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1994 Index by Volume and Issue Number

Volume 139, Special Issue

Davilla, R., Technology and Full Participation for Children and Adults Who Are Deaf, 139(Special Issue), 6-9.

Hairston, E., Educational Media Technology for Hearing Impaired Persons: A Federal Perspective, 139(Special Issue), 10-13.

Stepp, R., A Technological Metamorphosis in the Education of Deaf Students, 139(Special Issue), 14-17.

Withrow, F., Jericho: The Walls Come Tumbling Down!, 139(Special Issue), 18-21.

Jensema, C., Telecommunications for the Deaf: Echoes of the Past A Glimpse of the Future, 139(Special Issue), 22-27.

Clymer, E. & Parrish, R., Productive Administrative Applications of Computers in Schools and Programs for Deaf Students, 139(Special Issue), 28-31.

Hawkins, J., Technology and the Transformation of Schooling, 139(Special Issue), 32-35.

Hasselbring, T., Using Media for Developing Mental Models and Anchoring Instruction, 139(Special Issue), 36-44.

Volume 139, No. 2: March

Rittenhouse, R., Kenyon, P., & Healy, S., Auditory Specialization in Deaf Children, 139(2: March), 80-85.

Deyo, D., A Review of AIDS Policies at Schools for the Deaf and Hard of Hearing, 139(2: March), 86-95.

Niver, J. & Schery, T., Deaf Children's Spoken Language Output with a Hearing Peer and with a Hearing Mother, 139(2: March), 96-103.

Blennerhassett, L., Strohmeier, S. & Hibbett, C., Criterion-Related Validity of Raven's Progressive Matrices with Deaf Residential School Students, 139(2: March), 104-110.

Luckner, J. & Miller, K., Itinerant Teachers: Responsibilities, Perceptions, Preparation, and Students Served, 139(2: March), 111-118.

Lang, H., Dowaliby, F., & Anderson, H., Critical Teaching Incidents: Recollections of Deaf College Students, 139(2: March), 119-127.

Bienenstock, M. & Vernon, M., Classification by the States of Deaf and Hard of Hearing Students: It's Not How Much You Hear, But Where You Live, 139(2: March), 128-131.

Garrison, W., Long, G., & Stinson, M., The Classroom Communication Ease Scale: Development of a Self-Report Questionnaire for Mainstream Deaf Students, 139(2: March), 132-140.

Volume 139, No. 2: Reference Issue

Baldwin, S., Full Inclusion: Reality Versus Idealism, 139(2: Reference Issue), 164-165.

Bunch, G., An Interpretation of Full Inclusion, 139(2: Reference Issue), 150-152.

Cohen, O., An Administrator's View on Inclusion for Deaf Children, 139(2: Reference Issue), 159-161.

East, N., Full Inclusion: A Parent's Perspective, 139(2: Reference Issue), 167-168.

Fields, T., Inclusion: Is It For All Deaf Children?, 139(2: Reference Issue), 168-169.

Hawkins, L., Parents' Position on Full Inclusion for Deaf Children, 139(2: Reference Issue), 165-167.

Innes, J., Full Inclusion and the Deaf Student: A Deaf Consumer's Review of the Issue, 139(2: Reference Issue), 152-156.

Kirchner, C., Co-enrollment As An Inclusion Model, 139(2: Reference Issue), 163-164.

McCartney, B., Inclusion As a Practical Matter, 139(2: Reference Issue), 161-162.

Polowe-Aldersley, S., Human Resources and Full Inclusion in the Education of Students Who Are Deaf, 139(2: Reference Issue), 162-163.

Redding, R., Does Full Inclusion Offer An Rx for Enhancing the Education of Minority Deaf Students?, 139(2: Reference Issue), 169-171.

Stinson, M. & Lang, H., Full Inclusion: A Path for Integration or Isolation?, 139(2: Reference Issue), 156-159.

Volume 139, No. 3

Desselle, D., Self-Esteem, Family Climate, and Communication Patterns in Relation to Deafness, 139(3), 322-328.

Kluwin, T., & Gaustad, M., The Role of Adaptability and Communication in Fostering Cohesion in Families with Deaf Adolescents, 139(3), 329-335.

Epstein, K., Hillegeist, E., & Grafman, J., Number Processing in Deaf College Students, 139(3), 336-347.

Notoya, M., Suzuki, S., & Furukawa, M., Effects of Early Manual Instruction on the Oral-Language Development of Two Deaf Children, 139(3), 348-351.

Wold, D., Evans, C., Montague, J., & Dancer, J., A Pilot Study of SPINE Test Scores and Measures of Tongue Deviancy in Speakers with Severe-to-Profound Hearing Loss, 139(3), 352-357.

Morgan, A. & Vernon, M., A Guide to the Diagnosis of Learning Disabilities in Deaf and Hard of Hearing Children and Adults, 139(3), 358-370.

Luckner, J. & McNeill, J., Performance of a Group of Deaf and Hard of Hearing Students on a Series of Problem Solving Tasks, 139(3), 371-377.

Andrews, J., Winograd, P., & DeVille, G., Deaf Children Reading Fables: Using ASL Summaries to Improve Reading Comprehension, 139(3), 378-386.

Volume 139, No. 4

Van Eldik. T., Behavior Problems with Deaf Dutch Boys, 139(4), 394-399.

Watkins, S., Clark, T., Strong, C., & Barringer, D., The Effectiveness of an Intervenor Model of Services for Young Deaf-Blind Children, 139(4), 404-409.

Furstenberg, K. & Doyal, G., The Relationship Between Emotional-Behavioral Functioning and Personal Characteristics on Performance Outcomes of Hearing Impaired Students, 139(4), 410-414.

Burley, S., Gutkin, T., & Naumann, W., Assesing the Efficacy of an Academic Hearing Peer Tutor for a Profoundly Deaf Student, 139(4), 415-419.

Minnett, A., Clark, K., & Wilson, G., Play Behavior and Communication Between Deaf and Hard of Hearing Children and Their Hearing Peers in an Integrated Preschool, 139(4), 420-429.

Holt, J., Classroom Attributes and Achievement Test Scores for Deaf and Hard of Hearing Students, 139(4), 430-437.

Boyd, R. & Van Cleve, J., Deaf Autonomy and Deaf Independence: The Early Years of the Pennsylvania Society for the Advancement of the Deaf, 139(4), 438-447.

Volume 139, No. 5

Kluwin, T., The Interaction of Race, Gender and Social Class Effects in the Education of Deaf Students, 139(5), 465-471.

Shroyer, E. & Compton, M., Educational Interpreting and Teacher Training: An Interdisciplinary Model, 139(5), 472-479.

McIntosh, A., Sulzen, L., Reeder, K., & Kidd, D., Making Science Accessbile to Deaf Students: The Need for Science Literacy and Conceptual Teaching, 139(5), 480-484.

McCay, V. & Alles, C., Issues in the Use of Cochlear Implants with Prelingually Deaf Children, 139(5), 485-492.

Allen, B., A Case Study in Planning Staff Development: What Do Teachers Really Want?, 139(5), 493-499.

Briccetti, K., Emotional Indicators of Deaf Children on the Draw-A-Person Test, 139(5), 500-505.

Fox, S., Metacognitive Strategies in a College World Literature Course, 139(5), 506-511.

Spencer, P., Koester, L., & Meadow-Orlans, K., Communicative Interactions of Deaf and Hearing Children in a Day Care Center, 139(5), 512-518.