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Educating Deaf Learners

Creating a Global Evidence Base

Edited by Harry Knoors and Marc Marschark

Perspectives on Deafness

Reviews previously unpublished studies on the education of deaf learners
Focuses on the whole child
Brings together a diverse, international panel of scholars

£105.00

Hardback

This item is printed to order. Items which are printed to order are normally despatched and charged within 5-10 days.

Published: 20 August 2015

688 Pages

235x156mm

ISBN: 9780190215194

Also Available As:

Ebook

This title is available as an ebook. To purchase, visit your preferred ebook provider.

Also Available In:

Oxford Scholarship Online

Available in Oxford Scholarship Online - view abstracts and keywords at book and chapter level.

Bookseller Code (AU)

Educating Deaf Learners

Creating a Global Evidence Base

Edited by Harry Knoors and Marc Marschark

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 that students 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 in many 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 affect academic 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 can understand their academic potential.

Educating Deaf Learners

Creating a Global Evidence Base

Edited by Harry Knoors and Marc Marschark

Perspectives on Deafness

Preface
Contributors
1. Educating Deaf Students in a Global Context
Harry Knoors and Marc Marschark
Part 1. A Changing World for Deaf Learners

2. Being a Deaf Student: Changes in Characteristics and Needs
Sue Archbold
3. When You're Not Average, Be (Come) Excellent: Barriers and Opportunities for Deaf Students
Corrie Tijsseling
4. Responding to Cultural and Linguistic Diversity among Deaf and Hard of Hearing Learners
Greg Leigh and Kathryn Crowe
5. Research on Language Development: Discourses on Learning and Messages to Family Support After Cochlear Implantation
Marieke Bruin
Part 2. Language, Literacy, and Numeracy
6. 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 Study
Gladys Tang, Chris, Kun-Man Yiu, and Scholastica Lam
7. Literacy and Deaf and Hard-of-Hearing Students: Research and Practice
Susan R. Easterbrooks and Michella Maiorana-Basas
8. Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing
Claudia M. Pagliaro
9. Language Assessment of Deaf Learners
Rosalind Herman
10. Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of Hearing
Stephanie W. Cawthon
Part 3. Cognition, Social, and Emotional Development
11. Deaf Children's Executive Functions: from Research to Practice?
Daan Hermans, Brigitte Vugs, Lian van Berkel, and Harry Knoors
12. Social-Cognition for Learning as a Deaf Student
Gary Morgan
13. Social Relations of Deaf Learners: Important Resources for Socio-Emotional Well-Being and Academic Success
Manfred Hintermair
14. Reciprocity in School Peer Relationships of Deaf and Hard-of-Hearing Early Adolescents: Promoting Empowerment
Nina Wolters and Jet Isarin
15. Stress among Children Who are Deaf or Hard of Hearing and Their Families
Anat Zaidman-Zait
16. The Role of the Environment in Children's Emotion Socialization: The Case of Deaf and Hard-of-Hearing Children
Carolien Rieffe, Anouk P. Netten, Evelien Broekhof, Guida Veiga
17. Social Relations, Mental Health, and Deaf Learners: Approaches to Intervention
Johannes Fellinger and Daniel Holzinger
Part 4. Technology for Learning and Development
18. Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children through Interactive Reading
Evelien Dirks and Loes Wauters
19. Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation: Suggestions for Teaching through e-Learning Visual Environments
Maria Cristina Caselli, Pasquale Rinaldi, Daniela Onofrio and Elena Tomasuolo
20. EmotionWeb: From Fundamental Research to a Functional Tool for Professionals
Karin Wiefferink, Meinou de Vries, and Lizet Ketelaar
21. Benefits of Technology-Enhanced Learning for Deaf and Hard-of-Hearing Students
Eliane Segers and Ludo Verhoeven
22. Click and Start Learning! Innovative Development Programs for Professionals
Chantal Gervedink Nijhuis and Arie Terpstra
Part 5. Learning and Educational Context
23. Enhancing Academic and Social Outcomes: Balancing Individual, Family, and School Assets and Risks for Deaf and Hard-of-Hearing Students in General Education
Shirin D. Antia
24. Classroom Adaptations for Effective Learning by Deaf Students
Leo De Raeve
25. Curriculum Design in Dutch Deaf Education
Annet de Klerk, Connie Fortgens, and Annelies van der Eijk
26. Re-envisioning Learning and Teaching in Deaf Education: Towards new Transactions between Research and Practice
Ruth Swanwick
Epilogue
27. Educating Deaf Learners in the 21st Century: What We Know and What We Need to Know
Marc Marschark and Harry Knoors
Index

Educating Deaf Learners

Creating a Global Evidence Base

Edited by Harry Knoors and Marc Marschark

Perspectives on Deafness

Author Information

Edited by Harry Knoors, Professor, Behavioral Science Institute, Radboud University Nijmegen, the Netherlands, 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 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 associate editor 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.

Contributors:

Shirin D. Antia
University of Arizona
College of Education
Tucson, Arizona USA

Sue Archbold
The Ear Foundation
83 Sherwin Road
Nottingham, United Kingdom

Evelien Broekhof
Developmental and Educational Psychology
Leiden University
Leiden, The Netherlands

Marieke Bruin
Faculty of Arts and Education
Department of Education and Sports Science
University of Stavanger
Stavanger, Norway

Maria Cristina Caselli
Institute of Cognitive Sciences and Technologies,
National Research Council
Rome, Italy

Stephanie W. Cawthon
Department of Educational Psychology
The University of Texas at Austin
Austin, Texas USA

Kathryn Crowe
Research Institute for Professional Practice, Learning, and Education
Charles Sturt University
Sydney, Australia

Annet de Klerk
Royal Dutch Kentalis
Kentalis Talent
Vught, The Netherlands

Leo De Raeve
Independent Information and Research Center on Cochlear Implants
Zonhoven, Belgium

Meinou de Vries
Dutch Foundation for the Deaf and Hard of Hearing Child
Amsterdam, The Netherlands

Evelien Dirks
Dutch foundation for the Deaf and Hard-of-Hearing Child
Amsterdam, The Netherlands

Susan R. Easterbrooks
Department of Educational Psychology and Special Education
Georgia State University
Atlanta, Georgia USA

Johannes Fellinger
Hospital of St. John of God
Institut fuer Sinnes- und Sprachneurologie
Linz, Austria

Connie Fortgens
Royal Auris Group
Gouda, The Netherlands

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

Daan Hermans
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Manfred Hintermair
University of Education
Heidelberg, Germany

Daniel Holzinger
Hospital of St. John of God
Institut fuer Sinnes- und Sprachneurologie
Linz, Austria

Jet Isarin
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Lizet Ketelaar
Leiden University
Department of Developmental Psychology
Leiden, The Netherlands

Harry Knoors
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, Netherlands

Scholastica Lam
Centre for Sign Linguistics and Deaf Studies
Chinese University of Hong Kong
Shatin, Hong Kong

Greg Leigh
RIDBC Renwick Centre
Parramatta, Australia

Michella Maiorana-Basas
Department of Counseling, Educational Psychology, and Special Education
Michigan State University
East Lansing, Michigan USA

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

Gary Morgan
Deafness, Cognition and Language Research Centre
Language and Communication Science
City University London
London, United Kingdom

Anouk P. Netten
Department of Otorhinolaryngology, Head, and Neck Surgery
Leiden University Medical Center
Leiden, The Netherlands

Chantal Gervedink Nijhuis
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Daniela Onofrio
Institute of Cognitive Sciences and Technologies,
National Research Council
Rome, Italy

Claudia M. Pagliaro
Professions in Deafness
School of Education
University of North Carolina - Greensboro
Greensboro, North Carolina USA

Carolien Rieffe
Developmental Psychology
Leiden University
Leiden, The Netherlands

Pasquale Rinaldi
Institute of Cognitive Sciences and Technologies,
National Research Council
Rome, Italy

Eliane Segers
Behavioural Science Instititute
Radboud University Nijmegen
Nijmegen, The Netherlands

Ruth Swanwick
School of Education
University of Leeds
Leeds, United Kingdom

Gladys Tang
Centre for Sign Linguistics and Deaf Studies
Chinese University of Hong Kong
Shatin, Hong Kong

Arie Terpstra
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Corrie Tijsseling
Department of Pedagogical and Educational Sciences
Faculty of Social and Behavioral Sciences
Utrecht University
Utrecht, The Netherlands

Elena Tomasuolo
Institute of Cognitive Sciences and Technologies,
National Research Council
Rome, Italy

Lian van Berkel-van Hoof
Radboud University Nijmegen
Behavioural Science Institute
Nijmegen, The Netherlands

Annelies van der Eijk
Royal Dutch Kentalis
Dr. P.C.M. Bosschool
Arnhem, The Netherlands

Guida Veiga
Departamento de Desporto e Saúde
Pavilhão Gimnodesportivo da Universidade de Évora
Évora, Portugal

Ludo Verhoeven
Behavioural Science Instititute
Radboud University Nijmegen
Nijmegen, The Netherlands

Brigitte Vugs
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Loes Wauters
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Karin Wiefferink
Dutch Foundation for the Deaf and Hard of Hearing Child
Amsterdam, The Netherlands

Nina Wolters
Royal Dutch Kentalis
Kentalis Academy
Sint-Michielsgestel, The Netherlands

Chris Kun-Man Yiu
Centre for Sign Linguistics and Deaf Studies
Chinese University of Hong Kong
Shatin, Hong Kong

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