The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2

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Sonst. Personen	Marschark, Marc (Hrsg.); Spencer, Patricia Elizabeth (Hrsg.)
Titel	The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2
Quelle	(2010) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-1953-9003-2
DOI	10.1093/oxfordhb/9780195390032.001.0001
Schlagwörter	Deafness; Hearing Impairments; Linguistics; Sign Language; Parent Child Relationship; Student Placement; Cognitive Mapping; Brain; State of the Art Reviews; Guides; Executive Function; Language Acquisition; Auditory Perception; Speech Communication; Special Education; Legal Problems; Advocacy; Special Education Teachers; Teacher Education; Instructional Effectiveness; Educational Strategies; Teaching Methods; Student Characteristics; Educational Environment; Regular and Special Education Relationship; Technology Uses in Education; Assistive Technology; Multiple Disabilities; Etiology; Intervention; Evaluation; Self Concept; Student Diversity; Identification; Mutual Intelligibility; Attitudes toward Disabilities; Evidence Based Practice; Infants; Screening Tests; Early Intervention; Developing Nations; Nonverbal Communication; Toddlers; Learning Disabilities; Cognitive Processes; Sequential Learning; Short Term Memory + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Linguistik; Gebärdensprache; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schülerpraktikum; Gehirn; Entwicklungsstand; Handbuch; Leitfaden; Sprachaneignung; Spracherwerb; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialanwaltschaft; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multiple disability; Mehrfachbehinderung; Ätiologie; Evaluierung; Selbstkonzept; Identifikation; Identifizierung; Infant; Toddler; Toddlers; Kleinkind; Screening-Verfahren; Developing country; Developing countries; Entwicklungsland; Non-verbal communication; Nonverbale Kommunikation; Infants; Learning handicap; Lernbehinderung; Cognitive process; Kognitiver Prozess; Didaktische Sequenzierung; Lernsequenz; Kurzzeitgedächtnis
Abstract	"The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2," is an updated edition of the landmark original volume. A range of international experts present a comprehensive overview of the field of deaf studies, language, and education. This area has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. Pairing practical information with detailed analyses of what works, why, and for whom--all while banishing the paternalism that once dogged the field--this first of two volumes features specially-commissioned, updated articles on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunities and challenges that lie ahead. Following "The Promises (?) of Deaf Education: From Research to Practice and Back Again" by Marc Marschark and Patricia Elizabeth Spencer, this book contains six parts. Part 1, Educational Issues, contains: (1) The History of Language and Communication Issues in Deaf Education (Donald F. Moores); (2) Legal Advocacy for Deaf and Hard-of-Hearing Children in Education (Barbara Raimondo); (3) Preparing Teachers of Students Who Are Deaf or Hard of Hearing (John Luckner); (4) Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics (Harry Knoors and Daan Hermans); (5) Supporting Students in General Education Classrooms (Shirin D. Antia, Kathryn H. Kreimeyer, and Susanne Reed); and (6) Current and Future Technologies in the Education of Deaf Students (Michael Stinson). Part 2, Literacy and Curriculum Issues, contains: (7) Evidence-based Curricula and Practices That Support Development of Reading Skills (Susan R. Easterbrooks); (8) Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students? (Marc Marschark, Thomastine Sarchet, Cathy Rhoten, and Megan Zupan); (9) The Demands of Writing and the Deaf Writer (Connie Mayer); (10) Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go? (Claudia M. Pagliaro); and (11) Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment (Rick van Dijk, Catherine Nelson, Albert Postma, and Jan van Dijk). Part 3, Cultural, Social, and Psychological Issues, contains: (12) Reflections on Identity (Irene W. Leigh); (13) Deaf Studies in the 21st Century:: "Deaf-gain" and the Future of Human Diversity (H-Dirksen, L. Bauman, and Joseph J. Murray); (14) Cochlear Implants:: Family and Young People's Perspectives (Sue Archbold and Alexandra Wheeler); (15) The Impact of Early Identification of Deafness on Hearing Parents (Alys Young); and (16) How Does Speech Intelligibility Affect Self and Others' Perceptions of Deaf and Hard-of-Hearing People? (Tova Most). Part 4, Language and Language Development, contains: (17) Emerging Sign Languages (Irit Meir, Wendy Sandler, Carol Padden, and Mark Aronoff); (18) Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language (Rachel I. Mayberry); (19) Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach (Arlene Stredler-Brown); (20) Early Communication in Sign and Speech (Margaret Harris); and (21) Language Acquisition and Critical Periods for Children Using Cochlear Implants (Shani Dettman and Richard Dowell). Part 5, Hearing and Speech Perception, contains: (22) Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World (Greg Leigh, John P. Newall, and Anthony T. Newall); (23) Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development (David J. Ertmer and Suneeti Nathani Iyer); (24) Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development (Janet R. Jamieson); and (25) Performance Outcomes for Adult Cochlear Implant Users (Camille C. Dunn, Ann Perreau, Kenneth Marciniak, Beth Macpherson, Richard S. Tyler, and Monika Kordus). Part 6, Cognitive Issues and Correlates of Deafness, contains: (26) Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth (Patricia Elizabeth Spencer); (27) Learning Disabilities in Deaf and Hard-of-Hearing Children (Lindsey Edwards); (28) Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants (David B. Pisoni, Christopher M. Conway, William Kronenberger, Shirley Henning, and Esperanza Anaya); (29) Working Memory, Deafness, and Sign Language (Matthew L. Hall and Daphne Bavelier); and (30) Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education (Patricia Elizabeth Spencer and Marc Marschark). (ERIC).
Anmerkungen	Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01