The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2
Oxford University Press, May 28, 2010 - Psychology - 528 pages
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage Those who do not learn from history are doomed to repeat it is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.
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ability academic achievement adults American Annals ofthe American Sign Language Annals ofthe Deaf Archbold assessment Audiology auditory behaviors chapter chil child children with cochlear children with hearing cochlear implants cognitive cued speech deaf and hard-of-hearing deaf and hearing deaf children Deaf community Deaf culture Deaf Education deaf or hard deaf students Deaf Studies deafblind developmental DHH children DHH students dren early intervention effects factors function Gallaudet University Geers guage hard of hearing hearing aids hearing impairment hearing loss hearing peers identified identity infants instruction interaction Journal of Deaf Journal ofDeafStudies language development learning disabilities linguistic listeners literacy Marschark mathematics memory ment newborn hearing screening ofDeafStudies and DeafEducation outcomes performance phonological programs reading reported scores signers social specific speech perception Spencer spoken language Stinson strategies teachers teaching tion Usher syndrome visual vocabulary vocalizations Yoshinaga-Itano young