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Diversity in Deaf Education

Edited by Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Perspectives on Deafness

Features voices of parents, teachers, researchers, and other professionals involved in deaf education
Showcases a strong international collaboration among contributing authors
Contains previously unpublished studies in the field
Illuminates challenges and offers solutions in special education
Features interdisciplinary perspectives and inclusive practices

Diversity in Deaf Education

Edited by Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Description

Deaf children are not hearing children who can't hear. Beyond any specific effects of hearing loss, as a group they are far more diverse than hearing peers. Lack of full access to language, incidental learning, and social interactions as well as the possibility of secondary disabilities means that deaf learners face a variety of challenges in academic domains. Technological innovations such as digital hearing aids and cochlear implants have improved hearing and the possibility of spoken language for many deaf learners, but parents, teachers, and other professionals are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affect academic outcomes. Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services needed for this diverse population. Understanding such diversity and determining ways in which to accommodate them must become a top priority in educating deaf learners.

Through the participation of an international, interdisciplinary set of scholars, Diversity in Deaf Education takes a broad view of learning and academic progress, considering "the whole child" in the context of the families, languages, educational settings in which they are immersed. In adopting this perspective, the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part, are captured. It is only through such a holistic consideration of diverse children developing within diverse settings that we can understand their academic potentials.

Diversity in Deaf Education

Edited by Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Perspectives on Deafness

Preface

Chapter 1. Recognizing Diversity in Deaf Education: From Paris to Athens with a Diversion to Milan - Greg Leigh and Marc Marschark

Chapter 2. Evidence Based-Practice in Early Intervention: The Proof of the Pudding is in the Eating - Marilyn Sass-Lehrer and Alys Young

Chapter 3. The Transition from Early Intervention to School for Deaf and Hard-of-Hearing
Children - Brenda T. Poon, Janet R. Jamieson, Anat Zaidman-Zait, Deirdre Curle, Nancy Norman, and Noreen Simmons

Chapter 4. School as a Site for Natural Language Learning - Marlon Kuntze, Debbie Golos, Kimberly Wolbers, Catherine O'Brien, and David Smith

Chapter 5. On the Home Front: Parent Personality, Support, and Deaf Student Success - Patrick Brice, Rachael Plotkin, and Jennifer Reesman

Chapter 6. High Standard Competencies for Teachers of the Deaf and Other Qualified Professionals: Always Necessary, Not Always Guaranteed - Guido Lichtert, Kevin Miller, Areti Okalidou, Paul Simpson, and Astrid van Wieringen

Chapter 7. Exploring Signed Language Assessment Tools in Europe and North America - Charlotte Enns, Tobias Haug, Rosalind Herman, Robert Hoffmeister, Wolfgang Mann, and Lynn McQuarrie

Chapter 8. Language use in the classroom: Accommodating the needs of diverse DHH learners - Harry Knoors

Chapter 9. The Development of Pragmatic Skills in Children and Young People Who Are Deaf and Hard of Hearing - Dianne Toe, Pasquale Rinaldi, Maria Cristina Caselli, Louise Paatsch, and Amelia Church

Chapter 10. Addressing Diversity in Teaching Deaf Learners to Write - Connie Mayer

Chapter 11. Many Languages, One Goal: Interventions for Language Mastery by School-Age Deaf and Hard of Hearing Learners - Susan R. Easterbrooks, Joanna E. Cannon, and Jessica W. Trussell

Chapter 12. From Social Periphery to Social Centrality: Building Social Capital for Deaf and Hard-of-Hearing Students in the 21st Century - Gina A. Oliva, Linda Risser Lytle, Mindy Hopper, and Joan Ostrove

Chapter 13. The Inclusion of Deaf and Hard of Hearing Students in Mainstream Education: Classroom Participation and its Relationship to Communication, Academic and Social Skills - Naama Tsach, and Tova Most

Chapter 14. Mental Health Problems in Deaf and Severely Hard-of-Hearing Children and Adolescents: An Overview - Tiejo van Gent and Ines Sleeboom-van Raaij

Chapter 15. A Comprehensive Reading Intervention: Positive Postsecondary Outcomes and a Promising Practice for Students Who Are Deaf or Hard of Hearing - Greta Palmberg and Kendra Rask

Chapter 16. Considering Critical Factors Towards the Inclusion of Deaf Students in Higher Education - Merv Hyde, Magda Nikolaraizi Denise Powell, and Michael Stinson

Chapter 17. 21st Century Deaf Workers: Going Beyond Just Employed to Career Growth and Entrepreneurship - Ronald R. Kelly, Andrew B. Quagliata, Richard DeMartino, and Victor Perotti

Chapter 18. Recognizing Diversity In Deaf Education: Now What Do We Do With It?! - Marc Marschark and Greg Leigh

Diversity in Deaf Education

Edited by Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Perspectives on Deafness

Author Information

Marc Marschark is a 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 was founding editor of the Journal of Deaf Studies and Deaf Education.

Venetta Lampropoulou is a Professor of deaf education, founder and director of the Deaf Studies Unit of the University of Patras, Greece. Her research includes subjects related to literacy and the learning environments of deaf students, the families with deaf members, the use of technology by deaf people, and the linguistics of Greek sign language.

Emmanouil K Skordilis is an Associate Professor in Adapted Physical Activity (APA) within the School of Physical Education and Sport Science, in the National and Kapodistrian University of Athens, Greece. He received his undergraduate degree in the National and Kapodistrian University of Athens, Greece, and his Master's and Doctorate degrees from Springfield College. He has been an active researcher with more than 40 publications in the field during the last decade.

Contributors:

Patrick J. Brice
Department of Psychology
Gallaudet University
Washington, DC USA

Joanna E. Cannon
Education of the Deaf and Hard of Hearing Program
Department of Educational & Counselling Psychology & Special Education
Faculty of Education
University of British Columbia
Vancouver, British Columbia Canada

Maria Cristina Caselli
Istituto di Scienze e Tecnologie della Cognizione
Consiglio Nazionale delle Ricerche
Rome, Italy

Amelia Church Melbourne
Graduate School of Education
University of Melbourne
Victoria, Australia

Deirdre Curle
Educational and Counseling Psychology, and Special Education
University of British Columbia
Vancouver, British Columbia, Canada

Richard DeMartino
E. Phillip Saunders College of Business
Rochester Institute of Technology
Rochester, New York USA

Susan R. Easterbrooks
Program in Education of the Deaf
Educational Psychology, Special Education, and Communication Disorders
Georgia State University
Atlanta, Georgia USA

Charlotte Enns
Faculty of Education
University of Manitoba
Winnipeg, Manitoba, Canada

Debbie Golos
Utah State University
Logan, Utah USA

Tobias Haug
Department of Pedagogical and Therapeutic Professions
University of Applied Sciences of Special Needs Education
Zurich, Switzerland

Rosalind Herman
Division of Language and Communication Science
City University
London, United Kingdom

Robert Hoffmeister
Center for the Study of Communication & the Deaf
Boston University
Boston, Massachusetts USA

Mindy Hopper
Department of Liberal Studies
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, New York USA

Merv Hyde
School of Education
University of the Sunshine Coast
Maroochydore, Queensland, Australia

Janet R. Jamieson
Educational and Counselling Psychology, and Special Education
University of British Columbia
Vancouver, British Columbia, Canada

Ronald R. Kelly
REACH Center for Studies on Career Success
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, New York USA

Harry Knoors
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands;
Behavioral Science Institute
Radboud University
Nijmegen, The Netherlands

Marlon Kuntze
Department of Government and Public Affairs
Burstein Center on Educational Leadership and Innovation
Gallaudet University
Washington, DC USA

Venetta Lampropoulou
Deaf Studies Unit
Department of Primary Education
University of Patras
Patras, Greece

Greg Leigh
RIDBC Renwick Centre
Royal Institute for Deaf and Blind Children
Parramatta, Australia;
The University of Newcastle
Newcastle, Australia

Guido Lichtert
Department Neurosciences
Katholieke Universiteit Leuven
Leuven, Belgium;
Koninklijk Orthopedisch Centrum Antwerpen
Antwerp, Belgium

Linda Risser Lytle
Department of Counseling
Gallaudet University
Washington, DC USA

Wolfgang Mann
Department of Education
University of Roehampton
London, United Kingdom;
City University London,
United Kingdom

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, New York USA

Connie Mayer
Faculty of Education
York University
Toronto, Ontario, Canada

Lynn McQuarrie
Western Canadian Centre for Deaf Studies
University of Alberta
Edmonton, Alberta, Canada

Kevin Miller
Department of Special Education
Concordia University
Seward, Nebraska USA

Tova Most
School of Education
Tel-Aviv University
Tel-Aviv, Israel

Magda Nikolaraizi
Department of Special Education
University of Thessaly
Volos, Greece

Nancy Norman
Educational and Counselling Psychology, and Special Education
University of British Columbia
Vancouver, British Columbia, Canada

Catherine O'Brien
Department of Government and Public Affairs
Gallaudet University
Washington, DC USA

Areti Okalidou
Department of Educational and Social Policy
University of Macedonia
Salonika, Greece

Gina A. Oliva
Department of Physical Education and Recreation (Retired)
Gallaudet University
Washington DC USA

Joan M. Ostrove
Department of Psychology
Macalester College
Saint Paul, Minnesota USA

Louise Paatsch
School of Education
Faculty of Arts and Education
Deakin University
Geelong Australia

Greta Palmberg
Intermediate District 287
VECTOR Transition Program
Brooklyn Park, Minnesota USA

Victor Perotti
E. Phillip Saunders College of Business
Rochester Institute of Technology
Rochester, New York USA

Rachael M. Plotkin
Kennedy Krieger Institute
Johns Hopkins University School of Medicine
Baltimore, Maryland USA

Brenda T. Poon
Human Early Learning Partnership
University of British Columbia
Vancouver, British Columbia, Canada

Denise Powell
College of Education, Health and Human Development
University of Canterbury
Christchurch, New Zealand

Andrew B. Quagliata
School of Hotel Administration
Cornell University
Ithaca, New York USA

Kendra Rask
Intermediate District 287
VECTOR Transition Program
Hennepin Technical College
Brooklyn Park, Minnesota USA

Jennifer Reesman
Kennedy Krieger Institute
Johns Hopkins University School of Medicine
Baltimore, Maryland USA

Pasquale Rinaldi
Istituto di Scienze e Tecnologie della Cognizione
Consiglio Nazionale delle Ricerche
Rome, Italy

Penny Roy
Division of Language and Communication Science
City University
London, United Kingdom

Marilyn Sass-Lehrer
Deaf and Hard of Hearing Infants, Toddlers, and their Families Interdisciplinary Program
Graduate School and Continuing Studies
Gallaudet University
Washington, DC USA

Noreen Simmons
British Columbia Family Hearing Resource Society
Surrey, British Columbia, Canada

Paul Simpson
British Association of Teachers of the Deaf
Kent, United Kingdom

Emmanouil K. Skordilis
Faculty of Physical Education and Sport Science
National and Kapodistrian University of Athens
Athens, Greece

Ines Sleeboom-van Raaij
Royal Dutch Kentalis
Sint-Michielsgestel;
Trajectum Hoeve Boschoord
The Netherlands

David Smith
Department of Theory & Practice in Teacher Education
University of Tennessee
Knoxville, Tennessee USA

Michael Stinson
Masters of Science in Secondary Education
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, New York USA

Dianne Toe
School of Education
Faculty of Arts and Education
Deakin University
Geelong Australia

Naama Tsach
Department of School Counseling and Special Education
University of Tel-Aviv
Tel-Aviv, Israel

Jessica W. Trussell
Masters of Science in Secondary Education
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, New York USA

Tiejo van Gent
Royal Dutch Kentalis
Sint-Michielsgestel, The Netherlands

Astrid van Wieringen
Research Group Experimental ORL
Department Neurosciences
Katholieke Universiteit Leuven
Leuven, Belgium

Kimberly Wolbers
Department of Theory & Practice in Teacher Education
University of Tennessee
Knoxville, Tennessee USA

Alys Young
Social Research with Deaf People group
School of Nursing, Midwifery and Social Work
University of Manchester
Manchester, United Kingdom

Anat Zaidman-Zait
Department of School Counseling and Special Education
Tel-Aviv University
Tel-Aviv, Israel

Diversity in Deaf Education

Edited by Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Perspectives on Deafness

Reviews and Awards

"Diversity in Deaf Education is a treasure chest for every scholar, and every person working in the field of deaf education. The book addresses many of the most urgent topics in current discussions on deaf education. I enjoyed reading it because each chapter gives the reader both an overview on the current state of art and recent empirical data from the contributors' own studies. This book is a must-read!" --Manfred Hintermair, Professor, University of Education, Heidelberg

"Diversity in Deaf Education is a paean to the concept of diversity in deaf education. Yes, it focuses on the types of diversity most familiar to many of us. But not only that, the book alerts us to the multiple layers of diversity that being deaf or hard of hearing brings to the fore... This book highlights the mantra that there is no 'one size fits all' solution because of all the complexities emanating from the multiple diverse aspects manifested in deaf children. Despite the lack of simplistic solutions, this book reveals the passion of its contributors in continuing to explore possibilities that will create deaf and hard-of-hearing children and adults who are fully able to maximize their potential in life." --Irene W. Leigh, Professor Emerita, Gallaudet University

"This impressive volume takes a direct approach in a new way--rather than advocate one or another position, it makes the powerful point that great diversity exists (and always has) among deaf learners in terms of their needs and the techniques which will enable them to respond to fulfill their individual potentials; there can be no one best way for all. Growing from a series of presentations at the 2015 International Congress on Education of the Deaf (ICED) in Athens, Greece, the book encompasses a wide range of factors which comprise global diversity among deaf learners today-psychological, linguistic, ethnic, cognitive, and much more. The work is inspired by the continuing significant research work and leadership of Prof. Marc Marschark, who has assembled international experts in many topics; together they have produced what should become a watershed publication in the field for years to come." --David S. Martin, Professor/Dean Emeritus, Gallaudet University