Deaf Education in the 21st Century

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).

• Chapter One:  Deaf Education in the 21st Century:  Trends, Topics, and   Technology:  A Brief OverviewOverview of the TextWhat we know about the field todayChapter Two:  Myths and Misconceptions about People Who Are Deaf    People Who Are Deaf Can’t Hear AnythingMyths Surrounding the Causes of Hearing LossAll Children Who Are Deaf Have Parents Who Are Deaf All People Who Are Deaf Can Read LipsPeople Who Are Deaf Can’t ReadPeople Who Are Deaf Can’t TalkAmerican Sign Language (ASL) is Just English on the Hands American Sign Language is Consistent Throughout the United StatesAmerican Sign Language is InternationalHearing Aids Enable Deaf People to Hear SpeechAll People Who Are Deaf Wish They Could HearPeople Who Are Deaf Are Not as Intelligent as People Who Can HearPeople Who Are Deaf Can’t Drive, Fly Planes, or Operate Motor BoatsIndividuals Who Are Deaf Have More Serious Emotional Problems than Hearing   PeoplePeople Who Are Deaf Can’t WorkPeople Who Are Deaf Are Very QuietAll People Who Are Deaf Know Sign LanguageSummaryChapter Three:  A Look at the Field of Deaf Education:  Where We’ve Been — Where We Are TodayPrevalence, Etiology and IdentificationDeaf/deafHard of HearingDeafenedPrevalence of HearingDiversity in the United StatesDiversity within the Deaf CommunityEducational SettingsModes of CommunicationHearing Aids and Cochlear ImplantsClosed Captioning TechnologyUse of Computer TechnologyVideo Relay Services (VRS) and Video Relay Interpreters (VRI)Speech- to-Text TechnologyLegislationOrganizations, Clubs, and Cultural EventsDimensions of Deafness:  Identity, Ethnicity, and Social DevelopmentSummary                                                 Chapter Four:  The Art of Hearing and Hearing LossThe Nature of SoundAcoustics of SpeechThe Hearing Mechanism Structure and Function of the EarThe Outer EarThe Middle EarThe Inner EarAuditory Connections in the BrainThe Physiology of HearingPrevalence and Etiology of Auditory DysfunctionTerminologyHearing LossDegrees of Hearing LossHard of HearingDeafEtiology of Auditory DysfunctionConductive Hearing LossSensorineural Hearing LossCongenital LossesGenetically Inherited Hearing LossAutosomal Dominant DisordersAutosomal Recessive DisordersX-Linked DisordersAcquired LossesMaternal RubellaCytomegalovirus (CMV)MeningitisPrematurity or Birth ComplicationsOther High Risk Factors for Hearing LossPersistent Pulmonary Hypertension of the Newborn (PPHN)Fetal Alcohol Syndrome (FAS)Causes of Hearing Loss in AdultsNoise ExposureOtotoxic DrugsThe Aging ProcessMeniere’s DiseaseDiseases of the Central Auditory SystemSummary           Chapter Five:  Family Dynamics:  Response to Diagnosis, Interpersonal Relationships, Impact on the Family UnitAnticipation, Expectations, and Responses to the Birth of a BabyHearing Parents Response to the DiagnosisDeaf Parents Response to the DiagnosisCharacteristics of Healthy FamiliesFactors that Contribute to Healthy Families with Deaf ChildrenCommunication:  Connecting and Interacting with Others and SocietyThe Building Blocks for CommunicationSelecting a Mode of Communication:  Factors Families ConsiderSibling RelationshipsSibling Relationships:  Interactions between Deaf and Hearing ChildrenSelf-Esteem:  A Reflection of One’s Self-ImageSummary  Chapter Six: Language Acquisition: Acquiring the Building Blocks for CommunicationCommunicationThe Components of Language FormPhonologyMorphologySyntaxContentSemanticsUsePragmaticsStages of Language DevelopmentModes of CommunicationOral Methods:  Acquiring Spoken LanguageAuditory VerbalAuditory OralNatural Oralism/Natural AuralismMaternal Reflective MethodVisual Modes of CommunicationAmerican Sign LanguageManually Coded English Sign SystemsRochester MethodSigned EnglishSeeing Essential English (SEE I)Signing Exact English (SEE II)Conceptually Accurate Signed English (CASE)Contact Signing or Pidgin Signed EnglishMultimodal Communication ApproachesCued SpeechSign Supported SpeechSimultaneous CommunicationTotal CommunicationBilingual Communication:  ASL and EnglishImpact of Prelingual Hearing Loss on Language DevelopmentEnhancing Language Development Through the Use of American Sign LanguageEnhancing Language Development Through an Auditory Verbal ApproachSummary  Chapter Seven:  Hearing Assessment, Hearing Aids, Cochlear Implants, and Modern TechnologyIdentifying Hearing Loss: The Hearing EvaluationPure-Tone Testing        Bone-Conduction TestingClassification of Hearing LossSpeech Reception Threshold TestsSocial Adequacy IndexNeonatal ScreeningOtoacoustic Emission (OAEs)Auditory Brainstem Response (ABR)Infants and ToddlersSchool Age ChildrenThe Function and Components of Hearing AidsMicrophonesAmplifierReceiverEarmoldsAdditional ComponentsPitch or Tone ControlTelecoil CircuitryBatteriesTypes of Hearing AidsOver 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 AidsCROS Hearing AidsBiCROS Hearing AidsIROS Hearing AidsBone Conduction Hearing AidsImplantable Bone Conduction Hearing Aid DeviceImplantable Middle Ear Hearing AidsDigital TechnologyCochlear ImplantsBinaural and Monaural Hearing Aid FittingsHearing Aid OrientationPsychological and Emotional Ramifications of Hearing LossGroup Listening SystemsAudio LoopsFM (Frequency Modulation) SystemsAM SystemsInfared SystemsIndividual Amplification SystemsAssistive Listening DevicesTelephone AmplifiersAdditional Devices for Individuals who Experience Difficulty HearingSummaryChapter Eight:  Educational Settings:  From Tradition to Current PracticeA Brief Historical Overview: School Reform since the 1960sElementary 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 ReformSecond Wave of Educational ReformThird Wave of Educational ReformAmericans 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 ControversyEducational Environments Residential School ProgramsDay SchoolsRegular Education ClassesEarly Intervention ProgramsMainstreamed ProgramsInclusion ProgramsResource Rooms and Separate ClassesCo-teaching/Co-enrollment for Students who are Deaf and Hard of HearingThe Role of the Itinerant TeacherThe Role of the Interpreters in Inclusive ClassroomsAchievement:  A Look at Deaf Students in the K-12 SettingSummary  Chapter Nine:  Literacy:  Unlocking the Curriculum through Reading and WritingReading: A Process Involving Language and CognitionBottom-Up TheoriesTop-Down TheoriesInteractive TheoriesReport: National Reading PanelAdditional Factors Contributing to LiteracyBarriers to Reading Comprehension:  Factors that Impact Studentswho are Deaf and Hard of HearingPhonemic Awareness in deaf and Hard of Hearing ChildrenUse of Phonics by Deaf and Hard of Hearing ReadersFluency within Readers who are Deaf and Hard of HearingComprehension of TextVocabulary DevelopmentBilingual Programs: Teaching Deaf Children to ReadShared Reading ProgramReading Milestones/Reading BridgeReading Strategies: Literacy Practices Used with Deaf and Hard of Hearing StudentsWriting, Spelling, and Deaf StudentsProcess Approach to WritingWriting StrategiesSummary  Chapter Ten:  Cognition:  Thought Processes and Intellectual DevelopmentA Brief Historical OverviewA Brief HistoryRelated ResearchDevelopment of Visual Attention by Hearing and Deaf ChildrenTheory of MindMemory Systems:  Storing Visual and Spatial InformationThe Articulatory LoopResearch:  Short-Term Memory Encoding by Students who Are Deaf or Hard of  HearingThe Visuo-Spatial SketchpadResearch:  Use of Visuo-Spatial Memory Between Deaf Signers and Non-SignersWhy Implement Cognitive InterventionA MethodBarriersSelecting a Cognitive Intervention ProgramProfessional ActionsIntellectual Functioning:  Cognition as it Relates to Intelligence TestsWhat Intelligence Tests MeasureAdditional ViewsLimitationsDescriptionIntellectual Testing and DeafnessDeveloping Metacognitive SkillsFeuerstein’s View of Cognitive GrowthIncorporating Thinking Skills across the CurriculumSummary  Chapter Eleven:  Personal, Social, and Cultural DevelopmentSharing Cultural Values and Beliefs:  Impact on Self Concept and IdentityCulturally Deaf Identity:  MarkCulturally Hearing Identity:  OliverBicultural Identity:  AmandaSchool settings:  influence on cultural perceptionsSocialization Experiences in Mainstream/Included EducationalSettingsDeveloping 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-EsteemSummary                               Chapter Twelve:  Economics, Postsecondary Opportunities and Employment TrendsLabor Force Projections:  A Look at Where We Are and Where We Are Expected to be in 2018Supporting Individuals who are Deaf and Hard of Hearing so They Can BecomeGainfully EmployedProviding Support Services:  The Role of Vocational RehabilitationSupport Services for People who are Deaf and Low FunctioningProfessionals who are Deaf or Hard of Hearing in the WorkforceSupport Services:  Making Post-Secondary Institutions Accessible for StudentsWho are Deaf and Hard of HearingCareer Experiences of College Educated Deaf and Hard of Hearing IndividualsA Look at Underemployment Found with respect to Individuals who are DeafOr Hard of HearingEmployment Trends and Employer Expectations  Chapter Thirteen:  Individuals who are Deaf with Additional DisabilitiesChildren who are Deaf or Hard of Hearing Children with Additional Disabilities:  Cognitive/Intellectual ConditionsIndividuals who are Deaf or Hard of Hearing who also have a LearningDisabilityIndividuals who are Deaf or Hard of Hearing with Emotional Behavioral ProblemsIndividuals who are Deaf or Hard of Hearing with an Intellectual DisabilityIndividuals who are deaf with Autistic Spectrum DisordersIndividuals who are deaf or hard of hearing with Attention-Deficit/Hyperactivity DisorderLegal Blindness and Uncorrected Visual ProblemsIndividuals who are Deaf-BlindIndividuals who are deaf who have Cerebral PalsyOther Disabling ConditionsSummary  Chapter Fourteen:  Preparing Personnel to Serve Individuals who are Deaf or Hard of HearingCharacteristics of Master TeachersRelationshipsAssessmentsMaster Teachers in Deaf EducationClassroom DiscourseUse of Teaching StrategiesTeacher AttitudesTeacher Behaviors and CompetenciesSchools for the Deaf or Separate SchoolsTeachers in Resource Rooms and Separate ClassesThe Co-teacher or Collaborative TeacherThe Itinerant TeacherEducational Interpreters:  Characteristics of Effective CommunicationFacilitatorsThe Role of the Educational InterpreterBest Practices When Interpreting in the Primary GradesBest Practices When Interpreting in the Elementary and Middle School SettingBest Practices When Interpreting in High School SettingsBest Practices When Interpreting in Post-Secondary SettingsSummary  Chapter Fifteen:  EpilogueSummary of Current Relevant Research in the FieldFuture Projections and Trends