Character education for the deaf and hard of hearing

This paper presents a curriculum guide for structured character education for deaf and hearing-impaired children. A list of suggested age-appropriate activities, role play ideas, thematic children’s books, and assistive internet resources are provided.

A description of characteristics of very young children referred for speech and language evaluation at Central Institute for the Deaf

This paper discusses the early identification and assessment of children younger than six who were referred to the Central Institute for the Deaf Speech and Hearing Clinic.

The application of a specific interest inventory to the deaf

This paper discusses vocational interests of hearing impaired children.

The effect of the handwriting without tears program on student cursive writing achievement at Central Institute for the Deaf (CID)

Handwriting Without Tears (HWT) is a multi-sensory program that provides a simpler approach to the instruction of cursive handwriting. It was administered to a sample of third graders to assess the effectiveness of the program and determine if it would be a viable option for handwriting instruction at CID.

HIV and AIDS awareness in the deaf community

This paper examines awareness of HIV and AIDS in the Deaf community.

Representation of Cued Speech in teacher of the deaf and hard of hearing preparation programs

This descriptive study investigates the representation of Cued Speech in teacher of the deaf preparation programs as well as attitudes towards inclusion of Cued Speech in those programs in the context of the 2004 reauthorization of IDEA. The issue of Cued Speech is discussed as a communication modality and implications for deaf education are presented.

A review of research on working memory and its importance in education of the deaf

This independent study provides an overview of working memory as it pertains to deaf and hard of hearing students.

The effect of "picture story" context on verbal elicted imitation in deaf students

This paper reviews a study to determine the effects of including a supporting context in an imitation procedure for use with the deaf.

Icing on the Cake: Idiom curriculum for deaf and hard of hearing students

A look at the prevalence of idiom usage in the mainstream classroom, and the students' who are deaf/hard of hearing acquisition of idiom comprehension and usage. A complete teacher’s guide, including lesson plans and materials, and a list of idiom teaching resources for teachers of the deaf and mainstream teachers.

The comparison of vestibular functions in hearing and hearing impaired populations

This study investigates possible vestibular dysfunctions in the deaf using a typical clinical assessment battery and discerns whether there is a trend between these disorders in meningitic children as compared to children with unknown origins of deafness.

Computer assisted instruction for developing speech perception skills in profoundly deaf children

This paper evaluates the usefulness of the "Foundations in Speech Perception" computer program developed by Breakthrough, Inc. in conjunction with Central Institute for the Deaf.

A study of the TAGS, an enduring teaching tool: teachers’ perspectives on the Teacher Assessment of Grammatical Structures teaching practices and application

This paper is studied look at the Teacher’s Assessment of Grammatical Structures (TAGS), Teacher Assessment of Spoken Language (TASL), and Cottage Acquisition Scales for Listening, Language and Speech (CASLLS) criterion-referenced language assessments as well as an inquiry into how teachers of the deaf use the TAGS currently as a teaching tool.

The effectiveness of phonics instruction for children with hearing impairments

This study reports the findings of a reading instruction survey of forty-five schools for the deaf across the United States.

The effects of the SKILL Program on the language and socialization of hearing impaired children

This study will examine the effects of the SKILL Program on the social and pragmatic skills of the hearing-impaired children in the Pre-K department of the Central Institute for the Deaf. It will assess language and social skills necessary for the children to be successful in the mainstream and how having hearing peers may have contributed to their gaining of those skills.

More appropriate: additional stories for students who are hearing impaired using the "Specialized Program Individualizing Reading Excellence" (S.P.I.R.E.) curriculum

S.P.I.R.E., at use at Central Institute for the Deaf, is a comprehensive, multi-sensory systematic reading and language program that targets at risk and struggling students. The purpose of this project was to write additional stories and sentences for students who are hearing impaired through reader 2 that may be used in conjunction with the exiting stories and supplements.