Educating Deaf Learners: Creating a Global Evidence Base by Harry Knoors (Englis

Description: Educating Deaf Learners by Harry Knoors, Marc Marschark Education for deaf learners has gone through significant changes over the past three decades. The needs of many have changed considerably. But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future. The rapid growth of information and communication technology as well as progress in educational, psychological, and allied research fields have many scholars questioning aspects of traditional school concepts. For example, should the classroom be "flipped" so thatstudents receive instruction online at home and do "homework" in school? At the same time, inclusive education has changed the traditional landscape of special education and thus of deaf education inmany if not all countries, and yet deaf children continued to lag significantly behind hearing peers in academic achievement. As a consequence of technological innovations (e.g., digital hearing aids and early bilateral cochlear implants), the needs of many deaf learners have changed considerably. Parents and professionals, however, are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affectacademic outcomes. Understanding such differences and determining ways in which to accommodate them through global cooperation must become a top priority in educating deaf learners.Through the participation of an international, interdisciplinary set of scholars, Educating Deaf Learners takes a broader view of learning and academic achievement than any previous work, considering the whole child. In adopting this broad perspective, the authors capture the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part. It is only through such a holistic consideration that we canunderstand their academic potential. Author Biography Harry Knoors, Ph.D., is Professor at the Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands, and Director of the Kentalis Academy 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. Knoors is an associateeditor of the Journal of Deaf Studies and Deaf Education.Marc Marschark, Ph.D., is 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. He is Editor of the Journal of Deaf Studies and Deaf Education. Table of Contents PrefaceContributors1. Educating Deaf Students in a Global ContextHarry Knoors and Marc MarscharkPart 1. A Changing World for Deaf Learners2. Being a Deaf Student: Changes in Characteristics and NeedsSue Archbold3. When Youre Not Average, Be (Come) Excellent: Barriers and Opportunities for Deaf StudentsCorrie Tijsseling4. Responding to Cultural and Linguistic Diversity among Deaf and Hard of Hearing LearnersGreg Leigh and Kathryn Crowe5. Research on Language Development: Discourses on Learning and Messages to Family Support After Cochlear ImplantationMarieke BruinPart 2. Language, Literacy, and Numeracy6. Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case StudyGladys Tang, Chris, Kun-Man Yiu, and Scholastica Lam7. Literacy and Deaf and Hard-of-Hearing Students: Research and PracticeSusan R. Easterbrooks and Michella Maiorana-Basas8. Developing Numeracy in Individuals Who Are Deaf and Hard of HearingClaudia M. Pagliaro9. Language Assessment of Deaf LearnersRosalind Herman10. Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of HearingStephanie W. CawthonPart 3. Cognition, Social, and Emotional Development11. Deaf Childrens Executive Functions: from Research to Practice?Daan Hermans, Brigitte Vugs, Lian van Berkel, and Harry Knoors12. Social-Cognition for Learning as a Deaf StudentGary Morgan13. Social Relations of Deaf Learners: Important Resources for Socio-Emotional Well-Being and Academic SuccessManfred Hintermair14. Reciprocity in School Peer Relationships of Deaf and Hard-of-Hearing Early Adolescents: Promoting EmpowermentNina Wolters and Jet Isarin15. Stress among Children Who are Deaf or Hard of Hearing and Their FamiliesAnat Zaidman-Zait16. The Role of the Environment in Childrens Emotion Socialization: The Case of Deaf and Hard-of-Hearing ChildrenCarolien Rieffe, Anouk P. Netten, Evelien Broekhof, Guida Veiga17. Social Relations, Mental Health, and Deaf Learners: Approaches to InterventionJohannes Fellinger and Daniel HolzingerPart 4. Technology for Learning and Development18. Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children through Interactive ReadingEvelien Dirks and Loes Wauters19. Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation: Suggestions for Teaching through e-Learning Visual EnvironmentsMaria Cristina Caselli, Pasquale Rinaldi, Daniela Onofrio and Elena Tomasuolo20. EmotionWeb: From Fundamental Research to a Functional Tool for ProfessionalsKarin Wiefferink, Meinou de Vries, and Lizet Ketelaar21. Benefits of Technology-Enhanced Learning for Deaf and Hard-of-Hearing StudentsEliane Segers and Ludo Verhoeven22. Click and Start Learning! Innovative Development Programs for ProfessionalsChantal Gervedink Nijhuis and Arie TerpstraPart 5. Learning and Educational Context23. Enhancing Academic and Social Outcomes: Balancing Individual, Family, and School Assets and Risks for Deaf and Hard-of-Hearing Students in General EducationShirin D. Antia24. Classroom Adaptations for Effective Learning by Deaf StudentsLeo De Raeve25. Curriculum Design in Dutch Deaf EducationAnnet de Klerk, Connie Fortgens, and Annelies van der Eijk26. Re-envisioning Learning and Teaching in Deaf Education: Towards new Transactions between Research and PracticeRuth SwanwickEpilogue27. Educating Deaf Learners in the 21st Century: What We Know and What We Need to KnowMarc Marschark and Harry KnoorsIndex Promotional Adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners. Long Description Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future. The rapid growth of information and communication technology as well as progress in educational, psychological, and allied research fields have many scholars questioning aspects of traditional school concepts. For example, should the classroom be "flipped" so thatstudents receive instruction online at home and do "homework" in school? At the same time, inclusive education has changed the traditional landscape of special education and thus of deaf education inmany if not all countries, and yet deaf children continued to lag significantly behind hearing peers in academic achievement. As a consequence of technological innovations (e.g., digital hearing aids and early bilateral cochlear implants), the needs of many deaf learners have changed considerably. Parents and professionals, however, are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affectacademic outcomes. Understanding such differences and determining ways in which to accommodate them through global cooperation must become a top priority in educating deaf learners.Through the participation of an international, interdisciplinary set of scholars, Educating Deaf Learners takes a broader view of learning and academic achievement than any previous work, considering the whole child. In adopting this broad perspective, the authors capture the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part. It is only through such a holistic consideration that we canunderstand their academic potential. Feature Selling point: Reviews previously unpublished studies on the education of deaf learnersSelling point: Focuses on the whole childSelling point: Brings together a diverse, international panel of scholars Details ISBN0190215194 Pages 688 Language English ISBN-10 0190215194 ISBN-13 9780190215194 Format Hardcover Author Marc Marschark Short Title EDUCATING DEAF LEARNERS Media Book DEWEY 371.912 Year 2015 Subtitle Creating a Global Evidence Base Edited by Marc Marschark Position Professor, National Technical Institute for the Deaf Place of Publication New York Country of Publication United States Publisher Oxford University Press Inc Affiliation Professor, National Technical Institute for the Deaf, Rochester Institute of Technology Publication Date 2015-08-20 UK Release Date 2015-08-20 AU Release Date 2015-08-20 NZ Release Date 2015-08-20 US Release Date 2015-08-20 Series Perspectives on Deafness Imprint Oxford University Press Inc Audience Postgraduate, Research & Scholarly We've got this At The Nile, if you're looking for it, we've got it. 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