ISBN-10:
0138154449
ISBN-13:
9780138154448
Pub. Date:
06/06/2011
Publisher:
Pearson
Deaf Education in the 21st Century: Topics and Trends / Edition 1

Deaf Education in the 21st Century: Topics and Trends / Edition 1

by Nanci A. Scheetz
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Product Details

ISBN-13: 9780138154448
Publisher: Pearson
Publication date: 06/06/2011
Edition description: New Edition
Pages: 352
Sales rank: 548,766
Product dimensions: 7.40(w) x 9.10(h) x 0.90(d)

About the Author

Dr. Nanci Scheetz is a professor and program coordinator for the ASL/Interpreting and Deaf Education programs at Valdosta State University. She is a nationally certified interpreter and teaches courses in both the interpreter training program as well as the deaf education program. She has authored several texts including: Orientation to Deafness, Psychosocial Aspects of Deafness (Allyn & Bacon, 2003), Sign Communication for Everyday Use (Aspen Publishers, 1998), and Building ASL Interpreting and Translation Skills: Narratives for Practice (Allyn & Bacon, 2008).

Table of Contents

Chapter One: Deaf Education in the 21st Century: Trends, Topics, and

Technology: A Brief Overview

Overview of the Text

What we know about the field today

Chapter Two: Myths and Misconceptions about People Who Are Deaf

People Who Are Deaf Can’t Hear Anything

Myths Surrounding the Causes of Hearing Loss

All Children Who Are Deaf Have Parents Who Are Deaf

All People Who Are Deaf Can Read Lips

People Who Are Deaf Can’t Read

People Who Are Deaf Can’t Talk

American Sign Language (ASL) is Just English on the Hands

American Sign Language is Consistent Throughout the United States

American Sign Language is International

Hearing Aids Enable Deaf People to Hear Speech

All People Who Are Deaf Wish They Could Hear

People Who Are Deaf Are Not as Intelligent as People Who Can Hear

People Who Are Deaf Can’t Drive, Fly Planes, or Operate Motor Boats

Individuals Who Are Deaf Have More Serious Emotional Problems than Hearing People

People Who Are Deaf Can’t Work

People Who Are Deaf Are Very Quiet

All People Who Are Deaf Know Sign Language

Summary

Chapter Three: A Look at the Field of Deaf Education: Where We’ve Been — Where We Are Today

Prevalence, Etiology and Identification

Deaf/deaf

Hard of Hearing

Deafened

Prevalence of Hearing

Diversity in the United States

Diversity within the Deaf Community

Educational Settings

Modes of Communication

Hearing Aids and Cochlear Implants

Closed Captioning Technology

Use of Computer Technology

Video Relay Services (VRS) and Video Relay Interpreters (VRI)

Speech- to-Text Technology

Legislation

Organizations, Clubs, and Cultural Events

Dimensions of Deafness: Identity, Ethnicity, and Social Development

Summary

Chapter Four: The Art of Hearing and Hearing Loss

The Nature of Sound

Acoustics of Speech

The Hearing Mechanism

Structure and Function of the Ear

The Outer Ear

The Middle Ear

The Inner Ear

Auditory Connections in the Brain

The Physiology of Hearing

Prevalence and Etiology of Auditory Dysfunction

Terminology

Hearing Loss

Degrees of Hearing Loss

Hard of Hearing

Deaf

Etiology of Auditory Dysfunction

Conductive Hearing Loss

Sensorineural Hearing Loss

Congenital Losses

Genetically Inherited Hearing Loss

Autosomal Dominant Disorders

Autosomal Recessive Disorders

X-Linked Disorders

Acquired Losses

Maternal Rubella

Cytomegalovirus (CMV)

Meningitis

Prematurity or Birth Complications

Other High Risk Factors for Hearing Loss

Persistent Pulmonary Hypertension of the Newborn (PPHN)

Fetal Alcohol Syndrome (FAS)

Causes of Hearing Loss in Adults

Noise Exposure

Ototoxic Drugs

The Aging Process

Meniere’s Disease

Diseases of the Central Auditory System

Summary

Chapter Five: Family Dynamics: Response to Diagnosis, Interpersonal Relationships, Impact on the Family Unit

Anticipation, Expectations, and Responses to the Birth of a Baby

Hearing Parents Response to the Diagnosis

Deaf Parents Response to the Diagnosis

Characteristics of Healthy Families

Factors that Contribute to Healthy Families with Deaf Children

Communication: Connecting and Interacting with Others and Society

The Building Blocks for Communication

Selecting a Mode of Communication: Factors Families Consider

Sibling Relationships

Sibling Relationships: Interactions between Deaf and Hearing Children

Self-Esteem: A Reflection of One’s Self-Image

Summary

Chapter Six: Language Acquisition: Acquiring the Building Blocks for Communication

Communication

The Components of Language

Form

Phonology

Morphology

Syntax

Content

Semantics

Use

Pragmatics

Stages of Language Development

Modes of Communication

Oral Methods: Acquiring Spoken Language

Auditory Verbal

Auditory Oral

Natural Oralism/Natural Auralism

Maternal Reflective Method

Visual Modes of Communication

American Sign Language

Manually Coded English Sign Systems

Rochester Method

Signed English

Seeing Essential English (SEE I)

Signing Exact English (SEE II)

Conceptually Accurate Signed English (CASE)

Contact Signing or Pidgin Signed English

Multimodal Communication Approaches

Cued Speech

Sign Supported Speech

Simultaneous Communication

Total Communication

Bilingual Communication: ASL and English

Impact of Prelingual Hearing Loss on Language Development

Enhancing Language Development Through the Use of American Sign Language

Enhancing Language Development Through an Auditory Verbal Approach

Summary

Chapter Seven: Hearing Assessment, Hearing Aids, Cochlear Implants, and

Modern Technology

Identifying Hearing Loss: The Hearing Evaluation

Pure-Tone Testing

Bone-Conduction Testing

Classification of Hearing Loss

Speech Reception Threshold Tests

Social Adequacy Index

Neonatal Screening

Otoacoustic Emission (OAEs)

Auditory Brainstem Response (ABR)

Infants and Toddlers

School Age Children

The Function and Components of Hearing Aids

Microphones

Amplifier

Receiver

Earmolds

Additional Components

Pitch or Tone Control

Telecoil Circuitry

Batteries

Types of Hearing Aids

Over the Ear (OTE) or Behind the Ear (BTE)

All In the Ear (AIE) or In the Ear (ITE)

In the Ear (ITE)

In the Canal (ITC)

Completely in the Canal (CIC)

Low Profile Aids

CROS Hearing Aids

BiCROS Hearing Aids

IROS Hearing Aids

Bone Conduction Hearing Aids

Implantable Bone Conduction Hearing Aid Device

Implantable Middle Ear Hearing Aids

Digital Technology

Cochlear Implants

Binaural and Monaural Hearing Aid Fittings

Hearing Aid Orientation

Psychological and Emotional Ramifications of Hearing Loss

Group Listening Systems

Audio Loops

FM (Frequency Modulation) Systems

AM Systems

Infared Systems

Individual Amplification Systems

Assistive Listening Devices

Telephone Amplifiers

Additional Devices for Individuals who Experience Difficulty Hearing

Summary

Chapter Eight: Educational Settings: From Tradition to Current Practice

A Brief Historical Overview: School Reform since the 1960s

Elementary and Secondary Education Act (ESEA) (1965)

Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504)

Educational Amendments Act (Public Law 93-380) (1974)

Education for All Handicapped Children Act (EACHCA) Public Law 94-

142, Part B (1975)

Education of the Handicapped Act Amendments (Public Law 99-457)

First Wave of Educational Reform

Second Wave of Educational Reform

Third Wave of Educational Reform

Americans with Disabilities Act (ADA) (Public Law 101-336)

Individuals with Disabilities Education Act (IDEA) (PL 101-476)

Individuals with Disabilities Education Act (IDEA) (PL 105-17)

Reauthorization of IDEA (Public Law 108-446)

Educating Deaf Students: The Oral/Manual Controversy

Educational Environments

Residential School Programs

Day Schools

Regular Education Classes

Early Intervention Programs

Mainstreamed Programs

Inclusion Programs

Resource Rooms and Separate Classes

Co-teaching/Co-enrollment for Students who are Deaf and Hard of

Hearing

The Role of the Itinerant Teacher

The Role of the Interpreters in Inclusive Classrooms

Achievement: A Look at Deaf Students in the K-12 Setting

Summary

Chapter Nine: Literacy: Unlocking the Curriculum through Reading and Writing

Reading: A Process Involving Language and Cognition

Bottom-Up Theories

Top-Down Theories

Interactive Theories

Report: National Reading Panel

Additional Factors Contributing to Literacy

Barriers to Reading Comprehension: Factors that Impact Students

who are Deaf and Hard of Hearing

Phonemic Awareness in deaf and Hard of Hearing Children

Use of Phonics by Deaf and Hard of Hearing Readers

Fluency within Readers who are Deaf and Hard of Hearing

Comprehension of Text

Vocabulary Development

Bilingual Programs: Teaching Deaf Children to Read

Shared Reading Program

Reading Milestones/Reading Bridge

Reading Strategies: Literacy Practices Used with Deaf and Hard of Hearing

Students

Writing, Spelling, and Deaf Students

Process Approach to Writing

Writing Strategies

Summary

Chapter Ten: Cognition: Thought Processes and Intellectual Development

A Brief Historical Overview

A Brief History

Related Research

Development of Visual Attention by Hearing and Deaf Children

Theory of Mind

Memory Systems: Storing Visual and Spatial Information

The Articulatory Loop

Research: Short-Term Memory Encoding by Students who Are Deaf or Hard of Hearing

The Visuo-Spatial Sketchpad

Research: Use of Visuo-Spatial Memory Between Deaf Signers and Non-

Signers

Why Implement Cognitive Intervention

A Method

Barriers

Selecting a Cognitive Intervention Program

Professional Actions

Intellectual Functioning: Cognition as it Relates to Intelligence Tests

What Intelligence Tests Measure

Additional Views

Limitations

Description

Intellectual Testing and Deafness

Developing Metacognitive Skills

Feuerstein’s View of Cognitive Growth

Incorporating Thinking Skills across the Curriculum

Summary

Chapter Eleven: Personal, Social, and Cultural Development

Sharing Cultural Values and Beliefs: Impact on Self Concept and Identity

Culturally Deaf Identity: Mark

Culturally Hearing Identity: Oliver

Bicultural Identity: Amanda

School settings: influence on cultural perceptions

Socialization Experiences in Mainstream/Included Educational

Settings

Developing a Self-Concept and Feelings of Self Esteem

Research with Students who are Deaf or Hard of Hearing: A Glimpse into Self-Concept and Self-Esteem

Summary

Chapter Twelve: Economics, Postsecondary Opportunities and Employment Trends

Labor Force Projections: A Look at Where We Are and Where We Are

Expected to be in 2018

Supporting Individuals who are Deaf and Hard of Hearing so They Can Become

Gainfully Employed

Providing Support Services: The Role of Vocational Rehabilitation

Support Services for People who are Deaf and Low Functioning

Professionals who are Deaf or Hard of Hearing in the Workforce

Support Services: Making Post-Secondary Institutions Accessible for Students

Who are Deaf and Hard of Hearing

Career Experiences of College Educated Deaf and Hard of Hearing Individuals

A Look at Underemployment Found with respect to Individuals who are Deaf

Or Hard of Hearing

Employment Trends and Employer Expectations

Chapter Thirteen: Individuals who are Deaf with Additional Disabilities

Children who are Deaf or Hard of Hearing Children with Additional Disabilities:

Cognitive/Intellectual Conditions

Individuals who are Deaf or Hard of Hearing who also have a Learning

Disability

Individuals who are Deaf or Hard of Hearing with Emotional Behavioral

Problems

Individuals who are Deaf or Hard of Hearing with an Intellectual

Disability

Individuals who are deaf with Autistic Spectrum Disorders

Individuals who are deaf or hard of hearing with Attention-Deficit/

Hyperactivity Disorder

Legal Blindness and Uncorrected Visual Problems

Individuals who are Deaf-Blind

Individuals who are deaf who have Cerebral Palsy

Other Disabling Conditions

Summary

Chapter Fourteen: Preparing Personnel to Serve Individuals who are Deaf or Hard of Hearing

Characteristics of Master Teachers

Relationships

Assessments

Master Teachers in Deaf Education

Classroom Discourse

Use of Teaching Strategies

Teacher Attitudes

Teacher Behaviors and Competencies

Schools for the Deaf or Separate Schools

Teachers in Resource Rooms and Separate Classes

The Co-teacher or Collaborative Teacher

The Itinerant Teacher

Educational Interpreters: Characteristics of Effective Communication

Facilitators

The Role of the Educational Interpreter

Best Practices When Interpreting in the Primary Grades

Best Practices When Interpreting in the Elementary and Middle School Setting

Best Practices When Interpreting in High School Settings

Best Practices When Interpreting in Post-Secondary Settings

Summary

Chapter Fifteen: Epilogue

Summary of Current Relevant Research in the Field

Future Projections and Trends

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