Evidence-Based Practices in Deaf Education

Erscheinungsjahr 2018
ISBN: 978-0-19-088054-5
Verlag: OXFORD UNIV PR

Buch, Englisch, 664 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 1145 g

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.

Autoren/Hrsg.

Knoors, Harry

Marschark, Marc

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizinische Fachgebiete Logopädie, Sprachstörungen, Stimmtherapie

Inhaltsverzeichnis

- 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

Über Autor(innen)

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.