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.
General
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