Analyzing the leadership issues involved in the evolution of deaf education in central Illinois after 1950

The purpose of this historical study was to understand how the education of the deaf and hard of hearing in public school systems in central Illinois evolved during the second half of the 20TH century. Deafness was generally defined as lacking or being deficient in the sense of hearing. Generally, the research was limited to the Mid-Central Association that, at its height, served an 18-county area in Central Illinois. The author explored three specific research questions. (1) How have educational leaders influenced the evolution of the education of deaf and hard of hearing? (2) How has the law regarding the education of the deaf and hard of hearing changed since 1950? (3) How has the education of the deaf and hard of hearing changed in response to changes in the law?;The narrative presents state and federal legal requirements that regulated the education of the deaf and hard of hearing. The author also investigated and reports on the formative years of one administrative cooperative that delivered special education services for the deaf and hard of hearing. Interviews were conducted with former and current administrators and teachers of the deaf and hard of hearing. The data from the interviews were coded for common themes.;This study invites the reader to consider the interplay between those who educate the deaf and hard of hearing and those who legislate how the deaf and hard of hearing are to be educated. The author broadly discusses the manner in which the deaf and hard of hearing were educated before 1950 before focusing on how the delivery of special education services to the deaf and hard of hearing evolved in the second half of the 20th century. This study's findings aid in understanding how the education of the deaf and hard of hearing evolved during the second half of the 20th century in conjunction with changes in technology, changes in social consciousness and changes in the applicable law.;This study concludes with recommendations for practitioners who educate the deaf and hard of hearing. This author offers conclusions based on certain trends and assumptions. Implications for current practice and future research are suggested.