This report provides a comprehensive overview of undergraduate enrollment of deaf college students in the United States, serving as a resource for community members, advocates, educators, researchers, and policymakers. To develop programs and strengthen services for deaf college students, it is necessary to understand their characteristics and…

This report describes the establishment of and delivery of Illinois Career and Technical Education (CTE), the existing condition of Illinois CTE based on fiscal year 2022 data, and the future developments and recommendations for CTE in our state as required by Illinois School Code 105 ILCS 435/2e. Further, this report provides an update on police…

National research indicates that Deaf, Deaf/Blind, and Hard of Hearing students are less likely to finish high school, enroll in college, or find sustainable employment than their hearing peers. Minnesota is one of the few states that provides data to the National Deaf Center, the leading research center in Deaf, Deaf/Blind, or Hard of Hearing and…

Objective: This report examines the prevalence of developmental disabilities among children in both rural and urban areas as well as service utilization among children with developmental issues in both areas. Methods: Data from the 2015-2018 National Health Interview Survey (NHIS) were used to examine the prevalence of 10 parent- or…

This biennial report contains information about the efforts and initiatives of education-based agencies, departments, and individuals in Minnesota who served students who were deaf or hard of hearing (D/HH) during the 2015-16 and 2016-17 school years. The report also summarizes the results for students who took the Minnesota Comprehensive…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided…

Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and…

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…

PEPNet gets frequent requests for information about interpreter/speech-to-text position development. Determining or analyzing a salary is often part of this challenge and the people at PEPNet trust the information in this paper will be helpful to postsecondary programs. This is the sixth survey produced by PEPNet-Midwest and the University of…

The study involving 385 students enrolled in the National Institute for the Deaf investigated the dimensions used by hearing impaired students to make judgments about their instructors and whether these underlying dimensions are similar to those reported for hearing students. Data from a large scale field test of a student rating of instruction…

The document contains the final report of the Central Institute for the Deaf Parent-Infant Early Education Program in three major areas--continuation/outreach, replication, and evaluation. A description of activities and statistics are outlined for procedures carried out under each of the three areas. Noted among products are the following: a…

This pamphlet answers many questions about demographic aspects of hearing-impaired individuals, such as the number of hearing-impaired and deaf persons in the United States, the number with hearing problems that restrict communication, the number of hearing-impaired students and number of deaf college students, the demographic groups which have a…

Two studies were made of the validity and reliability of a Learning Style Inventory (LSI) for postsecondary deaf individuals. The study's a priori definition of learning style was multidimensional and included aspects of field dependence/independence and perceived locus of Nineteen students were administered the LSI and immediately interviewed on…

A survey of 6,043 professionals in 349 deaf education programs showed that 10.4% are from nonwhite or minority ethnic/cultural backgrounds. Of these, 11.7% are deaf. Only eight minority deaf administrators were identified. More than half of the minority professionals worked in public schools. Geographic distribution and gender are also analyzed.…