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This paper focuses on secondary school hearing students' perspectives on inclusion of peers who are deaf or hard of hearing (D/HH) in their general education classrooms.Adopting insights from contact theory and ecological theory of human development, the researchers examined the effects of contact related factors (contact experience, closeness, and class norms) and demographical variables (class setting, grade level, and gender) on hearing students' attitudes toward inclusion of peers who are D/HH through the use of self-reported survey data. The findings and their implications for educational practice are also discussed.Hung and Paul 72 close relationships or friendships. Inability to converse with peers who are D/ HH appears to be a critical factor influencing nondisabled students' attitudes in the present study.

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From time to time there have been sharp and barbed criticisms of needs assessment—for example, starting from a deficit perspective (a potentially negative view based on problems and issues) as opposed to an asset‐based perspective (a more positive view based on strengths and resources). In the last 10–15 years, this has led to a hybrid model of asset/capacity building and needs assessment that is increasingly noticeable in community improvement, public safety, health, and other similar projects. Needs assessment and asset/capacity building are compared and contrasted in this chapter as a premise for synthesizing the new hybrid approach. The steps necessary for making the hybrid come to life are explained in some detail, as well as a few methods that might be used in implementing it. Two current examples of hybrid studies are analyzed, followed by implications of and issues inherent in following this new course of action.

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