This study examine 53 European elite deaf athletes for their family's hearing status, use of hearing aids, communication preference, education in integrated or segregated settings, family members' encouragement for participation in sports, coach preference (hearing or deaf), and conditions for competitive events with deaf or hearing athletes. These data were gathered through semi-structured interviews administered in the athlete's native language. Deaf athletes reported that when given the opportunity to compete with hearing athletes, it enhanced their opportunity for competition. Participating in sports with hearing athletes played an important role in the integration of deaf athletes into mainstream society. If adaptations to communication can be made in these integrated settings, the ability of deaf athletes to participate in such settings will increase.

The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and subsequent interviews were conducted with the principals and physical education teachers. Unique characteristics were exhibited by each of the 4 schools. The settings for extracurricular physical and sports activities varied by school type (residential or nonresidential). Findings indicated that the general trend in physical education has changed from a focus on sports performance to health-promoting activities. There were opportunities for teachers to revise curriculum programs to further promote the health and academic success of students who are deaf or hard of hearing.

The Individuals with Disabilities Education Act is explicit in its mandate that students who receive special education services have opportunities to be involved in and progress in the general education curriculum. Teachers providing instruction to students who are deaf or hard of hearing are expected to comply with this federal mandate. To determine if teachers of students who are deaf or hard of hearing throughout the state of Georgia felt adequately prepared to educate this population, a statewide needs assessment survey was conducted. Questionnaires were reviewed from 110 experienced teachers of students who are deaf or hard of hearing. More that half of the teachers who responded judged their teacher preparation program to be appropriate. Specific suggestions for modifications to teacher preparation programs are provided.

Students who are deaf or hard of hearing must learn to think critically. Character education (CE) refers to the effort to teach basic values and moral reasoning (Doyle & Ponder, 1977). Values clarification (VC) is the process of examining one's basic values and moral reasoning (Rokeach, 1973). Character education and values clarification as subject matter foster the development of critical thinking (CT), a tool used both to develop and to modify values and moral reasoning. These three areas mutually support one another. The development of a set of values and their underlying moral reasoning is the foundation for thinking critically about values. The authors examine the components of critical thinking, character education, and values clarification, summarize the literature, and provide a template for appropriate lesson plans. They also describe strategies that promote the development of critical thinking, character education, and values clarification.

Outcome measures for students enrolled in separate sections of a manual communication course taught by the same instructor were compared. One group received instruction in a traditional university classroom setting. The other group received instruction through asynchronous, videostreamed online delivery. No statistically significant differences in expressive manual communication skills, as well as content knowledge, were found. There was a significant difference in the receptive comprehension of manually communicated information, even though the difference was only 6%. Results are discussed in terms of potential for online instruction to aid in addressing the critical shortage of personnel needed to provide services for students who are deaf and hard of hearing.