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Administrators' Views of the Status and Future of Schools for the Deaf

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Administrators' Views of the Status and Future of Schools for the Deaf University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1981 Administrators' views of the status and future of schools for the deaf. Bill G. Blevins University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Blevins, Bill G., "Administrators' views of the status and future of schools for the deaf." (1981). Doctoral Dissertations 1896 - February 2014. 3635. https://scholarworks.umass.edu/dissertations_1/3635 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ADMINISTRATORS' VIEWS OF THE STATUS AND FUTURE OF SCHOOLS FOR THE DEAF A Dissertation Presented By BILL G. BLEVINS Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requi rements for the degree of DOCTOR OF EDUCATION February 1981 Educati on Bill G. Bl evl ns 1981 © All Rights Reserved ADMINISTRATORS’ VIEWS OF THE STATUS AND FUTURE OF SCHOOLS FOR THE DEAF A Dissertation Presented By BILL G. BLEVINS Approved as to style and content by: Dr. Konaia namDieion, k^naii person Dr. Solis L. Katfes, Member Dedicated to my wife Dorl s for her patience and understanding, and for her encouragement and con- fidence, and to Darla, Beth, and Kristin who understood when their father was too busy to give them the time they deserved. , ACKNOWLEDGMENTS The completion of this study required the assistance of several understanding and dedicated individuals. The author extends his sincere appreciation to all those who helped in this study. A debt of gratitude is due the researcher’s Graduate Advisory Committee for their guidance and encouragement: Dr. Ronald Hambleton, the chairman, who always found time in his busy schedule to critique, advise, and encourage; Dr. Raymond Wyman, who from the beginning and over a me to long period of time, counseled, advised, and urged continue; wisdom, Dr. Solis L. Kates, who contributed his time, and encouragement Pratt, Special appreciation goes to Dr. George T. made it possible president of Clarke School for the Deaf, who encouragement and under for me to do graduate work, and whose completion. standing enabled me to pursue it to its V ABSTRACT ADMINISTRATORS’ VIEWS OF THE STATUS AND FUTURE OF SCHOOLS FOR THE DEAF (February 1981) BIN G. Blevins, B.S., Appalachian State University M.Ed., Ed.D., University of Massachusetts Directed by: Professor Ronald K. Hambleton Historically, residential and day schools have educated the large years, majority of deaf students in the United States. In the past several programs for there has been a trend toward more day schools and regional September 1978 the deaf. Public Law 94-142 which became effective In education plan encourages this trend. It also requires an individualized environment appropriate to (lEP) and education in the least restrictive systems have interpreted meet the special needs of the child. Many school educated in the local school this to mean that the deaf child should be with normal hearing children. interpretations of it, fewer and As a result of this law and the schools. fewer deaf children are attending special to assess the present situa- The author conducted a nationwide study made for the future of these special tion and learn what plans are being schools. the deaf and residential schools for The administrators of 114 day private, and percent responded. Public, .ere sent questionnaires and 91 communication .ell as oral and total parochial schools .ere surveyed as vl programs. The questionnaire contained questions concerning enrollment, admissions. Individual education plans, cooperation vf I th local education agencies, residential enrollment, program changes, and future planning. Results Indicated that most schools have experienced a decline In enrollment during the past two years. The decrease was greatest In public residential programs. Those students being referred to the special schools are more severely handicapped than In the past and will require additional educational programs and support services. The schools report that admissions are now remaining constant and they expect enrol Iment to stabl llze in the near future. The data shows near their homes that young children are usual ly placed in local programs while older students are transferring to the special schools for their upper elementary and secondary education. education The relationship between the schools and the local transferred from the agencies appears to be good. Not as many students anticipated, and most of special schools to the public schools as was or on the recommendation them transferred at the request of their parents Very few appeals cases of the special school rather than the LEA. of the parents were upheld resulted from these transfers and the wishes In 50 percent of those cases. schools will be needed The administrators predict that the special student body a more severely handicapped In the future but they will serve enrollment will decrease, residential than In the past. While residential significant number of hearing programs will continue to be needed for a impaired students. vi i TABLE OF CONTENTS DEDICATION iv ACKNOWLEDGMENTS v ABSTRACT vl LIST OF TABLES x Chapter I . I NTRODUCT I ON The Problem 2 Focus of Inquiry 9 Rationale for the Inquiry 10 Mode of 1 nqui ry II Theoretical Underpinnings of the Inquiry 12 M. REVIEW OF THE LITERATURE 14 An Historical Overview of Day and Residential Schools for the Deaf in America 14 The deaf prior to 1500 15 Early beginnings of educating the deaf 17 Sixteenth and seventeenth centuries 17 Eighteenth century 21 27 Beginning of the asylum system . Development of education of the deaf in America. 28 The first schools 28 The beginning of oral education in America . 33 The present status of schools 35 Postsecondary programs for the deaf 37 38 . What about the future Summary 39 . 39 Trends and Issues in the Education of the Deaf 48 The ora I /manual controversy 57 Day and residential schools 66 Declining enrollments 69 Enrol Iments and deafness 72 Public Law 94-142 and mainstreaming . 73 What is the least restrictive environment? . 87 Summary vi i I Chapter III. METHODOLOGY 90 Background 90 Sample 91 Description of the Questionnaire 92 Collection of the Data 93 Data Analysis 93 Summary 94 IV. RESULTS 95 Background Information on Participating Programs ... 96 Responses to Enrollment Questions 98 Responses to Questions on Admissions 103 Responses to Questions on lEPs and LEAs 107 Responses to Questions on Residential Enrollment ... I 10 Reassignment of Deaf Students 112 Program Changes 117 Mainstreaming 122 Staffing 123 The Future 123 Summary 126 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 127 Summary *28 Conclusions 1^2 Recommendations . 133 BIBLIOGRAPHY APPENDICES A Cover. Letter and Follow-up Letter B The Questionnaire • * • C List of Questionnaire Recipients • LIST OF TABLES . 97 I Background Information on Participating Programs 2 Summary of Responses to Questions on School Description In Percentages 99 3 Summary of Responses to Enrollment Questions In Percentages 100 4 Summary of Responses to Questions on Admissions In Percentages 104 5 Placement of New Students In 1979 By Percentages 106 6 Summary of Responses to Questions on lEPs and LEAs 108 I n Percentages 7 Summary of Responses to Questions on Residential Enrollment In Percentages I I I Reassignment 8 Summary of Responses to Questions Regarding I 13 Reported as the Means for a Two-Year Period 9 Summary of Responses to Questions 23, 24, 25 I 18 In Percentages 30 10 Summary of Responses to Questions 28, 29, 121 I n Percentages X CHAPTER I INTRODUCTION Educating the deaf In this country began In Hartford, Connecticut, In 1817 with the establishment of a school now known as the American School for the Deaf. This first school was residential. It accepted students from all over the country but It was soon apparent that more schools were needed and other states began building their own schools. Eventually almost all of the states developed schools of their own. These residen- tial schools educated the vast majority of the deaf unti I recent times. Throughout the history of the education of the deaf there has been controversy and frustration over our successes and failures. Many new techniques, approaches, and phi losophles have been tried, none of which seems to be the panacea hoped for. With the enactment of Public Law 94-142 which took effect In Massachusetts September 1978, and In some cases earlier state laws such as Chapter 766, a new era of educational practices was begun. handicapped These laws are touted as a "right to education" for the provided for all. and require that appropriate educational services be be accepted by everyone. This phi losophy of equality of opportunity should easi determined nor so The means of attaining that equality are not so ly universally agreed upon. shift the responsibility The major Impact of the public law was to to a local responsibility. for educating the handicapped from a state charged with providing or arranging The local education officials are now I 2 for the provision of an appropriate educational plan for all Its children. In addition, each child must have his/her own Individualized education plan developed by a team of professionals and with the Involvement of the parents. Specific rights are guaranteed to the student and to the parents. The program agreed upon must be free to the parents and provided In the least restrictive environment appropriate to meet the student’s educa- tional needs. The financial responsibility also is borne by the local school system with some help from the state and federal governments.
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