Michael A. Karchmer

Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States

This article investigates the basis for the frequently reported statement that ten percent of deaf persons are born to families with one or more deaf parents. The prevalence of deaf children born to deaf parents (deaf-of-deaf) is important because it is often cited when describing linguistic and educational advantages, along with social and cultural differences, associated with deaf children born to deaf parents compared to deaf children of hearing parents. This analysis provides a current estimate for the distribution of parental hearing status among deaf and hard of hearing students in United States using data from the Annual Survey of Deaf and Hard of Hearing Children and Youth (1999–2000). This is the first national estimate that fully utilizes the distinction between children having deaf parents and hard of hearing parents, as well as hearing parents. The authors propose that the key demographic to report, other than that the overwhelming majority of deaf and hard of hearing students have hearing parents, is whether the child has one or two deaf parents. The annual survey findings indicate that less than five percent of deaf and hard of hearing students receiving special education are known to have at least one deaf parent, which is less than half of the presumed ten percent. Reasons for the difference between the present and previous estimates are suggested.

How Many People Use ASL in the United States? Why Estimates Need Updating

This article traces the sources of the estimates of the number of American Sign Language users in the United States. A variety of claims can be found in the literature and on the Internet, some of which have been shown to be unfounded but continue to be cited. In our search for the sources of the various (mis)understandings, we have found that all of the data-based estimates of the number of people who use ASL in the United States have their origin in a single study published in the early 1970s, which inquired about signing in general and not ASL use in particular. There has been neither subsequent research to update these estimates nor any specific study of ASL use. The article concludes with a call to action to rectify this problem.

Parental Hearing Status and Signing among Deaf and Hard of Hearing Students

On average, deaf and hard of hearing school-age children who have deaf or hard of hearing parents differ from those who have hearing- only parents in their signing experiences at home and school, as well as in their degree of hearing loss. The findings reported here, based on an analysis of data from the 2001–2002 Annual Survey of Deaf and Hard of Hearing Children and Youth, indicate that having at least one deaf parent is the most powerful indicator of the likelihood that the student is in a home where signing is used regularly and in a classroom where signing is a primary mode of communication used for instruction. Having just one hard of hearing parent (and no deaf parent) greatly reduces the likelihood that the child is receiving instruction in sign language or regularly signs at home. Parental hearing status is also associated with the child’s degree of hearing loss, however; understanding the relationship between parental hearing status and signing experiences must thus be tempered by the fact that the physiological imperative for visual communication is frequently a result of genetic inheritance.

Issues in the Development of a Special Edition for Hearing-Impaired Students of the Seventh Edition of the Stanford Achievement Test

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.

The demographics of deafness resulting from maternal rubella.

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 1980s.

Profile of Psychological Service Providers to Hearing-Impaired Students

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.

Current Trends in High School Graduation and College Enrollment of Hearing-Impaired Students Attending Residential Schools for Deaf Persons.

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.

Postsecondary Programs for Deaf Students at the Peak of the Rubella Bulge

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.