C hoosing a method of communication for a child with hearing loss is a complex process that must occur early to prevent developmental consequences. Research shows that parents’ decisions are influenced by professionals; parental attitudes and knowledge also may be influential. The present study investigated additional influences on parents’ choices; data were collected via an online survey ( N = 36). Results indicated no effects of parents’ knowledge of development on their communication choices, but did indicate an effect of parents’ values and priorities for their children. Further, parents who chose speech only received information from education or speech/audiology professionals more often. However, there were no group differences in sources parents cited as influential; all parents relied on their own judgment. Results suggest that parents internalize the opinions of professionals. Thus, accurate information from professionals is necessary for parents to make informed decisions about their children’s communication.

The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs, indicate that the field of deaf education may be at a tipping point. In the present article, the author establishes the dimensions of the current problems and proposes specific solutions to increase the accessibility and effectiveness of DETP programs that would simultaneously enhance the supply, retention, and instructional effectiveness of teachers of students who are deaf and hard of hearing.

Numerous reports identify critical learning needs of deaf and hard of hearing students, but there is a growing recognition that these students' ability to achieve academic success is tied to the instructional effectiveness of teachers. Developments in deaf and hard of hearing education include (a) a shift toward educating students in local public schools; (b) a conceptual reorientation toward establishing effective learning environments; and (c) a critical, nationwide shortage of qualifi ed teachers. The result has been a growing acceptance of the need to examine and redesign the way teachers are prepared to educate deaf and hard of hearing students. The present article is an examination of key redesign issues.

A B S T R A C T PurposeTo assess the effectiveness of depot octreotide for the prevention of diarrhea during pelvic radiation therapy. Patients and MethodsPatients receiving pelvic radiation therapy (planned minimum dose, 45 Gy; 1.7 to 2.1 Gy daily) were eligible for the study. From May 10, 2002, through October 14, 2005 patients were randomly allocated in a double-blind fashion to receive octreotide (100 g, administered subcutaneously on day 1, followed by depot octreotide, 20 mg, administered intramuscularly on days 2 and 29; n ϭ 62) or to receive a placebo (n ϭ 63). ResultsGrade 0, 1, 2, and 3 diarrhea were observed in 18%, 31%, 31%, and 21% of patients in the octreotide arm, respectively, and in 25%, 32%, 22%, and 21% of patients in the placebo arm, respectively (P ϭ .64). Grade 0, 1, 2, and 3 abdominal cramps were observed in 32%, 45%, 21%, and 2% of patients receiving octreotide, respectively, and in 51%, 24%, 21%, and 5% of patients receiving the placebo, respectively (P ϭ .053). Some patient-reported symptoms were worse in the octreotide group, including nocturnal bowel movements (70% v 45%; P ϭ .004), clustering of bowel movements (90% v 69%; P ϭ .004), and bleeding with bowel movements (57% v 35%; P ϭ .01). ConclusionAs administered in this study, octreotide did not decrease diarrhea during pelvic radiation therapy. Some gastrointestinal symptoms were worse in patients treated with octreotide. Octreotide is not indicated for prevention of diarrhea during pelvic radiation therapy.