Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs. Features *Presents a summary of the current state of deaf education and related implications for parents, teachers, and other "gatekeepers" *Authors are leading authorities in deaf research and education *Explains complex information in a way that will be useful to teachers, parents, and future professionals, as well as to researchers
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.
Teaching Deaf Learners asserts that the education of deaf learners profits from an ecological approach to learning and teaching.
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...
It is our hope that this book stimulates further theorizing and research and, most importantly, offers evidence- and reason-based practices for improving language and literacy abilities of d/Dhh students.
Now in its third edition, Raising and Educating a Deaf Child is a comprehensive, evidence-based guide to the choices, controversies, and decisions faced by parents and teachers of deaf children today.
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.
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.
Johnston, T. (2003). W(h)ither the deaf community? Population, genetics, and the future of Australian Sign Language. American Annals of the Deaf, 148, 358–377. Jones, T., & Jones, J. (2003). Educating young deaf children with multiple ...
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 ...
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...