Education for deaf learners has gone through significant changes in recent decades, and the needs of many have changed considerably. Meanwhile, the population of deaf learners only has become more diverse. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the development of deaf learners.
Education for deaf learners has gone through significant changes in recent decades, and the needs of many have changed considerably. Meanwhile, the population of deaf learners only has become more diverse. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the development of deaf learners.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
* 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
* 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
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