Biennial report of the Wisconsin School for the Deaf.

WI docs no.: De.1:1884-1940

Annual report of the Wisconsin Institution for the Education of the Deaf and Dumb.

WI docs no.: DE.1:1852-1882

Communication strategies used by children at a school for the deaf

This paper discusses a study to determine the communication strategies used by hearing impaired children and their effectiveness.

Communication strategies used by teachers at a school for the deaf

This paper describes alternate approaches to communication with hearing-impaired children which are used by classroom teachers at a school for the deaf.

Reports of the trustees and principal of the Maine School for the Deaf in Portland.

Description based on: Dec. 31, 1904 to Dec. 31, 1906.

Biennial report of the Maine School for the Deaf, Portland.

Description based on: July 1st, 1930 to June 30th, 1932.

Handbook on : rights, responsibilities, procedures for Illinois Center for Rehabilitation and Education-Roosevelt Illinois School for the Deaf, Illinois School for the Visually Impaired.

"Feb. 7, 1995."

Plan for the future direction of DORS' schools. : Illinois Children's School and Rehabilitation Center, Illinois School for the Deaf, Illinois School for the Visually Impaired /

"June, 1983."

Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2015

Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2015

Studies in the psychology of the deaf.

No. 1, by the Psychological division; no. 2, by Fritz Heider and Grace M. Heider, of the division.

Biennial report of the Arkansas School for the Blind for the term commencing ...

Description based on: 28th (1918).

Emotion perception in pre-kindergarten school children at Central Institute for the Deaf

This paper studies the ability of pre-kindergarten students with both normal hearing and impaired hearing to identify emotions in speech through audition only. In addition, the study assesses whether a listener's familiarity with a speaker's voice has an effect on his/her ability to identify the emotion of the speaker.

Biennial report of the Dept. for Colored Blind and Deaf of the Maryland School for the Blind.

Description based on: 1911/13.

A study of variables that may influence continued placement in schools for the deaf

This paper reviews variables that influence placement of a hearing impaired child into a special education program instead of being mainstreamed into a public school.

The Culture of the Deaf Community in the Czech Republic

Romana Mazerova. The Culture of the Deaf Community in the Czech Republic Mazerova set out to discover if the deaf community in the Czech Republic can be said to have its own culture and if so what this is. She began with a comprehensive survey of the history of the deaf from 1786 to the present day, identifying a major turning point in the exclusion of sign language from the education of the deaf around 1930, a move then reinforced in the communist period to the extent that teachers of the deaf had to sign a commitment not to use sign language in their lessons. She also noted the difference between so-called signed Czech, which is an exact translation of the spoken language, and Czech sign language, which has its own structure and even dialects. Following the historical research, Mazerova studied a range of Czech and foreign materials relating to the culture of the deaf, interviewed deaf people about their experiences in school, their participation in the activities of associations for the deaf, and their experiences as a deaf person in a hearing society (these interviews are recorded on video), and visited various associations, clubs and schools for the deaf throughout the country. She concluded that while deaf people share certain behaviours which are quite distinct from those of hearing Czechs, there is little sense of a community as such. The vast majority of deaf people were not born into the deaf community and while feel that they belong together, they do not identify themselves as part of a deaf community and do not work together as a community to achieve their goals.