A Modern Trilogy:
Studies Conducted by NCLID

John Luckner, Ed.D.

National Center on Low-Incidence Disabilities

Need For Research

1. No Child Left Behind Act (Public Law 107-110) Mentions "scientifically based research" 110 times.
2. President's Commission on Excellence in Special Education "Bridging the gap between research and practice will be a continuing challenge. Practices must continue to improve so children, their parents and their teachers have access to effective practice and instructional methodsx" (2002, p. 68).
   

National Center on Low-Incidence Disabilities

The University of Northern Colorado was designated by Congress as the home of the National Center on Low-Incidence Disabilities in 2001. The goal of the National Center on Low-Incidence Disabilities is to increase the nation's capacity to provide educational and other services to infants, children, and youth who are deaf and hard of hearing, blind and visually impaired, and who have significant support needs.

Study 1

Needs Assessment

Purpose: To identify and prioritize the research needs in the field of deaf education

Data collected: May, 2002 - October, 2003

N= 331

• Parent of a child with a hearing loss - 27%
• Teacher of students D/HH - 21%
• General education teacher - 1%
• Special education administrator - 5%
• University faculty - 9%
• Related service provider - 6%
• Early intervention specialist - 5%
• State education agency - 2%
• Other/No response - 24%

4-Point Likert Scale

• Strongly Disagree - Strongly Agree
• 35 Items - General Special Education Topics
• 39 Items - Deaf Education Topics

Items Specific to Education of Students who are Deaf or Hard of Hearing

• Teaching reading strategies.
• Standardized tests appropriate for students who are deaf or hard of hearing
• Meeting the needs of students with additional disabilities.
• Written language skill development.
• Using technology to enhance student learning.

Items Specific to Education of Students who are Deaf or Hard of Hearing (Cont'd)

• Methods of teaching vocabulary concepts.
• Meeting the needs of students who are hard of hearing.
• Fostering language development.
• Visual teaching strategies.
• Students who are deaf or hard of hearing and gifted.

General Special Education Items

• Educating Administrators About Appropriate Services.
• How to Work Within The System To Change It.
• Effective Modifications For Teaching 'Reading and Writing' To Second-Language Learners.
• Facilitating Self-Determination Skills in Students.
• Making Adjustments In Materials, Lessons, and Activities So Children Can Be More Successful In General Education Curriculum and Settings.

General Special Education Items (Cont'd)

• Teaching Social Skills So Students Can Effectively Interact With Others in Meaningful Ways.
• Tracking The Educational Growth of Students Over Time.
• Connecting with Community, Government Agencies and Services.
• Fostering General Educators' Involvement in Implementing IEP.
• Increasing Family Involvement In The Child's Education.

Study 2

Perceived Needs of Students with Low-Incidence Disabilities in Rural Areas

Purpose
• To identify the most pressing needs for
• learners with low-incidence disabilities
• who reside in rural areas.

Survey

28 items educational practices and available services (5-point Likert Scale)

Survey Sample
• National Association of State Directors of Special Education
• American Council on Rural Special Education

Surveys sent = 288
N= 100
Return rate = 34.7%

Needs

• Specialized teachers
• Information on best educational practices
• Services for students
• Educators who can communicate fluently with students who use sign language
• Avenues for parents to exchange information and concerns regularly

Strengths

• Student interaction with peers with disabilities
• Early identification and intervention services
• Student interaction with non-disabled peers

Study 3

Healthy Families of Students who are Deaf

Healthy family defined:

• Communication among all members is clear and direct.
• Roles and responsibilities are clearly delineated, and the family allows for flexibility in role allocation.
• The family members accept limits for the resolution of conflict.
• Intimacy is prevalent and is a function of frequent, equal powered transactions.
• There is a healthy balance between change and maintenance of stability (Luterman, 1987, p.8).
• Sample - N= 19

Question 1

You have been described as a healthy family who has a child who is deaf. Why do you think you have been successful?

• Family members love and support each other
• Learned to communicate using sign with children
• Extended family, friends and community support
• High expectations for child with hearing loss
• Ongoing support and help from educational system

Question 2

What challenges have you had to overcome?

• Finding a good educational program/making sure child gets needed services.
• Learning to communicate with the child with a hearing loss.
• Lack of understanding about deafness.
• Financial
• Deaf and hearing friends for the their child

Question 3

Have professionals helped you? If so, how?

• Teachers of students who are deaf or hard of hearing
• Audiologist
• Speech therapist
• Interpreters
• Ongoing support and guidance

Question 4

Have professionals hindered the family? If so, how?

• Doctors
• Professionals biased about method of communication.

Question 5

What advice do you have for other families of children who are deaf?

• Gather information, identify resources and learn what rights your child has.
• Have high expectations.
• Learn sign language.
• Be involved in your child's education.
• Love and encourage your child daily

Question 6

What advice do you have for professionals who work with families who have a child who is deaf?

• Be supportive, understanding and encouraging.
• Keep in mind that parents know their child and their family'needs best.
• Be a resource- gather and provide information to the family.
• Get to know the child.

Question 7

Is there anything else you would like to add?

• We are blessed.
• Love your child.

Questions, Answers, Comments, Suggestions