The curriculum contains state-of-the-art family-centered programming for infants and young children with hearing loss.
WISC-III Verbal item invariance across samples of deaf and hearing children of similar measured ability. ... of the WISC-III with deaf adolescents. Journal of Psychoeducational Assessment, WISC-III Monograph Series, WISC-III, 105–113.
WISC-III Verbal item invariance across samples of deaf and hearing children of similar measured ability. ... of the WISC-III with deaf adolescents. Journal of Psychoeducational Assessment, WISC-III Monograph Series, WISC-III, 105–113.
Deaf children experience language deprivation at alarmingly high rates.
Speech production assessment . In T. Bradham & K. T. Houston (Eds.), Assessing listening and spoken language in children with hearing loss (pp. 93–132 ). San Diego, CA : Plural Publishing . Paterson , M. M. , & Perigoe , C. ( 2014a ...
... Environmental Learning in Everyday Life : Foundations of Meaning and a Context for Change . " Environmental Education Research 27 ( 2021 ) 1681-99 . https://www.tandfonline.com/doi/full/10.1080/13504622.2021.1992354 . Berger , P. , and ...
With diverse contributions from experts in local and international contexts, but always with an African perspective, this is textbook will be an invaluable resource for students, researchers and practitioners.
In D. Geffner & D. Ross-Swain (Eds.), Auditory processing disorders: Assessment, management, and treatment (pp. 75–94). ... Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C. E., Miller, S. L., & Tallal, P. (1996).
In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook ofwriting research (pp. 11–27). New York: The Guilford Press. Olson, D. (1977). From utterance to text: The bias of language in speech and writing.
Easterbrooks, S., & Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, 151,385–399. Edwards, L. (2010).
Deaf children are not hearing children who can't hear. Beyond any specific effects of hearing loss, as a group they are far more diverse than hearing peers.