For 150 years, the American Annals of the Deaf, has been a professional journal dedicated to quality in education and in related services for children and adults who are deaf and hard of hearing. The Annals publishes articles about deaf education and recent research into trends and issues in the field of deafness.

Historically, deaf and hard of hearing people have demonstrated various levels of competence in a multitude of professions, but they also have experienced discrimination and oppression. In five critical sections, this volume responds to the tidal wave of high-stakes testing that has come to dominate educational policy and qualification for various occupations. It provides a digest of relevant research to meet the testing challenge, including work done by educational researchers, legal experts, test developers, and others. Section I frames the contexts facing deaf and hard of hearing individuals and those who test them, including a telling historical perspective. In Section II, chapters explore how deaf and hard of hearing candidates can meet the rigors of test-taking, how to level the playing field with a new approach to assessment, and what to consider to develop fully accessible licensing tests. The final chapter in this part examines the psychometric properties of intellectual assessments when used with deaf and hard of hearing people. Administrative issues constitute Section III, beginning with legal considerations related to equity testing for deaf adults. An exploration of the potential of sign language interpretation in the testing environment follows. Section IV provides case studies of deaf and hard of hearing adults from a variety of professions, including certification testing for therapeutic recreation, preparation strategies for university students, and ways to maximize access to licensure for social workers. A separate chapter addresses the impact of recent federal mandates on assessment of deaf and hard of hearing teachers and teaching candidates. The final section summarizes the current situation and presents recommendations to manage it, concluding with an epilogue on directions for the future.

This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom.

This handbook is designed for those involved in teacher education and the supervision of practical teaching. It will be useful for university tutors on teacher education programmes and mentors in schools, as well as senior staff in schools who are involved in appraisal and evaluation.

Contemporary research has identified resilience — the ability to rebound and learn despite obstacles and adversities — as a key element to success in school. Black Deaf Students: A Model for Educational Success searches out ways to develop, reinforce, and alter the factors that encourage resilience in African American deaf and hard of hearing students. To find the individual characteristics and outside influences that foster educational achievement, author Carolyn E. Williamson conducted extensive interviews with nine African American deaf and hard of hearing adults who succeeded in high school and postsecondary programs. Until now, the majority of studies of African American deaf and hard of hearing students concentrated upon their underachievement. The only success stories available involved high-achieving African American hearing students. To create an effective model in Black Deaf Students, Williamson focuses on the factors that contributed to her subjects’ successes in postsecondary programs, what they viewed as obstacles and how they overcame them, and their recommendations for facilitating graduation from postsecondary programs. Her work gives “voice” to a group rarely heard in research, which enables readers to view them as a heterogeneous rather than homogeneous group. Their stories provide vital information for parents, school personnel, community stakeholders, and those enrolled in education and mental health preparation programs. In addition, the insights about how these adults succeeded can be useful in facilitating positive outcomes for students who are going into two-year colleges, vocational training, and work settings.

This book focuses on classroom management in primary and secondary schools. It offers ideas, practical advices, theories, frameworks for teachers to manage teaching, learning and students’ behaviour in effective and efficient manners. Approaches to behaviour management and promotion of positive interpersonal relationships among school members are provided.

This groundbreaking book integrates the work of 54 contributors to the 1984 symposium on cognition, education, and deafness. It focuses on cognition and deaf students’ growth and development, problem-solving strategies, thinking processes, language development, reading methodology, measurement of potential, and intervention programs. The synthesis of these discoveries establishes directions for new research and outlines implications for all professionals working with hearing-impaired learners.

This unequaled collection of international programs will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas. Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand and other nations in the final section. More than 50 noted scholars have contributed to this important work, offering an indispensable, detailed frame of reference for assessing education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others.