A Description of a Residential Deaf School Population: Four Years after P.L. 94-142

The intellectual test performance of acoustically handicapped children and youth applying for enrollment in a state school for the deaf during a 7-month period was analyzed. We hypothesized that the applicants' test results would be significantly depressed as the multiply-handicapped are thought to be the developing mission of such "restrictive" settings. Results on psychological testing contraindicated this notion and suggested that older, brighter hearing-impaired children are seeking enrollment or re-enrollment in this particular state residential school for the deaf. Research data confirm the need for such schools to maintain strong academic and educational programs and to continue to be an important vehicle in meeting the total needs of the bright, deaf child.