Described is the comprehensive residential program for deaf multihandicapped students at the California School for the Deaf, Riverside. (CL)

Deaf individuals seeking substance abuse recovery are less likely to have access to treatment and aftercare services because of a lack of culturally and linguistically specific programs and insufficient information about existing services. Previous research indicates that Oxford House, a network of resident-run recovery homes, serves a diverse…

At the California School for the Deaf students have opportunities to succeed in a total communication environment. Program philosophy ensures that students who can benefit will have a mainstreaming experience; however, if a student cannot cope, adjustments are made. (Author/CL)

The study compared comprehension of American Sign Language (ASL) between 12 deaf subjects in a program using Signing Exact English (SEE-2) and 14 deaf subjects in a residential program using Signed English, Pidgin Signed English, and ASL. Students exposed to SEE-2 could comprehend ASL as well as residential school peers. (Author/DB)

Described and advocated is the discrepancy approach to needs assessment as an important step in making residential schools accountable for handicapped students. (Author/CL)

A survey of 49 hearing-impaired undergraduate students found that graduates of residential high-school programs described their social experiences more positively than graduates of mainstream programs. Discussed are reasons for positive and negative feelings in both residential and mainstream programs and programs with or without supportive…

A study compared 58 patients who were deaf and 168 hearing patients at a facility serving youth with psychological disturbances. All of the children who were deaf and admitted at age 12 or younger had strong or confirmed indications of sexual abuse and 85 percent of the adolescents. Residential facilities are described. (Contains references.)…

This case study describes the Central Asylum for the Instruction of the Deaf and Dumb in Canajoharie, NY, a public school that existed from 1823 to 1835. The study illustrates how a small group of communities with limited funds met a need for the education of persons who were deaf. (Contains references.) (CR)

This study examined the validity and reliability of four assessments, with three instruments per domain, with 103 students at residential secondary schools for the hearing or visually impaired. Domains included generalizable mathematics, communication, interpersonal relations, and reasoning skills. Data suggest the instruments are highly…

A survey of 73 residential schools for students with deafness found schools are committed to providing in-service education for dormitory employees but have minimal educational requirements for employment. Recommendations are made for updating Conference of Educational Administrators of Schools and Programs for the Deaf Certification Requirements…

Examines residential school placement patterns for students from deaf- and hearing-parented families, provides directory listings of U.S. and Canadian schools and programs for children with deafness or hearing impairments, and provides a list of postsecondary programs with supportive services specifically for individuals with deafness. (CR)

The 157 administrators responding to a questionnaire on criteria used in hiring teachers of the hearing impaired generally agreed on the importance of most criteria, including academic grades, professional involvement, and strong letters of recommendation. There were some differences of opinion among administrators of residential and day programs.…

This article discusses development and implementation of a community-based residential program for deaf blind young adults at the Hilltop House (Texas). The article outlines principles of sound management, realistic staff expectations, developmentally appropriate activities, family participation, crisis management, medication, and close…

United States and Canada schools and classes for deaf children from preschool to postsecondary levels are arranged into three sections: (1) a directory listing program name, contact data, and administrator; (2) a summary table listing program type, number of students, services offered, and communication modes used in the classroom; and (3) summary…