Spencer, Patricia Elizabeth.
Oxford New York : Oxford University Press, 2010.
Added to CLICnet on 05/05/2014
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Part of the series Professional perspectives on deafness : evidence and applications;Professional perspectives on deafness.
Notes:
- Includes bibliographical references and index.
- 1. Introduction and Key Findings Index — Key Findings Index — 2. Demographics, Diversity, and Foundational Issues in Deaf Education — A Low Incidence Disability — Deaf and Hard-of-Hearing Children in Countries With Developing Economies — Multiple Disabilities, or Children With Dual Diagnoses — Developmental Challenges — Academic Achievement — Social-Emotional Development — Advances in the Development of Deaf and Hard-of-Hearing Students — Processes of Evaluation — Summary: Understanding and Educating Children With Hearing Loss — 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information — Designs for Research and Evaluation on Educational Practice and Outcomes — Randomized Clinical Trials, or Experimental Research — Quasi-Experimental Research — Single-Subject Research — Correlational Research — Qualitative Research — Practice-Based Wisdom — Considerations for Studies Included in This Review — Summary: How Do We Know What We Know? — 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning — Newborn Screening and Family Reactions — Enhanced Developmental Outcomes Related to Early Identification — How Early Is Early Enough? — Characteristics of Early Intervention That Support Positive Developmental Outcomes — Summary: Early Identification and Intervention are Cost-Effective — 5. Language Development, Languages, and Language Systems — Perspectives on Language Development and Deaf Children — Approaches Emphasizing Auditory-Oral Aspects of Language Development — Auditory-Oral Methods and Language Development — Cochlear Implants and Progress in Oral Programs — An Example: Outcomes of Children in a Traditional Oral Program — Auditory-Verbal Therapy — Cued Speech — Using Cochlear Implants and Cued Speech — Approaches Emphasizing Visual-Manual Aspects of Language Development — Manually Coded Sign Systems Used in Total Communication Programs — Using Cochlear Implants in TC Programs
- One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. This volume will help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages. —T. Alan Hurwitz. President, Gallaudet University An excellent book for both the experienced practitioner or academic and those new to the field of deaf education. As well as addressing the findings of research, it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people. —Susan Gregory, Former Reader in Deaf Education, University of Birmingham, U.K. Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have intensified in recent years: Will using sign language interfere with learning to use spoken language? Does placement in classrooms with mostly hearing children enhance or impede academic development? Do deaf children need auditory-based phonological skills to acquire age-appropriate reading abilities? Are traditional methods of teaching subjects such as math and science effective for deaf and hard-of-hearing students? Too often, these decisions are made based on what is frequently incorrect or incomplete information and decisions—whether based on opinions, beliefs, or value judgments—are insufficient to guide practice. Instead, critical evaluation of the rapidly emerging research and related reports is needed to enhance the success of educational practice with deaf and hard-of-hearing learners. Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students clarifies and cog
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