Oxford Handbook of Deaf Studies, Language, and Education

Front Cover
Marc Marschark, Patricia Elizabeth Spencer
Oxford University Press, 2005 - Education - 505 pages
In Plato's cratylus, which dates to 360 B.C., Socrates alludes to the use of signs by deaf people. In his Natural History, completed in 79 A.D., Pliny the Elder alludes to Quintus Pedius, the deaf son of a Roman consul, who had to seek permission from Caesar Augustus to pursue his training as an artist. During the Renaissance, scores of deaf people achieved fame throughout Europe, and by the middle of the 17th century the talents and communication systems of deaf people were being studied by a variety of noted scientists and philosophers. However, the role of deaf people in society has always been hotly debated: could they be educated? Should they be educated? If so, how? How does Deaf culture exist within larger communities? What do advances in the technology and the genetics of hearing loss portend for Deaf communities?
In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education. Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism once intrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf or hard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensive reference resource on deaf issues.
Written to be accessible to students and practitioners as well as researchers, The Oxford Handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past 40 years, since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marc Marschark and Patricia Elizabeth Spencer have given us what is certain to become the benchmark reference in the field.
 

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Contents

Perspectives on the History of Deaf Education
9
Demographic and Achievement Characteristics of Deaf and Hard of Hearing Students
21
Curriculum Cultural and Communicative Contexts
38
Educational Consequences of Alternative School Placements
52
Early Intervention Current Approaches to FamilyCentered Programming
65
Educational Programming for Deaf Children with Multiple Disabilities Accommodating Special Needs
82
Literacy and Literacy Education
95
Processes and Components of Reading
97
Formal and Informal Approaches to the Language Assessment of Deaf Children
275
Assessing Childrens Proficiency in Natural Signed Languages
289
Signed Languages
303
Origins of Sign Languages
305
Sign Language Structures
319
Modality and the Structure of Language Sign Languages Versus Signed Systems
332
Interpreters and Interpreter Education
347
The Neural Systems Underlying Sign Language
361

Approaches to Teaching Reading
110
Writing Characteristics Instruction and Assessment
123
Bilingualism and Literacy
136
Cultural Social and Psychological Issues
149
Deaf Communities
151
Peer Interaction of Deaf and HardofHearing Children
164
Social and Emotional Development of Deaf Children Family School and Program Effects
177
ParentInfant Interactions A Transactional Approach to Understanding the Development of Deaf Infants
190
Mental Health and Deaf Adults
203
Language and Language Development
217
The Development of American Sign Language and Manually Coded English Systems
219
Development of Spoken Language by Deaf Children
232
Expressing Meaning From Communicative Intent to Building a Lexicon
247
The Role of Cued Speech in Language Development of Deaf Children
261
Hearing and Speech Perception
377
Speech Perception and Spoken Word Recognition
379
Advances in the Genetics of Deafness
392
Technologies for Communication Status and Trends
406
Screening and Assessment of Hearing Loss in Infants
420
Cochlear Implants Issues and Implications
434
Cognitive Correlates and Consequences of Deafness
449
Intellectual Assessment of Deaf People A Critical Review of Core Concepts and Issues
451
Cognitive Functioning in Deaf Adults and Children
464
Working Memory Neuroscience and Language Evidence from Deaf and HardofHearing Individuals
478
What We Know What We Dont Know and What We Should Know
491
Author Index
495
Subject Index
497
Copyright

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About the author (2005)

Marc Marschark is at Rochester Institute of Technology. Patricia Elizabeth Spencer is at Gallaudet University.

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