Author: Patricia Elizabeth Spencer Publisher: Oxford University Press ISBN: 0199735409 Category : Education Languages : en Pages : 261
Book Description
"An excellent book for both the experienced practitioner or academic and those new to the field of deaf education. As well as addressing the findings of research, it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."---Susan Gregory, Former Reader in Deaf Education, University of Birmingham, U.K. --
Author: Patricia Elizabeth Spencer Publisher: Oxford University Press ISBN: 0199780110 Category : Education Languages : en Pages : 261
Book Description
Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students? Although there is a wealth of evidence with regard to each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners. In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts, and aims to promote optimal support for deaf and hard-of-hearing learners of all ages. Co-authored by two of the most respected leaders in the field, this book summarizes and evaluates research findings across multiple disciplines pertaining to the raising and educating of deaf children, providing a comprehensive but concise record of the successes, failures, and unanswered questions in deaf education. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to reconsider assumptions and delve more deeply into what we really know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.
Author: Harry Knoors Publisher: Oxford University Press ISBN: 0190880562 Category : Education Languages : en Pages : 614
Book Description
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. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.
Author: Harry Knoors Publisher: Perspectives on Deafness ISBN: 0190215194 Category : Education Languages : en Pages : 689
Book Description
Education for deaf learners has gone through significant changes over the past three decades. The needs of many have changed considerably. 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.
Author: Marc Marschark Publisher: Oxford University Press ISBN: 0195376153 Category : Education Languages : en Pages : 290
Book Description
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. It covers topics ranging from what it means to be deaf to the many ways that the environments of home and school can influence a deaf child's chances for success in academic and social circles. The new edition provides expanded coverage of cochlear implants, spoken language, mental health, and educational issues relating to deaf children enrolled in integrated and separate settings. Marschark makes sense of the most current educational and scientific literature, and also talks to deaf children, their parents, and deaf adults about what is important to them. Raising and Educating a Deaf Child is not a "how to" book or one with all the "right" answers for raising a deaf child; rather, it is a guide through the conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other.
Author: Susan R. Easterbrooks PhD Publisher: Oxford University Press ISBN: 0199343934 Category : Psychology Languages : en Pages : 289
Book Description
Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. Additionally, instructional practices for DHH students tend to be directed toward two sub-populations of DHH students: those with useable access to sound and those without. Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for DHH students and provides practitioners and parents with a process for determining whether a practice is or is not "evidence-based." Easterbrooks and Beals-Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students' literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel's five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the DHH population, and review the challenges yet to be addressed in deaf education.
Author: Susan R. Easterbrooks Publisher: Oxford University Press ISBN: 0197524907 Category : Language Arts & Disciplines Languages : en Pages : 353
Book Description
This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.
Author: Harry Knoors Publisher: Oxford University Press ISBN: 0190880538 Category : Education Languages : en Pages : 320
Book Description
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.
Author: Harry Knoors PhD Publisher: Oxford University Press ISBN: 0190213841 Category : Psychology Languages : en Pages : 306
Book Description
Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education.
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Author: Patricia Elizabeth Spencer
Author: Patricia Elizabeth Spencer
Author: Harry Knoors
Author: Harry Knoors
Author: Marc Marschark
Author: Marc Marschark
Author: Susan R. Easterbrooks PhD
Author: Susan R. Easterbrooks
Author: Harry Knoors
Author: Harry Knoors PhD