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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?
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.
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.
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.
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