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The development of postsecondary programs for the deaf and hard of hearing is considered through a review of the recent literature and analysis of a comprehensive model for establishing programs in regular postsecondary education institutions. For almost a century, Gallaudet College in Washington, DC, was the only postsecondary education institution for hearing impaired individuals in the United States, but in the 1960s a small number of postsecondary institutions began providing special services for the deaf. In late 1971 higher education had begun to integrate hearing impaired students into regular programs and facilities. Services that can be provided to deaf students include: special classes, interpreters, tutoring services, notetaking services, vocational development and placement services, personal counseling services, social/cultural services, speech and hearing services, and manual communication training for students and instructors. The comprehensive model refers to the following services or components: survival (extensive college orientation); counseling on admissions, registration, academic planning, and college rules and regulations; improving communication through access to clinical services in the areas of speech, learning, language, speech reading, and communication; personal interpreters to aid the deaf student in bridging the communication gap during lectures, discussion, and other classroom situations; tutoring to follow up on the classroom experience; and inservice education to familiarize the faculty, staff, students, and the surrounding community with the presence, needs, and problems of deaf students. (SW)

The utilization of students is a valuable resource in providing services for a successful learning experience. Two possible services are tutoring and peer advising. For many students tutoring is the only answer to successful academic coping. Effective tutoring requires knowledgeable, sensitive and well-trained tutors. Depending on the degree of need, tutoring can take place one on one, in groups of five or fewer students, or in workshop and classroom style settings. To insure effectiveness, faculty may certify and help train tutors, make referrals and provide pertinent information and guidance. Peer advising is another possible resource. The peer adviser may assist in handling the tutorial transaction, give individual in-depth orientation to special resources on campus, and continue to contact and offer guidance throughout the year. Peer advisers may also serve on task force committees which plan and implement programs such as publicity, student outreach, staff development, public relations and other essential developmental programs. (Author)