Guidelines for the Administration of Educational Programs for Students who are Deaf/Hard of Hearing, Visually Impaired, or Deafblind

Dr. Susan Bruce

Boston College


Dr. Kay Ferrell

Dr. John L. Luckner

University of Northern Colorado


This paper presents the essential programming components resulting from a systematic review of research studies, legislation, and policy documents on the topic of administration issues in educational programming for students who are deaf/hard of hearing, visually impaired, or deafblind.  It is recommended that educational teams should include a member whose educational preparation and credential matches the disability of the student who is deaf/hard of hearing, visually impaired, or deafblind to support assessment and instructional programming.  Additional recommendations including limiting the caseloads of itinerant teachers of students with visual impairment to 8-20 and limiting the size of groupings that include children who are deafblind to support access and engagement.  With the exception of the caseload recommendation, which is at the limited evidence level, all other essential programming components were determined to have an emerging level of evidence.  The heterogeneity, low prevalence, and geographic disbursement of these disability groups create challenges for conducting educational research. 

Read or Download Instructions

To Read or Download this Article - Click Here (login required)

To Download the Entire FALL 2016 Issue of JAASEP - Click Here  (login required)

AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.

Not a Member?

If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP

If you are NOT A MEMBER of AASEP or NASET you may purchase this article from  the FALL 2016 issue of JAASEP for $4.95 (use the Buy Now button below):

OR - Buy the entire issue of JAASEP FALL 2016 for $19.95 by using the Buy Now button below:

OR - Join AASEP Today and receive access to this and all past issues of JAASEP -

Join AASEP Here

Return to the Table of Contents - Click Here

To top