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Books > Medicine > Clinical & internal medicine > Otorhinolaryngology (ENT) > Audiology & otology
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The Deaf Child in the Family and at School - Essays in Honor of Kathryn P. Meadow-Orlans (Paperback)
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The Deaf Child in the Family and at School - Essays in Honor of Kathryn P. Meadow-Orlans (Paperback)
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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.
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