Evaluation Agenda
The evaluation priorities are intended to:
- Provide information about reach efforts and the impact of training, workshops, and large-scale initiatives on the knowledge development, parenting strategies, and/or professional practice of parents/caregivers of deaf and hard of hearing children from birth through high school and the professionals who work with them
- Support the Clerc Center’s use of evaluation findings to engage in continuous improvement efforts to strengthen the knowledge and skills of these intended audiences
The Clerc Center’s Evaluation Agenda focuses on three priorities:
Supporting Families of Deaf and Hard of Hearing Children
The Regional Early Acquisition of Language (REAL) Project is a federally funded regional partnership that Gallaudet University established with the Alabama Institute for Deaf and Blind (AIDB) focused on identifying strategies that positively impact early language acquisition for children from birth to age 3 who are deaf or hard of hearing. It is designed to provide information, resources, training, and technical assistance to parents, caregivers, and Early Hearing Detection and Intervention professionals in using these strategies. This evaluation priority is aligned with the Clerc Center’s first strategic plan priority: Knowledge Development–Early Intervention.
Knowledge Development–K-12
One of the Clerc Center Strategic Plan priorities includes Knowledge Development–K-12, intended to support the learning and knowledge needs of parents and caregivers of deaf and hard of hearing children (kindergarten to high school) and the professionals who work with them. Training is also intended to enhance parenting skills and strengthen professionals’ practice with deaf and hard of hearing children and students.
Opportunity for Student Growth and Evaluation Engagement
A supportive environment that fosters growth and belonging for students from different communities and backgrounds is central to the Clerc Center’s work in its two schools and its national work. Aligned with this commitment, the new Evaluation Agenda, are two priorities:
- Creating Opportunities for Student Growth
- Engaging Stakeholders with Multiple Perspectives in Evaluation Processes
These priorities address significant gaps in general professional knowledge and practice regarding needs and successes of deaf and hard of hearing children/students from traditionally underserved groups as defined by the Education of the Deaf Act. They also guide efforts to address the needs of families with different perspectives, knowledge, experiences, and backgrounds to support their deaf and hard of hearing children’s growth. Recognition and engagement of individuals, families, and communities with multiple perspectives as part of the evaluation processes will support better alignment between evaluation practices and individuals/groups impacted by these activities.
Education of the Deaf Act of 1986. (2015). Pub. L. 99-371, 100 Stat. 781.
