Oxford Handbook of Deaf Studies, Language, and Education
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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.
Introduction31Perspectives on the history of deaf education92Demographic and achievement characteristics of deaf and hard-of-hearing students213Curriculum : cultural and communicative contexts384Educational consequences of alternative school placements525Early intervention : current approaches to family-centered programming656Educational programming for deaf children with multiple disabilities : accommodating special needs827Processes and components of reading978Approaches to teaching reading1109Writing : characteristics, instruction, and assessment12310Bilingualism and literacy13611Deaf communities15112Peer interactions of deaf and hard-of-hearing children16413Social and emotional development of deaf children : family, school, and program effects17714Parent-infant interactions : a transactional approach to understanding the development of deaf infants19015Mental health and deaf adults20316The development of American Sign Language and manually coded English systems21917Development of spoken language by deaf children24718Expressing meaning : from communicative intent to building a lexicon24719The role of cued speech in language development of deaf children26120Formal and informal approaches to the language assessment of deaf children27521Assessing children's proficiency in natural signed languages28922Origins of sign languages30523Sign language structures31924Modality and the structure of languages : sign languages versus signed systems33225Interpreters and interpreter education34726The neural systems underlying sign languages36127Speech perception and spoken word recognition37928Advances in the genetics of deafness39229Technologies for communication : status and trends40630Screening and assessment of hearing loss in infants42031Cochlear implants : issues and implications43432Intellectual assessment of deaf people : a critical review of core concepts and issues45133Cognitive functioning in deaf adults and children46434Working memory, neuroscience, and language : evidence from deaf and hard-of-hearing individuals478Epilogue - what we know, what we don't know, and what we should know491
