Education and Development of Deaf Children -- or Is It Development and Education?
Marc Marschark National Technical Institute for the Deaf, Rochester Institute of Technology
The purpose of this chapter is to examine some of the relations between development and education, with particular regard to children who are deaf. The various chapters in this book, as well as other books about deaf children, hearing children, or just plain old children, make it clear that there are a variety of perspectives and approaches to each of these domains. This broad issue has been addressed by several theorists (e.g., Piaget, Montessori, Nelson, Vygotsky), but few investigators have written in any detail about the complex linkage between education and child development, even when the two domains are discussed in the same context (but see Schlesinger & Meadow, 1972).
Many educators and developmentalists interested in deaf children appear to believe that there is, or should be, some unitary, correct approach to ed
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Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: The Deaf Child in the Family and at School:Essays in Honor of Kathryn P. Meadow-Orlans.
Contributors: Patricia Elizabeth Spencer - Editor, Carol J. Erting - Editor, Marc Marschark - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 2000.
Page number: 275.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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