Research methodology in deaf education: Early efforts
The purpose of this chapter is to provide historical context for research in deaf education. Educators began conducting research from the time of the establishment of the first school for the deaf in the United States in 1816, long before the development of sophisticated research methodology. Investigators used the resources at hand and addressed issues of importance in their time. First reports tended to be anecdotal and self-report, followed by demographic studies. Research in the first half of the twentieth century concentrated on mental measurement and standardized tests of academic achievement. From this developed a core of professionals with skills to conduct studies in a wide range of areas and consumers with the interest to profit from them. Since that time, advances have been made in the study of sign languages, language acquisition, intellectual and cognitive assessment, and measurement of academic achievement, resulting in a broad array of research approaches.
Research in Deaf Education: Contexts, Challenges, and Considerations
Digital Object Identifier (DOI)
Moores, D.F. (2017) Research methodology in deaf education: Early efforts in Research in Deaf Education: Contexts, Challenges, and Considerations, 35-53.