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A study of the preparation of secondary school teachers in the American schools for the deaf
Several recent studies of the education of the deaf in America have criticized it for not providing an adequate education. From one of those studies we find this quote. �The major conclusion that can be drawn from a thorough investigation of the literature on the education of the deaf is bluntly, that it has failed.� (KOHL) With this statement about the education of the deaf in the United States we must seek out the causes, and the solutions, of this problem. Why, if indeed it has, has the education of the deaf failed? There has been more and more concern about the early detection and education of the deaf child. From research by Penfield Wilder and others, it has been shown that the early ages are perhaps the most critical in developing speech and language. This area is receiving much attention by many people world-wide. This is the focus of the battle on the communications barrier at present. However, this does not solve the problem of successful deaf education. If the deaf are given adequate communication and language it still is not enough to guarrantee success in education. The subject areas and general knowledge are still in arears. The rapid explosion of technological knowledge and job replacement through automation bring into focus the demands for better education, not just communication skills. This paper will focus upon the later years of the educational process where the bulk of factual knowledge, skills and concepts are taught. This area deals with the high school level of education.