| Deaf graduate candidates in a teacher preparation program, as well as Deaf individuals who have completed a teacher preparation program, participated in an online, six-week study using commercially made study material for the Pre-Professional Skills Test (PPST). A pretest was administered in English to all participants. Utilizing a quasi-experimental 2x2 ANOVA design, randomly selected individuals participated in a four-week online review session in preparation for a mock test. During the sixth week, randomly selected individuals completed a posttest in one of two modes: American Sign Language (ASL) or Standard English. Results were compared using the analysis of variance. In addition, further data were gathered using an exit survey to capture Deaf candidates' insights to the current certification process following Federal mandates. Data indicated a significant difference when completing the posttest in ASL within the groups involved, but no significant difference was found when comparing the results of an ASL-based posttest to that of an English-based posttest. Deaf candidates indicated a need for some type of reform in order to make the certification process more equitable for potential Deaf candidates wishing to enter the teaching profession. |
