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Over 90% of all deaf children are born to hearing parents. For most of these mothers and fathers, their own child is the first deaf person they have ever met. Raising a child who can hear is a challenging and difficult task, but raising a deaf child can seem like an overwhelming responsibility ...

Over 90% of all deaf children are born to hearing parents. For most of these mothers and fathers, their own child is the first deaf person they have ever met. Raising a child who can hear is a challenging and difficult task, but raising a deaf child can seem like an overwhelming responsibility, especially with the mass of conflicting information and advice offered by professionals and well-meaning friends and family members. In Raising and Educating a Deaf Child, Marc Marschark offers parents and teachers a readable and comprehensive summary including everything a parent would want to know about growing up deaf. Parents of a deaf child, like the parents of any child, want to know the answers to some apparently straightforward questions, such as "What kind of school will provide my child with the best education?" "What language experience is best for my child, sign or speech?" "Will my child be able to get a good job?" Marschark addresses these questions and more, with topics ranging from what it means to be deaf and the uniqueness of Deaf culture to the medical causes of early hearing loss, from technological aids for the deaf such as TTYs and cochlear implants to the educational and social opportunities available to deaf children. He describes the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles. Above all, he emphasizes the need for early detection of hearing loss and the importance of being able to communicate with deaf children from a very early age, recommending that all parents of deaf children learn sign language and use it often. This is not a "how to" book or one with all the "right" answers for raising a deaf child. This is a guide through the many conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other. A leading researcher himself, Marschark makes sense of the most current educational and scientific literature, including his own recent research, and talks to deaf children, their parents, and deaf adults about what is important to them. The result is a readable and enlightening survey of what we know about the language, social, and intellectual development of deaf children, and what educational and practical issues face them and their families. Parents of deaf children can and should make their own decisions, based on what is right for their family and for their child. Armed with Raising and Educating a Deaf Child, parents will have access to the bets information available, allowing them to make informed decisions for their child.

At one point in 1982, the Chicago School Board debated whether or not to close John H. Kinzie Elementary School due to its shrinking school-age population and its many problems typical of city schools. But an energetic new principal, James Franklin, brought in fifteen classes of deaf and hard of ...

At one point in 1982, the Chicago School Board debated whether or not to close John H. Kinzie Elementary School due to its shrinking school-age population and its many problems typical of city schools. But an energetic new principal, James Franklin, brought in fifteen classes of deaf and hard of hearing children that changed the Kinzie School dramatically. This remarkable tale is presented in All of Us Together. Told by Jeri Banks, at the time a teacher who played a key role in Kinzie School's revival, the story begins simply, with the arrival of the new students. At first the 450 hearing students resented the invasion of 135 deaf and hard of hearing children because the new children seemed strange and also because only their part of the school was renovated. The deaf and hard of hearing students envied the hearing children because they had recess. Franklin and the teachers recognized the validity of these complaints, and they all worked hard to address them. At the same time, Banks started a small dance group for the deaf girls as a way of building their egos. Eventually, this group grew into an arts program that involved virtually all of the students. Over the years, the Kinzie School was transformed. The parents joined Franklin, Banks, and the other teachers to deal with an entrenched bureaucracy for the good of the children. On one occasion when the School Board wished to remove a physically disabled student from Kinzie because of rigid adherence to an outdated regulation, both Franklin and the child's parents fought all the way to court. The student stayed at Kinzie and excelled, and the Chicago School System also profited from his success. All of Us Together is a warm, encouragingtestament to the dedication and hard work of the Kinzie teachers and parents. All of their efforts are framed in the strict context of improving the school for their children, and the students' own feelings featured through

In recent years the escalating costs of health care have caused managed care programs to shift the delivery of pediatric psychological services away from specialized medical centers and into primary care and school settings. One result has been a radical expansion of school psychology into issues of ...

In recent years the escalating costs of health care have caused managed care programs to shift the delivery of pediatric psychological services away from specialized medical centers and into primary care and school settings. One result has been a radical expansion of school psychology into issues of clinical intervention, health promotion, and the assessment of psychotropic medications. School psychologists are now expected to either deliver or (more likely) to provide consultation regarding a wide variety of pediatric psychological services. Because this is a recent phenomenon, very few school-based psychologists or allied health practitioners (school counselors and social workers) have received training in pediatric psychology. The mission of this book is to provide them with a comprehensive and authoritative guide to their newly acquired responsibilities in such areas as psychotherapy, psychopharmacology, health promotion, and prevention of disease. This book is appropriate for anyone concerned with issues of pediatric psychology in school settings: school psychologists, pediatric psychologists, clinical child psychologists, as well as pediatricians and child psychiatrists.