Deaf children are not hearing children who can't hear. Beyond any
specific effects of hearing loss, as a group they are far more
diverse than hearing peers. Lack of full access to language,
incidental learning, and social interactions as well as the
possibility of secondary disabilities means that deaf learners face
a variety of challenges in academic domains. Technological
innovations such as digital hearing aids and cochlear implants have
improved hearing and the possibility of spoken language for many
deaf learners, but parents, teachers, and other professionals are
just now coming to recognize that there are cognitive,
experiential, and social-emotional differences between deaf and
hearing students likely to affect academic outcomes. Sign languages
and schools and programs for deaf learners thus remain an important
part of the continuum of services needed for this diverse
population. Understanding such diversity and determining ways in
which to accommodate them must become a top priority in educating
deaf learners. Through the participation of an international,
interdisciplinary set of scholars, Diversity in Deaf Education
takes a broad view of learning and academic progress, considering
"the whole child" in the context of the families, languages,
educational settings in which they are immersed. In adopting this
perspective, the complexities and commonalities in the social,
emotional, cognitive, and linguistic mosaic of which the deaf child
is a part, are captured. It is only through such a holistic
consideration of diverse children developing within diverse
settings that we can understand their academic potentials.
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