Sign and school : using signs in deaf children's development
Author(s)
Bibliographic Information
Sign and school : using signs in deaf children's development
（Multilingual matters / series editor, Derrick Sharp, 33）
Multilingual Matters, c1987
- : pbk
Available at / 9 libraries
-
No Libraries matched.
- Remove all filters.
Note
Bibliography: p. [214]-225
Includes indexes
Description and Table of Contents
Description
Born in a world of vision and movement, deaf children from an early age and without apparent difficulty, learn to use these media to create a natural sign language. For nearly the last 100 years, educators and parents zealously over-anxious to make these children acceptable in a hearing world, have ignored this language and have immersed their children in a puzzling world of lip-read patterns and indecipherable sound. Now a new approach is appearing in deaf education where the skills and language of the child are exploited to the full to deliver an education which is accessible and meaningful. This innovation does not require us to give up the goal of children being able to function in a hearing world nor even lose sight of the aim of mastering the spoken and written language of the majority. Rather it is a new way of gaining entry to the world, a way in which deaf children can be valued for themselves instead of being seen as delayed and deviant. Sign and School is a book about this change in approach. These new, challenging ideas for the first time offer a real bridge between the world of deaf people and the accumulated knowledge of hearing people. The book is dedicated to Professor Dr Bernard Tervoort, researcher, educator and linguist of the University of Amsterdam whose dedication to deaf children and their communication has made him a renowned international figure. Innovator and discoverer in his research career of over thirty years, he becomes a catalyst in this special collection of new work of colleagues from thirteen countries. As with all of Tervoort's work this book is directed at all those professionals and parents with a concern for deaf children.
Table of Contents
Acknowledgements
Preface
1. T. Schermer: Bernard Tervoort
PART I LANGUAGE THEORY AND DEVELOPMENT
2. W. C. Stokoe: Lexical Indicators of Cultural Change
3. B. Woll: Historical and Comparative Aspects of BSL
4. M. Deuchar: Negative Incorporation in Three Sign Languages
5. M. C. Caselli: Language Acquisition by Italian Deaf Children
6. D. Bouvet: Sign Language and the Education of the Deaf Child
7. G. Montgomery: Laterality and Tolerance in Sign Language
PART II ISSUES FOR SIGN IN SCHOOL
8. D. M. Denton: The Total Communication Revolution
9. B. Hansen: Sign Language and Bilingualism: A Focus on an Experimental Approach to the Teaching of Deaf Children in Denmark
10. S. Prillwiti: Is the Time of the 'German Method' over in Germany? On Sign Language Research and Practice in FRG
11. G. L. Zaitseva: Problems of Sign Language in Soviet Deaf Education
12. R. Harder and H. Knoors: Consolidation of Method or Future Changes: Use of Signs in the Education of the Deaf in the Netherlands
13. S. De Vriendt and D. Moerman: Total Communication in the Education of Deaf Children in Flanders
14. C. Wickham and J. Kyle: Teachers' Beliefs about BSL and their Perceptions of Children's Signing
15. A. Marchesi: Sign Language in the Education of the Deaf in Spain
PART III CURRENT PRACTICES
16. T. Van der Lem: An Early Intervention Programme
17. C. Maye, G. Ringli and P. Boyes-Braem: The Use of Signs in Switzerland: Projects in the Zurich and Geneva Schools
18. B. Charlier, J. M. Capouillez and O. Perier: The Use of Signed French and Cued Speech in Combination: A Flexible Approach to Total Communication
19. L. Evans: Reading Through Sign: The Application of Theory into Practice
20. T. Rissanen: Sign and School in Finland
21. C. Deck: Bilingual Education for Deaf Children in France
22. R. Jeanes: Sign and Deaf Education in Australia
by "Nielsen BookData"
