Little is known about the demographic composition of deaf persons with schizophrenia. 

Previous research on schizophrenia in deaf populations published in the United States has utilized 

isolated local/regional samples, forcing clinicians to make wide generalizations in creating a 

comprehensive picture of this population. The current study attempts to address the dearth of 

demographic information by surveying mental health professionals who serve deaf clients with 

schizophrenia across the nation. Clinicians were asked to provide an estimate of the prevalence of 

various characteristics among current or former deaf clients with schizophrenia. In addition, 

information regarding the qualifications, training, and the level of experience in working with deaf 

clients was obtained from the clinicians who responded. Seventy clinicians responded to the survey 

online or by mail. Results provided demographic data on clinicians as well as the clients they serve. 

Clients served by respondents mirrored many of the demographic characteristics and 

social/occupational dysfunction of hearing populations, as well as early adult age of onset. 

Respondents also indicated that most clients were compliant with medication and therapy 

interventions, and few clients were violent/threatening toward others, experienced legal issues or 

incarceration, or experienced multiple hospitalizations within one year. Clients exhibited symptoms

that were characterized most as Schizophrenia Paranoid Type or Schizophrenia Undifferentiated 

Type. Findings provide valuable estimates of the current demographics of deaf persons diagnosed 

with schizophrenia, as well as their providers. More comprehensive studies are needed to provide 

actual numerical percentages of demographics of this population. 

Funding source: GRI Small Grant, Schizophrenia International Research Society Travel Award 


Gutman, V., Mompremier, L. (2008, June). Demographics of deaf persons with schizophrenia. Poster presentation at the 1st 

conference of the Schizophrenia International Research Society, Venice, Italy. 

Developing a Theoretical Framework for American Sign Language Assessment 

Tests 

See Linguistics. 

Exploring the Experiences of Deaf Parents Who Raise Hearing Children: A 

Qualitative Study Using Phenomenological Methods 

Status: Completed Begin date: January 2007 End date: May 2008 


Lawson, Angelia (intern) – Psychology 

Description: 

A paucity of research exists related to Deaf parents who raise hearing children, particularly 

from the parents’ perspective. This study aimed to generate more knowledge about this topic using 

the phenomenological qualitative research methods, which are meant to describe participants’ 

experiences in a way that reflects their subjective realities. The generation of knowledge and 

hypotheses in this area is needed because Deaf parents have largely been ignored in research, leading 

people to make assumptions that may or may not be true and taking actions based on these 

assumptions. To best serve and empower Deaf parents, the dissemination of their perspectives is 

essential. 

To accomplish this goal, the researcher recruited three Deaf parents with hearing children 

from the Mid-Atlantic region of the United States. These three Deaf parents had at least one hearing 

child living in the home between the ages of 7 and 18 years who also participated in the study 

through the parent-child observations. The data collection methods consisted of a demographic 

questionnaire, a semistructured interview conducted in American Sign Language (ASL), observations 

of parent-child interactions, and solicited participant video journals. 

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The major themes presented by the parents were adjusting to their children’s needs, 

childhood interpreting, relationship with their family of origin, their children’s bilingualism and 

biculturalism, the need for parenting resources, interactions with hearing individuals, flexibility in 

communication methods, and parental positive coping strategies. Overall, these parents presented as 

effective parents who focused on developing strong relationships with their children and viewed 

them through a bicultural and bilingual perspective. 



Lawson, A.M. (2008). Exploring the experiences of culturally deaf parents who are raising hearing children. Gallaudet University, 



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




Mather, Susan – Linguistics 

Emmorey, Karen – San Diego State University, School of Speech, Language, and Hearing Sciences 

Holzrichter, Amanda – Foreign Languages, Literatures, and Cultures 

Description: 

In the first phase of this project, the researchers investigated whether pre-existing, 

communicative gestural behavior serves as a bootstrapping mechanism for acquiring the 

grammaticalized gestural elements of ASL (e.g., spatially modulated verbs and pronouns, role shift, 

grammatical facial expressions) among adult hearing learners. More specifically, the goal was to 

investigate whether the quality of co-speech gesture can serve as a diagnostic to predict ASL aptitude. 

In the second phase of the project, the researchers are tracking the development of certain 

space-related variables among beginning and intermediate hearing and deaf adult learners. To do 

this, the researchers are collecting videotaped data from hearing and deaf learners. Subjects watch 

several cartoon vignettes then retell the stories in ASL to another subject. The investigators have 

developed a coding system to analyze the subjects’ use of role-shift, classifiers, and location within 

ASL discourse. 



Piñar, P., Galvan, D., & Mather, S. (2007, November). Gesture and mental imagery in ASL L-2 acquisition. Paper presentation 

at the 32nd Boston University Conference on Language Development, Boston. 

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Hearing Parents of Deaf Children: The Effects of Health Professionalsʼ Advice on 

Parental Decision-Making 

Status: Completed Begin date: May 2007 End date: August 2008 


Day, Lori (student) – Psychology 

Description: 

An important critique that developmental psychologist Urie Bronfenbrenner makes of 

modern research is how disconnected most research fields are from all other fields. He therefore 

calls for an integration of research and knowledge from multiple areas of study. The goal of this 

study was to investigate how various health professional groups connect with the families they are 

serving in relation to the identification of, and intervention with, deaf children. The importance of 

studying factors farther removed from the child’s immediate environment, such as health 

professional services, is often overlooked, but can be just as important as factors within a child’s 

immediate environment, such as peer group and home environment. This is the first part of an 

ongoing study designed to look at how the interaction between health professionals and hearing 

parents of deaf children affects the development of the deaf child. 

A survey was designed for this initial phase to obtain a thorough understanding of the kind 

of advice parents receive from health professionals and how parents in turn make decisions about 

services and interventions for their deaf child. Exploratory factor analysis conducted on the survey 

questions yielded five underlying factors: (a) parental perception of support and decisions, (b) 

influences on decision-making, (c) parental involvement and treatment goals, (d) amount of 

information available, and (e) intervention and treatment options. 



Day, L. (2008, February). Hearing parents of deaf children: The effects of health professionals’ advice on parental decision-making. Poster 

presentation at the 2008 National Early Hearing Detection and Intervention Conference, New Orleans, LA. 

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Internal Consistency and Factor Structure of the Revised Conflict Tactics Scales 

With a Sample of Deaf Female College Students 

Status: Ongoing Begin date: August 2008 End date: August 2009 


Anderson, Melissa L. (student) – Psychology 

Description: 

The Revised Conflict Tactics Scales (CTS2) is a measure that is frequently used to identify 

cases of intimate partner violence within the hearing population. However, the CTS2 has yet to be 

used with deaf individuals. To ensure that the CTS2 is an appropriate measure to assess intimate 

partner violence within the deaf community, it is necessary to analyze if it is reliable and valid when 

used with deaf individuals. The goal of the present study is to administer the CTS2 to a sample of 

100 deaf female college students from Gallaudet University and investigate its internal consistency 

reliability and factor structure. 

Data collection began in fall 2008. Data has been collected from 40 participants. Statistical 

analysis and a report of the findings are expected to occur in spring 2009. 


An Investigation of Variables From the Adult Attachment Interview With Deaf and 

Hearing Parents in Predicting Child Attachment, Adjustment, and Self-Concept 

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



Description: 

This project involved training a researcher in the scoring of the Adult Attachment Interview 

(AAI) to obtain reliability information on the scoring of the AAI when it is used with hearing 

parents of deaf children. A second goal was to provide additional scoring of variables involved in 

attachment to examine whether they can help predict attachment in children of deaf mothers. 


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Status: Ongoing Begin date: March 15, 2000 End date: No set date 




Taub, Sarah – Linguistics 

Description: 

This project’s goals are to establish a corpus of speech/gesture and signing in typologically 

different languages (English, Spanish, and ASL) and to compare—quantitatively and qualitatively—how 

these languages typically express motion information. Taking motion events as a test case, linguists have 

established groupings of languages based on what information they express and their means for 

expressing it (Talmy, 1985). These differences lead to differences in rhetorical style and total information 

conveyed at the narrative level (Slobin, 1996). Yet, overall, these studies have not looked at gesture. 

McNeill (1992) showed that gesture accompanying speech supplies much additional information. 

Comparative work should focus on speech/gesture combinations; and signed languages should 

be compared to speech/gesture rather than speech alone (cf. Liddell, 1995). This project will bring signed 

languages into a fully universal linguistic typology. The investigators hypothesize that if gesture is 

considered, languages are approximately equivalent in amount and type of information expressed. 

Applications will aid translation/interpretation and second language teaching; explicit knowledge of 

language-specific principles for conceptual expression will enhance the current strategy of intuitive 

learning. 


Taub, S., Galvan, D., & Piñar, P. (in press). The role of gesture in cross-modal typological studies. Cognitive Linguistics. 

The Nature of News: Donʼt Shoot the Messenger, Deaf Style 

Status: Completed Begin date: August 2007 End date: March 2008 


Kobek Pezzarossi, Caroline (intern) – Psychology 

Description: 

It has long been known that giving bad news produces anxiety in the sender. In fact, the 

common saying, “Don’t shoot the messenger” clearly illustrates the discomfort of sharing news that is 

perceived as negative. Conversely, within the Deaf community, directness is highly valued and 

considered to be polite. The goal of this research was to study the characteristics of bad news in a 

cultural context, specifically within the Deaf culture. In this study, Deaf college students were asked to 

give bad news as well as good news in the form of course grades. Three variables were studied: latency, 

duration, and units of information. Results indicated that duration was found to be significantly longer in 

giving bad news than in giving good news. This study attempts to incorporate the cultural values of the 

Deaf community into giving news that is potentially negative, traumatic, or disturbing for the recipient. 


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Parental Attachment Representations and Child Attachment, Self-Concept, and 

Adjustment in Hearing Families With Deaf Children 




Buchanan, Talibah – Mental Health Center 

Description: 

The purpose of this study was twofold. The first goal was to examine how a parent’s views 

and perspectives on attachment relationships influence a deaf child’s development, particularly the 

child’s sense of self and attachment, as well as the child’s general social adjustment. The second 

portion of this study focused on the concordance of attachment between deaf children and their 

hearing siblings to determine if the same rates of concordance exist in mixed deaf/hearing sibling 

pairs that exist with hearing siblings in the general population. The study, as a whole, touches 

Gallaudet’s research priorities of the psychosocial development of deaf children and family 

relationships. Participants included all immediate members of hearing families with deaf or hard of 

hearing children. Hearing parents of deaf or hard of hearing children were asked to complete 

background and behavioral questionnaires about themselves and their children. They were then 

interviewed with a measure of adult attachment. All of the children in the family were assessed with 

an attachment interview that was considered to be developmentally appropriate. 

The investigators have completed the data collection portion of this project and have 

analyzed the sibling concordance. Preliminary results revealed similar concordance rates for mixed 

sibling dyads as those found in hearing sibling dyads. They are now working to score and analyze the 

remainder of the family data. The data was also used in a doctoral student’s research project in 

which she looked at the relationship between the parental reaction to diagnosis and attachment 

classification. Further results are in process. 


Adams, E., & Brice P. (2008, August). Attachment states of mind and parental resolution of the diagnosis of child deafness. 

Presentation at the annual convention of the American Psychological Association, Boston. 

The Relationship Between Perceived Parenting Style and Sexual Health in Deaf 

and Hard of Hearing College Students 

Status: Ongoing Begin date: May 2008 End date: October 2008 


Klein, Leslie (student) – Psychology 

Description: 

Family processes have been studied extensively as central factors in influencing the sexual 

health behaviors of adolescents and young adults. There has been no attempt to explore this topic 

with respect to deaf and hard of hearing individuals. Because deaf and hard of hearing individuals 

are suspected to be at a higher risk for HIV and STD transmission, such an investigation was 

essential. Parenting style is one such family variable that has been used with respect to exploring 

sexual health behavior. This study investigated the relationship between perceived parenting style 

and sexual health in deaf or hard of hearing young adults, specifically college students. This study 

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used a convenience sample of deaf and hard of hearing students recruited at Gallaudet University 

between the ages of 18 and 25. Data was collected via an online survey managed on the Web site, 

PsychData. The survey consisted of two measures and demographic questions. The first measure, 

The Revised Parental Authority Questionnaire (Morganstein, 1997), was used to measure perceived 

parenting style, and the second measure, The Health Consequences Survey (Turchick, 2007), was 

used to measure health consequences, such as HIV/AIDS, STIs, and pregnancy, which are likely to 

have resulted from sexual risk taking. All questions were adapted for readability and average literacy 

levels of deaf college students with the help of reading and language experts at Gallaudet University. 

Analysis of the data is ongoing, and results will be made available upon completion. 


School Psychology Practicum Candidates and Interns: An Analysis of Time in 

Roles 

Status: Ongoing Begin date: June 2006 End date: December 2008 


Blennerhassett, Lynne – Psychology 

Description: 

This study investigates the development of roles and function of school psychologists from 

part-time practicum to full-time internship placements. The study provides a curriculum-based 

assessment of emergent roles and directions for training from school/classroom environments to 

professional work environments. 

School Psychology Transition Points in Training: Candidate Assessment and 

Predictors of Graduate Knowledge, Skills, and Dispositions 

Status: Ongoing Begin date: June 2006 End date: December 2008 



Description: 

Field supervisor surveys are used to assess knowledge, skills, and dispositions of practicum II 

candidates and interns placed in schools during the period from 2006 through 2008. At critical 

transition points, candidate knowledge and skills are assessed across NASP-based core and special 

curriculum goals as well as NCATE conceptual frame connections, with an analysis of critical 

components that relate to successful passage through transition points. Among the analyses are 

candidate performance on comprehensive examinations, communication profiles, technology 

profiles, course grades, field supervisor/faculty surveys, and intervention binders. 

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Use of Candidate Exit Survey Results to Improve Program Performance: 

Evaluation of Faculty, Program, and Candidate Knowledge and Skills, 2005–2006 

Status: Ongoing Begin date: January 2006 End date: June 2009 



Description: 

Candidate exit surveys are collected from graduating interns who earned the specialist degree 

in school psychology from the period covering 2006 through 2009. Survey responses are used to 

assess faculty and program quality and graduate self-ratings of knowledge and skills. The study also 

presents an analysis of candidate self-perceptions of knowledge and skills against graduates’ 

perceptions of program and department faculty, advisement, and quality of research. 

Working Memory in the Visual Modalities: Use of Digit Span With Speechreading 

and American Sign Language 

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


Brownfield, Adam (student) – Psychology 

Description: 

Individuals absorb a vast amount of information every day but can only remember a fraction 

of it within short-term memory (STM). Previous research has shown differences in STM with the 

use of the Digit Span subtest from the Wechsler Adults Intelligence Scale (WAIS-III) between 

American Sign Language (ASL) and Spoken English (SE). The average digit span recall for ASL and 

SE varies from research studies on deaf individuals (e.g., native deaf signers, hard of hearing, and 

oral deaf). This study investigated the digit spans for two communication modes within the visual 

modality, ASL and speechreading, on nine deaf native signers and eight oral deaf individuals. The 

research question was: Is there a statistically significant difference for digit spans between ASL and 

speechreading for deaf native signers and oral deaf participants? Using a mixed design ANOVA, a 

significant interaction between Group and Digit Span was obtained F(1, 15) = 7.932, p = .013, Etasquared 

= .346. Digit span scores did not differ between ASL (M = 5.92, SD = 1.09, SEM = .39) 

and speechreading (M = 6.13, SD = 1.13, SEM = .40) for the oral deaf participants, but differed for 

the deaf native signers for ASL (M = 5.11, SD = .61, SEM = .203) and speechreading (M = 4.22, SD 

= .67, SEM = .223). This study has indicated that the use of the phonological loop in the recall of 

digits produces higher spans than the sign loop. 


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Social Work 

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

See College of Professional Studies and Outreach. 

Drinking Among Deaf and Hard of Hearing College Students 




Schiller, James – Social Work 

Description: 

This study examines differences in scores on the College Alcohol Problem Scale (CAPS) 

among class ranks and gathers information about alcohol prevention efforts for deaf college 

students. Two hundred eighty-six deaf, hard of hearing, and hearing college students completed a 

21-item questionnaire. The questionnaire included eight items for the College Alcohol Problem 

Scale (CAPS), six items related to alcohol prevention, and seven demographic items. Cronbach alpha 

for the CAPS was .77. A principal components analysis (PCA) was conducted because the 

questionnaire was given to students for whom American Sign Language was their primary language. 

The PCA yielded a two-component instrument, which is consistent with other studies of hearing 

college students. Analysis of variance results indicated a significant difference in scores among 

college seniors and graduate students, with college seniors reporting more alcohol-associated 

problems. Comparisons of other ranks on the CAPS scores were nonsignificant. In addition, 

students prioritized deaf subgroups in need of prevention efforts, ranking the highest group in need 

as deaf children ages 13 to 18, followed by deaf children under the age of 12. The majority of 

students ranked prevention efforts and indicated a preference for education geared primarily toward 

DVDs and videotapes, followed by workshops, classroom instruction, group counseling, posters, 

and finally, pamphlets. The results of this study suggest a need for early education about alcohol 

prevention. Prevention efforts may be more effective for the deaf and hard of hearing population if 

they are provided in a visual format and in sign language. A paper summarizing this data has been 

submitted for publication and is under review. Interview data were also collected as a qualitative 

component to this study. These data are in the analysis stage; a second paper, summarizing that data, 

is under review and will be submitted for publication at a later time. 

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Emerging Themes in the Study of Deaf Adolescents 

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


Sheridan, Martha – Social Work 

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Parmir, Jean – Sign language interpreter 


Description: 

This exploratory, naturalistic study is a follow-up to earlier research published in Inner Lives of 

Deaf Children: Interviews and Analysis by M. Sheridan (Gallaudet University Press, 2001). The seven 

deaf and hard of hearing children participating in the original study, now between the ages of 13 and 

19, were revisited. The central focus of the study has been to explore experiential themes, which 

deaf adolescents report exist in their lives, uncovering the perceptions these adolescents have of 

their lifeworlds. The goal of the study has been to provide new information about issues among 

adolescents who are deaf or hard of hearing. In addition to a book published in early 2008, several 

presentations were given during this period, including a keynote address at the Early Childhood and 

Deafness conference in Columbus, Ohio. 



Sheridan, M. (2007). Deaf adolescents: An overview. Odyssey: New Directions in Deaf Education, 8(1), 4-5. 

Sheridan, M. (2008). Deaf adolescents: Inner lives and lifeworld development. Washington DC: Gallaudet University Press. 

Sheridan, M. (in press). Deaf and hard of hearing children and adolescents–Lifeworld development. Gallaudet Today. 

Sheridan, M., & White, B. (2008). Deaf and hard of hearing people. In T. Mizrahi, L. E. Davis, & D.M. Henderson 

(Eds.), The encyclopedia of social work (20th ed.). New York: Oxford University Press. 

An Examination of Personality Traits and Self-Esteem Across Gender, Ethnicity, 

and Hearing Status of Deaf College Students 

Status: Completed Begin date: January 2007 End date: January 2008 



Description: 

The project was designed to allow graduate students in SWK 756: Data Analysis to assist 

with data collection and analysis. The intent of the study was to gather and analyze data about 

individual personality traits and self-esteem. The project was a mixed, qualitative and quantitative 

design, addressing the following research questions: 

1. 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 under review. 

A Study of the Impact of Hearing Families With Deaf Children 



Rarick, Meredith (student) – Social Work 

Description: 

Three families with two hearing parents and at least one deaf child between the ages of 2 and 

14 years were recruited to participate in a one-on-one qualitative survey. Purposive sampling was 

used through professional contacts within the Deaf community to find three couples whose children 

attended a local school for the deaf. Interviews were conducted between the researcher and the 

parents, with no involvement from their child, using a semistructured format focusing on three main 

themes (family interaction, support, and resources) and approximately 10 open-ended questions. 

Both parents were interviewed at the same time to reduce the amount of time required from the 

family and to gain a better understanding of how deafness has affected the parents as a team. 

Follow-up questions and probing were based on the three main themes. 

The results of this study show that the participants expressed similar opinions and feelings in 

areas such as communication barriers, the percentage of time they are able to understand their deaf 

child, and sibling relationships. The results also showed that extended family did not play a 

significant role in the lives of the family unit. As far as time commitments, the parents felt that any 

increases in time spent was more a cause of having another child than having a child who is deaf. 

Feelings related to inclusion and exclusion within the deaf and hearing communities varied. 

Some found frustrations in gaining access to the Deaf community while others felt immediately 

accepted. Some couples found a lack of awareness of deaf issues within the hearing community to 

be a frustration while another couple found that the hearing community was very understanding and 

supportive. Most participants felt the information they received from experts in the field of hearing 

loss to be neutral, with the only main pressures coming from the decision of whether or not to get a 

cochlear implant for their child. 

Each of the couples interviewed appeared to have strong, healthy marriages and 

relationships with their children. They accepted their child’s deafness and took steps to inform 

themselves as best they could about the different options available to them as a family unit. 


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The Training of Social Workers to Meet the Educational and Emotional Needs of 

Deaf Children in Schools 

Status: Ongoing Begin date: August 15, 2006 End date: No set date 


Betman, Beth – Social Work 

Description: 

The goal of this five-year U.S. Department of Education grant is to train school social 

workers to address the unique learning and emotional needs of deaf and hard of hearing children in 

schools, whether in residential or mainstream settings. With ever higher numbers of deaf children in 

the public schools, there is a greatly increased need for professionals to have knowledge about the 

implications of deafness for performance in the classroom and for family cohesiveness, as well as in 

the formation of meaningful peer group relationships and a solid sense of identity. During the 

previous year, funds were made available to the Social Work Department to support the needs of 

participating graduate students and to enhance the school social work preparation program. 

Funding source: U.S. Department of Education, Office of Special Education Programs, Personnel 

Preparation Grant 


Betman, B. (2008, June). Sandtray therapy techniques with deaf and hard of hearing children. Presentation at the Clerc Center 

Summer Institute, Washington, DC. 

Betman, B. (2008, June). To see a deaf child’s world in a tray of sand. Presentation at the conference of the National Deaf 

Counselors Association, Washington, DC. 

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Sociology 

Adolescents and Cochlear Implants: Psychosocial Issues 


CDI Training 

Status: Ongoing Begin date: September 2008 End date: No set date 


Brunson, Jeremy L. – Sociology 


Gouby, Gina – Phoenix College, Interpreter 

Training Program 

Description: 

This project explores the effective techniques used to train Deaf Interpreters to become certified.

Cochlear Implants and Gallaudet University 

Status: Ongoing Begin date: September 19, 2008 End date: No set date 


Christiansen, John – Sociology 


Description: 

This project is focused on collecting information, via a confidential online survey, from a 

nonrandom sample of Gallaudet faculty, professional staff, and students on a variety of cochlear 

implant-related topics. Respondents are asked about their knowledge of the effectiveness of 

implants, whether implants could threaten the future of the Deaf community, and, if they are deaf, 

whether they would consider a cochlear implant for themselves. 

The researchers expect the results of this survey will be compared with a similar survey 

conducted eight years ago to determine whether or not attitudes related to cochlear implants have 

changed on campus since 2000. Results will be presented in a variety of formats, including journal 

articles and book chapters. 

Conceptualizing Disability 



Barnartt, Sharon – Sociology 

Description: 

In this ongoing project, the researcher explores ways that sociological and anthropological 

concepts and theories can illuminate how the concept of disability is enacted in society. 


Barnartt, S. (2008, April). Problems in cross-cultural comparability of disability measures. Presentation at the meeting of the 


Deaf People and Employment 




Description: 

This project examines various aspects of deaf people’s employment, especially with regard to 

gender differences. 

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Disability Protests 




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Rotman, Rachel – University of Haifa, Israel 

Description: 

The investigator in this project has been examining protests related to disability, using 

written accounts of the protest events. 


Barnartt, S. (2008). Social movement diffusion? The case of disability protests in the U.S. and Canada. Disability Studies 

Quarterly, 28(1). 

Barnartt, S. (2008, April). Comparing protests at Gallaudet University: 1998 and 2006. Presentation at the meeting of the 


Barnartt, S. (in press). Advocacy/activism. In Encyclopedia of American disability history. New York: Facts on File. 

Barnartt, S. (in press). Protest. In Encyclopedia of American disability history. New York: Facts on File. 

Barnartt, S., & Rotman, R. (2007). Disability policies and protests in Israel. Disability Studies Quarterly, 27(4). 

Effects of Stigma on Employment, Mental Health, and Health Services Upon the 

Sadomasochism Population 



Collins, Sara (undergraduate) – Sociology 



Bienvenu, Robert – Community-Academic 

Consortium for Research on Alternative 

Sexualties (CARAS) 

Description: 

Individuals who partake in alternative sexual lifestyle and practices often face social stigma in 

various forms. The effects of social stigma on this unique population, with a special emphasis on the 

sadomasochism community, will be explored to identify broader ramifications that social stigma 

brings upon various relationships, employment, health care services, and mental health services. Due 

to a small number of existing relevant empirical research and theory building in sociology and social 

psychology pertaining to the sadomasochism community, there are gaps in terms of knowledge 

(Weinberg, 1995). This preliminary community research may inform future research to understand 

the social stigma and the resulting discrimination that the sadomasochism community experiences, 

as well as provide improved services for the sadomasochism community. 

The project’s objectives are: (a) to identify the outcomes of disclosure, as well as 

nondisclosure, of alternative sexual lifestyle activities and/or interest(s) and (b) to identify the forms 

of discrimination that take place to further understanding of the effects of stigma on the 

sadomasochistic community. 


The Practice and Organization of Sign Language Interpreting: An Institutional 

Ethnography of Access 




Description: 

This is an ongoing project based on data that examines the changing practice of sign 

language interpreting within the context of video relay service. 

Trained to Provide Access 




Barnartt, Sharon N. – Sociology 

Description: 

This is an empirical analysis of the training and effectiveness of sign language interpreters 

who work in video relay service centers. 

Funding source: Sorenson Media, Inc. 

Working Toward Equivalency: The Social Organization of Deaf Interpretersʼ Work 




Description: 

This is an ethnographic study that uses interviews, focus groups, and examination of texts to 

explore the work of certified deaf interpreters. 

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Clerc Center National Mission Projects 

ASL/English Bilingual Professional Development 

National mission priority area: Literacy 


Jeffries, Richard 


Rangel, Francisca 

Scott, Susanne 

Project description 

The purpose of this multi-year initiative is to provide a bilingual staff Development model 

that promotes effective instruction of language and literacy for deaf and hard of hearing students by 

(a) promoting the acquisition and development of both American Sign Language (ASL) and English 

for students, staff, and parents, (b) supporting staff in the effective use of these languages in their 

educational settings, (c) educating parents about literacy and language development using both ASL 

and English, and (d) developing appropriate instructional designs that integrate innovative 

technology. 

ASL/English Bilingual Professional Development (AEBPD) is a collaboration between the 

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

the following five teacher training programs: Gallaudet University, Washington, D.C.; California 

State University, Northridge; Lamar University, Beaumont, Tex.; University of Oklahoma, Tulsa; 

and Western Oregon University, Monmouth. 

Development 

Prior years. Beginning in FY 2003, AEBPD was offered at the Clerc Center during the fall 

and spring semesters for three graduate credits each, and it addressed the following topics: current 

research in bilingual and ESL (English as a Second Language) education, culture, the bilingual child, 

first and second language acquisition and learning, and language use. In fall 2006, participants began 

receiving a continuing education unit instead of graduate credits. 

The participants reflected on the concepts of bilingualism as well as on their own bilingual 

experiences. They applied their reflections and learning through seminar discussions, readings, 

reflective writings, online group activities, and assignments designed for the creation of classrooms 

for deaf children. The discussion during seminars centered on practical language-teaching 

applications and on the strategic uses of ASL and English, including how to integrate signing, 

reading, and writing lessons across curriculum content. 

FY 2008 activities and/or product(s). 

• A new group of teachers and staff took the AEBPD Level Three and Four In-service 

Training in fall 2007 and spring 2008, which was conducted by two new Clerc Center 

mentors. 

• The AEBPD principal investigator, in collaboration with Gallaudet University faculty and 

CAEBER staff, supported Clerc Center teachers and staff in the creation of related action 

research projects. Consultation and planning support were also provided, as KDES and 

MSSD teachers and staff worked to implement ASL/English bilingual education strategies 

as part of Accreditation for Growth, the school accreditation process.

• This year, application and implementation were focused on the two demonstration 

schools. Planning in FY 2009 will determine future outcomes and deliverables for this 

project. 

Celebrate! 

National mission priority area: Multiple priority areas 

Principal Investigator(s) 

Valcourt-Pearce, Catherine 

Worthylake, Timothy 

Other Investigator(s) 

Carew, Mary Ellen 

Puzio, Danielle 


Celebrate!—40 colorful pages of student writing and art—is a magazine that showcases the 

work of deaf and hard of hearing students who participate in the Gallaudet National Essay, Art, and 

ASL Contest for Deaf and Hard of Hearing Students. This printed publication, which is also 

available on the Clerc Center Web site, is an important way to reward students who place in the 

contest for their successful work and to encourage the nation’s deaf and hard of hearing students to 

express themselves through various media. 

Development 

Prior years. The first issue of Celebrate! was published in May 2006. Over 200 students from 

across the United States sent entries to the Clerc Center, responding to the questions: “What will 

you be doing when you are 30 years old? How are you preparing for it today?” In May 2007, the 

second issue of Celebrate! featured the theme, “What does ‘going for the gold’ mean to you? How do 

you go for the gold in your life?” 


• For the 2008 issue of Celebrate! 623 students submitted writing, art, and ASL entries on 

the topic, “Yes, I can!” This was the first year the contest had separate entry categories 

for elementary and high school students. 

• Marketing for the 2009 contest began in FY 2008. The theme of the 2009 contest will be 

“Going green: What I’m doing to help save the environment.” 

Dissemination 

Prior years. Celebrate! is published once a year and in FY 2007 was distributed to 10,000 

people, including 1,100 at the 2007 Deaflympics in Salt Lake City, Utah. 


• Ten thousand copies were printed and distributed. 

• This project has become part of the Clerc Center’s routine offerings and will not be 

reported in this section in future years. 

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Children With Cochlear Implants: A Study of Their Communication Profiles 



Nussbaum, Debra 

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Waddy-Smith, Bettie 


Children With Cochlear Implants: A Study of Their Communication Profiles was a 

collaborative research project between the Clerc Center’s Cochlear Implant Education Center 

(CIEC) and James Madison University (JMU). This study documented the varied characteristics and 

communication profiles of young children with cochlear implants who use signed and spoken 

language. The study describes the changes in vocal, gestural, and sign communication in identified 

students for 36 months postimplantation. It includes a review of available student assessments and 

videotaped samples of language and communication occurrences in both natural and structured 

environments. The Clerc Center is one of three sites that participated in the study. The other sites 

were The Cochlear Implant Center at the University of Virginia in Charlottesville and the Virginia 

School for the Deaf and the Blind in Staunton. 

Development 

Prior years. This study, beginning in FY 2003, was originally designed to follow identified 

students for 18 months postimplantation. Preliminary findings encouraged extension of the project 

for an additional 18 months. Institutional Research Board approval was requested and granted. 

During FY 2003-2004, nine students were followed. In FY 2004, one student withdrew from the 

school program and the study, one student discontinued use of her cochlear implant, and four new 

students were added. 

Beginning fall 2003 videotaped samples were gathered every three months (up to 36 months 

postimplantation). These samples were analyzed at JMU for percentage of sign language and spoken 

language used, intelligibility of spoken and signed utterances, and, where possible, for phonological 

features of both spoken and signed utterances. The Clerc Center funded a stipend of $1,750 a 

semester to JMU to support data analysis during spring 2004, fall 2004, spring 2005, fall 2005, and 

spring 2006. The final tapes of Clerc Center students were sent to JMU for analysis during winter 

2006. JMU research collaborators completed analysis of the data during summer 2007. 


• CIEC staff collaborated with JMU researchers to draft and review an article summarizing 

the research project and findings entitled Children With Cochlear Implants: Sign and Speech 

Acquisition (primary author: Brenda C. Seal, Ph.D., professor, JMU, Department of 

Communication Sciences and Disorders). 

Dissemination 

Prior years. Preliminary findings of the JMU collaborative research study, Children With 

Cochlear Implants: A Study of Their Communication Profiles, were presented in seven venues: the 

JMU Faculty Research Forum in Harrisonburg, Va. on October 7, 2004; the American Speech- 

Language-Hearing Association Convention on November 18, 2004; the Educational Audiology 

Association Conference from July 18-21, 2005; the American Speech-Language-Hearing Association 

Convention in San Diego, Calif., in November 2005; the Nemours Symposia on Pediatric Medical 

Research at Dupont Hospital in Delaware in October 2006; the American Speech-Language-Hearing

Association in Miami, Fla., in November 2006; and the 11th International Symposium for Cochlear 

Implants and Children in Charlotte, N.C. in April 2007. 


Belzner, K., Nussbaum, D., & Seal, B. (2007, November). Sign movements predict consonant acquisition in young 

children with cochlear implants. Presentation at the annual meeting of the American Speech-Language-Hearing 


Seal, B., Belzner, K., Nussbaum, D., Scott, S., & Waddy-Smith, B. (submitted). Children with cochlear implants: 

Sign and speech acquisition. ASHA Journal of Speech, Language, and Hearing Research. 

Cochlear Implant Education Center 






Waddy-Smith, Bettie 


The Cochlear Implant Education Center (CIEC) was established at the Clerc Center in fall 

2000 to investigate, evaluate, and disseminate effective practices related to cochlear implant 

technology and its role in the education and lives of deaf children from birth through high school. 

On-site objectives center on provision of services to students with cochlear implants and their 

families as well as on teacher and staff development. National mission objectives focus on 

development of resources, training workshops, national presentations, hosting of national visitors, 

and research. 

Development 

Prior years. At KDES and MSSD, services and programs were monitored and modified 

annually based on the needs of the children and families served. Professional training was provided 

to Clerc Center teachers and staff based on the needs of the programs and students. Services and 

programs to students with implants were monitored through spring 2004 via a school-wide 

committee (Cochlear Implant Collaboration Committee). In fall 2005 this committee was disbanded, 

and language and communication planning oversight for children with cochlear implants was 

addressed via the Clerc Center Language Planning Committee. The new committee facilitates a 

collaborative approach to language planning for students with cochlear implants in an educational 

environment that addresses development and use of both ASL and spoken English. 

The CIEC staff worked on various national initiatives, including the design of a CIEC Web 

page on the Clerc Center Web site, a CIEC brochure, and an e-document posted on KidsWorld 

Deaf Net entitled Cochlear Implants: Navigating a Forest of Information…One Tree at a Time. The CIEC 

staff developed workshops and presented at numerous national conferences, school programs 

serving deaf children, and postsecondary programs. In collaboration with the Gallaudet University 

Regional Centers, the CIEC staff presented “Spoken Language and Sign: Optimizing Learning for 

Children With Cochlear Implants,” a professional training workshop through the Clerc Center 

Summer Institute. A DVD project to disseminate information on this topic was initiated and then 

discontinued due to the evolving content of this product. The CIEC began exploring alternate 

avenues to share this content via Web-based learning. The CIEC coordinator developed and taught 

an online course, “Cochlear Implants and Children: Considerations for Implantation and 

Educational Planning.” The CIEC staff responded regularly to e-mail and phone requests and met 

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with visitors to the Clerc Center. They also collected data for a collaborative research project with 

James Madison University, Children With Cochlear Implants: A Study of Their Communication 

Profiles (see previous project summary). 


• The CIEC staff provided oversight and implementation of on-site services (auditory and 

speech habilitation, incorporation of spoken language into the classroom, audiological 

supports, support groups for students with cochlear implants) for the following: 

o KDES students with cochlear implants: 32 

o MSSD students with cochlear implants: 25 

• The CIEC staff developed and presented two family education workshops on cochlear 

implants to KDES and MSSD families. 

• The CIEC outreach specialist served as an ASL/English Bilingual Professional 

Development (AEBPD) mentor/trainer for KDES professionals during fall and spring. 

• The CIEC coordinator collaborated with school leaders during spring 2008 to develop a 

bilingual framework and recommendations to support development of ASL and spoken 

English at KDES. 

• CIEC staff, Clerc Center audiologists, and speech-language professionals facilitated 

support groups for students with cochlear implants at both KDES and MSSD. 

Dissemination 

Prior years. The CIEC disseminated information via the CIEC Web site, the CIEC 

brochure, and an e-document entitled Cochlear Implants: Navigating a Forest of Information…One Tree at a 

Time (a component of KidsWorld Deaf Net). Modules of this document have been modified as 

needed. The CIEC disseminated information via numerous professional training workshops on the 

topic, “Spoken language and sign: Optimizing learning for children with cochlear implants.” 

Numerous presentations were provided on educational considerations for children with cochlear 

implants to postsecondary students at Gallaudet University as well as at other university programs 

throughout the Washington, D.C., metropolitan area and the United States. Initiatives of the CIEC 

were shared during numerous national conferences. 

During April 2002, the CIEC hosted a national conference entitled “Cochlear Implants and 

Sign Language: Putting It All Together.” The conference proceedings were disseminated via a 

Sharing Ideas paper of the same name and via the CIEC Web site. The online course, “Cochlear 

Implants and Children: Considerations for Implantation and Educational Planning,” was offered 

twice a year during the fall and spring semesters from fall 2002 though spring 2007. CIEC staff 

members respond regularly to e-mail, phone, and mail requests as well as host visitors to the Clerc 

Center seeking information about educational considerations for children with cochlear implants. 


• Two-day regional professional training workshops: 

Nussbaum, D., & Scott, S. (2007, October). Spoken language and sign: Optimizing learning for children with 

cochlear implants. Southeast regional training workshop presented at the North Carolina School for 

the Deaf, Morganton. 

Nussbaum, D., & Scott, S. (2008, April). Spoken language and sign: Optimizing learning for children with 

cochlear implants. Northeast regional training workshop presented at the Mill Neck School for the 

Deaf, Mill Neck, NY. 

• School consultations on the incorporation of spoken English into a bilingual 

ASL/English bilingual language planning framework were provided: 

Nussbaum, D., & Scott, S. (2008, February). Pennsylvania School for the Deaf, Philadelphia. 

Nussbaum, D., & Scott, S. (2008, June). Maryland School for the Deaf, Frederick. 

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• Presentations to postsecondary training programs on language and educational 

considerations for children with cochlear implants: 

Nussbaum, D. (2007, December). Howard University Medical School, Washington, DC. 

Nussbaum, D. (2008, January-May). Five lectures to Gallaudet University, Department of Education, 

EDU 714, Washington, DC. 

Nussbaum, D. (2008, February). George Washington University, Department of Speech and Hearing 

Science, Washington, DC. 

Nussbaum, D. (2008, April). Gallaudet University, Department of Counseling, Washington, DC. 

Nussbaum, D. (2008, April). Gallaudet University, Department of Psychology, Washington, DC. 

Nussbaum, D. (2008, June). University of California, San Diego, School of Medicine. 

Nussbaum, D., & Scott, S. (2007, October). Gallaudet University, Department of Education, 


Nussbaum, D., & Scott, S. (2008, January). Video teleconference with Lamar University, Beaumont, TX. 

Nussbaum, D., & Scott, S. (2008, March). Video teleconference with Minot State University, ND. 

Nussbaum, D., & Scott, S. (2008, June). Gallaudet University, Department of Hearing, Speech, and 

Language Sciences, Washington, DC. 

Rangel, F., & Scott, S (2008, April). Gallaudet Leadership Institute, Washington, DC. 

Rangel, F., & Scott, S. (2008, April). Gallaudet University, Department of Education, EDU 714, 


Scott, S. (2008, April). Gallaudet University, Department of Education, Washington, DC. 

Scott, S. (2008, May). McDaniel College, Department of Education, Westminster, MD. 

• Presentations at professional conferences and workshops on spoken language 

considerations for deaf and hard of hearing children: 

Nussbaum, D., & Scott, S. (2008, July). Spoken language and sign: Optimizing learning for children with cochlear 

implants. Pre-conference workshop at the Midwest Conference on Deaf Education, Sioux Falls, SD. 

Nussbaum, D., & Scott, S. (2008, August). Spoken language and sign: Optimizing learning for children with 

cochlear implants. Two-day workshop in Vancouver, British Columbia. 

Scott, S. (2007, December). CAEBER Mentors Meeting, Gallaudet University, Washington, DC. 

Scott, S. (2008, April). CAEBER Mentors Meeting, Gallaudet University, Washington, DC. 

Scott, S. (2008, June). Presentation at the Parent Institute, Illinois School for the Deaf, Jacksonville. 

• Article: 

Nussbaum, D. (submitted). Your child has a cochlear implant: Why include sign language? The 

Endeavor. Camp Hill, PA: American Society for Deaf Children. 

• CIEC staff members responded to approximately 250 e-mails and phone inquiries. 

• The CIEC coordinator provided feedback to a non-profit organization as a member of 

its advisory panel. The group is developing a program related to serving students with 

cochlear implants to assist teachers in the mainstream. 

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Early Potential in Young Deaf Children: Supportive Family Contexts Study 



Lutz, Lori 


This study focuses on developing an understanding of the multiple and complex family 

contexts in relation to young deaf children’s reading development. The purpose of this qualitative 

study is to describe the family environments of deaf children who displayed advanced reading skills 

at a young age and to examine how those family environment patterns compare with those of 

families with deaf children who are still developing readers. 

Development 

Prior years. This project was approved in January 2006. Since then, several schools enrolling 

young deaf children were contacted for permission to contact parents and teachers for participation 

in the study. Three schools agreed to participate in the study. Two families and their deaf children’s 

teachers from one school participated in the study. 

Preliminary data analysis of parent and teacher interview data collected from the first 

participating school was begun in early fall 2006. Extensive coding work completed by the principal 

investigator and the research assistant resulted in a code book to use and refine coding of additional 

interview data from new participants at other schools. Early case descriptions of parents, children, 

and teachers were drafted as part of data analysis. 

In 2006, the University of Virginia approved a $3,000 fellowship grant to support this study. 


• Family and teacher recruitment activities were completed for three participating schools. 

• Interviews were conducted with four parents and six teachers from the three 

participating schools. 

• Extensive coding work and data analysis were performed on the family and teacher 

interviews. 

• A report documenting the recruitment processes and early phases of data analysis was 

drafted. 

• In February 2008, the University of Virginia approved a $1,750 fellowship grant to 

support this study. 

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Emotional Intelligence (EQ) Take-Out Series 

National mission priority area: Transition 

Program overview 

The Emotional Intelligence (EQ) Take-Out Series is a set of workshops that can be 

disseminated individually or as a group. The series is designed so that new workshops that address 

EQ issues can be added as they are developed. The following three projects are workshops currently 

in development in this series: 

• Adolescent Sexuality Education: What You Don’t Know Can Hurt Them 

• Going With the Resistance: A Paradoxical Approach to Power Struggles With Teens 

• The Unheard Cry: Suicide Among Deaf and Hard of Hearing Adolescents 

EQ Take-Out Series: Adolescent Sexuality Education: What You Donʼt Know Can 

Hurt Them 



Rider, Matthew 


Downing, Tara 

Meynardie, Elizabeth 

Weaver, Georgia 


“Adolescent Sexuality Education: What You Don’t Know Can Hurt Them” will replace 

“Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing Students” 

and will provide participants with real strategies for discussing the often uncomfortable issues of 

human sexuality with deaf and hard of hearing adolescents in a way that fosters open 

communication, mutual respect, and responsibility. Participants learn how to address issues of 

human sexuality from an unbiased, informative perspective while also learning how to identify when 

deaf and hard of hearing teenagers are exploring their sexuality and what to do to support and guide 

them in this process. 

Development 


• Workshops were designed based on current research and the counselor’s experiences at 

KDES and MSSD. 

• The “Adolescent Sexuality Education: What You Don’t Know Can Hurt Them” workshop 

was piloted in June 2008 at the Clerc Center Summer Institute in Washington, D.C. 

Dissemination 


Rider, M., & Downing, T. (2008, June). Adolescent sexuality education: What you don’t know can hurt them. Workshop 

presented at the Clerc Center Summer Institute, Gallaudet University, Washington, DC. 

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EQ Take-Out Series: Going With the Resistance: A Paradoxical Approach to 

Power Struggles With Teens 




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Whitaker, Rob 


“Going With the Resistance: A Paradoxical Approach to Power Struggles With Teens” 

examines the power struggles that adolescents often engage in as they are asserting their 

independence by questioning and resisting authority. The workshop identifies some creative and 

unorthodox techniques that promote cooperation. Participants leave with practical solutions that can 

calm the storm raging between adolescents and the adults in their lives. 

Development 




• The “Going With the Resistance: A Paradoxical Approach to Power Struggles With 

Teens” workshop will be piloted in Clarkston, Ga. in October 2008 (FY 2009). 

EQ Take-Out Series: The Unheard Cry: Suicide Among Deaf and Hard of Hearing 

Adolescents 






Weaver, Georgia 


“The Unheard Cry: Suicide Among Deaf and Hard of Hearing Adolescents” is designed for 

educators, mental health counselors, social workers, professional staff, parents, and caretakers of 

deaf and hard of hearing adolescents. Participants will gain insight into this specific population 

whose emotional needs are often masked or easily overlooked. Participants will leave with real and 

practical skills they can use immediately with deaf and hard of hearing adolescents, so they feel 

confident about approaching the topic of suicide, evaluating suicidal threats and gestures, and 

intervening safely and effectively. 

Development 




• “The Unheard Cry: Suicide Among Deaf and Hard of Hearing Students” workshop will be 

piloted at the Deaf Adolescent Conference in St. Louis, Mo. in October 2008 (FY 2009).

GLOBE 



Ellsworth, Mary S. 

Snyder, H. David 


MSSD science teachers: 

Tao, Mark 

Taylor, Kevin 

Wynne, Dorothy 


MSSD provides leadership and training for teachers of deaf students in the GLOBE (Global 

Learning and Observations to Benefit the Environment) Program, sponsored by the University 

Corporation for Atmospheric Research and Colorado State University. GLOBE, an international 

program, trains science teachers in the collection and analysis of scientific data. Students in more 

than 7,000 schools in 60 countries collect data on their environment, analyze the data, and then 

share it with other schools on the Internet. Training sessions occur over 4½ days and are designed 

to familiarize teachers with GLOBE environmental measurement protocols, promote discussion of 

good teaching strategies in the science classroom for deaf students, and create a sense of community 

and a means of networking among the participating teachers. 

The U.S. GLOBE Program enters into partnerships with U.S. organizations, which undertake 

efforts to recruit GLOBE schools, train GLOBE teachers, and mentor GLOBE students in their 

region of the country. Gallaudet University/Clerc Center is a GLOBE partner and works to ensure 

that every school program serving deaf and hard of hearing students in the United States has the 

opportunity to participate in the GLOBE Program by providing annual trainings and support. 

Gallaudet University/Clerc Center has offered teacher trainings as a GLOBE partner since 1996. 

Development 

Prior years. Gallaudet University/Clerc Center became a GLOBE partner (formerly called a 

GLOBE Franchise) in 1995. Since 1996, teacher trainings have been offered consisting of 4½ days 

of workshops. Support for interpreters for the trainings has allowed fully integrated participation by 

nonsigning public and private school teachers. 

The District of Columbia Space Grant provides funding for the teacher trainings. As a 

GLOBE partner, Gallaudet University/Clerc Center seeks ways to support trained teachers to 

continue participating in GLOBE activities after they return to their home schools, including 

providing basic equipment, a mailing list, and an occasional newsletter. Beginning in 2006, and again 

in 2007, the Gallaudet University/Clerc Center GLOBE teacher training was offered as part of the 

Clerc Center Summer Institute. The summer workshops featured presentations from invited deaf 

professionals and invited guest speakers from NASA Goddard Space Flight Center and the National 

Science Foundation (NSF). 

In FY 2007, the NSF and NASA began funding four new GLOBE projects, collectively 

called the Earth System Science Projects (ESSPs). The Clerc Center principal investigators chose the 

Seasons and Biomes ESSP for trainings and also for integration in the MSSD Science Department 

curriculum. An MSSD science teacher and GLOBE trainer, along with 38 teachers and teacher 

educators from around the world, gathered at the University of Alaska Fairbanks campus in March 

and September 2008. 

In 2007, the GLOBE Program invited an MSSD science teacher and GLOBE trainer to be 

on the Access Advisory Board to provide advice on GLOBE’s new GLOBE School Network 

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(GSN). The GSN is a collaborative global network that will link schools and communities to the 

ESSPs and to local and regional projects to support student learning and research. Dr. Samantha 

Langley and Dr. Glen Wilson, both of the University of Southern Maine, also participated on the 

advisory board. 


• The “Integrated Global Science Teacher Training” workshop was developed, which 

includes three days of instruction in the Seasons and Biomes GLOBE protocols and two 

days on sandbox analog modeling with Dr. Michele Cooke, University of Massachusetts, 

Amherst, Geosciences Department. 

• In June, a team of students, two each from MSSD and the Indiana School for the Deaf, 

joined the U.S. delegation of five schools on the GLOBE Learning Expedition (GLE) to 

South Africa. The students were selected on the basis of their science project in which 

they investigated the environmental factors controlling the budburst of new spring leaves 

on two local tree species following a protocol from the Seasons and Biomes ESSP. At 

the GLE, the students presented their research report and participated in a full schedule 

of presentations and activities. 

• The two MSSD students who participated in GLE also entered their research report in 

the Rochester Institute of Technology (RIT) National Science Fair for the Deaf, where 

they placed first in the team division. 

Dissemination 

Prior years. The Gallaudet University/Clerc Center GLOBE partnership has conducted 12 

annual teacher trainings in the GLOBE protocols for more than 90 teachers of deaf students 

(representing 48 programs for the deaf). The Gallaudet University/Clerc Center GLOBE Web site is 

maintained at http://sci.gallaudet.edu/GLOBE/. Information about GLOBE workshops is 

disseminated through Gallaudet’s Summer Programs, the Clerc Center’s News and Notables, Summer 

Institute announcements, and e-mail announcements via the EduDeaf e-mail list. Each year the 

Gallaudet University/Clerc Center training is listed on the main GLOBE Web site, and it attracts 

the attention of public and private school teachers. 


• Information about GLOBE activities continued through the same mechanisms as done 

in prior years. 

Honors Program 



Dukes, Daniel 


The Honors Program is designed as a comprehensive K–12 program that addresses the 

needs of the Clerc Center’s gifted students while providing numerous opportunities for all KDES 

and MSSD students to grow intellectually through higher-level coursework. The primary goal of the 

Honors Program is to challenge, stimulate, and motivate as many students as possible through 

higher-level reading, writing, critical thinking, and problem-solving activities. 

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In past years, KDES students in grades 1–8 have participated in the Honors Program’s 

Curriculum Enhancement (CE) classes, which provided students with activities, simulations, puzzles, 

games, and experiments in the various academic fields. The KDES Honors Lab program was 

designed to give the most advanced students the opportunity to expand and improve literacy skills 

(reading comprehension, reading analysis, writing, and communication). 

Students at MSSD can choose from a wide variety of both honors and Advanced Placement 

(AP) classes. MSSD honors classes are essentially preparatory coursework for future AP and/or 

college courses, and students receive a challenging, in-depth look into the subject matter through a 

wide variety of higher-level assignments and readings. AP courses (designed by the College Board ® ) 

are college-equivalent classes that provide the students with an intensive foundation from which to 

gain competency in a particular discipline. In past years, MSSD students have also participated in 

additional Honors Program events, including weekend programs (e.g., Weekend of Wisdom—“Wise 

Tips for Taking AP Exams”), guest presentations, field trips, technology initiatives (such as the 

laptop check-out program and the Honors computer lab), summer programs (including the Summit 

program), and other academic workshops. 

Development 

Prior years. In FY 2004, the Honors Program Exploratory Committee set the framework 

for the creation of the Clerc Center Honors Program. MSSD implemented 12 honors courses (in 

English, social studies, science, and math) and three AP courses (AP English-Language, AP U.S. 

History, AP Biology) in September 2004. The first group of MSSD students completed AP exams in 

May 2005. In September 2005, the Honors Program at MSSD expanded to 17 honors courses and 5 

AP courses (AP English-Literature and AP Psychology were added). At KDES, an Honors Program 

Committee met to design the Honors Program for grades 1–8, and KDES began offering the 

Honors Program “Academic Explorations” (CE) classes and Honors Lab time in September 2005. 

In FY 2005, the MSSD Honors Program started several important activities, including 

founding a National Honor Society chapter, working with the MSSD Academic Bowl team, and 

hosting a Weekend of Wisdom—Advanced Placement Test Review workshop. In September 2006, 

the KDES Honors Program began offering a “Literacy in Motion” (CE) course for KDES students 

in grades 1–8 and continued the Honors Lab time for working with the most advanced students. 

In FY 2006, the Honors Program expanded its offerings in 2007 by creating the “Wildcat 

News 18” (WCN18) program at KDES and the MSSD Honors/AP vertical teams. 

In FY 2007, the KDES Honors Program offered the “Literacy in Motion” (CE) course for 

all students in grades 1–8, and also continued the Honors Lab time for working with the most 

advanced students. The KDES Honors Program also set up the WCN18, in which KDES students 

in grades 1–8 participated in the writing, acting, filming, directing, editing, and producing of a weekly 

news show for the school. MSSD continued offering honors and AP courses as well as special 

programming, including the National Honor Society, the Weekend of Wisdom, the Academic Bowl, 

and the Honors VIP Lunch. 


• MSSD offered 15 honors courses and 6 AP courses (AP English-Literature, AP English- 

Language, AP Biology, AP U.S. History, AP Psychology, and AP Calculus-online) for 

MSSD students. 

• For the first time, MSSD offered an “American Experience” interdisciplinary course, 

which combined AP English-Language and AP U.S. History into one integrated learning 

experience for MSSD students. The students in this course benefited from a number of 

exciting, hands-on activities, including a field trip to the Gettysburg battle fields. 

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• The Honors Program also supported the start of a Forensic Science elective course, in 

which students are able to participate in various activities related to collecting, analyzing, 

and understanding forensic evidence. 

• The Honors Program continued operating the MSSD chapter of the National Honor 

Society and the Academic Bowl team. The Academic Bowl team finished fourth in the 

regional competition. 

• KDES moved to an integrated approach for Honors Program services, and the most 

advanced students received differentiated instruction (special learning projects) to meet 

their individual needs. 

Dissemination 

Prior years. The Honors Program offered Summit 2005, an academic and leadership camp 

for deaf and hard of hearing students from across the nation. This two-week camp in June 2005 

gave the 35 participants a wide array of experiences, ranging from exposure to AP curriculum to a 

journey through deaf history. The students came from a variety of backgrounds and experiences, 

including students from mainstream schools and schools for the deaf, students with cochlear 

implants, and two beginning signers. 

In June 2006, the Honors Program hosted Summit 2006, in which 41 students (18 returning 

for a second year) participated in additional academic, deaf history, and leadership activities at the 

Clerc Center. Returning students participated in a series of advanced leadership activities called the 

Summit: Extreme activities. 

In 2007, MSSD Honors Program teachers collaborated with public school teachers from 

surrounding districts to host the 2007 Weekend of Wisdom program. The KDES Honors Program 

also took part in Gallaudet University’s Kendall School’s 150th Anniversary Celebration by having 

KDES honors students participate in various activities, including making a special video/slide show 

for the celebration. In addition, MSSD teachers had the opportunity to participate in a discussion 

with leading AP teachers and were able to share their experiences with the MSSD Honors Program 


• The AP “American Experience” class partnered with a school in North Carolina as part 

of a mentoring project for the class. As part of their relationship with the school, MSSD 

students were able to share about the numerous opportunities available at MSSD, 

including the Honors Program. 

• The Honors Program has become part of the Clerc Center’s routine operations and will 

not be reported in this section in future years.

I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals With 

Deaf and Hard of Hearing Students (Manual and DVD) 



Berrigan, Nancy 


Dialogue journals are a written conversation between a student and educator, allowing the 

student to write independently and the educator to respond and model correct English. The manual 

and DVD, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals With Deaf and Hard of 

Hearing Students, show how to use dialogue journals with deaf and hard of hearing students of all 

writing abilities, from emerging to advanced. The manual and DVD together address common 

questions about dialogue journals and showcase the experience of teachers and staff members at 


Development 

Prior years. Dialogue journals were used in a variety of classroom and school settings at 

KDES and MSSD as a tool for literacy development. The Clerc Center literacy specialist observed 

this practice and provided feedback to teachers on an ongoing basis. Based on the knowledge gained 

from teacher use, the manual, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals With 

Deaf and Hard of Hearing Students, was developed and produced. An accompanying DVD was 

completed and is currently available. 


• Dissemination continued through a national marketing effort. 

• Marketing materials for online ordering were developed and posted on the Clerc Center 

Web site. 

Dissemination 

Prior years. The DVD and manual were made available nationally. Marketing materials for 

online ordering were developed and posted on the Clerc Center Web site. 


• The DVD and manual set were disseminated through routine Clerc Center mechanisms. 



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I Like Dialogue Journals, BUT…: Strategies for Using Dialogue Journals with 

Deaf and Hard of Hearing Students (Online Training) 




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McGlynn, Deirdre 

Winston, Shaitaisha 


Dialogue journals are a written conversation between a student and educator, allowing the 

student to write independently and the educator to respond and model correct English. After the 

manual and DVD, I Like Dialogue Journals, BUT...: Strategies for Using Dialogue Journals with Deaf and 

Hard of Hearing Students, were produced, it was decided that a self-paced online course would be the 

most appropriate method to support the product and show how to use dialogue journals with deaf 

and hard of hearing students of all writing abilities, from emerging to advanced. The online course 

reviews common questions about dialogue journals and showcases the experience of teachers and 

staff members at KDES and MSSD. 

Development 


• An online, self-guided workshop was developed and is intended to be a distance 

education course developed by the Clerc Center. 

Dissemination 


• An online course was piloted in summer 2008 and launched in September 2008. 

KidsWorld Deaf Net 





Anderson, Lon 

Gilbert, Anita 

Golocovsky, Silvia 



KidsWorld Deaf Net (KWDN) is a national communication network of information for 

families and professionals sponsored by the Clerc Center with support from the AT&T Foundation. 

It includes a virtual library of e-documents and useful links, an electronic discussion forum area 

available for live chats with the e-document authors, and a forum for continued dialogue. 

The goal of KWDN is to share information about what is working in the areas of literacy, 

family involvement, and transition and to provide concise information that has been evaluated by a 

panel of reviewers for accuracy, clarity, and usefulness. Special emphasis is given to the Clerc 

Center’s target of deaf and hard of hearing students from underserved populations: students who are

lower achieving academically, are from homes in which English is not the primary language, have 

secondary disabilities, are from diverse cultures, or are from rural areas. 

Registration is not required for use of the e-documents or useful links. Registration is 

required to participate in the discussion forum, and it is open to anyone interested in the education 

of deaf and hard of hearing students. 

Development 

Prior years. In June 1999, KidsWorld Deaf Net was established as the basis for an 

electronic communication network; its emphasis on serving as an electronic library has evolved over 

time. On an ongoing basis, topics and authors are identified for KWDN products, and documents— 

both new and revised—are translated and posted as needed. 

Dissemination 


• There were 7,682 downloads of complete PDF KidsWorld Deaf Net documents from 

September 1, 2007 to August 31, 2008. 

• The following e-documents are available for online viewing and downloading: 

o A Good Start: Suggestions for Visual Conversations With Deaf and Hard of Hearing Babies and 

Toddlers 

o A Look at Rural Families Weighing Educational Options: Identifying the Factors That Influence 

Parents as They Make Educational Placement Decisions for Their Children Who Are Deaf 

o A Look at the Decisions Hispanic Families Make After the Diagnosis of Deafness (also 

available in Spanish: Un estudio sobre las decisiones que toman las familias hispanas después de 

un diagnóstico de sordera) 

o Cochlear Implants: Navigating a Forest of Information…One Tree at a Time (also available in 

Spanish: Implantes Cocleares: Recorriendo un bosque de información...un árbol por véz) 

o Early Beginnings for Families With Deaf and Hard of Hearing Children: Myths and Facts of 

Early Intervention and Guidelines for Effective Services 

o Keys to English Print: Phonics, Signs, Cued Speech, Fingerspelling, and Other Learning Strategies 

o We Are Equal Partners: Recommended Practices for Involving Families in Their Child’s 

Educational Program 

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Language Experience 




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Ballentine, Pauline 

Berrigan, Dennis 


Christian, Mandy 

Kelley, Charles 

Jacobs, Lisa 


Page, Leslie 

Yanke, Myra 


Language Experience includes student-initiated experiences and reflective inquiry that give 

teachers the opportunity to facilitate authentic language and literacy learning. Students work on a 

project for several days and then dictate their experiences to an adult who translates their words into 

written English. This text then becomes material for reading instruction, helping the students see the 

connections between what they signed and what was written. The “Leading From Behind: Language 

Experience in Action” workshop teaches participants how to transform an event that the students 

have participated in together into a story. 

Development 

Prior years. A manual and video set, Leading From Behind: Language Experience in Action, was 

developed in FY 2003. In FY 2004, the workshop to support this manual and video was developed, 

followed by a second workshop for parents and caregivers, “Language Experience in the Home,” in 

FY 2006. The workshop, “Language Experience for Families,” was adapted for use in Family 

Learning Vacations across the country during FY 2007. 

Dissemination 

Prior years. The “Leading From Behind: Language Experience in Action” workshop was 

made available during FY 2004, and trainings occurred at various locations around the United States. 

Trainings for educators continued during FY 2005 and FY 2006. Also in FY 2006, the workshop 

“Language Experience for Families” was piloted at Family Learning Vacations in Honolulu, Hawaii 

and Brooklyn, Mich.. Both workshops for educators and families continue to be provided on request. 


• Workshops: 

Ballentine, P., & Christian, M. (2007, November). Leading from behind: Language experience in action. Workshop 

presented in Rochester, NY. 

Jacobs, L., & Page, L. (2008, March). Leading from behind: Language experience in action. Workshop presented in 

Middleboro, MA. 

Jeffries, R., & Yanke, M. (2008, April). Leading from behind: Language experience in action. Workshop presented 

in Detroit, MI. 


reported in this section in future years.

A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and 

Hard of Hearing Students 



Jacoby, Susan 


Grossinger, Jannel 

Reichman, Annette – U.S. Department of 

Education 


A Lifetime of Learning and Earning: A Transition Series for Families of Deaf and Hard of 

Hearing Students, formerly titled “Family Transition Support—Vocational Rehabilitation,” is a 

series of publications to support the involvement of family members in the postsecondary planning 

of deaf and hard of hearing students. The publications provide information on the role of vocational 

rehabilitation (VR) as a support to postsecondary education and employment. The initial publication 

in the series is a Frequently Asked Questions primer on VR. The second publication focuses on how 

families can support their child’s preparation for postsecondary employment. Future publications 

will address financial aid planning and VR for students planning to attend college, and long-term 

community-based support for students with disabilities. 

Development 

Prior years. Two publications in a new series, A Lifetime of Learning and Earning: A Transition 

Series for Families of Deaf and Hard of Hearing Students, were released via the Clerc Center’s transition 

Web site. Collaboration on these publications began in FY 2003 with the then-chief of the Deafness and 

Communicative Disorders Branch of Rehabilitation Services Administration of the U.S. Department of 

Education to develop a series of publications. Development of the initial publication, now entitled A 

Lifetime of Learning and Earning: Vocational Rehabilitation Services FAQ for Parents of Deaf and Hard of Hearing 

High School Students, began in FY 2004 and was completed in FY 2005. A second publication written for 

families of students entering the workforce after high school, A Lifetime of Learning and Earning: A Family 

Guide to Work Preparation for Deaf and Hard of Hearing High School Students, was completed during FY 2006. 

These publications were reviewed by internal and external stakeholders during FY 2007. Design and 

dissemination planning was completed in FY 2007 and series content was shared with MSSD families. 

Publication scope and outlining began for the third publication to focus on postsecondary financial aid. 


• Spanish versions of the first and second publications were made available via the Learning to 

Earn Web site. 

• Development of the third publication was deferred to FY 2009 due to resource constraints. 

Dissemination 

Prior years. The first two publications in a new series, A Lifetime of Learning and Earning: 

A Transition Series for Families of Deaf and Hard of Hearing Students, were released via the Clerc 

Center’s transition Web site: http://clerccenter2.gallaudet.edu/transition/learningtoearn.html. 


• Copies of both publications were made available in large quantities upon request. Copies 

were provided to public schools, schools for deaf students, VR agencies, and 

organizations hosting transition workshops. 

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Literacy—It All Connects 




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The Clerc Center examined balanced literacy programs and the best educational practices for 

deaf and hard of hearing children and young adults. From this work, the Nine Areas of Literacy 

framework was developed. The Clerc Center developed workshops, manuals, and DVDs to support 

each area. The Literacy—It All Connects manual was developed as a comprehensive guide to all nine 

areas: reading to students, language experience, shared reading and writing, guided reading and 

writing, writer’s workshop, research reading and writing, independent reading, dialogue journals, and 

journals and logs. 

Development 

Prior years. In FY 2002, a poster on the Nine Areas of Literacy was designed and 

published. In FY 2003, a presentation was developed and piloted. Revisions were made based on 

trainer and participant feedback. During FY 2005, a manual for “Literacy—It All Connects” was 

drafted, reviewed, and revised. Final publication of the manual occurred during FY 2006. 


• A formal instructor’s guide for the “Literacy—It All Connects” workshop was 

completed. 

Dissemination 

Prior years. In FY 2002, 163 copies of a poster on the Nine Areas of Literacy, called 

Literacy—It All Connects, were distributed through workshops or sold to the public. Four conferences, 

including Baltimore County Public Schools; the CAL-ED IMPACT conference in California; the 

Intermountain Special Studies Institute in Pocatello, Idaho; and the Combined Summer Institute in 

Washington, provided training on the Nine Areas of Literacy, including examples of how to apply 

strategies in those areas with ESL (English as a Second Language) students and families. In FY 2003, a 

presentation was developed and piloted. Revisions were made based on trainer and participant 

feedback. Training occurred at 13 different sites throughout the United States, including both 

residential and public school programs for deaf and hard of hearing students. 

During FY 2004–2007, requests for the training continued throughout the United States. A 

multi-day training was also offered during the Clerc Center’s Summer Institute. 


• Trainings: 

Jeffries, R. (2008, March). Literacy—It all connects. Training provided in Concord, NH. 

Jeffries, R. (2008, April). Literacy—It all connects. Detroit, MI. 

Jeffries, R. (2008, September). Literacy—It all connects. Little Rock, AR. 



NCLB Implementation at the Clerc Center 



Delk, Linda 


Dukes, Daniel 

Farmer, Marilyn 



No Child Left Behind (NCLB) was passed to close the achievement gap for students of color, 

students with disabilities, English language learners, and students who are economically disadvantaged 

through evidence-based school reform. The NCLB goal is for all children to become proficient in 

reading, mathematics, science, and social studies by the year 2014. The newly reauthorized Education of 

the Deaf Act (August 2008) now requires the Clerc Center to adopt a state’s challenging academic 

content standards, achievement standards, and assessments and implement this education accountability 

system no later than the beginning of the 2009-2010 school year. 

Development 

Prior years. Curriculum work done in previous years was identified under the project 

“Standards for Achievement.” Prior years’ work focused mainly on academic content standards. 

Implementation of draft content standards and benchmarks began during the 2002-2003 

school year. MSSD students learned to use portfolios to document their progress toward the five 

overarching student outcomes in FY 2003. These outcomes included (a) essential academic 

knowledge and skills, (b) communication, (c) critical thinking and decision making, (d) emotional 

intelligence (EQ), and (e) life skills. 

In FY 2005, teachers at KDES began tracking student achievement and attainment of 

benchmarks through documentation in student portfolios. A review of the Clerc Center language 

arts standards was conducted in preparation for compliance with NCLB. A review of selected state 

accountability plans (which included standards) was also conducted in FY 2005 to gain an 

understanding of how various states were responding to the requirements of NCLB. 

In FY 2006, selected state content standards were examined to identify those that were both 

highly rated and most closely matched the Clerc Center’s current standards and benchmarks. 

Delaware’s content standards were identified to replace the Clerc Center standards under the 

outcome of essential knowledge (academics). 

In FY 2007, the Clerc Center began using the Delaware content standards to guide 

instruction. Instructional departments and teams in the demonstration schools began a process of 

reviewing the standards to see what aspects of the Delaware content standards teachers were already 

covering in their current instructional programming, units, and courses. 


• In March 2008, the Clerc Center mapped out the plan of action for adopting a state’s 

accountability system, including both academic content standards and academic performance 

standards and assessments. The Clerc Center engaged consultants with expertise in state 

accountability systems, assessment, and curriculum to help with this process. 

• State Review Committees were formed at both KDES and MSSD to evaluate the 

accountability systems of nine highly rated states east of the Mississippi. These states had 

high ratings on their implementation of NCLB, were recommended by a consultant, 

and/or had features that matched existing Clerc Center programs in some way. Each 

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State Review Committee included the principal, school personnel representing different 

subject areas or grade levels, and parent representation. A rating sheet was developed to 

guide reviews that included criteria for content standards and curriculum, assessments 

and accommodations, and instructional support systems available on each state’s NCLB 

Web site. 

• A Web page for internal Clerc Center use was developed to support the state review 

process. The Web page included links to key parts of each state’s NCLB information and 

resources to facilitate the committees’ reviews as well as updates to inform the Clerc 

Center community about the review process. 

• The review committees met weekly during April, reviewing two states each week. The 

KDES and MSSD committees met separately. Then on May 8, 2008, the review 

committees held a joint meeting to share ratings, discuss the pros and cons of each state’s 

accountability system, and rank in order the states with which the Clerc Center would like 

to partner. Georgia and Ohio were the two top-ranked states, followed by Maryland. 

• Official contacts were made with the state chief school officer in Georgia and Ohio, 

inviting them to partner with the Clerc Center. 

• The Clerc Center is currently exploring the legal requirements of the state adoption 

process related to the protection of state assessments. 

• In August, the Clerc Center provided initial training to teachers and instructional support 

staff on standards-based instruction. 

News and Notables 



Flanigan, Susan 





News and Notables is an e-newsletter that includes national mission-related news and activities 

at the demonstration schools. Distributed periodically via e-mail, the e-newsletter provides 

convenient delivery of information to a specific audience and is cost effective because it does not 

require printing, mailing, or faxing. 

The e-newsletter highlights information about the Clerc Center, including announcements of 

new products, professional development opportunities (e.g., conferences, online courses through the 

Clerc Center), trainings at the Gallaudet University Regional Centers, new online resources available 

on the Info to Go Web pages, and links to the current editions of Odyssey, World Around You, and 

Celebrate! magazines. 

Registration is open to anyone. In addition, an online archive of previous issues is kept on 

the Clerc Center Web site. 

Development 

Prior years. Clerc Center staff reviewed the dissemination mechanisms at the Clerc Center 

and determined that a new e-newsletter would provide an added benefit to constituents. In 2006, an 

e-newsletter was established to disseminate announcements, new products, and training information

from the Clerc Center. In FY 2007, News and Notables sent out e-mail messages in two different 

formats: (a) the newsletter format initiated in FY 2006 with a collection of released stories, and (b) 

single one-topic messages designed for special announcements between regular editions. 

Dissemination 

Prior years. In the first year of dissemination (FY 2006), seven issues were distributed nationally. 

Circulation grew from 4,716 in FY 2006 to over 5,000 in FY 2007. The distribution of the e-mails is 

managed and tracked by an independent company, Fire Engine Red, which furnishes the Clerc Center 

with reports on how many recipients received the mailings and which links were opened. 


• The current subscriber list is over 5,000. By the end of FY 2008, the Clerc Center had 

disseminated a total of 22 News and Notables to 90,166 e-mail addresses using Fire Engine 

Red’s distribution services. 

• This year the Clerc Center agreed on a new reciprocal arrangement with Gallaudet 

University’s College of Professional Studies and Outreach (CPSO) for posting 

information about courses, workshops, and trainings on each other’s Web sites. The 

Clerc Center ran announcements of CPSO course offerings through News and Notables. 



Portfolios for Student Growth 



Jacoby, Susan 


Goedecke, Matt 

Kowalski, Luanne 

Olden, Lynn 

Sandle, Jessica 


Portfolios for Student Growth (PSG) is a powerful tool for analyzing, assessing, and 

promoting student awareness and academic growth. PSG is based on the idea that students take an 

active part in their learning by exploring knowledge about themselves over time. It is through the 

portfolio process that students focus on essential aspects of their transition process: self-awareness, 

reflection, goal-setting, and decision making. These skills are critical for lifelong self-determination, 

independence, and success. 

PSG is a holistic portfolio experience that incorporates a student-directed process and an 

outcome-based product. It includes: 

• The professional process – professional collaboration leading to a standard portfolio 

process and product 

• The student process – planning, management, and completion of portfolio requirements 

• The student product – collection of evidence to demonstrate learning for a variety of 

audiences 

Through portfolios, students: 

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• collect, manage, and think about their work and what it means for today and the future 

• interact with data about themselves over an extended period of time 

• analyze and assess their own progress through reflection 

• plan and manage their time to complete the work 

• receive and use feedback 

• make decisions about future goals based on evidence and criteria 

Development 

Prior years. In FY 1998, portfolios began on the senior team at MSSD. The five outcomes were 

established, and senior portfolios began including an end-of-year senior presentation. Portfolios soon 

expanded into the second semester for seniors. Students received a grade for senior lab, and senior 

presentations included external panel members as graders. In FY 2000, portfolios expanded to a full year 

for seniors, and the senior project was piloted. The senior project provides students with the opportunity 

to pursue and manage a year-long project of their choosing. Throughout their senior project experience, 

students are challenged to manage short- and long-range timelines, identify and locate needed resources, 

and synthesize information from various sources. Portfolios were approved as a graduation requirement 

in FY 2001, and in this same year the process was trialed on Team 1/2/3 through Team 11. Standard 

portfolio requirements were implemented on teams 9–12 in FY 2002, and the initial exploration of 

freshman introductory curriculum began. An educator’s guide for the now formally titled Portfolios for 

Student Growth was completed in FY 2004 along with a PSG training presentation. 

Much work took place in FY 2005. Activities included differentiation of student materials to 

address the individual needs of high school students, development of a one-day PSG overview training, 

and drafting of the PSG Foundations curriculum. The Foundations curriculum was developed to teach 

new students the knowledge and skills needed for high school success and portfolio development and to 

understand the KDES/MSSD student outcomes. 

Additional PSG work completed in FY 2005 was the creation of a senior project guide to 

provide advisors and students with information about all aspects of the senior project, including specific 

requirements and suggestions for successful completion. Work to standardize PSG implementation at 

KDES and make it consistent with student outcomes was also initiated. 

During FY 2006, the program focused attention on piloting elementary and middle school PSG 

processes and materials at KDES. Investigators completed a draft version of the elementary educator’s 

guide, and early childhood and middle school processes were designed, implemented, and reviewed. 

Revision of these processes and development of processes for early and upper elementary grades 

continued through FY 2007. High school materials were further refined and developed to meet ongoing 

program and student needs. The introductory Foundations curriculum, revised in FY 2006, was shared 

with other schools using PSG and will be further refined based on their feedback. The senior project 

guide, developed in FY 2005, was put into routine use at MSSD. During FY 2006, the one-day PSG 

overview training was revised and a two-day PSG intensive workshop was developed and piloted. 

During FY 2007 two new PSG workshops were developed and piloted, one for educators 

working with students who have disabilities and the other for families who would like to develop family 

portfolios at home. These workshops are now routinely offered by Clerc Center trainers. These, in 

addition to PSG trainings for educators, continue to be popular Clerc Center offerings. PSG product 

planning continued during FY 2007. The Web site was updated to include the elementary educator’s 

guide and other support materials. PSG implementation continued at KDES and MSSD in FY 2007 as 

part of standard school programming. 


• The PSG Web site was updated.

• Trainings were finalized focusing on deaf students with disabilities and families wanting to 

use portfolios with their deaf children. 

• Discussions continued about the development of a printed PSG product. 

Dissemination 

Prior years. PSG workshops were presented at conferences for deaf and hard of hearing 

students beginning in FY 2003. The PSG Web site was launched in the fall of 2003. During FY 2005, 

ongoing support was provided to schools interested in using PSG in their programs, including Rhode 

Island School for the Deaf and Foster and Williams Visual Communication Campus in Milwaukee, Wisc. 

PSG was also featured in the fall 2005 issue of Odyssey in the article “Portfolios at the Model Secondary 

School for the Deaf: Adopting a New Way of Assessing Student Growth.” A workshop, “Portfolios for 

Student Growth: Collect, Reflect, Decide, Achieve,” was presented at conferences in California, Illinois, 

Florida, Colorado, and New Mexico during FY 2005. During FY 2006, numerous PSG overview and 

one-day workshops were offered at professional conferences and at public and residential schools, 

including workshops at the Deaf Adolescent Conference, the Indiana Deaf Educators Conference, the 

Pennsylvania Community Transition Conference, the Intermountain Special Studies Institute, and for 

educators in Texas, Wisconsin, and Illinois. 

The Clerc Center continued to receive requests for PSG workshops during FY 2007, and 

training was made available to teachers in public schools as well as teachers working in schools for deaf 

students. Also during FY 2007, the Web site was updated to include PSG materials for use with 

elementary, middle, and high school students. 


• PSG workshops continued to be offered to schools and programs as well as during national 

conferences. Opportunities to offer PSG trainings at conferences that attract large numbers 

of public school teachers were sought for FY 2008 and FY 2009. 

• Discussions about the publication of a PSG manual and related materials were deferred due 

to resource constraints. A decision about product development will be made during FY 

2009. 

• Presentations: 

Goedecke, M.J., & Jacoby, S. (2007, November). Portfolios for Student Growth: Collect, reflect, decide, achieve. 

Workshop for the Texas Region 16 Education Service Center, Amarillo. 

Goedecke, M.J., & Jacoby, S. (2007, November). Portfolios for Student Growth: An overview. Transition training 

for the Texas Region 4 Education Service Center, Houston. 

Goedecke, M.J., & Sandle, J. (2008, July). Portfolios for Student Growth: My education, my future. Presentation at 

the 2008 conference of the Indiana Deaf Educators and Educational Interpreters, Indianapolis. 

Goedecke, M.J., & Sandle, J. (2008, August). Portfolios for Student Growth: Collect, reflect, decide, achieve. Two-day 

training for deaf education teachers and staff of Bettendorf Community School District, Mississippi 

Bend, IA. 

Jacoby, S., & Goedecke, M.J. (2007, October). Portfolios for Student Growth: Accessing my education, my future. 

Presentation at the 28th Annual Fall Conference on Mainstreaming Students With Hearing Loss, 

Springfield, MA. 

Jacoby, S., & Goedecke, M.J. (2008, April). Portfolios for Student Growth: Collect, reflect, decide, achieve. Two-day 

training for teachers and staff of the Hawaii Center for the Deaf and Blind, Honolulu. 

Jacoby, S., & Goedecke, M.J. (2008, July). Family portfolios: Looking at today and preparing for tomorrow. 

Presentation at the Texas Statewide Conference on Education of the Deaf and Hard of Hearing, 

Galveston. 

Kowalski, L., & Olden, L. (2007, December). Portfolios for Student Growth: An overview. Workshop for teachers 

and staff at Union Street School, Hackensack, NJ. 

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Postsecondary Life Experiences of Deaf and Hard of Hearing High School 

Graduates—An Exploration (formerly the Longitudinal Graduate Study) 



Hotto, Gary 

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Atuonah, Patrick 

LeNard, Judith 

Jones, Mickey – Illinois School for the Deaf 

Whitmore, Jill – Illinois School for the Deaf 

Lubman, Marie – South Hills High School–Deaf 

and Hard of Hearing Program 

Shawn, Patti – South Hills High School–Deaf and 

Hard of Hearing Program 

Starrett, Julie – South Hills High School–Deaf and 



MSSD, the Illinois School for the Deaf (ISD), and South Hills High School in West Covina, 

Calif. (SHHS) are collaborating in a study, Postsecondary Life Experiences of Deaf and Hard of 

Hearing High School Graduates—An Exploration (PLEDGE). This study explores postsecondary 

transition issues from the graduate’s perspective through three one-on-one interviews at 12- to 18month 

intervals. The study has three purposes: (a) to identify information that will be useful to 

teachers and administrators in improving transition programming at the three participating programs 

on topics such as education, employment, living arrangements, family and peer relationships, and 

leisure activities; (b) to identify and explore the common themes in the transition experience of young 

adults; and (c) to explore this approach for graduate follow-up as a tool of program evaluation. 

The emphasis in the interviews has been to obtain information about what events have been 

critical to change and choices made by the graduates, including their perceptions of support, obstacles, 

successful strategies, and frustrations. Information gained through this project will provide a better 

understanding of the challenges that are faced by deaf and hard of hearing high school graduates. This 

information can be used to guide programs to modify or enhance their transition programs. 

Development 

Prior years. In spring 1999, a collaboration was established among three sites: the Clerc 

Center, ISD, and the SHHS Deaf and Hard of Hearing Program. Orientation and training was 

provided to PLEDGE collaborators on recruitment, interviewing, data management, coding, 

qualitative analysis techniques, and use of qualitative software. Three cycles of interviews were 

conducted, and chronological map survey information was collected for each site. Codes and 

qualitative analysis tools were developed along with a database for all demographic information and 

information on the surveys. Analysis was completed on the information from the first chronological 

map surveys and work experiences as well as the use of SSI and VR as described in Cycle 1 

interviews. Information from the first chronological map surveys and work experiences was 

presented to Clerc Center audiences. Compilation of the information from all chronological maps 

into one document was completed. The coding on Cycle 2 was completed and coding began on 

Cycle 3 interviews. The development of the tools to assist in the qualitative analysis was completed 

in September 2005. Preparation and analysis of graduates’ work experience, family, and resource use 

during all three cycles of interviews were completed in September 2005. Information was collected 

for a draft report throughout FY 2005.

In FY 2006, coding on all remaining Cycle 3 interviews was completed. Analysis of 90% of 

all group data on postsecondary school and work experiences was completed. Qualitative analysis of 

the life experiences of 40% of the graduates who provided three interviews was completed. First 

drafts on the background, methodology, and group work experiences results were written. All group 

data on postsecondary school and work experience were analyzed as was qualitative analysis for the 

138 interview transcripts. A draft of the final report on the background, methodology, sample, and 

results of postsecondary group data was sent to reviewers. 

In FY 2007, all group data on postsecondary school and work experiences data were 

analyzed. The quantitative and qualitative analysis on the 138 interview transcripts was completed. 

Drafts of the final report on the background, methodology, sample, and results of the postsecondary 

school group data were sent to reviewers. 


• In FY 2008, analysis was completed on all graduates’ postsecondary paths following high 

school graduation until the final data collection date (December 31, 2007) from all three 

sites. 

• Reports were prepared showing all three sites’ quantitative summaries of graduates’ 

postsecondary school paths and their demographic characteristics. 

• All graduates’ individual personal profile summaries were completed covering the areas 

of self, school/training, work, use of resources, and family. 

• Evidence of graduates’ individual transition skills and productive behaviors was cited 

from their interview transcripts and summarized. 

• The PLEDGE study’s reference listing was completed. 

• Working drafts of sections of the PLEDGE quantitative report on school outcomes 

were internally reviewed. 

• A final draft of the PLEDGE quantitative report on school outcomes, Choosing a Path: 

Postsecondary Life Experiences of Deaf and Hard of Hearing High School Graduates—An 

Exploration, was sent to collaborators and reviewers for feedback. 

Dissemination 

Prior years. 

LeNard, J., Whitmore (Bruington), J., Hotto, G., & Atuonah, P. (2003, February 27-28). Work: A postsecondary 

challenge. Presentations at the meeting of Illinois supervisors of programs for hard of hearing and deaf 

children and a general session at the conference of the Illinois Teachers of Hard of Hearing/Deaf 

Individuals, Chicago. 

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Reading to Deaf Children: Learning from Deaf Adults 




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Ballentine, Pauline 



Christian, Mandy 

Jacobs, Lisa 


Joseph, Chachie 


“Reading to Deaf Children: Learning From Deaf Adults” workshops teach parents, teachers, 

and others the 15 basic principles for reading books with deaf and hard of hearing children using 

American Sign Language. This workshop supports the Clerc Center’s Nine Areas of Literacy 

initiative by teaching strategies for the “reading to children” area of literacy. 

Development 

Prior years. A manual and video set, Reading to Deaf Children: Learning From Deaf Adults, was 

developed in 1997. A workshop was developed by the Clerc Center literacy coordinator in 1998 to 

provide training on the 15 principles of reading aloud to deaf children. The workshop began as a 

three-hour workshop and was provided at sites across the United States. Following this initial 

launch, the Clerc Center provided a train-the-trainer program for Clerc Center trainers to expand the 

pool of trainers and, at the same time, extended the training to six hours, providing more hands-on 

activities and a section on language and culture. The presentation was refined during this process, 

and a formal instructors guide was developed. In FY 2006, nine selected trainers from around the 

country attended a “Reading to Deaf Children: Learning From Deaf Adults” three-day train-thetrainer 

program to establish regional trainings throughout the country. The expanded group of 

trainers offered workshops at schools, programs, and Family Learning Vacations throughout the 

United States. 

Dissemination 

Prior years. When “Reading to Deaf Children: Learning From Deaf Adults” was initially 

offered as a Clerc Center workshop, it was presented at over 20 sites throughout the United States. 

It continued to be one of the Clerc Center’s most requested trainings, and it was provided annually 

at school and programs and during conferences and Family Learning Vacations throughout the 

United States, often using trainers from the expanded national pool. As the pool of trainers grew to 

involve professionals and educators from around the country, the dissemination of this workshop 

often occurred without the involvement of the Clerc Center. 


• “Reading to Deaf Children: Learning From Deaf Adults” workshops: 

Ballentine, P. (2008, January). Middleboro, MA. 

Ballentine, P., & Christian, M. (2007, October). Framingham, MA. 

Ballentine, P., & Jeffries, R. (2008, March). Concord, NH. 



Read It Again and Again 







Jacobs, Lisa 


Kelley, Chuck 


Yanke, Myra 


The “Read It Again and Again” workshops teach participants to incorporate a wide array of 

learning activities in reading the same book to children over several days. Reading the same book 

again and again deepens children’s understanding of text and provides opportunities to improve 

their reading and writing skills. “Read It Again and Again” supports the Clerc Center’s Nine Areas 

of Literacy initiative by teaching strategies for the “shared reading and writing” area. The Read It 

Again and Again manual and video have been completed and are being disseminated through the 

Clerc Center’s ongoing dissemination mechanisms. 

Development 

Prior years. A manual and video set, Read It Again and Again, was developed in 1998. A 

workshop was developed at the Clerc Center in 2002 and was piloted at the Intermountain Special 

Studies Institute in Pocatello, Idaho. The Clerc Center then contracted an instructional designer to 

formalize the workshop and develop the necessary training materials. Once these were completed, the 

workshop was tested again, and the Clerc Center provided a train-the-trainer program to form a pool 

of qualified trainers for this workshop. In 2006, an additional video showed the process with older 

students. Based on requests for strategies to use with older emerging readers, the “Read It Again and 

Again” workshop was adapted, and the instructor’s guide and training materials were revised. 


• Exploration and early planning began to develop a national train-the-trainer program 

that would expand the pool of trainers to include educators from around the nation that 

teach a variety of underserved populations. 

Dissemination 

Prior years. The Clerc Center began offering “Read It Again and Again” workshops in FY 

2003. Since then, training has been provided to educators, schools, and programs throughout the 

United States and as part of professional conferences and the Clerc Center Summer Institute. 


• “Read It Again and Again” workshops: 

Berrigan, D., & Yanke, M. (2008, March). Cincinnati, OH. 

Berrigan, D., & Yanke, M. (2008, March). Columbus, OH. 

Kelley, C., & Jeffries, R. (2008, May). Detroit, MI. 



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Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of 

Hearing Students 

National mission priority area: Transition (Emotional Intelligence) 


Mason, Asiah 

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Jacobs, Lisa 

Jacoby, Susan 


“Rights, Respect, and Responsibility: Sexuality Education for Deaf and Hard of Hearing 

Students” has been redefined as a training and publication. The publication was developed as part of 

the Clerc Center’s Info to Go series. 

Rights, Respect, and Responsibility provides information to families and educators about sexuality 

education for deaf and hard of hearing middle and high school students. The publication 

incorporates current research findings in the field of human sexuality, best practice models for 

sexuality education, and relevant resources. 

Development 

Prior years. Rights, Respect, and Responsibility was drafted during FY 2007. Review and final edits 

were completed during FY 2008, and the publication became available on the Clerc Center’s Web site as 

part of the Info to Go series. In addition, a workshop and accompanying materials were developed, 

piloted, and provided at numerous conferences and as part of school educator and family workshops. 


• Review and final revisions for the publication were completed. 

• The sexuality education workshop was incorporated into a new series of Clerc Center 

trainings related to emotional intelligence (EQ). 

• Trainings for educators and parents were provided at various conferences. 

• The training was incorporated into the Clerc Center’s new EQ Take-Out Series and in 

future reports will be included as part of that project. 

Dissemination 

Prior years. A workshop was piloted during FY 2006 for educators, and revisions were made 

based on participant feedback. Workshops were offered to educators and families throughout FY 2007. 


• Rights, Respect & Responsibility: Sexuality Education for Deaf and Hard of Hearing Students was 

made available via the Clerc Center Web site. 


Jacobs, L., & Mason, A. (2008, April). Beyond the birds and the bees: How to talk to deaf kids about sexuality. 

Presentation for educators, Dallas, TX. 

Jacobs, L., & Mason, A. (2008, July). Beyond the birds and the bees: How to talk to deaf kids about sexuality. 

Presentation at the conference of the American Society for Deaf Children, St. Augustine, FL.

Shared Reading Project Book Bags and Bookmarks 





Hanyzewski, Carla 

Page, Leslie 

Suiter, Richard 



The Shared Reading Project is designed to teach parents and caregivers how to read to their 

deaf and hard of hearing children using ASL and how to use strategies to make book sharing more 

effective. 

Culturally diverse deaf readers were filmed as they used ASL to read fun, predictable 

children’s books. Because children love seeing these books read over and over again, the parents 

have repeated opportunities to practice. Deaf tutors visit the families’ homes to demonstrate how to 

sign the stories and provide instant feedback to family members. The families use the DVDs of deaf 

readers signing the story to reinforce the new signs after the tutor has left. 

Shared Reading Project book bags are made available at cost for purchase by parents, 

teachers, libraries, schools, and professionals throughout the United States. Bookmarks describing 

principles for reading to deaf and hard of hearing children are available free to any parent, caregiver, 

or teacher. These bookmarks are popular and are available in English and in the following 

translations: Arabic, Bengali, Cambodian, Chinese, Farsi, French, Hmong, Inuktitut, Korean, 

Navajo, Portuguese, Russian, Somalian, Spanish, Tagalog, Thai, Urdu, and Vietnamese. 

Development 

Prior years. In FY 2004, a new series of book bags related to the world of work was 

published. A grant from the United Parcel Service supported the production and shipping cost, and 

1,168 World of Work book bags were sold. In FY 2005, the Clerc Center identified and developed 

books related to emotional intelligence (EQ) as outlined in Daniel Goleman’s book Emotional 

Intelligence, including awareness of self and others; management of emotions; motivation, 

perseverance, and responsibility; empathy; and social skills. In FY 2006, three new series of book 

bags were identified, including Curious George books, Arthur books, and other books related to 

EQ. Permission was granted to videotape the 30 new books. In FY 2007, production on 15 book 

bags with Arthur books began. A grant from Wachovia Bank supported production costs. 


• Video production was completed for the full Arthur series. 

• The new DVD format was established, reviewed, and revised through feedback from 

professionals, teachers, and parents. A new introduction was developed, scripted, and 

filmed for the DVD. 

• The Arthur activity guides were developed, edited, and printed along with the DVD sleeves. 

• Each of the 15 Arthur titles was translated into Spanish, and those translations were 

printed and cataloged. 

• The project marketing plan is under construction, and a product launch is being planned. 

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• The complete Shared Reading Project (SRP) Book Bag Library of 100 titles plus 5 

alternates has been transferred to a new DVD format. Duplication of the DVDs was 

done in-house. A regular production schedule has been established. For a limited period, 

the SRP book bags will be available in both the videotape and DVD formats. 

Dissemination 

Prior years. Book bags and bookmarks are available in over 100 titles through routine Clerc 

Center dissemination mechanisms. 


• Four hundred book bags with the new DVDs have been sold. 

Shared Reading Project: Keys to Success—Training for Site Coordinators 







Dabney, Patricia 

Delk, Linda 

Downing, Tara 

Harrelson, Janne 

Jacobs, Lisa 

Jefferson, Michelle 

Kelley, Charles 

Lutz, Lori 

McGlynn, Deirdre 

Page, Leslie 

Sadoski, Cynthia 



“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; and Reading to Deaf Children: Learning 

From Deaf Adults—Video Clips 

• Other related materials: SRP brochure, poster, bookmark, wallet card, tote bag, and 

notepads 

Development 

Prior years. A request for collaborations was sent to schools and programs across the 

United States to find sites that were interested in establishing the SRP in their regions. Five sites 

were selected, representing a wide array of educational settings (e.g., school for the deaf, mainstream 

program, organization) as well as traditionally underserved populations of deaf and hard of hearing 

students. Clerc Center personnel provided extensive training to the site coordinators, initial start-up 

funds, and ongoing coaching and support. Evaluation of the SRP implementation was conducted, 

and the results were used to design the “Keys to Success” curriculum. “Keys to Success” was 

developed using a formal instructional design process. Instructional materials were designed and 

produced, including instructor and participant guides, instructional videos, hand-outs, a site plan 

book, a trainer’s tool kit, marketing materials, etc. Routine evaluation was incorporated into the 

design. Train-the-trainer programs were also conducted to prepare qualified instructors for the 

course. Participant materials were updated, and the evaluation module was revised. 


• An online program was developed and piloted to give ongoing support to site 

coordinators as they return to their sites and begin implementation of their programs. 

Dissemination 

Prior years. Initially the “Keys to Success” training was offered through all the Gallaudet 

University Regional Centers on a rotating basis for any interested site coordinators. After the initial 

dissemination of the training was completed, the Clerc Center began to offer the “Keys to Success” 

training once a year on the campus of Gallaudet University. An issue of the Clerc Center’s Odyssey 

magazine was devoted to the SRP and how it can be modified by individual sites to fit the needs of 

their unique populations. It featured 13 articles from various regions of the United States, written by 

educators and families working with students from traditionally underserved populations. 


Berrigan, D., Delk, L., Downing, T., Kelley, C., & Lutz, L. (2008, March). “Shared Reading Project: Keys to 

Success—Training for Site Coordinators.” Workshop presented at the Clerc Center, Washington, DC. 

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SOAR-High Earth System Science 



Ellsworth, Mary S. 

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Cooke, Michele – University of Massachusetts 

Feldman, Allen – University of Massachusetts 

Snyder, Will – University of Massachusetts 

George, Michael – Iowa School for the Deaf 

Gonzales, Chris – University High School Deaf 


Huckleberry, Teresa – Indiana School for the Deaf 

Lollis, Jana – North Carolina School for the Deaf 

Little, Nancy – Chinook Middle School Deaf 


Miller, Rita – Chinook Middle School Deaf and 



The SOAR-High Project supports online collaboration for teachers and students in six 

participating programs for deaf and hard of hearing students. The project provides an online 

professional development environment for the participating teachers and builds learning 

opportunities and activities for students in Earth Science and Earth System Science courses with an 

emphasis on use of technology in the classroom. The project consists of an online curriculum and 

collaboration strategies for both teachers and students, including development of online portfolios 

of student work. The collaborators conduct the interactive Earth System Science coursework 

developed on Web pages by an MSSD teacher, available at http://csc.gallaudet.edu/soarhigh. 

Development 

Prior years. The SOAR-High Project began in 1999 when three science teachers took 

advantage of new Internet capabilities at three schools for the deaf. This project provides unique 

opportunities for students using technology and doing authentic science. SOAR-High teachers 

incorporate into their curricula the GLOBE Program, a project that involves students in environmental 

measurements, which contributes to the scientific understanding of the Earth. All SOAR-High 

participating teachers are GLOBE trained and implement GLOBE protocols in their classrooms. 

Programs for the deaf participating in the SOAR-High Project are: 

• Chinook Middle School Deaf and Hard of Hearing Program, SeaTac, Wash. 

• Indiana School for the Deaf, Indianapolis 

• Iowa School for the Deaf, Council Bluffs 

• Model Secondary School for the Deaf, Washington, D.C. 

• North Carolina School for the Deaf, Morganton 

• University High School Deaf and Hard of Hearing Program, Irvine, Calif. 

Since 2004, SOAR-High teachers have collaborated with Dr. Michele Cooke, University of 

Massachusetts, Amherst (UMass), Department of Geosciences. Cooke, who is hard of hearing, is an 

excellent role model for deaf and hard of hearing students. Her National Science Foundationsponsored 

project aims to integrate research on fault system evolution at UMass with earth science 

learning at high schools for deaf students. The project participants hope to foster student interest in 

solid-earth science through hands-on activities and involvement with professional researchers.

Students had opportunities for videoconferencing and e-mail interactions with Cooke, who has also 

provided curriculum support for sandbox modeling of faults. In 2005 and 2006, she led fieldtrips 

(Faults in the Field to Utah and to Massachusetts) for students and teachers from the SOAR-High 

schools. Cooke’s Web site describing her work, integration of fault evolution research with earth 

system learning at high schools for the deaf in the SOAR-High project is available at 

http://www.geo.umass.edu/structure/cooke/FSE-SOARhigh/. 


• SOAR-High teachers continued to use the SOAR-High online curriculum, daily teacher 

messages, and other Internet tools for collaboration (including a blog for student class 

discussions and another blog for teacher professional sharing). 

• Teachers continued collaborating with Cooke on her research on earthquakes and the 

growth of faults. All teachers utilized Cooke’s curriculum for sandbox modeling of 

faults. Students again had opportunities for videoconferencing and e-mail interactions 

with Cooke. 

• Cooke funded the Faults in the Field to Southern California geoscience fieldtrip for 

teachers and students in the SOAR-High project. Invitations were also extended to 

teachers and students at the California School for the Deaf-Riverside and the Kansas 

School for the Deaf. Eight scientists collaborated with Cooke to work with the seven 

participating teachers and 14 students. 

• Dr. Allen Feldman of UMass led a formal research project, “Assessment Project 2008: 

What is the impact of the project on teachers and their teaching?” Through school site 

visits, teacher and student interviews, and student notebooks, the study investigates the 

effect of the work with Cooke, her influence as a role model for deaf and hard of hearing 

students, and the sandbox activities. Data analysis is currently underway. 

• The “Integrated Global Science Teacher Training” workshop was developed. It includes 

three days of instruction in GLOBE program protocols and two days devoted to using 

the sandbox for analog modeling with Cooke. 

Dissemination 

Prior years. The SOAR-High project work has been shared in many ways since its 

inception. The researchers presented to professionals at Gallaudet University and at conferences. 

The work has been published at various stages throughout the project including the following: 

• Faults in the Field 2005: May 26-31, 2005. Field trip to active and ancient faults in Utah. 

This trip, featuring deaf scientists as role models, was shared through several articles, 

including the Clerc Center’s Odyssey magazine and News and Notables; UMass’ news Web 

site, SigNews; the Minnesota School for the Deaf’s news Web site; and the American 

Geophysical Institute’s Geotimes magazine. 

• Faults in the Field 2006: May 3-6, 2006. Field trip to ancient geologic structure in 

western Massachusetts and Vermont. Students created poster presentations during this 

trip and shared them in a seminar format with members of the UMass Geosciences 

Department. This trip was shared in an article in Odyssey magazine as well as through an 

English/Spanish student-authored travel log with photos, which is available at 

http://clercblog.gallaudet.edu/mass06/index.html. 

• Two SOAR-High teachers were selected as NASA Earth Explorers and, along with 

Cooke, are featured in an article on the NASA Earth Explorers Web site at 

http://www.nasa.gov/audience/foreducators/informal/features/F_Signs_of_Science.html. 

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• A photo of Cooke and an Indiana School for the Deaf student from the 2005 Utah field 

trip was included in a NASA Earth Explorers poster, available at 

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Earth_and_Space_Science_ 

Explorers_Poster.html. 

• Articles: 

Barman, C.R., & Stockton, J.D. (2002). An evaluation of the SOAR-High project: A Web-based 

science program for deaf students. American Annals of the Deaf, 147(3). 

Barman, C.R., & Stockton, J.D. (2001). An evaluation study of Project SOAR-High [Report submitted to 

the Laurent Clerc National Deaf Education Center]. Indianapolis: Indiana University-Purdue 

University Indianapolis. 

Wuestman, R. (2000). Documentation report: SOAR-High: A collaborative distance learning curriculum 

development project [Report submitted to the Laurent Clerc National Deaf Education Center]. 


Jepson, P.J., Cooke, M.L., & Ellsworth, M. (2006, April). SOAR-High students explore faults in the field: A 

study of science self-efficacy with deaf and hard of hearing students. Paper presentation at the annual meeting 

of the American Educational Research Association, San Francisco. 

Jepson, P.J., Cooke, M. L., & Ellsworth, M. (2007, April). Constructivist learning and science self-efficacy of 

deaf and hard of hearing students studying earth science. Paper presentation at the annual meeting of the 

American Educational Research Association, Chicago. 


• Faults in the Field 2008: May 4-10, 2008. Field trip to Southern California to help deaf 

students and teachers of the deaf visualize the faulting system in 3-D of the San Andreas 

Fault System. This trip, featuring deaf scientists as role models, was shared through 

several articles, including the Clerc Center’s Odyssey magazine, News and Notables, and 

World Around You, as well as Gallaudet University’s Inside Gallaudet 

(http://news.gallaudet.edu/?id=13376). A student-authored travel log with video and photos 

is available at http://clercblog.gallaudet.edu/ca08/. 

• The Clerc Center’s Educational Technology blog, ET News, featured SOAR-High 

students using VoiceThread for online collaborations. The article, which includes links to 

the students’ VoiceThread project, is available at 

http://clercblog.gallaudet.edu/kdestech/2008_03_01_archive.html. 

• Dr. Feldman’s guided formal research on the impact of the project, “Assessment Project 

2008: What is the impact of the project on teachers and their teaching?” will be 

summarized for publication in 2008-2009.

Teaching Emotional Intelligence: A Curriculum for High School Social Studies 

Classes 



Jacoby, Susan 


McCarty, Linda 

Sandle, Jessica 


Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes is a 

Web-based product designed to share a curriculum for teaching the theoretical and practical 

constructs of emotional intelligence (EQ) to high school students. 

EQ refers to how individuals handle their feelings and how well they empathize and get 

along with others. According to Daniel Goleman, author of the book Emotional Intelligence, EQ is the 

ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the 

information to guide one’s thinking and actions. According to Goleman, students who are better 

able to manage their emotions are more able to pay attention, process information, and remember 

than peers who cannot manage their emotions. There are five primary aspects of EQ: (a) awareness 

of self and others; (b) management of emotions; (c) motivation, perseverance, and responsibility; 

(d) empathy; and (e) social skills. It is believed that EQ can be developed and cultivated throughout 

a person’s life. 

Recognizing the importance of self-awareness and management for students, KDES and 

MSSD identified EQ as one of five student outcomes in 1998. Learning and applying the concepts 

of EQ can affect a student’s effectiveness in school and in future employment settings. Attention to 

EQ also helps students understand themselves and their actions—an essential step for selfmanagement 

and self-determination. EQ instruction helps students identify strategies for 

understanding and improving their behavior and attitudes, for setting individual goals, and for 

interacting effectively with others. EQ instruction also helps students see the relationship between 

behavior/attitudes and success and effectiveness. The instruction of EQ has been included in 

academic and social programming at KDES and MSSD and, additionally, in residence education 

programming at MSSD. 

Students enrolled in Social Issues, an upper-level sociology-focused social studies course at 

MSSD, studied the theoretical constructs of EQ. The EQ unit included the study of EQ, its 

components, and its influence on individuals and organizations. Students completed selfassessments, 

reflections, and class activities to identify their strengths and needs within the five 

dimensions of EQ. Through an essay project, students established goals and created plans to address 

their needs. Students reviewed their progress throughout the school year as they assumed everincreasing 

responsibility for themselves, their learning, and their planning for the future. Based on 

the positive impact of EQ instruction for students and external requests for additional information 

on the topic, the Clerc Center is developing a Web site to share these and other classroom materials 

to teach high school students the constructs of EQ. 

Development 

Prior years. Planning to make the EQ curriculum available to educators via the Clerc Center 

transition Web site began in summer 2004. Curricular materials were developed and/or identified, 

and content experts were hired for curricular development. An initial internal review and revision of 

materials was completed during summer 2006. Based on this review and feedback, content experts 

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were hired to revise draft materials and to develop additional materials appropriate for freshmen and 

sophomore students. Following completion of additional materials, another internal review was 

completed during fall 2006. 


• Following an internal review by EQ subject matter experts and educators, content was 

expanded to address current EQ research and to include educator resources. 

• EQ Web product development was deferred to ensure compatibility with the Clerc 

Center’s new Web platform, which is currently in development. 

Technology in Education Can Empower Deaf Students 



Barbin, Cary 

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Humm, William 

Longson, Julie 

Stifter, Rosemary 


In the 1980s and 1990s, computer technology was developing rapidly. Educators were 

beginning to recognize the power of technology to enhance learning. Because of the visual nature of 

computer technology, educators of deaf and hard of hearing students realized they had a powerful 

tool for improving communication among deaf people and between deaf and hearing people and for 

enhancing the education of deaf and hard of hearing students. Schools, including those at the Clerc 

Center, increasingly invested in technology; however, national studies and inquiries among educators 

of deaf and hard of hearing students indicated that much of the computer technology was either 

sitting in a closet or being poorly used. There were a few teachers who were effectively integrating 

technology into instruction, but this was not true for the majority of teachers. The obvious answer 

was teacher training and a mechanism for sharing what was being done by the skilled teachers. 

In January 2000, the Clerc Center launched the Technology in Education Can Empower 

Deaf Students (TecEds) project to train teachers in the effective integration of technology in their 

daily classroom instruction. The goals of the TecEds project are to improve teacher and staff 

technology skills, to train teachers and staff to integrate technology in classroom instruction, and to 

share project outcomes and knowledge gained in the sessions at the Clerc Center with the Clerc 

Center’s network of schools and programs serving deaf and hard of hearing students around the 

country. A less visible goal of the TecEds project is to produce deaf and hard of hearing students 

with marketable technology skills. This can best be accomplished by empowering the teachers and 

staff so they can empower their students. 

Development 

Prior years. The TecEds project developed and provided training workshops to groups of 

Clerc Center teachers, evaluated the effectiveness of the workshops, modified the training, and then 

offered the training to teachers of deaf and hard of hearing students across the nation. Materials 

developed for the workshops and projects created by the teachers in the TecEds project were posted 

on the Web. These materials and projects are available to the trainees as they return to their home 

schools and to others who might wish to provide similar training to their teachers and staff. 

Throughout the project’s eight years, the training workshops have been modified to meet changes in

technology and in teacher skills. Digital storytelling was the topic of Summer Institute training in 

2006. Video Conference Web (VC Web) was developed, in cooperation with the American School 

for the Deaf. Blogs and video iPods were explored with Clerc Center teachers and staff. 


• New technology exploration: VoiceThread, an online tool, which allows users to create a 

slide show that holds images, documents, and videos and which allows people to leave 

video comments (via a Webcam), was used in several elementary and high school classes. 

Projects included collaboration between elementary and high school classes, 

collaboration with a middle school class and a D.C. Public Schools high school class, and 

A–Z biographies done by a high school class. 

• A weekly KDES news show (“WCN43”) was created for and by KDES students with 

assistance from the project investigators. The show was broadcast daily on Gallaudet 

cable channel 43. 

• Creating and maintaining online courses using Blackboard (academic portal) continued 

to be a focus for the TecEds exploration. The project’s investigators are working with 

several Clerc Center teachers on implementing Blackboard in their courses. 

• Videoconferencing technology exploration was expanded to include classroom 

interactions between a high school class and an elementary class to allow the high school 

students to read to the elementary students through videoconferencing. 

Dissemination 

Prior years. The TecEds project has been disseminated since its inception in FY 2000 

through 28 presentations at national conferences and schools across the United States, online 

through the Clerc Center Web pages, and in print publications. 



Stifter, R., & Longson, J. (2008, June). Building a community of ASL signers with VoiceThread. Presentation 

at Technology and Deaf Education: An International Symposium, National Technical Institute 

for the Deaf, Rochester, NY. 

Stifter, R., Walla, N., & Wang, W. (2008, June). Wildcat News 43: Bringing technology, academic ASL, and 

creative thinking to the classroom. Presentation at Technology and Deaf Education: An International 

Symposium, National Technical Institute for the Deaf, Rochester, NY. 

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Thereʼs a Deaf Child in Our School: A Practical Guide 




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Fernandes, Jan-Marie 

Jacoby, Susan 

Sass-Lehrer, Marilyn 

Sussman, Juniper 



There’s a Deaf Child in Our School: A Practical Guide is a revision of a popular Clerc Center 

publication previously entitled There’s a Hearing Impaired Child in My Class. This publication, initially 

published in the mid-1980s required updates on recommended terminology, philosophy, and strategies 

to work with deaf and hard of hearing students in the mainstream. This publication includes 12 

chapters with accompanying resources. The chapters are: Getting Started, Language and 

Communication, Placement and Program Considerations, Family Involvement, Strategies to Promote 

Effective Inclusion, Strategies to Support the development of Literacy, Working With a Sign Language 

Interpreter, Understanding Audiological Information, Hearing Aids and Other Assistive Devices, 

Cochlear Implants, Including Deaf Culture, and Orientation to Deafness for Students. 

Development 

Prior years. During 2005-2006, the previous publication, There’s a Hearing Impaired Child in 

My Class was reviewed, and recommendations were made regarding necessary revisions. During 

2006-2007, the previous publication was modified into the new publication’s 12 chapters, and 

authors were contacted regarding revisions of their content area in the publication. Individual 

chapters were updated and additional author feedback was incorporated. 


• All modules were reviewed by the principal investigator to reflect current information 

and resources. 

• Other Clerc Center and outside authors reviewed chapters to confirm their satisfaction 

with their chapters and made necessary revisions. 

• Initial design of the final publication was conducted. 

• A final draft of the publication was sent to internal and external reviewers.

Transition Resources 



Jacoby, Susan 


Arboleda, Jandi 



Transition resources support skill development, as described by the KDES/MSSD life 

planning outcome, and prepare students for school success and postsecondary independence, 

employment, and education. They also support skill development for the communication, thinking 

skills, and emotional intelligence KDES/MSSD outcomes. Literacy is infused in all transition 

resource activities. Transition resources include a travel training protocol to support independent 

and safe travel using rail, bus, and subway systems as well as programming and resources to develop 

work readiness skills. 

Development 

Prior years. The transition needs of KDES and MSSD students have been identified and 

addressed on an ongoing basis. The transition resources were reviewed and revised based on input 

from students and educators at MSSD. Activities during FY 2005 included development and 

implementation of the MSSD Internship Program (MIP) preinternship materials, refinement of the 

MIP journaling process, and completion and use of the travel training curriculum. During FY 2006 

and 2007, MIP preinternship and journaling materials were piloted and revised to be useful in a 

range of educational contexts. Development began on student life planning materials to support 

postsecondary planning for freshmen through seniors. Students on the Go—A Travel Training Manual 

was disseminated via the Clerc Center transition Web site after internal and external review. 

Dissemination 

Prior years. Information about transition resources has been available via the Clerc Center 

transition Web site, the fall/spring 2005 issue of Odyssey, and workshops for educators highlighting 

Clerc Center transition resources. Students on the Go—A Travel Training Manual was disseminated via 

the Clerc Center transition Web site. 



Arboleda, J., & Kelley, C. (2007, November). Ensuring successful transitions of deaf and hard of hearing 

students nationwide. Workshop for Virginia transition professionals, Fisherville. 

Jacoby, S., & Goedecke, M.J. (2008, April). Transition is everywhere, make the most of it! Presentation at the 

Hawaii Center for the Deaf and Blind, Honolulu. 

Kowalski, L. (2008, March). Ensuring successful transitions of deaf and hard of hearing students nationwide. 

Presentation at the Virginia State Transition Conference, Roanoke. 

• This project has become a part of the Clerc Center’s routine dissemination mechanisms 

and will not be reported in this section in future years. 

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Transition Skills Guidelines 



Jacoby, Susan 

A-138 



Olden, Lynn 


The Transition Skills Guidelines (TSG) were developed to provide guidance to transition 

counselors, teachers, and other educators about the knowledge and skills students must develop to 

succeed throughout and beyond high school. The TSG is aligned with the KDES/MSSD life planning 

student outcome and is consistent with National Career Development Guidelines. It identifies target 

knowledge and skill areas for students in grades K–12 and serves as a framework for the MSSD 

Internship Program curriculum, the MSSD Career Center, and transition support at KDES and MSSD. 

The TSG is available via the Clerc Center’s transition Web site in both English and Spanish. 

Development 

Prior years. In FY 2000 and 2001, research began on transition knowledge and skills targets 

for independent living and work preparation. School administrators reviewed an initial draft of the 

TSG in relation to the KDES/MSSD life planning outcome in FY 2002, and the Clerc Center 

Transition Team continued to review and revise the draft during FY 2003. The final TSG working 

draft, expanded over previous versions to broaden the range of topics critical for transition and 

reviewed by both Clerc Center content experts and the Clerc Center community, was completed in 

fall 2004. The TSG was implemented within the demonstration schools in September 2004. During 

FY 2005 work began to develop the TSG Web site, including the working draft of the TSG and 

suggested classroom applications. Initial work began on programmatic and classroom applications 

and continued into FY 2006. During FY 2006, the TSG was finalized based on feedback from 

external stakeholders. A workshop for educators on the TSG and its use in an academic 

environment was offered to educators. Two new TSG workshops—one for families and one for 

deaf students with disabilities—were developed and piloted in FY 2007. During FY 2007, the 

Spanish version of the TSG was made available via the Clerc Center’s TSG Web site, and TSG 

workshops were reviewed and refined. 


• Based on participant feedback during workshops and trainings, TSG trainings were 

reviewed and refined. 

Dissemination 

Prior years. The TSG has been available via the Clerc Center Web site since October 2004. 

Workshops for educators and families have been offered in FY 2006 and FY 2007, including 

workshops focusing on using the TSG with students who have disabilities and for families wanting 

to support transition at home. 


Jacoby, S. (2007, October). Preparing for tomorrow today: Transition leads the way. Presentation at the Working 

Together Conference—Educational Options for Deaf and Hard of Hearing Students, Manchester, NH. 

Kowalski, L. (2008, April). Transition Skills Guidelines—A workshop for families. Presentation at the CAL- 

ED/Impact Conference, Sacramento, CA.

Transitions: Learning to Work—Working to Learn (A Career Education 

Curriculum) 



Jacoby, Susan 


Goedecke, Matt 

Mahoney, Don 


Transitions: Learning to Work—Working to Learn is a curricular framework to support the 

development of knowledge and skills related to career exposure and readiness. Career readiness is a 

critical transition knowledge and skill area for all deaf and hard of hearing students. Transitions: 

Learning to Work—Working to Learn is divided into five areas: (a) work performance, (b) work 

concepts, (c) communication, (d) personal and interpersonal development, and (e) job acquisition, 

maintenance, and advancement. Each area is defined by a series of specific, concrete objectives that 

can be used to design an instructional program, monitor individual student or group progress, and 

support a student’s transition development related to their Individualized Education Program and 

other transition goals. 

Development 

Prior years. A working draft of the Transitions: Learning to Work—Working to Learn 

career education scope of objectives and curricular framework was completed in fall 2004. The Clerc 

Center Transition Team developed processes and materials to pilot the curriculum within the 

Expanded Work Program and the MSSD Internship Program. 


• Work on this project was deferred pending project prioritization related to Clerc Center 

strategic goals. 

World Around You 






Gilbert, Anita 

Suiter, Richard 




World Around You (WAY) is the Clerc Center’s e-magazine that focuses on the achievements 

of young people who are deaf and hard of hearing. The magazine’s features include information 

about careers, role models, sports, technology, and deaf culture. WAY is increasingly interactive and 

helps to create a sense of community for youths who often find themselves alone and isolated. 

WAY is distributed by e-mail monthly from September to May to those who request it. The WAY 

Web site is available at http://clerccenter.gallaudet.edu/worldaroundyou. 

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Development 

Prior years. This was the third year that WAY was distributed online after 25 years as a hard 

copy magazine. WAY has continued to attract new readers through sign-up requests. Issues were 

distributed monthly to young deaf students, their teachers, and parents/guardians. 


• New additions to WAY included: 

o “Teachers” section to share resources and ideas for using WAY in the classroom 

and professional development opportunities for educators. 

o “About” section which introduces WAY online magazine and provides contact 

information. 

Dissemination 


• Circulation continued to increase from 1,336 in fall 2007 to 2,247 in fall 2008. 

• Distribution of each issue and its most popular story (number of readers): 

o September 8, 2008 – “Youngest Girl Climbed the Highest” (2,247) 

o May 30, 2008 – “Botball, the Cutting Edge” (2,128) 

o April 25, 2008 – “Kids Also Dance With the Stars” (6,438 – included News and 

Notables subscribers) 

o March 19, 2008 – “Deaf Woman of the Month” (1,371) 

o February 18, 2008 – “Deaf Teen America” and “Deaf-run KFC in Egypt” 

(1,307) 

o January 29, 2008 – “Super Bowl Pepsi Ad in ASL” (1,322) 

o December 21, 2007 – “Annual Essay, Art, and ASL Contest” (1,304) 

o November 31, 2007 – “New Organization to Raise Deaf Awareness” (1,312) 

o October 25, 2007 – “Colorful Prospects for a Deaf-Owned Business” (1,336) 



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Gallaudet University Regional Center Activities 

The Gallaudet University Regional Centers (GURCs) bring the resources and expertise of 

Gallaudet University to five major regions of the United States and its territories. GURCs are 

located at: 

• Northern Essex Community College in Massachusetts (Northeast region) 

• Flagler College in Florida (Southeast region) 

• Johnson County Community College in Kansas (Midwest region) 

• Ohlone College in California (Western region) 

• Kapi’olani Community College in Hawaii (Pacific region) 

Previously, the GURC for the Mid-Atlantic region was located within the Clerc Center; 

beginning in FY 2009, it will be relocated to the university’s College of Professional Studies and 

Outreach (CPSO). 

During FY 2008, the GURCs documented 40,842 people served through training, technical 

assistance, and information dissemination, and 14,028 materials were distributed. FY 2008 highlights 

for each GURC follow. 

All Regions 

• Academic Bowl. Coordinating the Academic Bowl is a highlight for all regions. It includes 

working with schools and programs to promote academic achievement and high expectations 

for all deaf and hard of hearing students while also introducing students, parents, and educators 

to the fine opportunities available at Gallaudet University. 

Northeast Region 

• Clerc Center Stakeholder Meeting (Regional). Cosponsored regional stakeholder meeting 

with the Clerc Center focused on issues related to early intervention. 

• Clerc Center training programs (Regional). “See the Sound: Visual Phonics” and “Spoken 

Language and Sign: Optimizing Learning for Children With Cochlear Implants (N.Y.), “Leading 

From Behind: Language Planning in Action” (Mass.), “Reading to Deaf Children” (Mass., N.H.), 

and “Literacy: It All Connects” (N.H.) 

• Next Steps 2007 (New England). Collaborated with Children’s Hospital Boston and regional 

schools and programs to successfully host a regional biennial conference for early intervention 

professionals and families with very young deaf and hard of hearing children; arranged for 

presenters from Gallaudet University to be involved. 

• “Creativity and ASL” (Mass.) Collaborated with Northern Essex Community College’s 

(NECC) Deaf Studies Program and Deaf and Hard of Hearing Services to produce a workshop 

and performance by Deaf performing artist, Peter Cook. 

• De’VIA Revisited (Mass.) Led the planning and coordination of a major exhibit of Deaf 

artists; provided presentations and tours for schools and programs for deaf and hard of hearing 

students, the Deaf community, the NECC community, and the general public. 

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• Shared Reading Saturdays and Shared Reading Online (Mass.) Continued to collaborate 

with the Deaf and Hard of Hearing Program in Lawrence, Mass., to offer monthly Shared 

Reading Program (SRP) sessions for families; continued collaboration with schools and 

programs throughout the state for online offering of the SRP as part of a pilot program funded 

by the Verizon Foundation. 

Southeast Region 

• “Dialectical Behavior Therapy with Deaf Consumers” (Ala.) Provided support for this 

workshop. 

• Florida Educators of the Deaf and Hard of Hearing Conference. Cosponsored, exhibited, 

and presented a workshop, “Developing Decision-Making Skills.” 

• Deaf Extreme (Ga.) Exhibited and conducted a transition workshop for deaf and hard of 

hearing students on Gallaudet University and the GURCs. 

• Southeast Regional Institute on Deafness (S.C.) Cosponsored and hosted a preconference 

workshop, “Identify Your Leader Skills: Developing Influence.” 

Midwest Region 

• Family-focused events (Wisc., Ill.) Cosponsored several events for families of deaf and hard 

of hearing children. 

• Illinois Teachers of the Deaf Conference. Cosponsored annual conference. 

• Kansas Instructors for the Deaf Conference. Cosponsored annual conference. 

• Kansas Association of Interpreters (KAI-RID) Conference. Cosponsored conference. 

• “Seventeen Years of the ADA: What Has It Gotten Us?” (Kan.) Hosted workshop in 

collaboration with the Greater Kansas City Chapter of ADARA and the Kansas Commission for 

the Deaf and Hard of Hearing. 

• Clerc Center training programs (Tex.) “Portfolios for Student Growth,” “Emotional 

Intelligence,” and “Language Experience for Families” (also provided in N.Y.) 

A-142

Western Region 

• Interpreter training initiatives (Regional). Continued to work with a nationally diverse group 

on the topic of interpreter training; cosponsored, participated in, and conducted training for 

various interpreter training events throughout the region, including RID Region V Conference 

in California (also included the Interpreters with Deaf Parents and the Deaf Caucus during the 

conference) and the Washington State RID conference. 

• “Prevention and Management of Problem Behaviors” (Colo.) Provided extension course. 

• Intermountain Special Studies Institute (Idaho). Served on planning committee for annual 

conference for teachers and interpreters in the mountain states; arranged for Clerc Center 

training “ASL, English, and Math: How Does it All Jive?” 

• Family Learning Weekend (Mont.) Assisted with planning and provision of Clerc Center 

training, “Adolescent Sexuality Education: What You Don’t Know Can Hurt You.” 

Pacific Region 

• Extension courses (Regional). – Provided professional development for teachers and 

interpreters throughout Hawai’i and the Pacific. 

• Family Learning Vacation (FLV) and Shared Reading Project (SRP) (Regional). 

Coordinated the planning and conducted the FLV; currently leading the reestablishment of the SRP. 

• Gallaudet Internship Program (Regional). Hosted and coached interns in this new program. 

• Pacific Deaf-Blind Institute (Regional). Provided training specifically for the teachers of deaf 

students. 

• Pacific Rim Conference on Disabilities (Regional). Cosponsored and arranged for the first 

Deaf Education strand at the conference. 

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FY 2008 Annual Report of Achievements - Gallaudet University

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