The Oxford handbook of deaf studies, language, and education

著者

• Marschark, Marc
• Spencer, Patricia Elizabeth

書誌事項

The Oxford handbook of deaf studies, language, and education

edited by Marc Marschark, Patricia Elizabeth Spencer

（Oxford library of psychology）

Oxford University Press, 2010

• v. 2

注記

Includes bibliographical references and indexes

内容説明・目次

内容説明

Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.

目次

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 Jesus 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 Roennberg 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

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BB03593307
• ISBN:
  • 9780195390032
• LCCN: 2002010496
• 出版国コード: uk
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Oxford
• ページ数/冊数: xvii, 506 p.
• 大きさ: 26 cm
• 分類:
  • DC22 : 362.42
• 件名:
  • LCSH : Deaf -- Social conditions
  • LCSH : Deaf -- Education
  • LCSH : Deaf -- Means of communication
  • LCSH : Sign language
• 親書誌ID:
  • BA90621326