THE BEGINNING TEACHER OF THE DEAF IN THE UNITED-STATES - A VIEW FROM THE FIELD

This study explored the strengths and. weaknesses of first year teache rs of the deaf through 2 randomly-distributed national surveys and int erviews with randomly-selected respondents. The data were gathered ove r a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indi cate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-b ound deaf students and those presently attending college, to the teach ers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, a nd a commitment to the deaf students. Deaf students, schools, and thei r alumni sense that they are all part of the whole but too often at od ds with each other. Students want to be involved in school decision ma king and school supervisors agree that this should happen. Teachers wa nt to work with university programs and program directors value the te achers' work. Alumni retrospectively see ways to improve high school e ducation and their high school contemporaries articulated similar sugg estions.