Evidence-Based Practices in Deaf Education

Edited by Harry Knoors and Marc Marschark

Perspectives on Deafness

Emphasizes translation of research into practice
Features an interdisciplinary group of international contributing authors
Promotes and outlines evidence-based practice

Evidence-Based Practices in Deaf Education

Edited by Harry Knoors and Marc Marschark

Description

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.

Evidence-Based Practices in Deaf Education

Edited by Harry Knoors and Marc Marschark

Perspectives on Deafness

Preface
Chapter 1: Sleuthing the 93% Solution in Deaf Education
Marc Marschark and Harry Knoors
PART ONE: Diversity in Deaf Learners
Chapter 2: Assessment and Development of Deaf Children with Multiple Challenges
Terrell Clark
Chapter 3: Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World
Kathryn Crowe
Chapter 4: Dialogic Teaching and Translanguaging in Deaf Education
Ruth Swanwick
PART TWO: Language Development and Language Assessment
Chapter 5: Effects of Family Variables on Spoken Language in Children with Cochlear Implants
Ivette Cejas and Alexandra L. Quittner
Chapter 6: Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children
Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström
Chapter 7: The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children
Lian van Berkel-van Hoof
Chapter 8: Measuring Deaf Learners' Language Progress in School
Wolfgang Mann
PART THREE: Literacy and Numeracy
Chapter 9: Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills
Paul Miller
Chapter 10: Reading Development in Deaf Children: The Fundamental Role of Language Skills
Fiona Kyle
Chapter 11: Word Identification and the Adolescent Deaf and Hard-of-Hearing
Reader: Going Back to Learning to Read
Jessica W. Trussell and M. Christina Rivera
Chapter 12: Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing
Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum
Chapter 13: Thinking in Action and Beyond
Terezinha Nunes
Chapter 14: Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment
Loes Wauters and Evelien Dirks
PART FOUR: Cognitive and Social-Emotional Dimensions of Learning
Chapter 15: Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults
Benedetta Heimler, Francesco Pavani, and Amir Amedi
Chapter 16: Neurocognitive Functioning in Deaf Children with Cochlear Implants
William G. Kronenberger and David B. Pisoni
Chapter 17: Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings
Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston
Chapter 18: The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment
Evelien Dirks
Chapter 19: Psychosocial Development of Hard-of-Hearing Preschool Children:
Implications for Early Intervention
Nina Jakhelln Laugen
Chapter 20: Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective
Constance Vissers and Daan Hermans
Chapter 21: Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students
Jesper Dammeyer
Chapter 22: Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills
Anat Zaidman-Zait and Tova Most
PART FIVE: Learning, Context, and Technology
Chapter 23: Revisiting Curricula for Deaf Students: A Norwegian Perspective
Stein Erik Olna
Chapter 24: Importance of Technology for Education of Deaf Students
Michael Stinson
Chapter 25: Online Learning and Deaf Students: Accessible by Design
Stephanie Cawthon and Jessica I. Mitchell
Chapter 26: Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence
Harry Knoors, Annet de Klerk, and Marc Marschark

Evidence-Based Practices in Deaf Education

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 a professor at the Behavioural 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. Marc Marschark, Ph.D., 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.

Contributors:

Amir Amedi
Department of Medical Neurobiology, Institute for Medical Research Israel-Canada
The Edmond and Lily Safra Center for Brain Research
Hebrew University of Jerusalem
Hadassah Ein-Kerem, Israel
Institute de la Vision
Sorbonne Université
Paris, France

Hans van Balkom
Behavioral Science Institute
Radboud University
Nijmegen, the Netherlands

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

Jonas Brännström
Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology
Lund University
Lund, Sweden

Irina Castellanos
Department of Otolaryngology - Head & Neck Surgery
The Ohio State University
Columbus, OH, USA

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

Ivette Cejas
Barton G. Kids Hear Now Cochlear Implant Family Resource Center
University of Miami, Miller School of Medicine
Miami, FL, USA

Chi-hsin Chen
Department of Otolaryngology - Head & Neck Surgery
The Ohio State University
Columbus, OH, USA

Terrell Clark
Department of Otolaryngology and Communication Enhancement
Boston Children's Hospital
Department of Psychiatry
Harvard Medical School
Boston, MA, USA

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

Kathryn Crowe
Center for Education Research Partnerships
National Technical Institute for the Deaf - Rochester Institute of Technology
Rochester, New York USA;
School of Teacher Education
Charles Sturt University
Sydney, Australia

Jesper Dammeyer
University of Copenhagen
Department of Psychology
Copenhagen, Denmark

Kristina Hansson
Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology
Lund University
Lund, Sweden

Benedetta Heimler
Department of Medical Neurobiology
Institute for Medical Research Israel-Canada
The Edmond and Lily Safra Center for Brain Research
Hebrew University of Jerusalem
Hadassah Ein-Kerem, Israel

Daan Hermans
Royal Dutch Kentalis
Sint-Michielsgestel, The Netherlands
Behavioural Science Institute
Radboud University
Nijmegen, The Netherlands

Derek M. Houston
Department of Otolaryngology - Head & Neck Surgery
The Ohio State University
Columbus, OH, USA

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

Harry Knoors
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands
Behavioural Science Institute
Radboud University
Nijmegen, the Netherlands

William G. Kronenberger
Department of Psychiatry
Indiana University School of Medicine
Riley Child and Adolescent Psychiatry Clinic
Indianapolis, IN, USA

Fiona E. Kyle
Division of Language and Communication Science
City, University of London
London, United Kingdom

Nina Jakhelln Laugen
Department of Hearing Impairment
Statped Midt
Holmestrand, Norway

Viveka Lyberg-Åhlander
Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology
Lund University
Lund, Sweden

Wolfgang Mann
School of Education
University of Roehampton
London, United Kingdon

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf - Rochester Institute of Technology
Rochester, NY, USA
School of Psychology
University of Aberdeen
Aberdeen, United Kingdom

Paul Miller
Department of Education
University of Haifa
Haifa, Israel

Jessica I. Mitchell
Department of Educational Psychology
The University of Texas at Austin
Austin, TX, USA

Tova Most
Department of School Counseling and Special Education
Tel-Aviv University
Tel-Aviv, Israel

Terezinha Nunes
Department of Education
University of Oxford
Oxford, United Kingdom

Stein Erik Ohna
Department of Education and Sports Science
University of Stavanger
Stavanger, Norway

Francesco Pavani
Center for Mind and Brain Sciences
Department of Psychology and Cognitive Sciences
University of Trento
Trento, Italy;
Integrative Multisensory Perception Action and Cognition Team
Centre de Recherche en Neuroscience de Lyon
Lyon, France

David B. Pisoni
Department of Psychological and Brain Sciences
Indiana University
Indianapolis, IN, USA

Alexandra L. Quittner
Miami Children's Research Institute
Miami, FL, USA

M. Christina Rivera
Department of Disability and Psychoeducational Studies
University of Arizona
Tuscon, AZ, USA

Birgitta Sahlén,
Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology
Lund University
Lund, Sweden

Michael Stinson
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY, USA

Ruth Swanwick
School of Education
University of Leeds
Leeds, England, UK

Arjan van Tilborg
Utrecht University
Utrecht, the Netherlands

Jessica W. Trussell
Department of Secondary Education
Rochester Institute of Technology
Rochester, NY, USA

Constance Th.W.M. Vissers
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands
Behavioural Science Institute
Radboud University
Nijmegen, the Netherlands

Loes Wauters
Royal Dutch Kentalis
Sint-Michielsgestel, the Netherlands
Behavioural Science Institute
Radboud University
Nijmegen, the Netherlands

Evelien van Wingerden
Free University Amsterdam
Amsterdam, the Netherlands

Chen Yu
Department of Psychological and Brain Sciences
Indiana University
Indianapolis, IN, USA

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