This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school. A variety of disciplines and perspectives are provided in order to capture the complexity of factors affecting development of these children in their diverse environments. Consistent with current theory and educational practice, the book focuses most strongly on the interaction of family and child strengths and needs and the role of educational and other interventionists in supporting family and child growth. This work, and the authors represented in it, have been influenced by the seminal work of Kathryn P. Meadow-Orlans, whose work continues to apply a multidisciplinary, developmental approach to understanding the development of deaf children.
The book differs from other collections in the degree to which the chapters share ecological and developmental theoretical bases. A synthesis of information is provided in section introductions and in an afterword provided by Dr. Meadow-Orlans. The book reflects emerging research practice in the field by representing both qualitative and quantitative approaches. In addition, the book is notable for the contributions of deaf as well as hearing authors and for chapters in which research participants speak for themselves--providing first-person accounts of experiences and feelings of deaf children and their parents. Some chapters in the book may surprise readers in that they present a more positive view of family and child functioning than has historically been the case in this field. This is consistent with emerging data from deaf and hard of hearing children who have benefitted from early identification and intervention. In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents.
The book moves from consideration of child and family to a focus on the role and effects of school environments on development. Issues of culture and expectations pervade the chapters in this section of the book, which includes chapters addressing effects of school placement options, positive effects of learning about deaf culture and history, effects of changing educational practice in developing nations, and the need for increased knowledge about ways to meet individual needs of the diverse group of deaf and hard of hearing students.
Thus, the book gives the reader a coherent view of current knowledge and issues in research and intervention for deaf and hard of hearing children and their families. Because the focus is on child and family instead of a specific discipline, the book can serve as a helpful supplemental text for advanced undergraduate and graduate courses in a variety of disciplines, including education, psychology, sociology, and language studies with an emphasis on deaf and hard of hearing children.

This is an account of a search for ways to teach dance to the profoundly deaf in a variety of schools and settings. The author describes the methods and games she devised with the children to heighten their awareness of rhythm, music and the breath inherent in every dance movement. This work shows the author's gradual realization that knowledge of music is the basis for dance teaching, and that this knowledge can also enhance the training of hearing dancers. This concept led the author to the conviction that, for the hearing as well as for the deaf, dance and music can be an alternative way of knowing, and an opportunity for children to learn to express their unarticulated feelings and thoughts, to communicate, to socialise and to explore the world in which they live. A video cassette is also available.

Written by an experienced author and acknowledged leader in the field, this book is: * A single, authoritative source for spoken language foundations, curriculum guides, and best practices * Materials have been tried-and-tested with the deaf and hard of hearing, their teachers and practising professionals * Each chapter includes chapter objectives, questions, summaries, case-studies, problems, bibliographies and appendices.

The purpose of this book is to challenge people (service providers, people with a hearing disability and those who advocate for them) to reconsider the way western society thinks about hearing disability and the way it seeks to 'include them'. It highlights the concern that the design of hearing services is so historically marinated in ableist culture that service users often do not realise they may be participating in their own oppression within a phono-centric society. With stigma and marginalisation being the two most critical issues impacting on people with hearing disability, Hogan and Phillips document both the collective and personal impacts of such marginality. In so doing, the book brings forward an argument for a paradigm shift in hearing services. Drawing upon the latest research and policy work, the book opens up a conceptual framework for a new approach to hearing services and looks at the kinds of personal and systemic changes a paradigm shift would entail.

Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. SmiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of SmiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. It includes a clear step-by-step approach to preparing, running and evaluating SmiLE Therapy, with photocopiable resources and clear outcome measures from each module to share with parents, staff, education and health managers.

There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. However, relatively little has been written with respect to the early literacy development and experiences of deaf children. In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek adress this need by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They supply an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they describe the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, andt those using a range of communication modalities and amplification technologies, including cochlear implants. As advancements in hearing technologies have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.

Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and which is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through "co-teaching" and avoids academic segregation of DHH students, as well as their integration into classes with hearing students without appropriate support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Described as a "bright light on the educational horizon," co-enrollment programming provides unique educational opportunities and educational access for DHH learners comparable to that of their hearing peers. Co-enrollment programming shows great promise. However, research concerning co-enrollment programming for DHH learners is still in its infancy. This volume sheds light on this potentially groundbreaking method of education, providing descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don't know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.

A stirring and heart-warming tale of a young deaf girl who is determined to make a difference, the perfect read for fans of Wonder.

Iris was born deaf, but she's never let that define her; after all, it's the only life she's ever known. And until recently she wasn't even very lonely, because her grandparents are both deaf, too. But Grandpa has just died and Grandma's not the same without him. The only place Iris really feels at home anymore is in her electronics workshop where she loves taking apart antique radios.

Then, during a science lesson about sound waves, Iris finds out about a whale who is unable to communicate with other whales. The lonely whale awakens something in Iris. She's determined to show him that someone in the world knows he's there.

Iris works on a foolproof plan to help the whale but she soon realises that that is not enough: Iris wants to find the whale herself.

One stolen credit card, two cruise ship tickets, and the adventure of a lifetime later, Iris and the whale each break through isolation to help one another be truly heard in ways that neither had ever expected.

This text encourages the reader to consider the young child's signed language acquisition and subsequent reading development. Anchored in the toddler and school-pupil phase, the development path between these two phases traces out the routes that deaf children follow from one day to the other.

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.

The tremendous amount of work that goes into the diagnosis and subsequent management of a young child with a permanent sensori-neural hearing loss involves both professionals from health and education services and parents. Though it is now widely accepted by professionals that parents should be regarded as full members of the team supporting the hearing-impaired child, many still do not have a clear idea of what this means in practice. The purpose of this book is to share information about this work among all those involved. Written by professionals who have long experience of working in real co-operation with parents and who allow the voice of parents to come through clearly, the book has two main aims. First, to convey in a clear and readable way what professionals do, the language they use, what influences their decision-making and some of the ramifications of hearing impairment; and, secondly, to convey to professionals what it is like to discover that your child has a hearing impairment and to show what professionals can learn from parents about the experience of living twenty-four hours a day with a child who does not hear well.

First published in 1992. With an ever-increasing number of deaf students entering higher education throughout the world, major strides need to be made in provision and support for them. This book recognises that the integration of deaf students into mainstream higher education raises complex and challenging problems. It has proved extremely difficult for deaf students to enter fully into the social and extra-curricular fabric of campus life - an essential factor in ensuring student success. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support. There is discussion of the attainments of deaf graduates with commentaries by deaf persons about their experiences in college. In addition, statistics support the theoretical contentions and clearly demonstrate the benefits of postsecondary education to deaf people.

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are 'hard-of-listening' and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

More the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participation in educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpreting quality is often variable, and there is a considerable lack of knowledge of factors that contribute to successful interpreting. Perhaps it is not surprising, then, that a study by the National Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there are a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations thathave included a single research study, and a few books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to which current practices are supported by validating research. It will be the first comprehensive source, suitable as both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies.

What is the impact of an infant's diminished hearing on the infant and its parents? How does communication develop in cases of diminished hearing? How does diminished hearing affect social and cognitive development? What types of early interventions can improve communication and development in infants with diminished hearing? The World of Deaf Infants presents the results of a 15-year research study that addresses these questions. Through their research, perhaps the largest, long-term comparison of deaf and hearing infants, Meadow-Orlans's team provides a comprehensive and intimate look into the world of deaf infants. For a core group of 80 families that includs all four combinations of parent-infant hearing status, data was collected longitudinally at 9, 12, 15, and 18 months, and mother-infant interactions were recorded and observed in both structured and unstructured settings. Mothers' facial, vocal, and tactile behaviors during interactions were related to infants' temperament and stress; mothers' linguistic and communication behaviors, as well as their overall responsiveness, were related to children's language; and the effects of support provided to mothers were evaluated and explored. The results were dramatic, particularly those on infant attachment behaviors and the importance of visual attention to the overall development of deaf infants. This comprehensive work provides a foundation on which researchers, teachers, students, and parents can build to improve communication, cognitive and social development, and to enhance the world of deaf infants.

Throughout history there have been efforts to help deaf children develop spoken language through which they could have full access to the hearing world. These efforts, although pursued seriously and with great care, frequently proved fruitless, and often only resulted in passionate arguments over the efficacy of particular approaches. Although some deaf children did develop spoken language, there was little evidence to suggest that this development had been facilitated by any particular education approach, and moreover, many, even most deaf children--especially those with profound loss--never develop spoken language at all. Recent technological advances, however, have led to more positive expectations for deaf children's acquisition of spoken language: Innovative testing procedures for hearing allow for early identification of loss that leads to intervention services during the first weeks and months of life. Programmable hearing aids allow more children to make use of residual hearing abilities. Children with the most profound losses are able to reap greater benefits from cochlear-implant technologies. At the same time, there have been great advances in research into the processes of deaf children's language development and the outcomes they experience. As a result, we are, for the first time, accruing a sufficient base of evidence and information to allow reliable predictions about children's progress that will, in turn, lead to further advances. The contributors to this volume are recognized leaders in this research, and here they present the latest information on both the new world evolving for deaf and hard-of-hearing children and the improved expectations for their acquisition ofspoken language. Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language. The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision.
Along with its companion volume, Advances in Sign-Language Development of Deaf Children, this book will provide a deep and broad picture of what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.

First published in 1992. With an ever-increasing number of deaf students entering higher education throughout the world, major strides need to be made in provision and support for them. This book recognises that the integration of deaf students into mainstream higher education raises complex and challenging problems. It has proved extremely difficult for deaf students to enter fully into the social and extra-curricular fabric of campus life - an essential factor in ensuring student success. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support. There is discussion of the attainments of deaf graduates with commentaries by deaf persons about their experiences in college. In addition, statistics support the theoretical contentions and clearly demonstrate the benefits of postsecondary education to deaf people.

Written by an expert in the field who is both a teacher and a teacher-educator, this book is an in-depth and practical resource for educators and parents who wish to introduce music to children with hearing loss. Author Lyn Schraer-Joiner makes a compelling case for offering music education to children with hearing loss before presenting a series of important and up-to-date teaching strategies meant to inform their educational experience, including preparations for the classroom, communication strategies for parents and teaching staff, and tips on more specific or technical matters such as conducting musical audiograms. These resources provide a solid background for hands-on instructional materials such as music lessons, supplemental activities, educational resources, discussion points, and journal samples for the classroom and home. Schraer-Joiner goes to great lengths to offer detailed, purposeful suggestions for specific classroom settings such as general music, choral ensemble, and instrumental ensemble as well as a set of recommended listening lessons that take this potential variety of settings into account. Furthermore, Schraer-Joiner provides suggestions for incorporating music into everyday activities and also presents an overview of recent research which reinforces the benefits of music upon social and emotional development as well as speech and language development. Each chapter concludes with a section entitled For Your Consideration which features review questions, ideas, and instructional activities that teachers and parents can accomplish with deaf and hard of hearing children. The book's "Kids Only" online component provides deaf and hard-of-hearing children with descriptions of the many opportunities available to them in the arts, free national case studies and stories, as well as important ideas and topics for deaf and hard-of-hearing children to consider discussing with the teachers, family members, and healthcare professionals that they work with. The message of this book is a powerful one particularly in this day and age. As hearing aid and cochlear implant technologies improve and become increasingly widespread, all teachers-especially music teachers-should expect to see more deaf and hard-of-hearing children in their classrooms. Awareness and preparation are not only vital in aiding these children in the classroom, but are in fact required of teachers by federal law. This book is a comprehensive resource for teachers and parents who wish to gain a better understanding of the emerging field of music education for students with hearing loss.

This book focuses on the early acquisition of signed languages and the later development of reading by children who use signed languages. It represents the first collection of research papers focused solely on the acquisition of various signed languages by very young children--all of whom are acquiring signed languages natively, from deaf parents. It is also the first collection to investigate the possible relationships between the acquisition of signed language and reading development in school-aged children. The underlying questions addressed by the chapters are how visual-gestural languages develop and whether and how visual languages can serve the foundation for learning a second visual representation of language, namely, reading. Language Acquisition by Eye is divided into two parts, anchored in the toddler phase and the school-pupil phase. The central focus of Part I is on the earliest stages of signed language acquisition. The chapters in this part address important questions as to what "babytalk" looks like in signed language and the effect it has on babies' attention, what early babbling looks like in signed language, what babies' earliest signs look like, how parents talk to their babies in signed language to ensure that their babies "see" what's being said, and what the earliest sentences in signed languages tell us about the acquisition of grammar. With contrasting research paradigms, these chapters all show the degree to which parents and babies are highly sensitive to one another's communicative interactions in subtle and complex ways. Such observations cannot be made for spoken language acquisition because speech does not require that the parent and child look at each other during communication whereas signed language does. Part II focuses on the relationship between signed language acquisition and reading development in children who are deaf. All of these chapters report original research that investigates and uncovers a positive relationship between the acquisition and knowledge of signed language and the development of reading skills and as a result, represents a historical first in reading research. This section discusses how current theory applies to the case of deaf children's reading and presents new data that illuminates reading theory. Using a variety of research paradigms, each chapter finds a positive rather than a negative correlation between signed language knowledge and usage, and the development of reading skill. These chapters are sure to provide the foundation for new directions in reading research.

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

Edna Edith Sayers has written the definitive biography of T. H. Gallaudet (1787-1851), celebrated today as the founder of deaf education in America. Sayers traces Gallaudet's work in the fields of deaf education, free common schools, literacy, teacher education and certification, and children's books, while also examining his role in reactionary causes intended to uphold a white, Protestant nation thought to have existed in New England's golden past. Gallaudet's youthful social and political entanglements included involvement with Connecticut's conservative, state-established Congregational Church, the Federalist Party, and the Counter-Enlightenment ideals of Yale (where he was a student). He later embraced anti-immigrant, anti-abolition, and anti-Catholic efforts, and supported the expatriation of free African-Americans to settlements on Africa's west coast. As much a history of the paternalistic, bigoted, and class-conscious roots of a reform movement as a story of one man's life, this landmark work will surprise and enlighten both the hearing and Deaf worlds.

This collection of research in deafness and education should be of interest to UK and overseas readers alike. It addresses key aspects of research in the UK within the areas of learning support, understanding progress and achievement and interaction at home and at school. Its content should be of interest to a wide range of professionals: teachers; doctors; audiologists; habilitation staff; speech and language therapists; and academics such as lecturers and researchers. For students of deaf education and special educational needs, as well as some parents of deaf children, it should serve as a useful contemporary text.

The editors' aim has been to make current and on-going research from a variety of disciplines accessible to this wide range of readers. Descriptions of research context and up-to-date referencing in each chapter should prove useful as sources and hints for further reading.

How can parents and teachers most effectively support the language development and academic success of deaf and hard-of-hearing children? Will using sign language interfere with learning spoken language? Should deaf children be placed in classrooms with hearing children? Are traditional methods of teaching subjects such as reading and math to hearing children appropriate for deaf learners? As many parents and teachers will attest, questions like these have no easy answers, and it can be difficult for caring adults to separate science from politics and fact from opinion in order to make informed decisions about how to help deaf children learn.
In this invaluable guide, renowned authorities Marc Marschark and Peter Hauser highlight important new advances in scientific and educational research that can help parents and teachers of students with significant hearing loss. The authors stress that deaf children have strengths and needs that are sometimes very different from those who can hear. Consequently, if deaf students are to have full academic access and optimal educational outcomes, it is essential that parents and teachers learn to recognize these differences and adjust their teaching methods to them. Marschark and Hauser explain how the fruits of research conducted over the last several years can markedly improve educational practices at home and in the classroom, and they offer innovative strategies that parents and teachers can use to promote learning in their children. The result is a lively, accessible volume that sheds light on what it means to be a deaf learner and that provides a wealth of advice on how we can best support their language development, social skills, and academic success.

This book provides an essential resource for all professionals involved with the educational management of deaf children.

This book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral," the "total communication" and the "bilingual approach." In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed.

This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.