tion, and living stipend has afforded our future
leaders a unique, interdisciplinary learning platform from which to spring forward into their future
careers.
Through the various mechanisms of
NLCSD, these future leaders in sensory disabilities joined multiple opportunities to engage, collaborate, and strengthen their collective knowledge base. Projected outcomes include an increase in the entire community of learners' research base, which strengthens the process, collaboration, and efficiency with which research informs practice in relation to teacher preparation.
This work, in turn, embodies both direct and indirect benefits toward enhancing the lives of students with sensory disabilities - the most important recipients of the Consortium's efforts.
References
Ambrose-Zaken, G., & Bozeman, L. (2010).
Profile of personnel preparation programs and
their faculty in blindness and visual impairment.
Journal of Visual Impairment & Blindness, 104(3),
148–169.
Andrews, J. F. & Covell, J, A. (2006/07).
Preparing future teachers and doctoral-level
learners in deaf education: Meeting
the challenge. American Annals of the
Deaf, 151, 464–475.
Antia, S.D., Johnson, H., Lenihan, S., &
Benedict, K. (February, 2009). Doctoral
preparation in education of DHH students: Needs, concerns, and the way
ahead. Paper presented at the Association
of College Education-Deaf/Hard of Hearing,
New Orleans, LA.
Walker, G. E., Golde, C. M., Jones, L., Bueschel,
A. C., & Hutchings, P. (2008). The formation
of scholars: Rethinking doctoral education
for the twenty-first century. Hoboken, NJ:
Jossey-Bass.
45
