Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education.
The principles upon which instructional planning proceeds are applicable to deaf students at all grade levels; thus, the book is suitable for teachers at the elementary through high school levels.
This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences...
In C. M. Sterling & C. Robson (Eds.), Psychology, spelling, and education (pp. 185–199 ). Philadelphia, PA : Multilingual Matters . Campbell, R. , & Wright , H. ( 1988 ). Deafness, spelling, and rhyme. Quarterly Journal of Experimental ...
But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners.
Educating the Deaf is the authoritative, comprehensive standard-bearer in its market, offering balanced coverage of hotly contested issues, such as language acquisition vs. manual communication. The text compiles all the...
Meanwhile, the population of deaf learners only has become more diverse. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the development of deaf learners.
Here is a compelling and controversial text which asserts that Deaf students should be treated no differently than non Deaf students. The author, a veteran and practicing teacher, rejects the...
Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book.
In this book, renowned authorities Marschark and Hauser explain how empirical research conducted over the last several years directly informs educational practices at home and in the classroom, and offer strategies that parents and teachers ...
In M. Marschark, P, Siple, D. Lillo-Martin, R. Campbell, & V. S. Everhart, Relations of language and thought: The view from sign language and deaf children (pp. 3–23). New York: Oxford University Press. Marschark, M. & Everhart, V. S. ...