Evidence-Based Practices in Deaf Education

Evidence-Based Practices in Deaf Education

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Overview

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.

Product Details

ISBN-13: 9780190880545
Publisher: Oxford University Press
Publication date: 09/25/2018
Series: Perspectives on Deafness Series
Pages: 664
Sales rank: 588,497
Product dimensions: 9.30(w) x 6.60(h) x 1.80(d)

About the Author

Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director 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 language, literacy, and psychosocial development) and research on the effectiveness of special education.

Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.

Table of Contents

Preface

Chapter 1: Sleuthing the 93% Solution in Deaf Education
Marc Marschark and Harry Knoors

PART ONE: Diversity in Deaf Learners

Chapter 2: Assessment and Development of Deaf Children with Multiple Challenges
Terrell Clark

Chapter 3: Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World
Kathryn Crowe

Chapter 4: Dialogic Teaching and Translanguaging in Deaf Education
Ruth Swanwick

PART TWO: Language Development and Language Assessment

Chapter 5: Effects of Family Variables on Spoken Language in Children with Cochlear Implants
Ivette Cejas and Alexandra L. Quittner

Chapter 6: Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children
Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström

Chapter 7: The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children
Lian van Berkel-van Hoof

Chapter 8: Measuring Deaf Learners' Language Progress in School
Wolfgang Mann

PART THREE: Literacy and Numeracy

Chapter 9: Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills
Paul Miller

Chapter 10: Reading Development in Deaf Children: The Fundamental Role of Language Skills
Fiona Kyle

Chapter 11: Word Identification and the Adolescent Deaf and Hard-of-Hearing
Reader: Going Back to Learning to Read
Jessica W. Trussell and M. Christina Rivera

Chapter 12: Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing
Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum

Chapter 13: Thinking in Action and Beyond
Terezinha Nunes

Chapter 14: Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment
Loes Wauters and Evelien Dirks

PART FOUR: Cognitive and Social-Emotional Dimensions of Learning

Chapter 15: Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults
Benedetta Heimler, Francesco Pavani, and Amir Amedi

Chapter 16: Neurocognitive Functioning in Deaf Children with Cochlear Implants
William G. Kronenberger and David B. Pisoni

Chapter 17: Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings
Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston

Chapter 18: The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment
Evelien Dirks

Chapter 19: Psychosocial Development of Hard-of-Hearing Preschool Children:
Implications for Early Intervention
Nina Jakhelln Laugen

Chapter 20: Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective
Constance Vissers and Daan Hermans

Chapter 21: Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students
Jesper Dammeyer

Chapter 22: Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills
Anat Zaidman-Zait and Tova Most

PART FIVE: Learning, Context, and Technology

Chapter 23: Revisiting Curricula for Deaf Students: A Norwegian Perspective
Stein Erik Olna

Chapter 24: Importance of Technology for Education of Deaf Students
Michael Stinson

Chapter 25: Online Learning and Deaf Students: Accessible by Design
Stephanie Cawthon and Jessica I. Mitchell

Chapter 26: Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence
Harry Knoors, Annet de Klerk, and Marc Marschark

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