Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. Additionally, instructional practices for DHH students tend to be directed toward two sub-populations of DHH students: those with useable access to sound and those without. Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for DHH students and provides practitioners and parents with a process for determining whether a practice is or is not "evidence-based." Easterbrooks and Beals-Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students' literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel's five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the DHH population, and review the challenges yet to be addressed in deaf education.

When sounds are in shadows, let sunshine in. Hearing loss is a personal challenge not limited to those of us who are deaf or hard of hearing. It also affects our families, friends and work colleagues. To help them connect with us, we need to show we are not afraid to acknowledge the difficulties that we and they experience. And yet many of us hesitate to admit, even to ourselves, that we have a problem. Over more than thirty years of progressive partial deafness, the author has noticed surprising indifference and lack of support for this increasingly common but hidden disability - despite the fact that there are more than 9 million people in UK who are affected (and possibly as many as 500 million world-wide). Although much is now being done to encourage more action and awareness, he believes that many of us directly involved could make a difference by being more open and positive. Sharing our problems can be very effective in helping to find solutions that can lift our feelings about hearing loss out of the shadows and on to a sunnier plateau with the help of hearing professionals, support groups, hearing charities and people who are close to us. How well this can work you may judge from this collection of personal observations and anecdotes which includes contributions from hearing professionals and members of his family.

Now in a revised and updated second edition, Early Listening Skills is a practical manual for use with children and young people with underdeveloped listening skills related to hearing loss. Thirteen clear and easy to follow sections focus on skills such as auditory detection, discrimination, recognition, sequencing and memory. Each one is filled with a series of carefully designed activities to stimulate and develop auditory awareness and discrimination skills in children with a range of developmental levels and abilities. Features include: A wide range of activities suited to both the early years and home settings Links to the Early Years Foundation Stage (EYFS) framework and topics reflecting the EYFS and Key Stage 1 curriculum Photocopiable material designed to document the child's development over time As most of the activities are non-verbal, they are well suited for children with limited spoken language as well as children with special educational needs and disability and English as an additional language (EAL) learners. Whilst primarily designed for early years practitioners, special educational needs co-ordinators (SENCOs), specialist teachers, therapists and other professionals, the activity sheets and guidance also make it an invaluable tool for parents and caregivers looking to stimulate listening skills at home.

American Sign Language (ASL) is the primary means of communication among the 22 million deaf and hard-of-hearing people in this country -- and those who live and work with them.

Communicating in Sign revolutionizes the way ASL is taught by offering a beginning vocabulary based on the grammar and syntax of native signers and illustrating the eye contact, facial expressions, and body language that accompany hand and mouth movements. This breakthrough approach to mastering ASL, written for a general audience, is an invaluable resource for anyone eager to learn a language that is rapidly becoming part of our mainstream culture and also for educators, businesses,and organizations working to comply with the Americans with Disabilities Act (ADA).

Communicating in Sign places ASL within the context of Deaf culture and etiquette, delineating the components that contribute to its depth and richness.

Paul Ogden, a deaf college professor, and his wife Anne, who is hard of hearing, discovered their "ears" in Chelsea, a beautiful, gentle Belgian sheepdog. Instead of herding sheep, like her ancestors, Chelsea works as a signal dog, helping the Ogdens live as normally as possible. She "tells" them if someone is at the door or on the phone, and wakes them when the alarm has gone off. She even reacts to the sound of strange voices and unusual noises. "A warm and witty book . . . Chelsea's tale is a delightful read. . . . That feeling of love and devotion -- the Ogdens for Chelsea and she for them -- comes through on every page of Paul Ogden's book." -- The Baltimore Sun

Muffin is a quirky little fish full of fun ideas. What will he get up to next? This picture book targets the /f/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Languages and Languaging in Deaf Education offers a profound vision for deaf education and studies, as author Ruth Swanwick offers bold contributions towards a new pedagogical framework. With a primary focus on the language and learning experiences of deaf children, this book creates a crucial dialogue between the field of deaf education and studies and the wider field of language education and research. Swanwick's fresh perspective on languages and languaging in deaf education brings new understandings of children's language repertoire, and further extends the meaning and application of dynamic plurilingual pedagogies. Ruth Swanwick addresses two major questions essential to the field: How do we understand and describe deaf children's language use and experience in terms of current concepts of language plurality and diversity? And, how does knowledge of, and a different perspective on, deaf children's language diversity and pluralism inform pedagogy? In this latest addition to the Professional Perspectives on Deafness series, Swanwick presents a new framework to imagine the classroom, synthesizing multilingual language practices, translanguaging, research, and practice.

The only text to present descriptions and research syntheses on the major language/communication systems-oral English, sign systems, and ASL The Fourth Edition of Language and Deafness covers language and literacy development from preschool through adolescence. It provides a clear depiction of the language/communication systems of d/Deaf and hard of hearing children and adolescents, and offers a comprehensive discussion of the current theories of language acquisition. In an easy-to-read, accessible manner, students will learn the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems, linguistics/sociolinguistics of American Sign Language, and multicultural aspects, including bilingualism and second-language learning are covered in detail. Each chapter includes major objectives, summaries, suggested readings, problem-solving activities and challenge review questions to stimulate and provoke classroom dialogue. New to the Fourth Edition: Thorough updates to every chapter New chapter on Writing (Chapter 8) New chapter on Literate Thought (Chapter 9) A new section on cued speech/language and cochlear implants (Chapter 4) More detailed chapter on American Sign Language with a description of relationship between the use of ASL and the development of English as a second language More case scenarios Instructor's Manual with comprehension questions and a test bank available soon

This book presents an edition of a previously unpublished notebook used by the seventeenth-century polymath John Wallis to teach language to the 'deaf mute' Alexander Popham. Under the terms of the law Popham would not have been able to inherit his family title and property if he had remained unable to speak. This is one of the most famous cases in the history of deaf education. The notebook, which has recently come to light in the Popham family mansion, provides fascinating insights into the details of the instruction. It is a rare example of a manual tailor-made for the instruction of a known individual and its author is one of the foremost scientists of the period. If it had not been lost the work would have been a key document in the dispute between John Wallis and William Holder, both distinguished fellows of the Royal Society, on whose method had been successful in teaching Popham to speak. The Popham Notebook provides essential evidence towards the resolution of a debate that has been widely discussed ever since. David Cram and Jaap Maat place the work in its personal, social, and scientific contexts. They include a range of additional contemporary texts and provide a clear text with helpful annotations. The edition provides the means for a thorough reassessment of the work's contemporary value. Their introduction also includes a discussion of the theoretical issues underpinning the teaching of language to the deaf.

To learn how Chinese parents raise their deaf children, Alison Callaway conducted extensive research in the city of Nanjing in 1994. There, she interviewed the parents of 26 deaf children while also carefully analyzing a large collection of letters written by other parents to the supervisor of the nursery school that was the center of her research. She also made fact-finding visits to several other schools and programs for deaf preschoolers, and had discussions with teachers, administrators, and staff members. Also, through detailed background analysis, she was able to enhance her interpretations with a balanced assessment of the cultural influences in China, such as the role of the family and the government's one-child policy. The results of her study form the remarkable body of information presented in Deaf Children in China.

Callaway also compared data on English mothers of deaf children to her research, which reveals the differences between Western and Chinese parents, who rely upon grandparents to help them and who frequently search for medical cures. Yet, she also discovered that many issues cross cultures and contexts, especially the problems of achieving early diagnosis and intervention for all deaf children, and optimizing early development of language in deaf children of hearing parents. Her pioneering work will fascinate and enlighten readers invested in the development of deaf children for years to come.

Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students?
Although there is a wealth of evidence with regard to each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners.
In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts, and aims to promote optimal support for deaf and hard-of-hearing learners of all ages. Co-authored by two of the most respected leaders in the field, this book summarizes and evaluates research findings across multiple disciplines pertaining to the raising and educating of deaf children, providing a comprehensive but concise record of the successes, failures, and unanswered questions in deaf education. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf andHard-of-Hearing Students encourages readers to reconsider assumptions and delve more deeply into what we really know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.

Case Studies in Deaf Education provides comprehensive materials that will prepare prospective teachers to work with the diverse spectrum of students who are d/Deaf and hard of hearing (d/Dhh) and empower them to better understand these complex and unique learners. The text presents an extensive series of case studies that are balanced and unbiased in both language and instructional approaches and that encourage readers to use background details, academic data, and evidence-based practices to make informed educational decisions. The authors address the diversity of d/Dhh students by examining a multitude of learner characteristics that influence communication and educational services. These characteristics and their interactions include a student's background experiences, language and communication mode (sign and/or listening and spoken language), language and academic proficiency levels, use of assistive hearing devices (hearing aids or cochlear implants), and family dynamics. The case studies are supported with authentic supplemental materials, such as audiograms and Individualized Educational Plans, and are accompanied by discussion questions, activities, resource lists, and a glossary of essential terms. Case Studies in Deaf Education will help teachers and allied professionals develop the knowledge and skills to use a collaborative, problem-solving process that leads to the provision of quality, effective services for students who are d/Dhh. An electronic instructor's manual accompanies this text and will be available upon publication.

Within the past few decades, there has been great progress in deaf education in Latin America and growth in the empowerment of their Deaf communities. However, there is little awareness outside that region of these successes. For the first time, this book provides access, in English, to scholarly research in these areas. Written by Latin American Deaf and hearing contributors, Change and Promise provides a counter argument to external, deficit views of the Latin American Deaf community by sharing research and accounts of success in establishing and expanding bilingual deaf education, Deaf activism, Deaf culture, and wider access for deaf children and adults. Change and Promise describes the historical, cultural, and political contexts for providing bilingual deaf education in Latin America. Bilingual deaf education uses students' sign language, while simultaneously giving them access to and teaching them the majority spoken/written language. This book describes current bilingual deaf education programs in the region that have increased society's understandings of Deaf culture and sign languages. This cause, as well as others, have been championed by successful social movements including the push for official recognition of Libras, the sign language of Brazil. Change and Promise covers this expanding empowerment of Deaf communities as they fight for bilingual deaf education, sign language rights, and deaf civil rights. Despite the vast political and cultural differences throughout Latin America, an epistemological shift has occurred regarding how Deaf people are treated and their stories narrated, from labeling "deaf as handicapped" to being recognized as a linguistic minority. This panoramic study of these challenges and triumphs will provide an invaluable resource for improving outcomes in deaf education and help to secure the rights of Deaf children and adults in all societies.

As the practice of mainstreaming deaf and hard-of-hearing children into general classrooms continues to proliferate, the performance of these students becomes critical. This volume assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context and language in their development. The book points out that these deaf children were placed in two different environments: with the general population of hearing students, and separately with other deaf and hard-of-hearing children. The study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard-of-hearing children were designed especially to concentrate upon their particular learning needs. The book also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom.

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.

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 book is essential and accessible reading for all teachers and professionals who are working with sign bilingual deaf children. It considers the background and theory underpinning current developments in sign bilingual education and the implications for policy and developing classroom practice. Practical teaching strategies are suggested and evaluated. The authors draw on their own experience of working in sign bilingual settings as well as current good practice and relevant research.

This book is the first UK book that describes sign bilingual education (beyond policy). It is also the first book to support sign bilingual practice dealing with current educational issues. The authors draw together relevant research and practice in sign bilingual education and present practical strategies for teachers.

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.

"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.

Published to commemorate Gallaudet University's 150th anniversary, this book traces the historic path that Gallaudet traveled to become the finest institution of higher education for deaf people throughout the world. In the same way that the country's land-grant universities brought higher education to more American students than ever before, Gallaudet offered the same opportunities to deaf students for the first time. Featuring more than 250 photographs and illustrations, this volume also details poignantly the evolution of American Sign Language as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited.