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Moores, Donald F. – American Annals of the Deaf, 2010
The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a…
Descriptors: Federal Legislation, Deafness, Academic Achievement, Disabilities
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Wilkens, Christian P.; Hehir, Thomas – American Annals of the Deaf, 2008
The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or underappreciated in deaf education. The authors point out that social…
Descriptors: Deafness, Social Capital, Models, Adults
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Steffan, Richard C., Jr. – American Annals of the Deaf, 2004
The author outlines the major elements of the No Child Left Behind Act of 2001 and describes the law's impact on deaf education. The law's stated purpose is to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. The specific goal of the law is to ensure that all students are 100% proficient in…
Descriptors: Federal Legislation, Special Education, Accountability, Educational Policy
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Salem, James M.; Fell, Barry P. – American Annals of the Deaf, 1988
The 1987 survey of 57 residential schools for the deaf found that the varying state interpretations of Least Restrictive Environment under Public Law 94-142 are a major determining factor in the role played by the residential school. Survey results were compared to a similar 1977 survey. (DB)
Descriptors: Deafness, Educational Legislation, Educational Policy, Elementary Secondary Education
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Silverstein, Robert – American Annals of the Deaf, 1986
The article begins with a brief overview of P.L. 94-142, (The Education For All Handicapped Children Act), legal principles used by courts and hearing examinors in decisions about day versus residential placement, reviews the use of the factual record in determination of appropriate placements, and presents conclusions from case law. (CL)
Descriptors: Blindness, Court Litigation, Elementary Secondary Education, Hearing Impairments
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American Annals of the Deaf, 1980
The special section contains three papers focusing on the effects of federal legislation on deaf education: "Public Residential Schools for Deaf Students in the United States, 1970-1978" (A. Schildroth); "Due Process--A Status Report on Schools for Deaf Children" (G. Holman); "The Impact of 504 on Schools for the…
Descriptors: Administrator Attitudes, Compliance (Legal), Deafness, Demography
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Johnson, Donald D.; Caccamise, Frank – American Annals of the Deaf, 1981
The concept of individualized education is discussed in relation to Public Law 94-142, the Education for All Handicapped Children Act, and the importance of planning communication individualized education programs (CIEP) for all deaf students is emphasized. (Author)
Descriptors: Communication Skills, Deafness, Individualized Education Programs, Postsecondary Education
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Salem, James M.; Herward, Pamela – American Annals of the Deaf, 1978
Descriptors: Deafness, Educational Change, Educational Legislation, Federal Legislation