Del i serien Oxford Library of Psychology

The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

Inbunden, Engelska, 2010

AvMarc Marschark,Patricia Elizabeth Spencer

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Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences.The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.

Produktinformation

Utgivningsdatum2010-07-29
Mått254 x 180 x 35 mm
Vikt1 066 g
FormatInbunden
SpråkEngelska
SerieOxford Library of Psychology
Antal sidor526
FörlagOUP USA
ISBN9780195390032

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IntroductionPatricia Elizabeth Spencer and Marc Marschark Part One: Educational Issues 1. Perspectives on the History of Deaf EducationHarry G. Lang 2. Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing StudentsRoss E. Mitchell and Michael A. Karchmer 3. Curriculum: Cultural and Communicative ContextsDes Power and Greg Leigh 4. Educational Consequences of Alternative School PlacementsMichael S. Stinson and Thomas N. Kluwin 5. Early Intervention: Birth to ThreeMarilyn Sass-Lehrer 6. Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special NeedsHarry Knoors and Mathijs P. J. Vervloed Part Two: Literacy and Literacy Education 7. Processes and Components of ReadingBeverly J. Trezek, Ye Wang, and Peter V. Paul 8. Approaches to Reading InstructionBarbara R. Schirmer and Cheri Williams 9. Writing: Characteristics, Instruction, and AssessmentJohn A. Albertini and Sara Schley 10. Bilingualism and LiteracyConnie Mayer and C. Tane Akamatsu Part Three: Cultural, Social, and Psychological Issues 11. Deaf CommunitiesBencie Woll and Paddy Ladd 12. Peer Interactions of Deaf and Hard-of-Hearing ChildrenShirin D. Antia, Kathryn H. Kreimeyer, Kelly K. Metz, and Sonya Spolsky 13. Social and Emotional Development of Deaf Children: Family, School, and Program EffectsRosemary Calderon and Mark T. Greenberg 14. Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf InfantsMeg Traci and Lynne Sanford Koester 15. Mental Health and Deaf AdultsIrene W. Leigh and Robert Q Pollard, Jr. Part Four: Language and Language Development 16. The Development of American Sign Language and Manually Coded English SystemsBrenda Schick 17. Development of Spoken Language by Deaf ChildrenPeter J. Blamey and Julia Z. Sarant 18. Expressing Meaning: From Prelinguistic Communication to Building Vocabulary Amy R. Lederberg and Jennifer S. Beal-Alvarez 19. The Role of Cued Speech in Language Development of Deaf ChildrenJacqueline Leybaert, Mario Aparicio, and Jésus Alegria 20. Formal and Informal Approaches to the Language Assessment of Deaf ChildrenJanet R. Jamieson and Noreen R. Simmons 21. Assessing Children's Proficiency in Natural Signed LanguagesJenny L. Singleton and Samuel J. Supalla Part Five: Signed Languages 22. Origins of Sign LanguagesDavid F. Armstrong and Sherman Wilcox 23. Sign Language StructuresSusan D. Fischer and Harry van der Hulst 24. Modality and the Structure of Language: Sign Languages versus Signed SystemsRonnie B. Wilbur 25. Interpreters and Interpreter EducationChristine Monikowski and Elizabeth A. Winston 26. The Neural Systems Underlying Sign LanguageKaren Emmorey Part Six: Hearing and Speech Perception 27. Speech Perception and Spoken Word RecognitionLynne E. Bernstein and Edward T. Auer, Jr. 28. Advances in the Genetics of DeafnessKathleen S. Arnos and Arti Pandya 29. Technologies for Communication: Status and TrendsJudith E. Harkins and Matthew Bakke 30. Screening and Assessment of Hearing Loss in InfantsBarbara Cone 31. Cochlear Implants: Advances, Issues, and ImplicationsPatricia Elizabeth Spencer, Linda J. Spencer, and Marc Marschark Part Seven: Cognitive Correlates and Consequences of Deafness 32. Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and IssuesSusan J. Maller and Jeffrey Braden 33. Cognitive Functioning in Deaf Adults and ChildrenMarc Marschark and Loes Wauters 34. Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing IndividualsJerker Rönnberg Part Eight: Conclusions and Future Directions 35. Epilogue: What We Know, What We Don't Know, and What We Should KnowMarc Marschark and Patricia Elizabeth Spencer Author Index Subject Index

"A visit to bookshelves in search of material relating to deaf studies can often be disappointing. Marschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studies. This work may well stand for years as essential reading in the study of deaf education." Choice"Over the course of the past 40 years, no other deaf studies publication has offered a more comprehensive and authoritative perspective of the social, psychological, linguistic, and pragmatic aspects of deafness." Robert R. Davila National Technical Institute of the Deaf"A major resource and reference manual for the field of deaf studies and deaf education. There is quite simply nothing comparable." Karen Emmorey Laboratory for Language and Cognitive Neuroscience, San Diego State University