The Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) share mutually agreed upon standards for beginning teachers of students who are Deaf/Hard of Hearing. Two standards deal with the need for beginning teachers to know how to locate information about alternative communication philosophies. One way to know how far the field needs to take its beginning teachers is to determine veteran teachers' knowledge of alternate philosophies. To investigate this, eight focus groups of veteran teachers of students who are Deaf/ Hard of Hearing were asked to identify language instructional practices associated with a philosophy, either oral communication or using total communication, for which their educational backgrounds had not prepared them. This generated a set of 79 statements of practices, which were then verified by program supervisors using a Likert-type scale. The author lists and discusses the resulting set of practices which define and separate the two approaches as well as those practices which cut across philosophies and describes implications for teacher preparation.
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