Educating Deaf Students: From Research to Practice - Couverture rigide

Marschark, Marc; Lang, Harry G.; Albertini, John A.

Couverture rigide

ISBN 10 : 0195121392 ISBN 13 : 9780195121391

Editeur : Oxford University Press Inc, 2001

Synopsis

The field known as deaf education has undergone considerable change over the past 30 years. In part, this situation reflects the evolution of understandin concerning deaf people and American Sign Language. The magnitude of this change, however, owes much to progress in pedagogy, developmental psychology, psycholinguistics (including language acquisition), and other related fields. Together with dramatic chnages in technology, scientific progress has provided new options and new perspectives for deaf students, their parents, students, and teachers. In the context of reviewing these changes Educating Deaf Students: From Research to Practice considers what we know, what we do not know, and what we should know about the education of deaf students. Using a research-based but readable approach, the authors set aside the politics, rhetoric, and confusion that often accompany such discussions. Rather, the educational and research literatures are evaluated with an eye toward systematic inquiry and generality of findings. The results is a summary of the current state-of-the-art in deaf education and related implications for parents, teachers, and other gatekeepers. Educating Deaf Students describes the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. As a result, many deaf students have been assumed to be "deficient" or "intellectually inferior" simply because investigators or teachers did not know how to communicate with them in the way that elicited optimal performance. Historical consideration of how we arrived at such a point is accompanied by evaluation of the legal and social conditions that surround deaf education today. Language, literacy, testing, and other academic issues are considered in both educational and developmental contexts. One assumption that is woven throughout the book is that the appropriate education of deaf children demands that we fully understand their development in language, social, and cognitive domains and match our teaching methods appropriately. Perhaps most centrally, the successful education of deaf students depends on our understanding of the roles of communication and language in development and education. Communications is the tie that binds children to parents and to society and that provides for social and academic education. The book thus argues that there is no aspect of educating deaf learners - from infancy to adulthood - that does not depend on or benefit from clear and accessible communications. The perspectives of the authors (deaf and hearing, from diverse backgrounds) reflect their roles as educators and researchers involved in the education of deaf students. They clearly articulate the need to consider both formal and informal education in the context of the world in which both are embedded. In reminding readers - and themselves - that there is wisdom in diverse perspectives, the authors present complex information in a way that will be useful to teachers, parents, and future professionals, as well as researchers.

A propos du livre

Présentation de l'éditeur

Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs.

Biographie de l'auteur

Marc Marschark was the first director of the Center for Research, Teaching, and Learning at the National Technical Institute for the Deaf at Rochester Institute of Technology, where he is now a professor in the Department of Research. He is also a member of the Department of Psychology at the University of Aberdeen, Scotland. He edits the Journal of Deaf Studies and Deaf Education and is the author of several books, including Raising and Educating a Deaf Child (Oxford, 1998), Psychological Development of Deaf Children (Oxford, 1997), and Relations of Language and Thought: The View from Sign Language and Deaf Children (Oxford, 1997). Harry G. Lang is a professor in the Department of Research at the National Technical Institute for the Deaf at Rochester Institute of Technology. Deaf himself, he is a leader in the field of science and mathematics education for deaf students. He has published several books on the contributions of deaf persons in the history of science and technology. John A. Albertini is Professor and Chair of the Department of Research at the National Technical Institute for the Deaf. He teaches English as a second language to undergraduate students who are deaf or hard of hearing and language development to future secondary school teachers of deaf students.

Détails de l'édition

• Éditeur: Oxford University Press Inc
• Date d'édition: 2001
• Langue: anglais
• ISBN 10: 0195121392
• ISBN 13: 9780195121391
• Reliure: Relié
• Nombre de pages: 294
• Coordonnées du fabricant: non disponible
• Personne responsable: Messaggerie Libri; ufficio.anagrafiche@meli.it; ; Via Verdi, 8; Assago Milano; Italie