In Experiment 1, 20 deaf college students received an interpreted, videotaped presentation of one lecture and a printed presentation of a second lecture. In Experiment 2, 16 deaf students received one interpreted presentation and, then, a second interpreted presentation on a different topic. In both experiments students wrote down the information they remembered immediately after each presentation. Recall protocols were scored for the distribution of ideas recalled from each quarter of the lecture. The principal findings were that students recalled: (a) more information from the first two quarters than from the second two; (b) more information from a printed than from an interpreted presentation; and (c) more information from a second interpreted presentation than from a previous interpreted one. The findings of the study are discussed in terms of their implications for providing educational support to mainstreamed deaf students.

This paper stresses the significant role of vision in the general developmental and educational processes for hearing-impaired students with and without visual impairments. Recommendations based on the results of a project on identification of visual impairments conducted by the National Technical Institute for the Deaf (NTID) are summarized, and suggestions are made for optimizing the use of vision for communication and learning by hearing-impaired students who do and do not have visual impairments. Cooperative efforts by professionals whose expertise is vision with professionals whose expertise is audition are essential if hearing-impaired students are to have the opportunity to use their vision as effectively as possible for communication and learning.

This article examines the relationship of theater and dramatic study to models of learning communities in promoting identity, diversity, and culture. Theater is an example of how learning community can be achieved and levels of theater use in education are presented as ways in which educators can create ensemble and foster community. Strategies for developing learning communities using the performing arts are provided.

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