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Books > Social sciences > Education > Teaching of specific groups > Teaching of those with special educational needs > Teaching of hearing-impaired persons
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.
This incisive book provides parents with the means to ensure that their deaf or hard of hearing child becomes a proficient reader and writer. In nine chapters, parents will learn about the relationship of language to reading and writing, including the associated terminology, the challenges that deaf children face, and the role of schools. They'll also learn activities that they can engage in at home that will strengthen their children's reading and writing capabilities. Literacy and Your Deaf Child outlines how children acquire language and describes the auditory and visual links to literacy. With this information parents can make informed decisions regarding hearing aids, cochlear implants, speechreading, and sign communication to best enhance their child's language development. Parents will discover how to create environments at home and in their community for fostering their child's literacy, especially in school by learning how to work closely with their child's teachers. The book also refers throughout to the developmental link between American Sign Language and English literacy for children who use sign communication, making it the best guide available for all deaf children and their parents.
The relationship of language to cognition, especially in
development, is an issue that has occupied philosophers,
psychologists, and linguists for centuries. In recent years, the
scientific study of sign languages and deaf individuals has greatly
enhanced our understanding of deafness, language, and cognition.
This Counterpoints volume considers the extent to which the use of
sign language might affect the course and character of cognitive
development, and presents a variety of viewpoints in this
debate.
Blind and visually impaired children experience the world in unique ways. To help them learn and develop, parents and teachers need to understand how such children relate to their environment. Felicity Harrison and Mary Crow, who have spent years working with blind children and their families, offer practical strategies for encouraging the blind child's development and interaction with his or her family and school community. The authors begin by discussing the reactions of parents when they learn their child is visually impaired, perhaps even multihandicapped. They go on to provide insights into what it means not to see well and techniques for encouraging the child to use whatever vision he or she may have. They suggest activities that parents or teachers can share with a blind child, from songs, games, and crafts to projects around the house and ways to enjoy a walk together. They discuss the nursery school experience and offer ideas on how to make it enjoyable and rewarding. A final chapter addresses preventive and remedial measures; it focuses on the nonvisual perspective and explains how to perceive things from the blind child's point of view. Parents and preschool teachers of visually impaired children will find this a welcome guide to coping with day-to-day challenges and enhancing the child's education and development.
The authors have provided an extensive amount of data dealing with an educational program for hyperactive and brain-injured children. The goal of the authors is the better understanding of exceptional children and the development of a method of teaching and a system of education adequate to meet the needs of these children.
Over the past decade, a significant body of work on the topic of deaf identities has emerged. In this volume, Leigh and O'Brien bring together scholars from a wide range of disciplines - anthropology, counseling, education, literary criticism, practical religion, philosophy, psychology, sociology, and deaf studies - to examine deaf identity paradigms. In this book, contributing authors describe their perspectives on what deaf identities represent, how these identities develop, and the ways in which societal influences shape these identities. Intersectionality, examination of medical, educational, and family systems, linguistic deprivation, the role of oppressive influences, the deaf body, and positive deaf identity development, are among the topics examined in the quest to better understand deaf identities. In reflection, contributors have intertwined both scholarly and personal perspectives to animate these academic debates. The result is a book that reinforces the multiple ways in which deaf identities manifest, empowering those whose identity formation is influenced by being deaf or hard of hearing.
A "must-have" for every professional studying or working with the families of deaf and hard-of-hearing infants and toddlers, Dr. Marilyn Sass-Lehrer provides readers with the evidence-based knowledge needed to implement interdisciplinary and collaborative early interventional programming for professionals and students. Featuring a collaborative team of expert contributors across a variety of backgrounds and disciplines - including educators, audiologists, speech-language pathologists, and health care providers - Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers, and Their Families presents students and specialists with the fundamental knowledge they need to effectively design and deliver care to this population.
"Deaf Learners: Developments in Curriculum and Instruction", edited by Donald F. Moores and David S. Martin, presents an in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Chapters in Part Three: Instructional Considerations across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.
Regardless of a child's hearing abilities, increasing parents' knowledge about their baby or toddler's expected development and their confidence in their parenting abilities supports positive early interactions and developmental progress. Fortunately, as early hearing screening has become widespread, more information is available about development of deaf and hard-of-hearing infants and ways to best support their developing learning and language abilities. This book combines a review of up-to-date research with theory and first-hand observations to provide a framework for parents and professionals as they promote developmental achievements of infants and toddlers with limited hearing. In what ways is development of deaf and hard-of-hearing babies and toddlers like that of those with typical hearing? What specific challenges are likely to be faced by child and parent - and when are they most likely to occur? What modifications in parenting and caregiver interactive behaviors can help avoid or overcome these challenges? A strong, supportive foundation for optimal learning throughout life grows from early, positive, and responsive interactive experiences. This book provides information and guidelines for professionals and parents helping deaf and hard-of-hearing infants and toddlers build that foundation.
Kyler Daniels was born in 1988 with a profound bilateral hearing
loss. Her deafness went undetected for a year since newborn
screening for hearing loss was not yet available. Kyler benefited,
however, from the great support of her family and a string of
excellent professionals in deaf education, including Ann Darby
Getty, the author of this shared, experiential story.
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
Contemporary research has identified resilience -- the ability
to rebound and learn despite obstacles and adversities -- as a key
element to success in school. "Black Deaf Students: A Model for
Educational Success" searches out ways to develop, reinforce, and
alter the factors that encourage resilience in African American
deaf and hard of hearing students. To find the individual
characteristics and outside influences that foster educational
achievement, author Carolyn E. Williamson conducted extensive
interviews with nine African American deaf and hard of hearing
adults who succeeded in high school and postsecondary
programs.
This is a comprehensive, practical and thought-provoking guide for anyone involved in teaching deaf students. The majority of deaf children are taught in the mainstream system, but are much more likely to under-achieve at school than their hearing counterparts. "Supporting Deaf Children and Young People" is a comprehensive guide to working with deaf students in a variety of educational settings. This book begins with an overview of current areas of controversy and difficulty within deaf education, before going on to offer an array of practical advice and strategies for supporting deaf individuals, such as: raising literacy and numeracy standards; identifying and circumventing avoidance strategies; incorporating deaf-friendly resources and activities into lesson plans; and, working with parents and other professionals. This book also includes reviews and advice on aids and technology, as well as looking at the social and emotional side of being a deaf student today. The supportive and positive voice of the author will help readers analyse and reflect on their teaching in order to find their own solutions to supporting their students.
The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.
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.
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.
The relationship of language to cognition, especially in development, is an issue that has occupied philosophers, psychologists, and linguists for centuries. In recent years, the scientific study of signed languages and deaf individuals has greatly enhanced our understanding of deafness, language, and cognition. This Counterpoints volume will consider the extent to which the use of sign language might affect the course and character of cognitive development, and will present a variety of viewpoints in this debate.
The current policy of educating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts.
Over eighty percent of all deaf children today are main streamed but very few teachers sign well enough to be able to provide these students with full access in the classroom. As a result, it falls to sign language interpreters to offer the primary avenues of access for deaf and hard of hearing students. But despite the importance of their role, relatively little is known about the methodologies these interpreters employ on a daily basis. To fill this gap, Melissa B. Smith offers an in-depth analysis of K-12 interpreters at three schools. Her findings illuminate the critical functions in-school interpreters perform in response to three key areas of need: visual access, language and learning, and social and academic participation and inclusion.
As a significant term, inclusion came into use relatively recently
in the long history of special education in the United States.
Since the 1800s, when children with disabilities first were
segregated for instruction in public schools, professionals and
parents have called for more equitable, "normal" treatment of these
students, and for closer contact with their nondisabled peers.
Through the years, the central issues of the discussions between
educators and parents have focused on who should be considered
disabled and who should bear responsibility for planning and
providing for their education. "The History of Inclusion in the
United States" traces the antecedents of this ongoing debate to
answer questions about what inclusion is, how it came to be, and
where it might go.
The sudden discovery of Nicaraguan Sign Language (NSL) enthralled
scholars worldwide who hoped to witness the evolution of a new
language. But controversy erupted regarding the validity of NSL as
a genuinely spontaneous language created by young children. Laura
Polich's fascinating book recounts her nine-year study of the Deaf
community in Nicaragua and her findings about its formation and
that of NSL in its wake.
With civic engagement in mind, service learning (SL) is becoming increasingly important across academic disciplines. Here, Sherry Shaw provides much-needed practical guidance on creating course syllabi, establishing deaf community partnerships, and conducting student evaluations for sign language interpreter education programs. She also addresses program feasibility, ethics, and student resistance to a typical coursework. "Service Learning in Interpreter Education" will prove indispensable to interpreter education program directors and anyone practicing in the field.
In developed nations around the world, residential schools for deaf
students are giving way to the trend of inclusion in regular
classrooms. Nonetheless, deaf education continues to lag as the
students struggle to communicate. In the Bua School in Thailand,
however, 400 residential deaf students ranging in age from 6 to 19
have met with great success in teaching each other Thai Sign
Language (TSL) and a world of knowledge once thought to be lost to
them. "The Rising of Lotus Flowers: Self-Education by Deaf Children
in Thai Boarding Schools" reveals how their institutionalization
allowed them to foster a unique incubator of communication and
education. |
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