Sociocultural factors effect the learning of deaf and hard-of-hearing (deaf/hh) children. Knowledge and sensitivity to children's home culture can assist the teacher in planning effective lessons. A three year project funded by the U.S. Department of Education is described which prepared 15 teachers of deaf/hh children in southeastern Kentucky. It is suggested that teacher-preparation programs include information on the sociocultural context of the communities where its graduates will work. The needs of preservice teachers for southeast Kentucky are conceptualized into four components: (a) Appalachian history, culture, and language; (b) deafness and learning strategies; (c) deaf culture and American Sign Language; and d) main-streaming competencies. Self-reports by the 15 trainees on their progress in the program are presented along with evaluations of teaching performance by their school supervisors.
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