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What Parents and Teachers Need to Know Perspectives on Deafness can use to promote learning in deaf and hard-of-hearing children.
Table of contents

It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people. Does placement in classrooms with mostly hearing children enhance or impede academic development? Do deaf children need auditory-based phonological skills to acquire age-appropriate reading abilities? Are traditional methods of teaching subjects such as math and science effective for deaf and hard-of-hearing students? Instead, critical evaluation of the rapidly emerging research and related reports is needed to enhance the success of educational practice with deaf and hard-of-hearing learners.

Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students clarifies and cogently summarizes these research findings across multiple disciplines, providing a comprehensive but concise record of the evidence base in deaf education. These and other questions form the basis for decisions about types of support provided to families and about educational interventions needed to assure deaf and hard-of-hearing children reach their potential.

Co-authored by two of the most respected leaders in their field, this book provides a synthesis of information gathered across a range of settings and uses a variety of research methods in order to define what is known about promising and evidence-based practices in deaf education, and what continues to need investigation. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to delve more deeply into what we know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.

Raising and educating a deaf child by Marc Marschark 25 editions published between and in English and held by 1, WorldCat member libraries worldwide Adopting a unique and integrated developmental approach to deafness, this book addresses the day-to-day practical concerns of raising a deaf child, and includes an appendix of resources for the deaf, their parents and those who work with deaf people. Oxford handbook of deaf studies, language, and education by Marc Marschark Book 41 editions published between and in English and held by 1, WorldCat member libraries worldwide "Written to be accessible to students and practitioners as well as researchers, The Oxford handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both the theoretical and applied landscapes.

Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism once intrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf or hard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensive reference resource on deaf issues.

Sign language interpreting and interpreter education : directions for research and practice by Marc Marschark 22 editions published in in English and held by 1, WorldCat member libraries worldwide "Interpreters have long sought a clear program for research into their discipline. As sign-language interpreting is a relatively new field, little has been done to create an international agenda for research-based practice. This book addresses this important need. It offers a broad look at the current research on interpreting and interpreter education, with a special focus on educational interpreting.

Intended for working interpreters, educators, students, and researchers, it is written to be both a reference and a textbook. Psychological perspectives on deafness by Marc Marschark 38 editions published between and in English and Undetermined and held by 1, WorldCat member libraries worldwide This edited volume picks up where Psychological Perspectives on Deafness, Volume 1 ended.

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Composed of review chapters that reflect cutting-edge views from well-known international researchers within the field, this book surveys issues within the field of deafness, such as cognition, learning disabilities, social development, language development, and psychopathology. It also highlights the many new and exciting findings currently emerging from researchers across a variety of disciplines--psychology, education, linguistics, and child development.

The chapters will engage, challenge, and. Advances in the spoken language development of deaf and hard-of-hearing children by Patricia Elizabeth Spencer 21 editions published between and in English and held by WorldCat member libraries worldwide Provides a deep and broad picture of what is known about deaf children's language development in a variety of situations and contexts. Chapters cover topics such as the Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language.

The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision. Advances in the sign language development of deaf children by Brenda S Schick 22 editions published between and in English and Spanish and held by WorldCat member libraries worldwide In the same sense that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research allows us to study acquisition of language in the absence of a spoken phonology.

The contributors to this volume are leading scholars and researchers of the acquisition and development of sign languages, and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, and the processes of semantic, syntactic, and pragmatic development in sign.

They address theoretical as well as applied questions. Context, cognition, and deafness Book 9 editions published in in English and held by WorldCat member libraries worldwide. Raising and educating a deaf child by Marc Marschark Book 1 edition published in in English and held by WorldCat member libraries worldwide In Raising and Educating a Deaf Child, Marc Marschark offers parents and teachers a readable and comprehensive summary including everything a parent would want to know about growing up deaf.

Parents of a deaf child, like the parents of any child, want to know the answers to some apparently straightforward questions, such as "What kind of school will provide my child with the best education? He describes the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles. Above all, he emphasizes the need for early detection of hearing loss and the importance of being able to communicate with deaf children from a very early age, recommending that parents of deaf children learn sign language and use it often.

This is not a "how to" book or one with all the "right" answers for raising a deaf child. This is a guide through the many conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other. Deaf cognition : foundations and outcomes 20 editions published in in English and Hungarian and held by WorldCat member libraries worldwide "Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning.

The deaf child in the family and at school : essays in honor of Kathryn P. Psychological development of deaf children by Marc Marschark Book 23 editions published between and in English and Italian and held by WorldCat member libraries worldwide This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children especially those with nonsigning parents are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children.

The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness.

Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine. Models of visuospatial cognition by Manuel de Vega 1 edition published in in English and held by WorldCat member libraries worldwide Theories and research relating to visuospatial cognition have been of interest to a broad range of psychologists.

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This second volume in the 'Counterpoints' series considers visuospatial cognition from the perspectives of three of the most recognized investigators in the field, Michel Denis, Margaret Intons-Peterson and Philip Johnson-Laird. Realizing Jessie was becoming frustrated, Sammy's mom explained that without his hearing aids Sammy can not hear anything so Jessie would need to tap him -calling his name would not work.

She also explained to Sammy that he would need to be aware that he didn't have his hearing aids on. They played in the water the rest of the summer; Jessie knew how to get Sammy's attention and Sammy knew to be aware of what was happening around him.. Mom chose to intervene because Jessie always made such an effort to communicate effectively with Sammy. Had she waited until later Jessie would have been frustrated and the learning opportunity would have been gone.

Raising a Deaf Child - My Parents Share How They Found Out I Was Deaf & How They Raised Me

He didn't know anyone attending the school, but he told his mother he wasn't afraid. Mom was worrying about Daniel making friends in his mainstream classroom because of his first language was sign language and his speech was a bit difficult to understand.

Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

As Daniel entered the classroom, a boy came up to him and said "Hi, I'm Alex. What's your name? Daniel's mom wanted to jump in and facilitate the interaction, but just as she was about to, Daniel said and signed, "Hi! I'm Daniel. Do you want to go over and play with the dinosaurs? Sometimes it's hard to wait and see what will happen. As loving parents, we don't want to see our child get left out or miss an opportunity to make a friend. It's very tempting to jump in and "smooth out" any communication challenges that pop up in front of us.

Perhaps it's not so surprising, but left to their own devices, children will usually find a way to communicate with each other. It is better in the long run if a child's interactions with peers are his or her own rather than via a parent. Don't let summer be a down time for your child.

What impact will this have on my child's social development?

If possible set up group swim lessons, soccer lessons, gymnastics classes, music classes, etc. If children continue to see each other during the three month summer break, when school starts in the fall, they will not have to restart the bonding process again. This time also gives parents a chance to visit and network. The families rotated houses.

Whoever hosted was responsible for snack and an activity. The other parents stayed, but they were able to visit. The children looked forward to play- group as did the parents. The children strengthened their friendships, were exposed to different adults, and the parents had a great opportunity to strengthens their friendships. When school started in the fall, the teacher commented there was a noticeable difference in the children.

The children didn't need any adjustment period; they were ready to start back again as if there had been no break. The parents continued to meet weekly for coffee. Once your child enters school the social piece will need to be addressed. The ability to communicate effectively with other peers whether the peers are hearing, deaf or hard of hearing will need to be addressed in your child's IEP, as will effective communication with adults your child will meet at school.

The school placement you have chosen will influence the direction of the IEP. Children in a center based program or a school for the deaf will have more opportunity to interact with peers and adults using the same mode of communication. This is not to say this issue does not need to be addressed. Within the IEP different goals can be addressed as to how to facilitate interactions.

Some examples are:. Children learn better when they are able to work with friends and interact with friends in the classroom. Group projects will be better completed when children work with real friends rather than with non-friend peers. Schick says, "With peers, children can argue, negotiate, and figure it all out. Some researchers have speculated that these life skills come more from peer interactions than through interactions with adults.

And those language skills are absolutely essential. Hearing children pick up a lot of information indirectly. This is called passive or inferential learning. This can cause a feeling of isolation at school.