Communication Interventions with Deaf People

Rosalind Herman Gelbart is Professor of Child Language and Deafness in the Department of Language and Communication Science, City St George's, University of London. Ros trained as a speech and language therapist and specialised in clinical work with deaf people. She has maintained her clinical work alongside research and training speech and language therapists. Her research interests are related to language acquisition, assessment, and interventions with deaf people.Charlotte Enns is Professor Emerita in the Faculty of Education at the University of Manitoba. Her background is in speech-language pathology but, despite her clinical training, she has always considered herself more of an educator than a clinician, which has strongly influenced her work with the language rights of deaf children. Charlotte's research is focused on the bilingual education of deaf students, with a particular emphasis on language and literacy acquisition and assessment. She believes it is critical to involve deaf people in research about deaf people to gain the valuable scientific and humanitarian contributions provided through their embodied knowledge.

• List of FiguresList of TablesList of ContributorsPart I. The Context For Communication Interventions1: Rosalind Herman Gelbart;Charlotte Enns: Introduction to Communication Interventions with Deaf People2: Leala Holcomb: Deaf Perspectives on Communication Interventions3: Joanna Hoskin;Lenka Novak: Developing the Role of Deaf Language Specialists in Delivering Language Therapy in BSLPart II. Service Delivery4: Michele Berke;Christine Yoshinaga-Itano: Working with Deaf and Hard of Hearing Children in the Preschool Years5: Julie Hare: Working within a Multidisciplinary Paediatric Cochlear Implant Team6: Kate Green: Working in Mainstream Schools and Resource Bases7: Mar Pérez;Marian Valmaseda;Irina Martínez: Working in Bilingual-bimodal Educational Programmes8: Brenda Fossett: Working with DeafPlus Individuals9: Lindsey Gagan;Liz Stott;Kim Williams;Iseabail Belither: Working with DHH Adults: Clinical Assessment and Management of Language and Communication NeedsPart III. Assessment of Communication Skills10: Martina Curtin;Katerina Giachritsi;Tarryn Jacobs;Alison Miles;Michelle Rayne: Assessment of Communicative Interactions Between Deaf Children and Their Parents11: Wendy Martin: Assessing the Spoken Language Skills of Deaf Children and Young People12: Kate Rowley;Charlotte Enns;Joanna Atkinson;Rosalind Herman Gelbart: Assessment of Sign Language AbilitiesPart IV. Communication Interventions13: Evelien Dirks: Fostering Parent-Child Interaction in Families of Deaf and Hard of Hearing Children14: Kristin Snoddon: Sign Language Programmes for Parents and Caregivers of Young Children15: Hillary Ganek;Elizabeth A. Rosenzweig: Speech Interventions with Deaf Children16: Elaine Litvak;Shauna M. Arbuckle: Implementation of Listening and Spoken Language Intervention in Diverse Educational Settings17: Claudia Becker;Gary Morgan: Communication Interventions Targeting Theory of Mind in Deaf and Hard of Hearing Children18: Glynis Haines;Susan Ebbels: Using the SHAPE CODING(TM) System to Develop Understanding and Use of English Grammar19: Karin Schamroth;Martina Curtin: Using smiLE Therapy to Develop Pragmatic Skills20: Jacqueline Leybaert; Cécile Colin;Stéphanie Colin: Development of Sensori-Motor Language Representations in Children with Cochlear Implants and Cued Speech Experience21: Susan Easterbrooks;Amy R. Lederberg;Brenda Schick;Nancy Bridenbaugh;M. Christina Rivera: Evidenced-Based Language and Literacy Interventions22: Lynn McQuarrie;Charlotte Enns: Using Sign-Symbol Aptitude to Support Word Reading Acquisition23: Loes Wauters;Hille van Gelder: Literacy Interventions for Deaf and Hard of Hearing AdolescentsPart V. Epilogue24: Charlotte Enns;Rosalind Herman Gelbart: Communication Interventions with Deaf People: Future Directions