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In this volume, Stephanie W. Cawthon and Carrie Lou Garberoglio
discuss the individual and systemic factors that both facilitate
and inhibit the attainment of postsecondary education, training,
and career goals for deaf individuals. Real-life examples and
current research are combined in this consideration of the
interactions between individuals and the many layers of the overall
system in which they navigate. In addition to using a systems
theory approach, the authors employ resiliency models that
emphasize how deaf individuals persist through the transition
process amidst the barriers that reside within larger educational
and social systems. Employment, independent living, and community
involvement are a few of the postsecondary outcomes that are
covered. Shifting the Dialog, Shifting the Culture addresses
critical issues that influence how deaf individuals reach their
postsecondary goals and is designed for a diverse audience that
includes professionals who work (or are training to work) with deaf
individuals, policy makers, as well as federal and state personnel.
Edited by Stephanie W. Cawthon and Carrie Lou Garberoglio, Research
in Deaf Education: Contexts, Challenges, and Considerations is a
showcase of insight and experience from a seasoned group of
researchers across the field of deaf education. Research in Deaf
Education begins with foundational chapters in research design,
history, researcher positionality, community engagement, and ethics
to ground the reader within the context of research in the field.
Here, the reader will be motivated to consider significant
contemporary issues within deaf education, including the relevance
of theoretical frameworks and the responsibility of deaf
researchers in the design and implementation of research in the
field. As the volume progresses, contributing authors explore
scientific research methodologies such as survey design, single
case design, intervention design, secondary data analysis, and
action research at large. In doing so, these chapters provide solid
examples as to how the issues raised in the earlier groundwork of
the book play out in diverse orientations within deaf education,
including both quantitative and qualitative research approaches.
Designed to help guide researchers from the germ of their idea
through seeing their work publish, Research in Deaf Education
offers readers a comprehensive understanding of the critical issues
behind the decisions that go into this rigorous and important
research for the community at hand.
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