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 with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.
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.
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 ...
This book was written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-of-hearing learners. It is one...
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.
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. ...
Now in its third edition, Marc Marschark's Raising and Educating a Deaf Child, which has helped a countless number of families, offers a comprehensively clear, evidence-based guide to the choices, controversies, and decisions faced by ...
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 intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.
National Technical Institute for the Deaf Rochester Institute of Technology Marc Marschark Director and Professor. loss and available medical, surgical, hearing aid, and rehabilitation assistance for millions of Americans with ...