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Abstract
The purpose of this study was to compare the definitions of learning disability, processes for identifying learning disabled students, and educational procedures followed as delineated in PL 94-142 with the definitions, processes, and procedures used by residential deaf schools in the United States enrolling deaf, learning disabled students.
The population consisted of administrators and teachers at residential deaf schools in the United States enrolling four or more deaf, learning disabled students. This population was selected by reviewing the 1983 American Annuals of the Deaf Survey, reported in April, 1984. The instruments included a descriptive survey and Likert scale to which the population responded.
Administrators from 31 residential deaf schools responded to the survey, with the majority of them reporting (1) no definition for learning disability, (2) no formal process for identifying deaf students as learning disabled, and (3) no formal program for deaf, learning disabled students enrolled at their institutions. Analysis of teacher responses to questions paralleling administrator questions revealed a diversity of opinions. Sixty percent of the teachers reported no definition for learning disability; 44 percent reported no formal process for identifying deaf, learning disabled students; and 38 percent reported no formal program for deaf, learning disabled students at their institutions. There was a lack of consensus among administrators and teachers at the 31 institutions and frequently among administrators and teachers at the same institution. Although the administrators reported planning no changes in programs for deaf, learning disabled students at their institutions, teachers reported changes were needed. Teachers consistently cited the need for personnel trained in learning disabilities and in-service training for the regular staff concerning learning disabilities.
