The paper gives a personal account of the implications of deafness history and culture for one deaf man, explores the importance of this history and culture for the curriculum of schools and programs for deaf students, and offers ideas for incorporating deaf studies into the curriculum. (Author/MC)

The author challenges the view of music as "extracurricular," and illustrates the role of music in the education of deaf children, particularly in their linguistic development. A plea is made for educators to reject the current belief that the subject can profitably be "dropped" to devote extra time to traditional language and speech lessons.…

The development of special institutions to serve deaf and dumb and blind persons in nineteenth-century North America was not a phenomenon isolated from general educational reform. In Upper Canada (Ontario) John Barrett McGann created a propitious climate for special education and inspired officialdom to invest financially in establishing special…

The article describes a program in which deaf students from a Canadian residential school for the deaf attended a regular high school for certain subjects. The program's success is attributed to planning, adequate staff support, and the fact that students maintained their positions of leadership in the residential school. (Author/DB)

Historical sources are used as primary references to describe the development of education for deaf students in the Maritime Provinces, particularly Nova Scotia and New Brunswick. (Author/CL)

The article gives a personal account of the feelings of deaf people regarding their need for a culture and a way of life conforming to their handicap. The author describes several related developments in Canada and stresses feelings of the deaf community, feelings that should be understood for programing. (Author/CL)

Sixteen deaf persons using total communication or sign language and 10 deaf persons using oral communication were administered the Test of Communication Skills (which measures information context and message class) in their preferred modality. Results showed that total communication was a more effective communication method under the testing…

The majority viewpoint of mainstreaming fails to account for the linguistic and cultural heritage of deaf students. It is suggested that the educational environment must recognize those aspects unique to the deaf and that mainstreaming should be examined from an ethnic minority perspective. (Author/CL)

A summer in-home signing program augments signing courses and attempts to reach more families and more family members. Secondary and postsecondary deaf students live with families for brief periods, helping parents, other family members and neighbors develop signing skills. (Author/CL)

The role of individuals such as Rupert Williams and organizations such as the Western Canada Association of the Deaf in promoting deaf education in Saskatchewan in the early 1900s is examined. The push for schooling resulted in the opening in 1931 of the Saskatchewan School for the Deaf. (CL)

The concept of total communication is being increasingly incorporated into educational programs for the deaf. Because American Sign Language plays a basic role in the deaf community, it must also be a critical part of education for deaf children. (Author/CL)

The article briefly describes the first Asian-Pacific Conference on Deafness held in Hong Kong in December, 1986. Conference topics included overcoming prejudice and suspicion, the expense of technological aids, the importance of prevention through better medical services, and lack of effective legislation and institutions. (DB)

The article compares educational services for the deaf in Nigeria and Canada. Noted are common influences of the British Commonwealth and relationship with Gallaudet University. The structure of services, communication systems, teacher qualifications, and postsecondary education in both countries are discussed. (Author/DB)

The evolution of a peer counseling project at a school for the deaf in Canada is described. Reasons for establishing the program, key elements (engendering support, student selection, training workshops, school involvement, supervision, and evaluation), the role of facilitators, and training demands are discussed (Author/DB)

Carleton University (Ottawa, Canada) has successfully used three methods to help hearing impaired students take notes: (1) blind or visually impaired students take notes for hearing impaired students; (2) professors provide copies of their lecture notes; and (3) teaching assistants take notes in the classroom. (Author/CB)