Community Services CATALYST
Volume XVII, Number 2
Spring 1987


NGE Working Paper Series

Educating Deaf Adults:
The LaGuardia Community College Model

Fern J. Khan

The New York Times has referred to the
Programs for Deaf Adults (PDA) at LaGuardia
Community College as “the most comprehensive
educational program for deaf persons in Metropolitan
New York City.” This paper describes the growth
and development of the PDA at LaGuardia during
the past 10 years and includes the development
process, needs assessments, results, characteristics
of the deaf student population, program offerings,
personne! requirements, and funding sources.
LaGuardia’s model of service delivery is based on
the awareness and acknowledgement of the
important role and function of community colleges,
especially continuing education programs, in the
provision of postsecondary educational programs to
deaf people.

Access to Learning

Community colleges today have a major role
to play in the provision of access to the special
populations who have been unserved in the past,
or who have been provided with relatively few
accommodations to address their respective
educational needs. One group for which this is
especially true is the deaf population, a traditionally
underserved segment within higher education. Until
the mid-60s, a deaf high school graduate in the
United States had two choices: to attend a college
where no special support services were available
or to attend Gallaudet College. the only liberal arts
college in the world for deaf people. Today, a deaf

high school graduate has some real choices, for
many two-year community colleges, some of which
have been funded by the federal government, now
typically provide specialized support services for deaf
students.

The community college has emerged as a major
point of access for deaf and hard-of-hearing
individuals who wish to pursue education beyond
the secondary level. The community college is
typically accessible geographically, is generally more
responsive to special needs of nontraditional
learners, and is relatively low cost in relation to other
higher education institutions (e.g., private colleges,
state university systems, and proprietary schools).

Because of this influx, community colleges need
to anticipate and to plan for an ongoing demand
for services for the deaf population. Like their hearing
counterparts, many hearing-impaired individuals will
delay entry into college; some will leave college early
and return later as more mature, serious students;
and some graduates will return for additional training
or retraining for new careers or career advancement.
Moreover, the community college must prepare for
those students who do not function successfully at
the college level and who need Adult Basic Education
courses and support services. Colleges must prepare
to hire trained professionals, especially those who
are deaf, to work specifically with deaf people.

Although the educational and career needs of
deaf individuals are similar to those of the hearing
population, the participation rate for deaf students

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in continuing education programs on college
campuses has been very low until now. Because
of communication barriers that are not usually
addressed within institutions of higher education,
hearing-impaired students are understandably
‘reluctant to enroll.

Access to educational programs for deaf
students on community college campuses should
include not only degree programs but the full range
of nondegree programs, which may include career
preparation, personal development, academic skills
preparation, and if possible, job training programs.
These programs must, in addition, provide a full range
of specialized support services that includes
interpreters (oral and sign language), tutors,
counselors, and notetakers. With these services in
place, thé deaf community, the vocational rehabil-
itation system, and schools for the deaf will begin
to utilize the available programs to enhance the
educational experiences, personal development, and
occupational! competencies of deaf people.

Continuing education programs may serve as
a bridge to degree programs or as terminal (self-
contained) programs such as Adult Basic Education
(ABE), General Equivalency Diploma (GED) prepa-
ration, college preparation, or vocational training. In
general, continuing education programs have the
capability of providing greater access for deaf people
because of these programs’ flexibility in the design
of suitable classes and appropriate schedules, their
ability to respond within a reasonably short time frame
to meet identified needs, and their mission to serve
nontraditional populations.

Innovative approaches to service delivery such
as the mode! program developed by the Center for
Continuing Education at Gallaudet College are
needed. Gallaudet has demonstrated that continuing
education services planned for nonhandicapped
adults can be effectively made available for hearing-
impaired adults in its urban area (Washington, DC)
and at satellite centers across the nation. The
functions of the program include periodic needs
assessments, appropriate mobilization of key
community resources, adequate promotion of the
programs. and concurrent provision of the necessary
support services (Mayes, 1975). Schein (1976), who
also emphasizes the need for support services, has
suggested that communication barriers could be
overcome through the use of manual communication,
interpreters, special materials, and other techniques.
The provision of these support services is essential
to the success of continuing education programs for
deaf people.

True accessibility means as well that colleges
provide a range of options for those deaf students
who may begin with noncredit coursework and, as

their skills and self-confidence increase, gradually
move along a continuum into credit-bearing degree
programs, all having appropriate support services.
LaGuardia's experience has demonstrated that this
approach can and does work.

The Population

Bowe (1976) describes a deaf person as one
who has lost (or never had) the ability to hear and
understand conventional speech through the ear
alone, even with maximal amplification. Deaf people
cannot understand speech with their eyes closed,
and lipreading a conversation is an extremely difficult
task for most deaf people. Based on this description,
there are today over 2.76 million individuals in the
U.S. who are deaf.

The LaGuardia Model: A Comprehensive Approach
to the Delivery of Educational Services

According to Schein and Delk (1974), 60 percent
of deaf people who graduate from schools for the
deaf would be optimally placed in two-year college
programs. However, until LaGuardia Community
College established and announced its Continuing
Education Programs for Deaf Adults during the 1974-
75 academic year, there were virtually no
postsecondary educational institutions, including
community colleges, in the New York City area that
provided preparatory education or academic and
career counseling to deaf people by utilizing staff
fluent in American Sign Language and other
communication modes.

Today, within the City University of New York
system (9 senior colleges and 9 community colleges),
only two colleges attempt to meet the postsecondary,
continuing education needs of deaf people: New York
Technical College and LaGuardia Community
College. LaGuardia Community College has a full
complement of staff (many of whom are deaf) who
are fluent in a variety of communication modes. They
are able to assist with large noncredit academic and
vocational/career training programs and prepare
students to move from nondegree into degree
programs at LaGuardia or other colleges that provide
similar support services for deaf students (i.e. the
University of Tennessee's Postsecondary Education
Consortium, the National Technical Institute of the
Deaf, or Gallaudet College).'

LaGuardia Community College was convinced
that hearing-impaired individuals would be respon-
sive to and obtain considerable benefit from a well-
planned and comprehensive program that consi-
dered the following factors within the program's
service delivery model (Bowe, Watson, & Anderson,
1973):


@ Ongoing identification through formal and
informal needs assessments of physical,
psychological, and educational barriers to
Participation in postsecondary educational
programs.

@ Implementation of an ongoing, flexible system
of support service delivery to meet the needs
of the deaf individual.

@ Expansion of access to a diversity of courses
and educational activities encompassing many
of the deaf consumer's needs.

®@ Compilation, refinement, and development of
effective teaching methods, techniques, and
written materials geared to the needs of the deaf
learner in both credit and noncredit programs.

@ Provision for the continuing delivery of
interpreting, counseling, and other necessary
educational and support services on a
permanent basis.

® Compilation of information and maintenance of
an efficient system of information dissemination

®@ Economy of costs for maintenance of program
and deaf consumer participation.

In establishing the Programs for Deaf Adults,
LaGuardia received guidance and input from the
Continuing Education Division at Gallaudet College
in Washington, DC, and members of an advisory
committee composed of deaf consumers and
professionals in the field of deafness. After reviewing
the needs of the deaf community, this committee
recommended a set of responsive course offerings.

To introduce the program, the college held an
“Evening of Entertainment and Education” for the
deaf community. Prospective instructors, all of whom
were deaf, described the content of their courses
using slide presentations. Entertainment and
refreshments followed the presentations. Over 200
deaf people attended this event and subsequently
90 individuals registered for leisure, noncredit
courses. As the program grew, the staff and advisory
committee recognized that several additional
components would be needed to guarantee a
realistic and effective program: counseling,
remediation, and outreach.

Continuing Needs Assessments

In 1975, the Division of Continuing Education
conducted an assessment of the counseling needs
of deaf adults during which 100 deaf adults were
interviewed. Participants expressed a strong desire
for career assistance and specialized counseling
services. In addition to the recommendation to
establish a counseling program, a second recom-
mendation emerged: develop outreach to the deaf
community to inform deaf people of the existence

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of the college’s specialized services and to
encourage the use of the available services.

Results of a second assessment conducted in
1975 indicated that the deaf community wished to
have a coordinator who was deaf to implement the
program's activities. The college responded by
inviting members of the advisory committee to search
for such an appropriately qualified candidate. As a
result, in 1976, Dr. Glenn Anderson was hired as
coordinator. He is now director of training at the
University of Arkansas Deafness Research & Training
Center. Ms. Carole Lazorisak, also deaf, was his
replacement and served as coordinator from 1982
to 1986. Mr. Paul Menkis who has worked at
Gallaudet and NTID is the present coordinator. Mr.
Menkis, too, is deaf.

The Programs for Deaf Adults undertook a 1980
survey to determine the continuing education needs
of hearing-impaired adults within the New York City
area. The purpose of the survey was to identify some
of the barriers preventing hearing-impaired adults
from full participation in postsecondary education
programs. Respondents to the survey were drawn
from a diverse population of hearing-impaired
individuals, many of whom had had prior experience
in continuing education programs for deaf adults.

The survey yielded two significant findings:

1. Thirty-nine percent of the respondents stated
that they would enroll in a continuing education
program to improve themselves for job-related
purposes, while another 39 percent would enroll for
leisure purposes.

2. Twenty-three percent reported they would
enroll to earn credits towards a college degree. These
respondents said they preferred to participate in
integrated classes for hearing and deaf students.
These findings underscored the need for the
availability of support services for deaf students who
would actually be entering college and continuing
education programs.

Access and Growth at LaGuardia

More and more students of high school and
college ages are learning about LaGuardia's
Programs for Deaf Adults and are beginning to see
LaGuardia as a place where continuing one’s
education is possible. The college has now
established itself as meeting many of the educational,
vocational and career, social, and referral needs of
the deaf community. Staff members provide
information via the Telecommunication Device for
the Deaf (TDD) that ranges from entry requirements
for college programs to which Broadway shows are
being interpreted. There are identified staff members
to whom deaf people can relate and a constant core
of deaf students in the noncredit Guided Independent


NGE Working Paper Series

Study Program and in the credit programs. LaGuardia
Community College has become a positive
alternative for many young students of college age
who do not wish to travel to Gallaudet or to the
National Technical Institute for the Deaf (NTID) and
who prefer to remain in New York to attend college
nearer to their homes. In addition, the Office of
Vocational Rehabilitation, because of reduced
funding tevels, has provided funding for its clients
to attend colleges near their homes to reduce travel,
housing, and other costs.

Experience over the years has confirmed the
need for a comprehensive approach to address the
crucial issue of providing a viable support system
including counseling, interpreting, tutorial, and
notetaking services for deaf students who enroll. The
college continues to need the financial resources
necessary to provide the specialized support
services, especially in light of the anticipated steady
increase in the numbers of deaf students on campus,
in credit and noncredit programs. Recent research
conducted by the Office of Assessment and
Demographic Studies at Gallaudet College reveals
that the numbers of deaf students currently
graduating from the residential high schools for the
deaf average 66% higher than the numbers
graduated in 1982. On a regional basis, the Northeast
(including New York State) is reported to have the
highest numbers, 1,810 graduates. Of that number,
558 would be eligible for academic postsecondary
programs whereas the remainder (70%) would need
educational and vocational counseling and other
support services (White, Karchmer, Armstrong, &
Bezozo, 1983). Within metropolitan New York City
schools for the deaf. there are over 1,958 deaf
students. Approximately 691 of that number attend
the New York City public schools.?

Cooperative Education & The Deaf Student

LaGuardia Community College is a cooperative
education college, where ai! full-time day students
in degree programs alternate terms of classroom
study with terms of related work experience. The
college makes some 2,000 internship placements
each year with an established inventory of over 350
employers.

Cooperative education programs can be
especially effective for deaf and other handicapped
students. Many deaf students leave high school with
little or No exposure to concrete career alternatives.
Both young students in particular, and deaf persons
in general, have been characterized as lacking a
broad-based information system on which to make
career or vocational decisions. Quigley and
Kretschmer (1982) report a study by Lerman and
Guilfoyle in 1970 that attempted to investigate

vocational development of deaf youth ages 12.5-20.5
years. Deaf subjects were found “to choose jobs at
a lower socioeconomic level than their hearing peers,
and these chosen occupations tended to cluster at
the semi-skilled and unskilled level” (p. 98). In
addition, “deaf students particularly chose occupa-
tions that were typically classified as traditional jobs
that deaf people pursue, such as printing” (p. 98).
Joiner, Erickson, and Crittenden (cited in Quigley &
Kretschmer, 1982) had similar findings that led them
to conclude that “a communication network
existed—flowing from deaf adults to older deaf
students to younger deaf students—that was
independent of school and family influences” (p. 98)
They concluded that “. . . for the most part, deaf
adolescents had a very limited fund of information
regarding the work-a-day world as a result of
restricted sources of information and a restricted
ability to process information because of language
difficulties” (p. 98). These results suggest that typical
vocational programs for deaf youth might not provide
them with sufficient vocational information for making
good career choices.

Through its experience with deaf students during
the past 10 years, staff within the Programs for Deaf
Adults at LaGuardia Community College corroborate
the findings cited above with respect to gaps in career
and vocational awareness as well as gaps in English
language acquisition and basic education. The staff
has developed Career and Community Resource
Workshops and incorporated these sessions within
the academic component of the Guided Independent
Study (GIS) program for Deaf Adults. In 1984, the
office provided career education and training in word
processing, food services, and clerical skills. Through
Job Training Partnership Act (JTPA) funds, 19 of 23
trainees were placed on internships and over 50%
of these were placed in jobs. Students have all
learned about many career opportunities previously
not familiar to them.

During the Career and Community Resources
Workshops, program staff typically invite deaf
professionals and other workshop leaders who serve
as role models for a shared experience and dialogue
with significant positive impact on students. These
role models assist in reshaping the images that deaf
young persons have about their own capabilities and
potential. Prior to this exposure, many of the
LaGuardia students did not know any deaf
professionals or members of racial and ethnic
minorities who were professionals.

The Programs for Deaf Adults:
A Description
LaGuardia's Programs for Deaf Adults consists
of noncredit academic skills programs, career and


vocational training programs, personal enrichment
courses such as driver education, and degree
programs. These programs, administered and
coordinated through the Division of Continuing
Education's Community Services Programs, typically
enroll 160-170 deaf students each academic quarter.
The Guided Independent Study Program, the
largest Program area, focuses on academic
instruction in specific areas depending on the
instructional needs of students each quarter. Classes
are conducted in (a) Adult Basic Education; (b)
English as a Second Language, elementary,
intermediate, and advanced levels; (c) high school
equivalency preparation; (d) college preparation; and
(e) college study skills. A workshop entitled
“Orientation to Credit and Noncredit Programs at
LaGuardia” is offered to all deaf students, along with
ongoing academic and career counseling
Within the college’s degree programs, 45 to 50
deaf students are currently pursuing degrees in
liberal arts, accounting, data processing, human
services, and business administration. The majority
of deaf students who enroll in degree programs are
placed, on the basis of the college's placement tests,
in a specially designed “English Language
Development/Reading Section for Deaf Students.”
The reading course is offered through the college’s
Communication Skills Program where students are
assigned to one of four levels based on test results.
This is required before students enter regular
college-level English composition courses, and they
earn one college credit for each level completed
successfully. PDA provides staff support services,
which include two counselors; a full-time staff
interpreter; tutors; and a Coordinator of Interpreter
Services who handles all student and staff requests
for interpreters and who screens, hires, and assigns
to classes 20-25 part-time interpreters each quarter.
Since 1983, seven deaf students have graduated.
Most of these graduates have transferred to four-
year colleges, such as NTID and Gallaudet, feeling
better prepared, both personally and academically,
to pursue degrees at those institutions. Several have
received special awards at the college's annual
“Honors Night” for students approaching graduation.
Other related programs on campus include an
American Sign Language Program, offered for credit
within the Human Services Curriculum and noncredit
within Continuing Education, and Saturday programs
for deaf children. The development of an Interpreter
Training Program is anticipated during 1987.

Instruction for Deaf Students:
Many Challenges
In evaluating student outcomes, the staff realized
that the provision of interpreters in credit classes,

N@E Working Paper Series

while providing accessibility to classroom instruction,
was not sufficient to assist deaf students to succeed
in college. This in no way reflects on the skills of
the interpreters but rather on the need to create an
English language learning environment better suited
to the particular needs of deaf students at this level
of college entry.

Until 1983, deaf students experienced frustration
in the college’s required basic skills classes in
reading and writing. The repeat rate for students was
alarmingly high in spite of the presence of
interpreters. An informal survey indicated that deaf
students who dropped out of degree programs during
that period all left during their basic skills course
experiences; they were not passing the reading
courses.

With this knowledge, and with the approval of
the chairperson of the Communication Skills Division,
the college piloted a special credit class in English
Language Development for deaf students using many
instructional techniques from English as a Second
Language. The initial instructor hired to teach had
a unique combination of training in deafness
education, applied linguistics, reading, and interpret-
ing. Of the 18 students who took the course during
four quarters only 1 student was required to repeat
a reading course. Seventeen students passed the
course and advanced to the next level, which was
basic composition, the college-level English course.
In addition, two students passed the City University
of New York Skills Assessment Test on the first
attempt for the first time. Dr. Sue Livingston, a full-
time instructor with a linguistics background and
experience in teaching deaf people, now teaches
reading to deaf students in the degree program.

The program staff has had to grapple with and
attempt to resolve the myriad of instructional issues
that arise in the teaching of deaf students. Not only
do they deal with a variety of reading and vocabulary
levels, but staff has had to be sensitive to the range
of language abilities and communication modes
among the deaf students. Academically, the current
students read between grade levels 1 and 10. Their
language modalities can be described as follows:

@ Students whose primary language acquisition
is American Sign Language (ASL) and English
is a second language.

@ Students whose first language is English and
ASL is a second language.

®@ Students whose only language is English (no
ASL skills).

© Foreign-born deaf students whose first
language is neither English nor ASL.

One major implication of the above is that the

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Coordinator of Interpreter Services must assess each
student's communication mode (e.g., ASL, Signed
English, Pidgin Sign English or Oral) to provide the
appropriate interpreter services. In addition, the
reading instructor must often develop individualized
instructional approaches to meet the diverse
communication modes used by students. PDA staff
are now-convinced that, with very few exceptions,
most deaf students fare better and experience more
success when placed in reading and writing courses
designed to meet their linguistic needs at the basic
skills level. In completing this sequence of courses,
they are better prepared to be mainstreamed into
college-level classes with appropriate interpreter
services and access to tutors who have the ability
to communicate with deaf people. In short, deaf
students Jearn together and are not placed with
hearing students at the basic skills level. This is
similar to the situation of the English as a Second
Language (ESL) hearing students in credit programs
who take parallel ESL courses that they must pass
prior to entering the nonbasic skills English and
academic courses.

Creating Favorable Learning Environments

The results of program activities have demon-
strated that LaGuardia has succeeded in providing
a truly accessible and supportive learning environ-
ment for deaf students, many of whom have not had
positive experiences in prior educational systems.
One outcome has been the increased enrollment
cited earlier. Another positive outcome has been an
increase in requests from outside agencies and
institutions for program staff to visit and speak to
deaf students, deaf employees, and agency staff
about educational opportunities for deaf people at
LaGuardia Community College and elsewhere.

The program has also had considerable impact
on the college at large where many instructors are
gaining experience in ASL and communicating with
deaf students. Many faculty have expressed interest
in finding ways to help deaf students succeed in
their classes and a few have inquired about funding
opportunities to use the computer to enhance
students’ learning.

Another outcome is the development, within the
Division of Science/Human Services program of a
Deaf/Hearing-Impaired Studies Option, which
combines levels of American Sign Language and
courses such as Psychology of Deafness and Deaf
Folklore for students who wish to major in this area.
The college president, Dr. Joseph Shenker, has also
stimulated the interest of the president of Lehman
College, a four-year liberal arts City University of New
York (CUNY) institution, to serve deaf students. As
a result, PDA staff worked closely with Lehman

College to develop an upper-division transfer
program for deaf graduates who hold an Associate
of Arts degree or prior college credits. Funds for
the planning year were obtained through the
chancellor's office of the CUNY. In addition, the
LaGuardia Middle College High School, an
alternative high school funded by the New York City
Board of Education and based on campus, also
enrolls hearing-impaired students in its academic
programs.

The Programs for Deaf Adults has worked
toward total integration of the program within the
college’s operation. There is now a movement to
convene a collegewide advisory committee to focus
on instructional issues in teaching deaf students,
especially in reading and writing courses. The
response of faculty has been very positive and
exciting, and positive outcomes are anticipated from
the opportunity to share.

Funding Sources

The rapid increase in the numbers of deaf
students on campus within the last three years is
largely attributable to LaGuardia Community
College's ability to attract funding from the United
States Department of Education, Regional Education
Program in 1981; and the New York State Department
of Education, Vocational Education Act (VEA) of 1976.
The goal of the federally funded project was to make
college programs accessible to deaf youth and adults
through the provision of a range of specialized
support services. The college also received funding
from the J. M. Foundation and the New York Times
Foundation.

The availability of funds enabled the college to
expand its capacity to increase staff and to explore,
develop, and enhance several program options. For
example, the college was able to hire full-time
counselors to provide academic, career, and
personal counseling to deaf students enrolled in
credit and noncredit programs; to hire part-time
instructors and tutors for the noncredit GIS program;
to provide interpreter services for deaf students in
credit programs who were not eligible for services
from the Office of Vocational Rehabilitation; to hire
a part-time staff interpreter for the several part-time
deaf staff members; and to purchase portable TDDs
for staff. The college provides funding for the director
of Community Service Programs who supervises the
Programs for Deaf Adults, the coordinator for the
Programs for Deaf Adults, the coordinator of
Interpreter Services, and a portion of the salaries for
the staff interpreter and all part-time interpreters.

LaGuardia Community College is firmly
committed to enhancing educational opportunities
for deaf students. The support provided to the


program from many levels of the college adminis-
tration, including the president and the dean of
continuing education, attests to this fact. The
college's support has allowed the program to be
flexible and innovative while focusing on providing
maximum benefits to the students.

. Summary

LaGuardia Community College has developed
and adapted flexible and effective response
mechanisms so that the goal of an enriched
educational, personal, and vocational experience for
deaf students can be achieved. However, these
mechanisms need to be constantly evaluated for their
effectiveness so that colleges such as LaGuardia do
not only admit deaf students, but assist them in every
way possible to cope with survival issues on a
mainstream campus. Such actions will ensure that
deaf students do not pass through a revolving door,
but are able to reach their educational, personal, and
vocational goals. This approach is indeed compatible
with the mission of community colleges today. It is
very much among the priority goals that the staff
of the Programs for Deaf Adults at LaGuardia
Community College has defined for itself as it
develops new programs, expands existing programs,
reshapes or adapts curricula, hires new staff, and
Provides appropriate support services for the deaf
students in noncredit or credit courses and programs.
Underlying all program efforts are the enthusiasm,
vitality, commitment, and teamwork present among
the staff members of the PDA and a very responsive
and supportive college environment.

Footnotes
‘Lehman College. a four-year liberal arts college
within the City University of New York has recently
hired Ms. Deborah Copeland, formerly the counselor
in LaGuardia’s Programs for Deaf Adults (PDA), to
develop an upper level transfer program for deaf
students from LaGuardia and other institutions.

NE Working Paper Series

Lehman's program was inaugurated in September
1986.

? The American Annals of the Deaf, Annual Directory
of Programs and Services 1984-85.

References

Anderson, G. (1980). A survey of the continuing education needs
of hearing-impaired adults in N.Y.C. New York: LaGuardia
Community College

Bowe, F. (1976). Assessment of needs for counseling services
in a two year college program for deaf individuals. New York:
LaGuardia Community College.

Bowe, F., Watson, D., & Anderson, G. (1973). Delivery of community
services to deaf persons. Journal of Rehabilitation of the
Deaf, 1(7), 1-19.

Mayes, T. A. (1975). The Gallaudet College Center for Continuing
Education: A progress report. The Deaf American, 27(5), 3-
6.

Quigley, S.. & Kretschmer, R. (1982). The education of deaf children.
Baltimore: University Park Press

Schein, J. D. (Ed). (1976). Continuing education of deaf adults.
New York: New York University Deafness Research and
Training Center.

Schein. J. D.. & Delk, M. (1974). The Deaf Population of the United
States. Silver Spring. MD: National Association of the Deaf.

White. C. S.. Karchmer, M. A. Armstrong. D. S., & Bezozo, C. E
(1983). Current trends in high school graduates and college
enroliment of hearing-impaired students attending
residential schools for the deaf Washington, DC: Center for
Assessment and Demographic Studies. Gallaudet College.

Additional Sources

Bowe. F. (1975). Participant evaluation of offerings, LaGuardia
Community College Programs for Deaf Adults (Report
prepared for the Division of Continuing Education). New York:
LaGuardia Community College

Hansen, L. A., & Morstein, L. (1984). New dimensions in recreation
for severely handicapped hearing-impaired young adults.
New York: Lexington Schoo! for the Deaf

Stuckless, E. R. (Ed.). (1973). Principles basic to the establishment
and operation of postsecondary education for deaf students.
Washington, DC: Conference of Executives of American
Schools for the Deaf.

Texas Commission for the Deaf. (1982). Special seminar on
deafness (handbook of presentations of conference on
March 19-20, 1982). Austin, TX: Author.

For information contact:

Rae Rohfeld, Ph.D.

NCCSCE Working Papers Editor

Cuyahoga Community College
2900 Community College Avenue
Cleveland, Ohio 44115

ry