The purpose of this study was to compare important characteristics of sign language programs in institutions of higher education in the United States in 1994 and 2004. Data were collected regarding (a) program structure, (b) program content and resources, and (c) opinions and recommendations of program administrators.
Data show that sign language programs have become increasingly accepted and entrenched in American postsecondary institutions. Additionally, data in a variety of categories support the theory that these programs have become more stabilized in terms of leadership and coordination, position within the institution, structure, and standardization of content.
This article discusses a ten-year comparative study by the authors. The results of three research questions were published in the American Annals of the Deaf (Spring 2008); this article provides the results of the remaining three research questions.