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We have witnessed important changes in the demographics of the deaf and hard of hearing student population receiving special education services during the past quarter century. The ethnic, intervention, and educational setting profiles are more diverse and dispersed. On top of the federal policy changes driving emerging intervention and continuing educational setting changes, there is now an increasing demand for deaf and hard of hearing students to participate in the general curriculum and school accountability systems. Over the same time period, stricter control over student data privacy and greater scrutiny of human subject protection have been incorporated into federal regulations. We highlight some consequences for deaf education research resulting from the convergences of these parallel trends in changing demographics, shifting school policy contexts, and regulation of federally funded research.

In 1985, 145 postsecondary institutions supported programs specifically for deaf students. Student enrollments, special services, types of programs and degree options at these programs are discussed in this paper. Enrollment patterns are compared with 1982 data, a time just prior to the enrollment in postsecondary programs of large numbers of rubella-deafened young people. During the three years between 1982 and 1985, 37 new programs for deaf students appeared. Gallaudet University, the National Technical Institute for the Deaf at the Rochester Institute of Technology and the regional programs which are also federally-funded absorbed the majority of the 1982-1985 enrollment increases. Availability of support services was directly related to the size of enrollments at the programs for deaf students. The authors also found deaf students are more likely to attend postsecondary programs full time than are their hearing peers.

The standardized achievement testing of hearing-impaired students is an endeavor that poses unique problems: the proper assignment of students to test level, the sequencing of tests in different subject areas, and the communication of test instructions and items. To address these problems adequately, standardized tests that have been designed and developed for use with hearing students must be adapted for use with hearing-impaired students. This paper describes ways in which the special requirements of testing hearing-impaired students have been accommodated using the new seventh edition of the Stanford Achievement Test.

This paper summarizes major results of a study of 808 providers of psychological services to hearing-impaired students enrolled in a variety of educational settings in the United States. These professionals are described in terms of their general demographic characteristics, salary, educational background and qualifications, communications skills, and the roles and functions they perform. Of particular importance to the analysis is the difference between individuals working full-time with hearing-impaired students and those working part-time or on a consulting basis.

This paper reviews data on the size and major characteristics of the population of rubella-deafened children, with emphasis on those born during 1963-65. Three sets of data are presented; first, from the national studies of the Annual Survey of Hearing Impaired Children and Youth; second, from a current study of Gallaudet College students; and third, from a continuing study of students at the Model Secondary School for the Deaf. The focus is on the impact that this large group of deaf youngsters will have on postsecondary educational institutions and rehabilitation agencies during the decade of the 1980's.

Results of a telephone survey of administrators at all 53 public residential high schools serving hearing-impaired students indicate that (1) the size of the graduating classes for 1983, 1984, and 1985 will be substantially larger than those in the recent past; and (2) approximately 30% of the graduates in each of these 3 years are expected to enter academic postsecondary programs. The results are shown in both national and regional terms. Increases in graduating class size are particularly noteworthy in the South and the West.