TVR_106-3

Figure 4. Primary emphasis of personnel preparation programs for teachers of the
deaf or hard of hearing. Although many programs describe themselves as
providing “comprehensive” services, most have a primary emphasis on a specific
approach, as indicated by the curriculum offerings, the placement of graduates, the
type of practicum available, etc. Classification of programs on this map considered
those factors in conjunction with annual self-report survey data from the 2004 and
2005 issues of the American Annals of the Deaf.
Currently there are about 70 university-based programs for preparing
teachers of the deaf or other professionals to work with DHH children. Based
on information contained in the 2004 and 2005 issues of the American Annals
of the Deaf, combined with information about faculty publications, curriculum,
the placement of graduates and program Web sites, these programs
were classified as to whether the primary emphasis was on sign languagebased
or auditory/oral-based options. As shown in Figure 4, the vast majority
of these programs focus primarily on sign language-based options. In fact, of
all graduates from DHH teacher-education programs in 2004, only 8% were
from programs that focused primarily on auditory/oral options. This is similar
to the distribution of programs funded by the Office of Special Education
and Rehabilitative Services (OSERS) for teacher preparation of professionals
working with DHH children. Of the 19 OSERS-funded programs for teachers
of DHH children, only three have an auditory/oral emphasis.
Thus, Part C programs are in a difficult position. The vast majority of
Finishing the EHDI Revolution 249