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In Deaf People Around the World: Educational and Social Perspectives, the leading researchers in 30 nations describe the shared developmental, social, and educational issues facing deaf people filtered through the prism of unique national, regional, ethnic, and racial realities. Editors Donald F. Moores and Margery S. Miller have organized this remarkable collection in five major sections: Asia/Pacific, the Middle East and Africa, Europe, North and South America, and International Developments, which includes the International Committee on Sports for the Deaf and the World Federation of the Deaf.

More than 50 internationally recognized scholars provide a historical view of the education and treatment of deaf people in their respective countries. They examine a wide range of issues, including current academic placement; communication modes used in schools; the recognition of sign languages; the curricula of the deaf schools versus that of regular schools; for secondary and postsecondary opportunities; the status of deaf adults; deaf teachers; special laws if any; the preparation of teachers, psychologists, therapists, and other special personnel who work with deaf clients; and current trends and developments in their countries.

Deaf People Around the World reveals that deaf people generally have gained a sense of confidence, empowerment, and global awareness of their shared experience. Many have seen significant improvement in their lives from greater educational and professional opportunities. Finally, more deaf leaders argue that the pathological model of deafness must be abandoned to continue this marked progress for deaf people around the world.

Educational and psychological tests are often used in ways which touch most intimately the lives of people. For example, tests may influence who gets a job or who is selected to attend a college or graduate school. But not everyone has agreed that tests are a good thing. Over the past twenty years a wave of complaints has led to congressional hearings, court cases, and formal grievances before state and federal commissions. Holmen and Docter have analyzed these complaints and criticisms not only by considering the tests themselves but through examining the ways tests are used as elements in assessment systems. The applications of tests in clinical and counseling work, in educational achievement testing, and in personnel selection is discussed and evaluated. While the least amount of testing is in the personnel selections area, this is where the most complaints are found. Educational achievement testing has by far the largest testing programs and a wide range of criticisms has been voiced concerning this kind of assessment. Testing in connection with clinical and counseling work has generated the least public concern. An extensive analysis is given of the organizations which comprise the testing industry, including the various developers and publishers of tests and also test scoring organizations. The users of tests are considered from the standpoint of their professional training and also in terms of how their organizations influence technical standards of test development.