This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with non-signing parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. The Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine.
Individual chapters survey the central work done on the linguistic, cognitive, social, and psychological effets of profound deafness in children and offer practical discussions with abundant concrete examples.
The book discusses the development of deaf children; the methodological issues in research with deaf children; and the structural properties of American sign language.
The second edition of this guide offers a readable, comprehensive summary of everything a parent or teacher would want to know about raising and educating a deaf child.
... M.L. 157 Bat-Chava, Y. 32, 71 Bayer, J.K. 48 Beazley, S. 25 Beitchman, J.H. 43 Belgin, E. 72 Bell, R. 69 Bell, ... C.M. 134 Coopersmith, S. 68 Cope, N. 89 Courtin, C. 119 Craig, H. 68 Crocker, S. 158, 164 Crowe, T.V. 71 Davis, ...
This sharply focused volume on the cognitive development of deaf children calls upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, cognition, and neurophysiology to share complementary ...
Social interaction of partially mainstreamed hearing-impaired children. American Annals of the Deaf, 127, 18–25. Antia, S.D. (2009). Social skills of hard-of-hearing and deaf students in general education classrooms: Longitudinal data.
Speech Retarded and Deaf Children: Their Psychological Development
This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school.
Kyle, J. G., & Woll, B. (1985). Sign language: The study of deaf people ... In W. Stokoe & V. Volterra (Eds.), SLR '83: Proceedings of the III International Symposium on Sign Language Research (pp. 152–158). Silver Spring, MD: Linstok ...
Adamson, L.B. 122 Ainsworth, Mary 26 Aksoy, S. 158 Antia, S.D. 31–2 Aplin, D.Y. 91 Atherton, R. 176, 177 Aust, G. 156, ... M.L. 157 Bat-Chava, Y. 32, 71 Bayer, J.K. 48 Beazley, S. 25 Beitchman, J.H. 43 Belgin, E. 72 Bell, R. 69 Bell, ...