Deaf Education Beyond the Western World

Context, Challenges, and Prospects

Edited by Harry Knoors, Maria Brons, and Marc Marschark

Perspectives on Deafness

Includes chapters about best practices and challenges from 19 countries across the world, countries in Africa, Asia, Latin America, and Central and Eastern Europe
Offers a picture of deaf education beyond the Western world from the perspective of local scholars associated with educating deaf and hard-of-hearing learners, the people who live it and know it best
Stimulates academic exchange, regionally and globally, among scholars who are fascinated by deaf education

Deaf Education Beyond the Western World

Context, Challenges, and Prospects

Edited by Harry Knoors, Maria Brons, and Marc Marschark

Description

If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general — and education for deaf learners in particular — is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world.

By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.

Deaf Education Beyond the Western World

Context, Challenges, and Prospects

Edited by Harry Knoors, Maria Brons, and Marc Marschark

Perspectives on Deafness

Chapter 1. Deaf Education Beyond the Western World: An Introduction
Harry Knoors, Maria Brons, and Marc Marschark
Chapter 2. Contemporary Practices in Deaf Education in Nigeria
Julius Abiola Ademokoya
Chapter 3. The Evolution of Deaf Education in Namibia
Beausetha J. Bruwer and Pamela J. February
Chapter 4. Deaf Education in Ghana
Alexander Mills Oppong and Daniel Fobi
Chapter 5. Practices and Challenges in Deaf Education in Kenya
Peter Oracha Adoyo and Everline Nyokabi Maina
Chapter 6. Deaf Education in Ethiopia
Tadesse Abera Tedla
Chapter 7. The State of Educating Deaf and Hard of Hearing Learners in Inclusive Classrooms in Tanzania
Bernadette Namirembe
Chapter 8. Discourses in Deaf Education Policies in Zimbabwe
Martin Musengi
Chapter 9. Educational Challenges for Deaf and Hard-of-Hearing Children in Morocco
Abdelhadi Soudi and Corinne Vinopol
Chapter 10. Deaf Education in Jordan: Current Situation, Obstacles, and Future Aspirations
Eman Al-Zboon
Chapter 11. Education and Services for Deaf People in Viet Nam
Nguyen Thi Hoa and James Woodward
Chapter 12. 'Free But Not Fair': A Critical Review of Access to Equal Education to Deaf Children in Sri Lanka
Shyamani Hettiarachchi, M. Dumini K. de Silva, Thilanka Wijesinghe, Brayan Susantha, Geshani Amila, Pubhoda Sarani, and Mohamed Rasak
Chapter 13. Deaf Education in Taiwan: History, Policies, Practices and Outcomes
Chun Jung Liu, Hsiu Tan Liu, and Jean F. Andrews
Chapter 14. Deaf Education: A Bird's Eye View of India
Kalyani Mandke and Prerna Chandekar
Chapter 15. Deaf Education and The Use of Sign Language in China
Dingqian Gu, Ying Liu, and Xirong He
Chapter 16. Best Practices and Challenges of Deaf Education in Mexico
Mercedes Obregón Rodríguez and Maribel Valero Weeke
Chapter 17. When Inclusion Jeopardizes the Learning Opportunities of Deaf Students: The Case of Chile
María Rosa Lissi, Christian Sebastián, Martín Vergara, and Cristián Iturriaga
Chapter 18. Deaf Education in Brazil: Contexts, Challenges, and Perspectives
Cátia de Azevedo Fronza, Lodenir Becker Karnopp, and Marjon Tammenga-Helmantel
Chapter 19. Deaf Education in Croatia: Challenges and Perspectives
Iva Hrastinski
Chapter 20. More Alike than Different: Educational and Social Aspirations and Paths to Successful Adulthood of Polish Deaf and Hard of Hearing Adolescents
Ewa Domagala-Zysk
Chapter 21. Deaf Education Beyond the Western World: Knowledge Exchange, Good Practices, and Challenges
Maria Brons, Harry Knoors, and Marc Marschark

Deaf Education Beyond the Western World

Context, Challenges, and Prospects

Edited by Harry Knoors, Maria Brons, and Marc Marschark

Perspectives on Deafness

Author Information

Edited by Harry Knoors, Professor, Behavioral Science Institute, Radboud University Nijmegen, the Netherlands, Edited by Maria Brons, Manager, Kentalis International Foundation, and Edited by Marc Marschark, Professor, National Technical Institute for the Deaf, Rochester Institute of Technology

Harry Knoors, Ph.D., is Professor at the Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director 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. Maria Brons, Ph.D., is Manager of Kentalis International Foundation at Royal Dutch Kentalis, responsible for design, fundraising, and implementation of international knowledge exchange programs for professionals working in the field of education, care and diagnostics for children with hearing loss, deafblindness, multiple disability, and autism. She is a political scientist and international development economist, and has previously published on critical security studies and state-society relations as well as lately on inclusive education as a win-win concept.

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.

Contributors:

Julius Abiola Ademokoya
Department of Special Education
University of Ibadan
Ibadan, Nigeria

Peter Oracha Adoyo
Department of Special Needs Education
School of Education
Maseno University
Maseno, Kenya

Geshani Amila
Asia Pacific Sign Linguistics Research and Training Program-Hong Kong
New Territories, Hong Kong
And
University of Kelaniya
Ragama, Sri Lanka

Jean F. Andrews
Department of Deaf Studies and Deaf Education
Lamar University
Beaumont, Texas USA

Eman Al-Zboon
Special Education Department,
Queen Rania Faculty for Childhood,
Hashemite University, Jordan.

Maria Brons
Royal Dutch Kentalis
Sint-Michielsgestel, The Netherlands

Beausetha J. Bruwer
Educational Psychology and Education Department
University of Namibia
Windhoek, Namibia

Prerna Chandekar
Mandke Hearing Services
Maharashtra, India

M. Dumini K. de Silva
Department of Disability Studies & Center for Disability Studies
University of Kelaniya
Ragama, Sri Lanka

Ewa Domagala-Zysk
Institute of Pedagogy
Centre for Education of the Deaf and Hard of Hearing
John Paul II Catholic University of Lublin
Lublin, Poland

Pamela J. February
Educational Psychology and Education Department
University of Namibia
Windhoek, Namibia

Daniel Fobi
University of Education
Winneba, Ghana

Cátia de Azevedo Fronza
Applied Linguistics Program
Universidade do Vale do Rio dos Sinos
São Leopoldo, RS, Brazil

Dingqian Gu
Faculty of Education
Beijing Normal University
Beijing, China

Xirong He
Northumbria University at Newcastle
Newcastle-upon-Tyne
United Kingdom

Shyamani Hettiarachchi
Department of Disability Studies & Center for Disability Studies
University of Kelaniya
Ragama, Sri Lanka

Nguyen Thi Hoa
Center for Studying and Promoting Deaf Culture
Dong Nai University
Dong Nai, Viet Nam

Iva Hrastinski
Faculty of Education and Rehabilitation Sciences
University of Zagreb
Zagreb, Croatia

Cristián Iturriaga
School of Psychology
Pontificia Universidad Católica de Chile
Santiago, Chile

Lodenir Becker Karnopp
Universidade Federal do Rio Grande do Sul
Canoas, RS, Brazil

Harry Knoors
Royal Dutch Kentalis
Sint-Michielsgestel, The Netherlands
and
Department of Special Education
Behavioural Science Institute
Radboud University Nijmegen
Nijmegen, The Netherlands

María Rosa Lissi
School of Psychology
Pontificia Universidad Católica de Chile
Santiago, Chile

Chun Jung Liu
Department of Speech-Language-Pathology and Audiology
Chung Shan Medical University
Taichung City, Taiwan

Hsiu Tan Liu
Department of Special Education
National Taiwan Normal University
Taipei City, Taiwan

Ying Liu
Faculty of Education
Beijing Normal University
Beijing, China
And
Department of Special Education, Chengdu University
Chengdu, China

Everline Nyokabi Maina
Department of Special Needs Education
School of Education
Maseno University
Maseno, Kenya

Kalyani Mandke
Mandke Hearing Services
Maharashtra, India

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester, New York, USA
and
School of Psychology
University of Aberdeen
Aberdeen, Scotland

Martin Musengi
Jairos Jiri Center for Special Needs Education
Robert Mugabe School of Education and Culture
Great Zimbabwe University

Bernadatte Namirembe
Faculty of Education
Uganda Martyrs University
Kampala, Uganda

Alexander Mills Oppong
University of Education
Winneba, Ghana[Text Wrapping Break]
Mohamed Rasak
Asia Pacific Sign Linguistics Research and Training Program-Hong Kong
New Territories, Hong Kong
And
University of Kelaniya
Ragama, Sri Lanka

Mercedes Obregón Rodríguez
Pedagogical Institute for Language Problems
College of San Juan Mixcoac
México City, Mexico

Pubhodha Sarani
Asia Pacific Sign Linguistics Research and Training Program-Hong Kong
New Territories, Hong Kong
And
University of Kelaniya
Ragama, Sri Lanka

Christian Sebastián
School of Psychology
Pontificia Universidad Católica de Chile
Santiago, Chile

Abdelhadi Soudi
Center for Languages and Communication
Ecole Nationale Supérieure des Mines de Rabat
Rabat, Morocco

Brayan Susantha
Asia Pacific Sign Linguistics Research and Training Program-Hong Kong
New Territories, Hong Kong
And
Center for Disability Studies
University of Kelaniya
Ragama, Sri Lanka

Marjon Tammenga-Helmantel
University of Groningen
Faculty of Behavioural and Social Studies
Department of Teacher Education
Groningen, the Netherlands

Tadesse Abera Tedla
Department of Special Needs and Inclusive Education
University of Gondar
Gondar, Ethiopia

Martín Vergara
School of Psychology
Pontificia Universidad Católica de Chile
Santiago, Chile

Corinne Vinopol
Institute for Disabilities Research and Training, Inc.
Wheaton, MD USA

Maribel Valero Weeke
Pedagogical Institute for Language Problems
College of San Juan Mixcoac
México City, Mexico

Thilanka Wijesinghe
Department of Disability Studies & Center for Disability Studies
University of Kelaniya
Ragama, Sri Lanka
Sri Lanka

James Woodward
Centre for Sign Linguistics and Deaf Studies
The Chinese University of Hong Kong, Hong Kong
and
Department of Linguistics
University of Hawai`i at Mānoa
Honolulu, Hawai`i