Research and Training Needs
in the Field of Deaf Education

John L. Luckner, Ed.D.

National Center on Low-Incidence Disabilities
at the University of Northern Colorado
www.NCLID.unco.edu

University of Northern Colorado

Designated by the Congress of the United States as the home of the National Center on Low-Incidence Disabilities.

  • Created and staffed by UNC special education faculty and graduate students.
  • Provides services nationwide to students, parents, teachers, and administrators of students with deafness, blindness, or severe disabilities.

Why Identification of Research Needs is Essential?

 

1. No Child Left Behind Act (NCLBA) mentions "scientifically based research" 110 times.

NCLBA, Sec. 9101(37)

The term 'scientifically based research' ?

  • (A) means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and

Why Research?

2. Professional Development

"The key to student growth is educator growth."

- Joyce and Showers, (1995, p.214)

Why Research? (continued)

3. ACE-DHH Members Will Produce and Disseminate Research

The National Center on Low-Incidence Disabilities Needs Assessment

The National Center on Low-Incidence Disabilities Needs Assessment

Originated - June, 2002

The National Center on Low-Incidence Disabilities Needs Assessment

Originated - June, 2002

Contains - 75 general items
 

4-Point Likert Scale

Strongly Disagree - Strongly Agree

Low-Incidence Respondents

N=1007

Parent
Parent Child with Disability
Special Educator
Administrator
Related Service Provider
University Faculty
Early Intervention Specialist
Other		     =
=
=
=
=
=
=
=		   4%
21%
19%
9%
8%
10%
4%
22%

Items Receiving Highest Ratings

Question       Mean
Educating administrators about appropriate services.
How to work within the system to change it.

Working with people in schools so that greater acceptance and participation of persons with disabilities is encouraged.
Teaching social skills so students can effectively interact with others in meaningful ways. 		  3.34
3.33
3.3
  
  
3.28

Items Receiving Highest Ratings(continued)

Question   

Mean
Fostering general educators' involvement in implementing IEP.
Fostering general educators' involvement in development in IEP goals and objectives.
Facilitating self-determination skills in students.
    3.28
3.28
     
3.28

Items Receiving Highest Ratings(continued)

Question   

Mean
Providing supports to the general educator for
     the implementation of the IEP in the
     general education class.
Making adjustments in materials, lessons, and
     activities so children can be more successful
     in general education curriculum and settings.
Facilitating self-determination skills in students.
Promoting involvement in extra-curricular activities.
    3.23
  
  
3.22
  
  
3.21

Deaf and Hard of Hearing Respondents

N = 187

Parent
Parent Child with Disability
Special Educator
Administrator
Related Service Provider
University Faculty
Early Intervention Specialist
Other		     =
=
=
=
=
=
=
=		   3%
25%
23%
8%
5%
12%
3%
16%

Items Receiving Highest Ratings

Question   

Mean
Teaching Reading Strategies.
Standardized tests appropriate for students
     who are deaf or hard of hearing.
Written language skill development
Meeting the needs of students with additional disabilities.
Using technology to enhance student learning.
Facilitating self-determination skills in students.
Promoting involvement in extra-curricular activities.
    3.35
3.32
  
3.31
3.3
3.28

Items Highest Ratings (Continued)

Question   

Mean
Visual teaching strategies.
Methods of teaching vocabulary / concepts.
Meeting the needs of students who are hard of hearing.
Fostering language development.
Students who are deaf of hard of hearing and gifted.
    3.24
3.22
3.21
3.31
3.2

Questions, Answers,
   Comments, Suggestions