Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.

When, in 1968, 19-year-old Tressa Bowers took her baby daughter to an expert on deaf children, he pronounced that Alandra was “stone deaf,” she most likely would never be able to talk, and she probably would not get much of an education because of her communication limitations. Tressa refused to accept this stark assessment of Alandra’s prospects. Instead, she began the arduous process of starting her daughter’s education. Economic need forced Tressa to move several times, and as a result, she and Alandra experienced a variety of learning environments: a pure oralist approach, which discouraged signing; Total Communication, in which the teachers spoke and signed simultaneously; a residential school for deaf children, where Signed English was employed; and a mainstream public school that relied upon interpreters. Changes at home added more demands, from Tressa’s divorce to her remarriage, her long work hours, and the ongoing challenge of complete communication within their family. Through it all, Tressa and Alandra never lost sight of their love for each other, and their affection rippled through the entire family. Today, Tressa can triumphantly point to her confident, educated daughter and also speak with pride of her wonderful relationship with her deaf grandchildren. Alandra’s Lilacs is a marvelous story about the resiliency and achievements of determined, loving people no matter what their circumstances might be.

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.

Beginning signers now can improve their recognition of the most commonly used signs with this easy-to-follow handbook based upon the revolutionary dictionary. The American Sign Language Handshape Starter illustrates 800 of the most frequently used signs, arranging them by the 40 standard handshapes used in American Sign Language (ASL). Carefully chosen for their common use, the signs also have been organized by day-to-day topics, including food, travel, family, sports, clothing, school terms, time, nature and animals, and many others from everyday conversation.

This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.

This 22-chapter text explores the structure of language and the meaning of words within a given structure. The text/workbook combination gives students both the theory and practice they need to understand this complex topic.

Dickens, Welty, and Turgenev are only three of the master storytellers in Angels and Outcasts. This remarkable collection of 14 short stories offers insights into what it means to be deaf in a hearing world. The book is divided into three parts: the first section explores works by nineteenth-century authors; the second section concentrates on stories by twentieth-century authors; and the final section focuses on stories by authors who are themselves deaf. Each section begins with an introduction by the editors, and each story is preceded by a preface. Angels and Outcasts concludes with an annotated bibliography of other prose works about the deaf experience. In addition to fascinating reading, it provides valuable insights into the world of the deaf.

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.