Educating Deaf Students : Global Perspectives

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  • Format: Hardcover
  • Copyright: 2005-01-15
  • Publisher: Gallaudet Univ Pr
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The 19th International Congress on Education of the Deaf (ICED) in 2000, held in Sydney, Australia, brought together 1,067 teachers, administrators and researchers from 46 countries to address an extremely wide selection of topics. Experts from around the world discussed inclusion of deaf students in regular educational environments, literacy, audiology, auditory development and listening programs, hearing aids, programming for children with cochlear implants, signed communication in education, bilingual education, early intervention (including the rapidly emerging area of newborn hearing screening), education in developing countries, deaf students with multiple disabilities, and deaf students in post-secondary school education. The 19 chapters of Educating Deaf Students: Global Perspectives present a select cross-section of the issues addressed at the 19th ICED. Divided into four distinct parts Contemporary Issues for all Learners, The Early Years, The School Years, and Contemporary Issues in Postsecondary Education the themes considered here span the entire student age range. Authored by 27 different researchers and practitioners from six different countries, this book can be seen as a valuable description of the zeitgeist in the field of education of the deaf at the turn of the 21st century and the millennium.

Author Biography

Des Power is Emeritus Professor at the Centre for Deafness Studies and Research, Griffith University, Southport, Queensland, Australia.

Greg Leigh is Assistant Chief Executive (Educational Services) Royal Institute for Deaf and Blind Children and Associate Professor, University of Newcastle, New South Wales, Australia.

Table of Contents

Education of Deaf Children at the Turn of the 21st Century
Greg Leigh and Des Power
Part One: Contemporary Issues for All Learners
Reviewing the Past, Assessing the Present, and Projecting the Future
Robert R. Davila
Developing Deaf Children or Deaf Children Developing?
Marc Marschark
Educating Deaf Students with Multiple Disabilities
Jan van Dijk
Is It Time to Look Beyond Teachers' Signing Behavior?
C. Tane Akamatsu, David Stewart, and Connie Mayer
Good Practice in Deaf Education
Susan Gregory, Elizabeth Andrews, Wendy McCracken, Steve Powers, and Linda Watson
Part Two: The Early Years
Earlier Identification for Earlier Intervention
Christine Yoshinaga-Itano
Issues Around Supporting Families With Young Deaf Children
Linda Watson, Susan Gregory, Wendy McCracken, and Stephen Powers
The Power of Hearing, Habilitation, and the Home
Judith Simser
Cochlear Implantation and Children: Influencing Education Choices?
Sue Archbold
Future Directions in Early Education for Deaf Children and Their Families
Barbara Bodner-Johnson, Marilyn Sass-Lehrer, Janice C. Gatty, and Jan Hafer
Part Three: The School Years
Bridging Literacy: Integrating ASL and English Into the Language Arts
Cynthia Neese Bailes
Educating Deaf Children in Two Languages
Charlotte Evans
Making Inclusion Work: Improving Educational Outcomes for Deaf and Hard of Hearing Students in the Regular Classroom
Loretta R. Giorcelli
Co-Enrollment: An Effective Answer to the Mainstream Debacle
Carl J. Kirchner
Supporting Children with Cochlear Implants in the Educational Environment
Dianne Toe
Part Four: Contemporary Issues in Postsecondary Education
Providing Access for Deaf Students in a Technical University in the United States: Perspectives of Students and Instructors
Susan Foster, Gary Long, Judy Ferrari, and Karen Snell
Educating Deaf Students in Sign Linguistics
Odd-Inge Schröder
Slipping Through the Cracks? The Support Needs of Hard of Hearing Students in a University Program
Gwen Spradbrow and Des Power
Contributors 213(4)
Index 217

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