| The purpose of this study was to identify important characteristics of sign language programs in institutions of higher education (IHE) in the United States. Data were collected regarding (a) the institutions offering the programs, (b) the individuals administrating the programs, (c) the instructors teaching in the programs, (d) the structure of the programs within their institutions, (e) the administrative aspects of course content, and (f) the recommendations of the administrators for the development of standards in the field of post-secondary sign language program administration.;A national study, using an investigator-developed questionnaire, was mailed to approximately one thousand IHEs known or expected to teach sign language. The mailing list was developed from lists of post-secondary programs in deaf education, interpreter training, speech pathology and audiology, other programs training professionals to work with deaf individuals, and institutions with specific programs for deaf students. Of the 371 responses, 301 responses indicated that sign language was taught during the 1994-1995 academic year. Non-respondents were polled to determine reasons for non-response and the results suggested that half of those who did not respond made that decision because their institution offered one or two sign language classes, not a program. Another 18% of the non-respondents indicated that sign language was not taught at their institution. The 301 responses included in the analysis represented two-year institutions (47.2%) and four-year/graduate institutions (52.8%).;Results of the data analyses indicated that the status of sign language programs at institutions of higher education has improved over the past few decades.;The data suggested that there were dichotomies among sign language program administrators regarding their primary duties as teachers or administrators, and regarding their investment in the teaching of sign language as measured by their level of personal involvement with deaf people and their signing skills.;The status of sign language instructors has not improved as markedly as the status of their classes. These professionals continue to be mostly part-time and hold lesser degrees than one might expect of ME faculty.;ASL was the most commonly-taught form of sign language, although 20% of the responding IHEs indicated that multiple forms of sign language were taught.;On certain issues, differences were found between the perspectives of those administrators who were primarily teachers and those who were primarily administrators. Differences were also found between the responses of those administrators who were skilled signers and those who were not signers and not involved in the deaf community.;Overall, the results of this study indicate that sign language is clearly an emerging academic discipline. (Abstract shortened by UMI.). |
