Support and practice of CEASD program standards in one midwestern state

A questionnaire was written by the first author and used to gather information from school districts and cooperatives in Kansas providing programming for deaf students. Respondents indicated which CEASD standards they believed should be practiced and which CEASD standards they perceived were practiced by their school program. Information was also obtained regarding perceived barriers to the implementation of desirable program standards. Results indicated that the CEASD standards were generally supported, but not generally implemented in most programs in the state. Standards receiving the most support and the least support are delineated in the paper, as are those standards for which there was the greatest disparity between level of support and perceived level of practice. These results are discussed along with implications for addressing needs in deaf education in the country in general. Recommendations for future research are also presented.