The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2 by Marc MarscharkThe Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2 by Marc Marschark

The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

byMarc Marschark, Patricia Elizabeth SpencerEditorPeter E. Nathan

Hardcover | June 28, 2010

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Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for futureresearch. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences.The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions andovergeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. Onesuch theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through thecenturies that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and languagelearning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing theopportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.
Marc Marschark is with the National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, New York, and the University of Aberdeen, Aberdeen, United Kingdom. Patricia Elizabeth Spencer is in the Department of Social Work at Gallaudet University.
Title:The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2Format:HardcoverDimensions:512 pages, 10 × 7 × 0.98 inPublished:June 28, 2010Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0195390032

ISBN - 13:9780195390032

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Table of Contents

1. Marc Marschark and Patricia Spencer: The Promises (?) of Deaf Education: From Research to Practice and Back AgainPart One: Educational Issues2. Donald F. Moores: The History of Language and Communication Issues in Deaf Education3. Barbara Raimondo: Legal Advocacy for Deaf and Hard-of-Hearing Children in Education4. John Luckner: Preparing Teachers of Students who are Deaf or Hard of Hearing5. Harry Knoors and Daan Hermans: Effective Instruction for Deaf and Hard-of-Hearing Students: Teaching Strategies, School Settings and Student Characteristics6. Shirin D. Antia, Kathryn H. Kreimeyer, and Susanne Reed: Supporting Students in General Education Classrooms7. Michael Stinson: Current and Future Technologies in the Education of Deaf StudentsPart Two: Literacy and Curriculum Issues8. Susan R. Easterbrooks: Evidence-Based Curricula and Practices that Support Development of Reading Skills9. Marc Marschark, Thomastine Sarchet, Cathy Rhoten, and Megan Zupan: Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?10. Connie Mayer: The Demands of Writing and the Deaf Writer11. Claudia M. Pagliaro: Mathematics Instruction and Learning of Deaf/Hard-of-Hearing Students: What Do We Know? Where Do We Go?12. Rick van Dijk, Catherine Nelson, Albert Postma, and Jan van Dijk: Deaf Children with Severe Multiple Disabilities: Etiologies, Intervention, and AssessmentPart Three: Cultural, Social, and Psychological Issues13. Irene W. Leigh: Reflections on Identity14. H-Dirksen Bauman and Joseph J. Murray: Deaf Studies in the Twenty-First Century: "Deaf-Gain" and the Future of Human Diversity15. Sue Archbold and Alexandra Wheeler: Cochlear implants: Family and Young People's Perspectives16. Alys Young: The Impact of Early Identification of Deafness on Hearing Parents17. Tova Most: How does Speech Intelligibility Affect Self and Others' Perceptions of Deaf and Hard of Hearing People?Part Four: Language and Language Development18. Irit Meir, Wendy Sandler, Carol Padden, and Mark Aronoff: Emerging Sign Languages19. Rachel I. Mayberry: Early Language Acquisition and Adult Language Ability: What Sign Language Reveals about the Critical Period for Language20. Arlene Stredler-Brown: Communication Choices and Outcomes during the Early Years: An Assessment and Evidence-Based Approach21. Margaret Harris: Early Communication in Sign and Speech22. Shani Dettman and Richard Dowell: Language Acquisition and Critical Periods for Children Using Cochlear ImplantsPart Five: Hearing and Speech Perception23. Greg Leigh, John P. Newall, and Anthony T. Newall: Newborn Screening and Earlier Intervention with Deaf Children: Issues for the Developing World24. David J. Ertmer and Suneeti Nathani Iyer: Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss: Identifying and Stimulating Auditory - Guided Speech Development25. Janet R. Jamieson: Children and Youth Who Are Hard of Hearing: Hearing Accessibility, Acoustical Context, and Development26. Camille C. Dunn, Ann Perreau, Kenneth Marciniak, Beth Macpherson, Richard S. Tyler, and Monika Kordus: Performance Outcomes for Adult Cochlear Implant UsersPart Six: Cognitive Issues and Correlates of Deafness27. Patricia E. Spencer: Play and Theory of Mind: Indicators and Engines of Early Cognitive Growth28. Lindsey Edwards: Learning Disabilities in Deaf and Hard of Hearing Children29. David B. Pisoni, Christopher M. Conway, William Kronenberger, Shirley Henning, and Esperanza Anaya: Executive Function, Cognitive Control and Sequence Learning in Deaf Children with Cochlear Implants30. Matt Hall and Daphne Bavelier: Working Memory, Deafness, and Sign Language31. Patricia E. Spencer and Marc Marschark: Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education