Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

Elisabeth Spencer's daughter Milly came out as trans at the age of twenty-one. Just a few days later, in one of life's perfect storms, Spencer's husband was diagnosed with an advanced terminal illness - and so she was set on course to confront rebirth in the face of death. In this compelling and poignant memoir, Spencer recalls her emotional journey over the course of her daughter's life, as she struggles first with the mystery of Milly's constant unhappiness, then with the revelation of her coming out, through a sense of bereavement, bewilderment and guilt, culminating in her determination to help her child become her true self. Written with remarkable warmth, generosity and honesty, The Road to My Daughter is both a deeply moving meditation on motherhood and a nuanced and compassionate reflection on trans issues, illuminating not only how it feels to witness the physical and mental processes of transitioning, and the realities behind embarking on this journey together, but also what it means to be a parent.

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign.
Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.

Throughout history there have been efforts to help deaf children develop spoken language through which they could have full access to the hearing world. These efforts, although pursued seriously and with great care, frequently proved fruitless, and often only resulted in passionate arguments over the efficacy of particular approaches. Although some deaf children did develop spoken language, there was little evidence to suggest that this development had been facilitated by any particular education approach, and moreover, many, even most deaf children--especially those with profound loss--never develop spoken language at all. Recent technological advances, however, have led to more positive expectations for deaf children's acquisition of spoken language: Innovative testing procedures for hearing allow for early identification of loss that leads to intervention services during the first weeks and months of life. Programmable hearing aids allow more children to make use of residual hearing abilities. Children with the most profound losses are able to reap greater benefits from cochlear-implant technologies. At the same time, there have been great advances in research into the processes of deaf children's language development and the outcomes they experience. As a result, we are, for the first time, accruing a sufficient base of evidence and information to allow reliable predictions about children's progress that will, in turn, lead to further advances. The contributors to this volume are recognized leaders in this research, and here they present the latest information on both the new world evolving for deaf and hard-of-hearing children and the improved expectations for their acquisition ofspoken language. Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language. The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision.
Along with its companion volume, Advances in Sign-Language Development of Deaf Children, this book will provide a deep and broad picture of what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.

Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.

Regardless of a child's hearing abilities, increasing parents' knowledge about their baby or toddler's expected development and their confidence in their parenting abilities supports positive early interactions and developmental progress. Fortunately, as early hearing screening has become widespread, more information is available about development of deaf and hard-of-hearing infants and ways to best support their developing learning and language abilities. This book combines a review of up-to-date research with theory and first-hand observations to provide a framework for parents and professionals as they promote developmental achievements of infants and toddlers with limited hearing. In what ways is development of deaf and hard-of-hearing babies and toddlers like that of those with typical hearing? What specific challenges are likely to be faced by child and parent - and when are they most likely to occur? What modifications in parenting and caregiver interactive behaviors can help avoid or overcome these challenges? A strong, supportive foundation for optimal learning throughout life grows from early, positive, and responsive interactive experiences. This book provides information and guidelines for professionals and parents helping deaf and hard-of-hearing infants and toddlers build that foundation.

In conferring upon Mississippi native Elizabeth Spencer (1921-2019) the 2013 Rea Award for the Short Story, the jury said that at the then age of ninety-two, she "has thrived at the height of her powers to a degree that is unparalleled in modern letters." Over a celebrated six-decade career, Spencer published every type of literary fiction: novels and short stories, a memoir, and a play. Like her best-known work, The Light in the Piazza, most of her narratives explore the inner lives of restless, searching southern women. Yet one mercurial male character, Edward Glenn, deserves attention for the way he insists on returning to her pages. Speaking of Edward in unusually personal terms, Spencer admitted a strong attraction to his type: the elusive, intelligent southern man, "maybe an unresolved part of my psyche." In The Edward Tales, Sally Greene brings together the four narratives in which Edward figures: the play For Lease or Sale (1989) and three short stories, "The Runaways" (1994), "Master of Shongalo" (1996), and "Return Trip" (2009). The collection allows readers to observe Spencer's evolving style while offering glimpses of the moral reasoning that lies at the heart of all her work. Greene's critical introduction helpfully places these narratives within the context of Spencer's entire body of writing. The Edward Tales confirms Spencer's place as one of our most beloved and accomplished writers.

In conferring upon Mississippi native Elizabeth Spencer (1921-2019) the 2013 Rea Award for the Short Story, the jury said that at the then age of ninety-two, she "has thrived at the height of her powers to a degree that is unparalleled in modern letters." Over a celebrated six-decade career, Spencer published every type of literary fiction: novels and short stories, a memoir, and a play. Like her best-known work, The Light in the Piazza, most of her narratives explore the inner lives of restless, searching southern women. Yet one mercurial male character, Edward Glenn, deserves attention for the way he insists on returning to her pages. Speaking of Edward in unusually personal terms, Spencer admitted a strong attraction to his type: the elusive, intelligent southern man, "maybe an unresolved part of my psyche." In The Edward Tales, Sally Greene brings together the four narratives in which Edward figures: the play For Lease or Sale (1989) and three short stories, "The Runaways" (1994), "Master of Shongalo" (1996), and "Return Trip" (2009). The collection allows readers to observe Spencer's evolving style while offering glimpses of the moral reasoning that lies at the heart of all her work. Greene's critical introduction helpfully places these narratives within the context of Spencer's entire body of writing. The Edward Tales confirms Spencer's place as one of our most beloved and accomplished writers.

In 2010, Eno Publishers, based in Hillsborough, North Carolina, published 27 Views of Hillsborough: A Southern Town in Poetry & Prose, with an introduction from Michael Malone and literary contributions from 27 writers that included Randall Kenan, Jill McCorkle, Craig Nova, and Jaki Shelton Green, among others. To have a town documented in so many genres by so many skillful practitioners from so many perspectives was a rare phenomenon.

Fun, engaging and effective, Story Friends (TM) is the first research-based Tier 2 language intervention programme for 3- to 5-year-old children at risk for reading difficulties. Through interactive animal-themed storybooks and lively, engaging audio recordings, Story Friends (TM) effectively boosts oral language and vocabulary development - two of the most important predictors of later reading success. With colourful illustrations, rhyming text, interactive story components, and appealing narration, the programme hooks and holds young attention spans. Story Friends (TM) is a natural fit with any existing classroom schedule or curriculum, so it's easier than ever to deliver interventions when they matter most, and get all young children ready to read and succeed. Packed in a sturdy box with a handle for easy carrying, this kit contains: one Teacher Guide with complete guidance on implementing the programme; one set of 26 full-colour, animal-themed storybooks; one USB with the audio tracks that accompany each storybook (252 minutes of instruction); and one set of 18 shrink-wrapped picture cards for assessing children's acquisition of words. Ideal for SLPs and reading specialists, this convenient kit contains everything you need to implement the Story Friends (TM) early language and literacy intervention with one child. if you're using Story Friends (TM) for small-group intervention, you'll need extra sets of storybooks to conduct the programme with multiple children at once. Here's a link to a webinar introducing Story Friends (TM): https://www.youtube.com/watch?v=Y2lyUAbsY5Y

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.

Elizabeth Spencer presents a vital, moving story set in the deep South--the Delta and Mississippi hill country. Amos Dudley was a farm boy in the Delta country at the turn of the century until he started working for his brother Ephraim in the store by the railroad. It was an ordinary enough environment in which to begin to feel the strange forces that move a man to set his course in the world.But the forces working within Amos were by no means ordinary. Sometimes cruel, sometimes suddenly tender, they were strong and willful, so that Amos became a man to reckon with--to Ary, his beautiful, plantation-born wife, to the woman in the bayou, to the shiftless philosopher, Arney. Even the rich black swamp soil which he wrested from the forest and gave to his cotton seemed to respond with awe and eagerness to Amos's will. His sensuous, wayward daughter and the man she loved especially felt the full shattering drama of the violence which had evidently been building--building in the fate of a man who, regardless, takes his own crooked way.

The magnetic appeal of land, sea, and sky along the southern coast has drawn Elizabeth Spencer many times to this lush and semitropical setting. This collection brings together six of her stories set amid terrain lapped by the warm coastal currents. These stories all happen on the shoreline of the Gulf of Mexico, from New Orleans to Florida. In each a girl or young woman gives voice to the narrative, probing and groping for a secure place and identity.

The six stories included here are "On the Gulf," "The Legacy," "A Fugitive's Wife," "Mr. McMillan," "Go South in the Winter," and "Ship Island." Each reveals the special allure of the Gulf Coast region through the author's depiction of character and engagement with the complexities of plot. In these stories that illuminate the lives of sundry females--from insecure waifs to novice seductresses--Spencer investigates female psyche, a topic which lies at the core of much of her fiction.

Admirers of Elizabeth Spencer's writing will welcome back into print her first novel, and her new readers will discover the sources of her notable talent in this book. Published in 1948 to extraordinary attention from such eminent writers as Robert Penn Warren, Eudora Welty, and Katherine Anne Porter, this father-and-son story revolves around an old southern theme of family grievances and vendettas.

"Fire in the Morning" recounts the conflict between two families extending over two generations up to the 1930s.The arrival of an innocent stranger flares old arguments and ignites new passions. In Spencer's compelling tale of the half-forgotten violence, the well-deep understanding of father and son, Kinloch Armstrong, the young hero, confronts mysteries of the past. His wife, a newcomer to the area and its legacies, makes friends with a family of traditional rivals. After she is involved in a nighttime wreck and the death of a local man, the past gradually comes to light, and the two families once again become caught up in revelations, hatreds, and conflicts. Spencer faithfully renders the setting--a small, dusty Mississippi town--and the surrounding countryside as it was in the early twentieth century.