Educating Deaf Learners: Creating a Global Evidence Base

Hardcover | July 22, 2015

EditorHarry Knoors, Marc Marschark

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Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future. The rapid growth of information and communication technology as well as progress ineducational, psychological, and allied research fields have many scholars questioning aspects of traditional school concepts. For example, should the classroom be "flipped" so that students receive instruction online at home and do "homework" in school? At the same time, inclusive education haschanged the traditional landscape of special education and thus of deaf education in many if not all countries, and yet deaf children continued to lag significantly behind hearing peers in academic achievement. As a consequence of technological innovations (e.g., digital hearing aids and early bilateral cochlear implants), the needs of many deaf learners have changed considerably. Parents and professionals, however, are just now coming to recognize that there are cognitive, experiential, andsocial-emotional differences between deaf and hearing students likely to affect academic outcomes. Understanding such differences and determining ways in which to accommodate them through global cooperation must become a top priority in educating deaf learners. Through the participation of an international, interdisciplinary set of scholars, Educating Deaf Learners takes a broader view of learning and academic achievement than any previous work, considering the whole child. In adopting this broad perspective, the authors capture the complexities andcommonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part. It is only through such a holistic consideration that we can understand their academic potential.

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Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future. The rapid growth of information and communication technology as well as progress ineducational, psychological, and allied research fi...

Harry Knoors, Ph.D., is Professor at the Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands, and Director of the Kentalis Academy at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly ...

other books by Harry Knoors

Format:HardcoverDimensions:688 pages, 9.25 × 6.12 × 0.98 inPublished:July 22, 2015Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0190215194

ISBN - 13:9780190215194

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Table of Contents

PrefaceContributors1. Harry Knoors and Marc Marschark: Educating Deaf Students in a Global ContextPart 1. A Changing World for Deaf Learners2. Sue Archbold: Being a Deaf Student: Changes in Characteristics and Needs3. Corrie Tijsseling: When You're Not Average, Be (Come) Excellent: Barriers and Opportunities for Deaf Students4. Greg Leigh and Kathryn Crowe: Responding to Cultural and Linguistic Diversity among Deaf and Hard of Hearing Learners5. Marieke Bruin: Research on Language Development: Discourses on Learning and Messages to Family Support After Cochlear ImplantationPart 2. Language, Literacy, and Numeracy6. Gladys Tang, Chris, Kun-Man Yiu, and Scholastica Lam: Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case Study7. Susan R. Easterbrooks and Michella Maiorana-Basas: Literacy and Deaf and Hard-of-Hearing Students: Research and Practice8. Claudia M. Pagliaro: Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing9. Rosalind Herman: Language Assessment of Deaf Learners10. Stephanie W. Cawthon: Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of HearingPart 3. Cognition, Social, and Emotional Development11. Daan Hermans, Brigitte Vugs, Lian van Berkel, and Harry Knoors: Deaf Children's Executive Functions: from Research to Practice?12. Gary Morgan: Social-Cognition for Learning as a Deaf Student13. Manfred Hintermair: Social Relations of Deaf Learners: Important Resources for Socio-Emotional Well-Being and Academic Success14. Nina Wolters and Jet Isarin: Reciprocity in School Peer Relationships of Deaf and Hard-of-Hearing Early Adolescents: Promoting Empowerment15. Anat Zaidman-Zait: Stress among Children Who are Deaf or Hard of Hearing and Their Families16. Carolien Rieffe, Anouk P. Netten, Evelien Broekhof, Guida Veiga: The Role of the Environment in Children's Emotion Socialization: The Case of Deaf and Hard-of-Hearing Children17. Johannes Fellinger and Daniel Holzinger: Social Relations, Mental Health, and Deaf Learners: Approaches to InterventionPart 4. Technology for Learning and Development18. Evelien Dirks and Loes Wauters: Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children through Interactive Reading19. Maria Cristina Caselli, Pasquale Rinaldi, Daniela Onofrio and Elena Tomasuolo: Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation: Suggestions for Teaching through e-Learning Visual Environments20. Karin Wiefferink, Meinou de Vries, and Lizet Ketelaar: EmotionWeb: From Fundamental Research to a Functional Tool for Professionals21. Eliane Segers and Ludo Verhoeven: Benefits of Technology-Enhanced Learning for Deaf and Hard-of-Hearing Students22. Chantal Gervedink Nijhuis and Arie Terpstra: Click and Start Learning! Innovative Development Programs for ProfessionalsPart 5. Learning and Educational Context23. Shirin D. Antia: Enhancing Academic and Social Outcomes: Balancing Individual, Family, and School Assets and Risks for Deaf and Hard-of-Hearing Students in General Education24. Leo De Raeve: Classroom Adaptations for Effective Learning by Deaf Students25. Annet de Klerk, Connie Fortgens, and Annelies van der Eijk: Curriculum Design in Dutch Deaf Education26. Ruth Swanwick: Re-envisioning Learning and Teaching in Deaf Education: Towards new Transactions between Research and PracticeEpilogue27. Marc Marschark and Harry Knoors: Educating Deaf Learners in the 21st Century: What We Know and What We Need to KnowIndex