If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.
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.
This volume sheds light on this potentially groundbreaking method of education, providing descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes.
This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners.
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.
Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future.
Kushalnagar, P., Topolski, T. D., Schick, B., Edwards, T. C., Skalicky, A. M., & Patrick, D. L. (2011). Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing.
This groundbreaking volume introduces readers to the key concepts and debates in deaf studies, offering perspectives on the relevance and richness of deaf ways of being in the world.
The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes.
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. ...
As precedence, The SAGE Deaf Studies Encyclopedia carves out a new and critical perspective that breathes meaning into organic deaf experiences through a new critical theory lens.