Late-deafness means deafness that happened postlingually, any time after the development of speech and language in a person who has identified with hearing society through schooling, social connections, etc. Students who are late-deafened cannot understand speech without visual aids such as speechreading, sign language, and captioning (although…

English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…

Section 504 of the Rehabilitation Act of 1973 promises that colleges will provide auxiliary aids to hearing-impaired students including "signing" interpreters, and colleges and students can expect state vocational rehabilitation programs to pay for those aids. The uncertainty over who is to pay for interpreter services is discussed. (MLW)

Presented are the findings of a study to determine what policy modifications and support services contribute to the success of deaf students in an integrated postsecondary setting, and which focused on occupational education programs. (DLS)

In failing to address procedural or substantive issues regarding Section 504, the Supreme Court has not guided lower courts in interpreting a widely significant statute, leaving basic questions of defining rights and obligations unanswered. A full review of the entire Camenisch case, involving services to a deaf student, is needed. (MSE)

A condensed brief filed by the American Council on Education and the National Institute of Independent Colleges and Universities on behalf of the University of Texas is presented. The arguments concern the applicability of Section 504 in the university's responsibility to provide an interpreter for a deaf graduate student. (MSE)

A condensed version of a brief filed in the case of a deaf graduate student requesting that the university provide a sign language interpreter is presented. Arguments concern the misconstrual of previous court rulings, of the law, and of whether or not the specific program in question must be federally funded. (MSE)

This manual is designed to familiarize adult basic education (ABE) teachers with the special needs of deaf individuals and strategies for integrating deaf students into ABE classes. The manual is prefaced with a brief discussion of the Comprehensive Program for the Deaf of the Columbus Speech and Hearing Center in Columbus, Ohio. The following…