Despite efforts by both U.S. and Canadian Deaf education practitioners, the development of an American Sign Language (ASL) curriculum and related assessments has proceeded by fits and starts over the last thirty years. Using existing spoken language assessments as models, a number of checklists and assessment measures have been created, but these assessments were never widely distributed by the developers. The standardized Visual Communication and Sign Language (VCSL) Checklist for Signing Children was developed to meet the need for a comprehensive checklist of visual language development so that learning goals can be set, gaps in learning identified, and appropriate materials developed.

For more than a century, educators have recognized the low academic achievement of deaf children in America. Teacher training programs in deaf education historically have emphasized medical-pathological views of deaf people and deaf education rather than appropriate pedagogies that draw upon and build on deaf students' linguistic and cultural knowledge. A recent and growing interest in educating deaf children bilingually acknowledges the value of American Sign Language and English in the classroom. The authors address the dire need for prospective teachers and teacher educators to rethink their views of deaf people and, in doing so, rethink the teaching methodologies in deaf education.

There is a dearth of literature on health outcomes for Black people who identify as deaf or hard of hearing (DHH). Black DHH individuals generally experience at least 2 types of oppression, racism and audism, both of which contribute to health disparities within the Black and Deaf communities. To understand the prevalence of health outcomes in a Black DHH adult sample and compare this to a Black hearing sample. A descriptive cross-sectional study with primary Health Information National Trends Survey (HINTS)- American Sign Language survey data from Black DHH adults and secondary National Cancer Institute-HINTS English survey data from Black hearing adults. Black DHH adults and Black hearing adults (18 years or older). Using NCI's health information national trends survey in American Sign Language and English, self-reported data was gathered for all medical conditions as diagnosed by healthcare providers. The study showed that Black DHH adults had a higher likelihood for diabetes, hypertension, lung disease, cancer, and comorbidity compared to their hearing Black counterparts. Black DHH adults are at disparity for certain medical conditions compared to the general Black adult population. Future directions are needed to ensure that anti-racist policies include consideration of people with sensory disabilities. Inclusion of cultural and language needs of Black DHH patients in cultural humility training for healthcare providers is recommended to address health disparity in this population.

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A survey of 3,227 professionals in 313 deaf education programs found that 22.0% of teachers and 14.5% of administrators were deaf—a less than 10% increase in deaf professionals since 1993. Additionally, 21.7% of teachers and 6.1% of administrators were professionals of color. Of these minority teachers, only 2.5% were deaf persons of color. Only 3 deaf administrators of color were identified. The study describes how “apartheid” or “intellectual oppression” may result from unchanged hiring practices in K–12 programs for the deaf and in postsecondary institutions. Using a bottle metaphor, the researchers describe how deaf persons of color are often stuck in “a bottleneck on the highway to opportunity.” Relevant data underscore that the field of deaf education must diversify its professional force in order to utilize the intellectual, linguistic, and multicultural proficiencies of hearing teachers of color, deaf teachers, and deaf teachers of color.