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Research in Deaf Education: Contexts, Challenges, and Considerations provides foundational chapters in the history, demography, and ethics of deaf education today. It also gives readers specific guidance across a broad range of both quantitative and qualitative research methodologies.
This title is a major professional reference work in the field of deafness research. It covers all important aspects of deaf studies: language, social/psychological issues, neuropsychology, culture, technology, and education.
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.
"Now available in paperback; ISBN 1-56368-149-8"
New edition available: Sounds Like Home: Growing Up Black and Deaf in the South, 20th Anniversary Edition, ISBN 978-1-944838-58-4 Features a new introduction by scholars Joseph Hill and Carolyn McCaskill Mary Herring Wright's memoir adds an important dimension to the current literature in that it is a story by and about an African American deaf child. The author recounts her experiences growing up as a deaf person in Iron Mine, North Carolina, from the 1920s through the 1940s. Her story is unique and historically significant because it provides valuable descriptive information about the faculty and staff of the North Carolina school for Black deaf and blind students from the perspective of a student as well as a student teacher. In addition, this engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Blacks such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. It also describes the physical facilities as well as the changes in those facilities over the years. In addition, Sounds Like Home occurs over a period of time that covers two major events in American history, the Depression and World War II. Wright's account is one of enduring faith, perseverance, and optimism. Her keen observations will serve as a source of inspiration for others who are challenged in their own ways by life's obstacles.
"You are about to enter the realm of Deaf culture, a world that may be completely new to you. Intriguingly, insiders and outsiders to this world may regard it in two completely different fashions. Let us examine this contradiction with the proverbial glass of water that can be viewed as either half-full or half-empty"--
Contributors present the latest information on both the new world evolving for deaf & hard-of-hearing children & the improved expectations for their acquisition of spoken language.
The deaf community in the West has endured radical changes in the past centuries. This work of history tracks the changes both in the education of and the social world of deaf people through the years. Topics include attitudes toward the deaf in Europe and America and the evolution of communication and language. Of particular interest is the way in which deafness has been increasingly humanized, rather than medicalized or pathologized, as it was in the past. Successful contributions to the deaf and non-deaf world by deaf individuals are also highlighted. Instructors considering this book for use in a course may request an examination copy here.
Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.