The Oxford Handbook of Deaf Studies, Language, and Education / Edition 2

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Overview


The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking.

In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes.

Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead.

Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

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Editorial Reviews

From the Publisher
"This handbook is a 'must have' resource for researchers, educators, linguists, clinicians—indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writing is lucid. It will soon be difficult to imagine how the field ever managed without it!" —Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University

"A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the study of deaf education."—CHOICE, J.A. LeClair

"The Oxford Handbook of Deaf Studies, Language and Education is a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issues that inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."—I. King Jordan, President, Gallaudet University

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Product Details

  • ISBN-13: 9780199750986
  • Publisher: Oxford University Press, USA
  • Publication date: 1/11/2011
  • Series: Oxford Library of Psychology Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 576
  • Sales rank: 1,246,379
  • Product dimensions: 7.30 (w) x 10.00 (h) x 1.10 (d)

Meet the Author

Marc Marschark, Ph.D., directs the Center for Education Research Partnerships at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he founded and edits the Journal of Deaf Studies and Deaf Education. He has joint appointments at the Moray School of Education at the University of Edinburgh and the School of Psychology at the University of Aberdeen.

Patricia Elizabeth Spencer, Ph.D., was a public school teacher and science textbook editor before joining Gallaudet University and serving as a diagnostic-prescriptive classroom teacher, assessment center administrator, research scientist, and Professor in the Department of Social Work. After retiring from Gallaudet, she has taught at Texas A&M-Corpus Christi, worked with an after-school program for children at-risk for academic difficulties, and remains active as a writer and speaker in the field of education and development of deaf and hard-of-hearing children.

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Table of Contents

Introduction Patricia Elizabeth Spencer and Marc Marschark

Part One: Educational Issues

1. Perspectives on the History of Deaf Education Harry G. Lang
2. Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students Ross E. Mitchell and Michael A. Karchmer
3. Curriculum: Cultural and Communicative Contexts Des Power and Greg Leigh
4. Educational Consequences of Alternative School Placements Michael S. Stinson and Thomas N. Kluwin
5. Early Intervention: Birth to Three Marilyn Sass-Lehrer
6. Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needs Harry Knoors and Mathijs P. J. Vervloed

Part Two: Literacy and Literacy Education

7. Processes and Components of Reading Beverly J. Trezek, Ye Wang, and Peter V. Paul
8. Approaches to Reading Instruction Barbara R. Schirmer and Cheri Williams
9. Writing: Characteristics, Instruction, and Assessment John A. Albertini and Sara Schley
10. Bilingualism and Literacy Connie Mayer and C. Tane Akamatsu

Part Three: Cultural, Social, and Psychological Issues

11. Deaf Communities Bencie Woll and Paddy Ladd
12. Peer Interactions of Deaf and Hard-of-Hearing Children Shirin D. Antia, Kathryn H. Kreimeyer, Kelly K. Metz, and Sonya Spolsky
13. Social and Emotional Development of Deaf Children: Family, School, and Program Effects Rosemary Calderon and Mark T. Greenberg
14. Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants Meg Traci and Lynne Sanford Koester
15. Mental Health and Deaf Adults Irene W. Leigh and Robert Q Pollard, Jr.

Part Four: Language and Language Development

16. The Development of American Sign Language and Manually Coded English Systems Brenda Schick
17. Development of Spoken Language by Deaf Children Peter J. Blamey and Julia Z. Sarant
18. Expressing Meaning: From Prelinguistic Communication to Building Vocabulary Amy R. Lederberg and Jennifer S. Beal-Alvarez
19. The Role of Cued Speech in Language Development of Deaf Children Jacqueline Leybaert, Mario Aparicio, and Jésus Alegria
20. Formal and Informal Approaches to the Language Assessment of Deaf Children Janet R. Jamieson and Noreen R. Simmons
21. Assessing Children's Proficiency in Natural Signed Languages Jenny L. Singleton and Samuel J. Supalla

Part Five: Signed Languages

22. Origins of Sign Languages David F. Armstrong and Sherman Wilcox
23. Sign Language Structures Susan D. Fischer and Harry van der Hulst
24. Modality and the Structure of Language: Sign Languages versus Signed Systems Ronnie B. Wilbur
25. Interpreters and Interpreter Education Christine Monikowski and Elizabeth A. Winston
26. The Neural Systems Underlying Sign Language Karen Emmorey

Part Six: Hearing and Speech Perception

27. Speech Perception and Spoken Word Recognition Lynne E. Bernstein and Edward T. Auer, Jr.
28. Advances in the Genetics of Deafness Kathleen S. Arnos and Arti Pandya
29. Technologies for Communication: Status and Trends Judith E. Harkins and Matthew Bakke
30. Screening and Assessment of Hearing Loss in Infants Barbara Cone
31. Cochlear Implants: Advances, Issues, and Implications Patricia Elizabeth Spencer, Linda J. Spencer, and Marc Marschark

Part Seven: Cognitive Correlates and Consequences of Deafness

32. Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues Susan J. Maller and Jeffrey Braden
33. Cognitive Functioning in Deaf Adults and Children Marc Marschark and Loes Wauters
34. Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals Jerker Rönnberg

Part Eight: Conclusions and Future Directions

35. Epilogue: What We Know, What We Don't Know, and What We Should Know Marc Marschark and Patricia Elizabeth Spencer

Author Index

Subject Index

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