The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking.
In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes.
Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead.
Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.
Introduction
Patricia Elizabeth Spencer and Marc Marschark Part One: Educational Issues
1.
Perspectives on the History of Deaf Education
Harry G. Lang
2. Demographic and Achievement Characteristics of Deaf and
Hard-of-Hearing Students
Ross E. Mitchell and Michael A. Karchmer
3. Curriculum: Cultural and
Communicative Contexts
Des Power and Greg Leigh
4. Educational Consequences of Alternative School
Placements
Michael S. Stinson and Thomas N. Kluwin
5. Early Intervention: Birth to
Three
Marilyn Sass-Lehrer
6. Educational Programming for Deaf Children with
Multiple Disabilities: Accommodating Special Needs
Harry Knoors and Mathijs P. J. Vervloed Part Two: Literacy and Literacy
Education
7. Processes and Components of Reading
Beverly J. Trezek, Ye Wang, and Peter V. Paul
8. Approaches to Reading
Instruction
Barbara R. Schirmer and Cheri Williams
9. Writing: Characteristics,
Instruction, and Assessment
John A. Albertini and Sara Schley
10. Bilingualism and Literacy
Connie Mayer and C. Tane Akamatsu Part Three: Cultural, Social, and
Psychological Issues
11. Deaf Communities
Bencie Woll and Paddy Ladd
12. Peer Interactions of Deaf and Hard-of-Hearing
Children
Shirin D. Antia, Kathryn H. Kreimeyer, Kelly K. Metz, and Sonya Spolsky
13.
Social and Emotional Development of Deaf Children: Family, School, and
Program Effects
Rosemary Calderon and Mark T. Greenberg
14. Parent-Infant Interactions: A
Transactional Approach to Understanding the Development of Deaf Infants
Meg Traci and Lynne Sanford Koester
15. Mental Health and Deaf Adults
Irene W. Leigh and Robert Q Pollard, Jr. Part Four: Language and Language
Development
16. The Development of American Sign Language and Manually Coded
English Systems
Brenda Schick
17. Development of Spoken Language by Deaf Children
Peter J. Blamey and Julia Z. Sarant
18. Expressing Meaning: From
Prelinguistic Communication to Building Vocabulary Amy R. Lederberg and
Jennifer S. Beal-Alvarez
19. The Role of Cued Speech in Language Development
of Deaf Children
Jacqueline Leybaert, Mario Aparicio, and Jésus Alegria
20. Formal and
Informal Approaches to the Language Assessment of Deaf Children
Janet R. Jamieson and Noreen R. Simmons
21. Assessing Children's Proficiency
in Natural Signed Languages
Jenny L. Singleton and Samuel J. Supalla Part Five: Signed Languages
22.
Origins of Sign Languages
David F. Armstrong and Sherman Wilcox
23. Sign Language Structures
Susan D. Fischer and Harry van der Hulst
24. Modality and the Structure of
Language: Sign Languages versus Signed Systems
Ronnie B. Wilbur
25. Interpreters and Interpreter Education
Christine Monikowski and Elizabeth A. Winston
26. The Neural Systems
Underlying Sign Language
Karen Emmorey Part Six: Hearing and Speech Perception
27. Speech Perception
and Spoken Word Recognition
Lynne E. Bernstein and Edward T. Auer, Jr.
28. Advances in the Genetics of
Deafness
Kathleen S. Arnos and Arti Pandya
29. Technologies for Communication: Status
and Trends
Judith E. Harkins and Matthew Bakke
30. Screening and Assessment of Hearing
Loss in Infants
Barbara Cone
31. Cochlear Implants: Advances, Issues, and Implications
Patricia Elizabeth Spencer, Linda J. Spencer, and Marc Marschark Part Seven:
Cognitive Correlates and Consequences of Deafness
32. Intellectual Assessment
of Deaf People: A Critical Review of Core Concepts and Issues
Susan J. Maller and Jeffrey Braden
33. Cognitive Functioning in Deaf Adults
and Children
Marc Marschark and Loes Wauters
34. Working Memory, Neuroscience, and
Language: Evidence from Deaf and Hard-of-Hearing Individuals
Jerker Rönnberg Part Eight: Conclusions and Future Directions
35. Epilogue:
What We Know, What We Don't Know, and What We Should Know
Marc Marschark and Patricia Elizabeth Spencer Author Index Subject Index
Marc Marschark, Ph.D., directs the Center for Education Research Partnerships at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he founded and edits the Journal of Deaf Studies and Deaf Education. He has joint appointments at the Moray School of Education at the University of Edinburgh and the School of Psychology at the University of Aberdeen.
Patricia Elizabeth Spencer, Ph.D., was a public school teacher and science textbook editor before joining Gallaudet University and serving as a diagnostic-prescriptive classroom teacher, assessment center administrator, research scientist, and Professor in the Department of Social Work. After retiring from Gallaudet, she has taught at Texas A&M-Corpus Christi, worked with an after-school program for children at-risk for academic difficulties, and remains active as a writer and speaker in the field of education and development of deaf and hard-of-hearing children.
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