Thinking Anew: Trends in the Education of Students Who Are Deaf or Hard of Hearing and Their Implications In this article, the author describes three trends currently impacting the education of students who are deaf or hard-of-hearing, including service delivery, students who are deaf or hard of hearing with additional disabilities, and evidence-based practice. Implications of these trends are discussed as they relate primarily to teachers of students ... Article
Article  |   April 01, 2015
Thinking Anew: Trends in the Education of Students Who Are Deaf or Hard of Hearing and Their Implications
Kevin J. Miller
Author Affiliations & Notes
  • Kevin J. Miller
    Department of Special Education, Concordia University, Seward, NE
  • Disclosures: Financial: Kevin J. Miller has no relevant financial interests to disclose.
    Disclosures: Financial: Kevin J. Miller has no relevant financial interests to disclose.×
  • Non-financial: Kevin J. Miller is the Director of Supporting Success for Children with Hearing Loss.
    Non-financial: Kevin J. Miller is the Director of Supporting Success for Children with Hearing Loss.×
  • Copyright © 2015 American Speech-Language-Hearing Association
Article Information
Hearing Disorders / Articles
Article   |   April 01, 2015
Thinking Anew: Trends in the Education of Students Who Are Deaf or Hard of Hearing and Their Implications
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, April 2015, Vol. 25, 37-44. doi:10.1044/hhdc25.1.37
History: Received November 26, 2014 , Revised January 23, 2015 , Accepted February 3, 2015
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, April 2015, Vol. 25, 37-44. doi:10.1044/hhdc25.1.37
History: Received November 26, 2014; Revised January 23, 2015; Accepted February 3, 2015

In this article, the author describes three trends currently impacting the education of students who are deaf or hard-of-hearing, including service delivery, students who are deaf or hard of hearing with additional disabilities, and evidence-based practice. Implications of these trends are discussed as they relate primarily to teachers of students who are deaf or hard-of-hearing, but speech-language pathologists as well. The article concludes with recommendations for improving practices used with this population.

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