Deaf clients' perceptions of counseling expertise as a function of counselors' signing skill, gender, and therapy type.

The study examined deaf clients' perceptions of counseling expertise as a function of several counseling variables: counselor's signing skill, gender, and therapy type. Twenty undergraduate students at a special college for the deaf who were enrolled in either counseling courses or psychology courses viewed 4 video clips reflecting a mock counseling session. After viewing the clips, the participants were asked to complete the Counselor Rating Form--Short Form (Corrigan & Schmidt, 1983).

A mixed-methods study of teachers of the deaf learning to integrate computers into their teaching.

A MIXED-METHODS STUDY was conducted of 47 teachers of the deaf in seven urban and suburban programs around the country as they participated in an online training program. The goal of the training program was to encourage the teachers to integrate technology into their teaching of children who were deaf or hard of hearing. In their evaluation of the project, the researchers sought to identify factors that supported the success of the program.

Social processes and outcomes of in-school contact between deaf and hearing peers.

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming.

A rapid ethnography of itinerant teachers of the deaf.

A rapid ethnographic study of 10 itinerant teachers in two school districts and 21 other professionals working with the itinerants was conducted. Rapid ethnography starts with the same assumptions about culture as conventional ethnography. However, it is not constrained by the assumption of cultural ignorance on the investigator's part.