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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.

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 ...

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.

The Oxford Handbook of Deaf Studies, Language, and Education is the definitive professional reference work in the field of deafness research. This volume covers all important aspects of deaf studies: language, social/psychological issues, neuropsychology, culture, technology, and education. Each ...

The Oxford Handbook of Deaf Studies, Language, and Education is the definitive professional reference work in the field of deafness research. This volume covers all important aspects of deaf studies: language, social/psychological issues, neuropsychology, culture, technology, and education. Each chapter, written by an acknowledged authority in the field, contains a state-of-the-art review of an important aspect of research concerning individuals who are deaf or hard-of-hearing. The book also includes comprehensive bibliographies and a glossary. The editors are from the two primary institutions for research and post-secondary education of deaf individuals and were founding editors of the Journal of Deaf Studies and Deaf Education. The Handbook is intended for researchers, educators, educational administrators, service-providers such as audiologists, speech therapists, and school psychologists, as well as graduate students in the field of deaf studies.

To learn how Chinese parents raise their deaf children, Alison Callaway conducted extensive research in the city of Nanjing in 1994. There, she interviewed the parents of 26 deaf children while also carefully analyzing a large collection of letters written by other parents to the supervisor of the ...

To learn how Chinese parents raise their deaf children, Alison Callaway conducted extensive research in the city of Nanjing in 1994. There, she interviewed the parents of 26 deaf children while also carefully analyzing a large collection of letters written by other parents to the supervisor of the nursery school that was the center of her research. She also made fact-finding visits to several other schools and programs for deaf preschoolers, and had discussions with teachers, administrators, and staff members. Also, through detailed background analysis, she was able to enhance her interpretations with a balanced assessment of the cultural influences in China, such as the role of the family and the government's one-child policy. The results of her study form the remarkable body of information presented in Deaf Children in China.

Callaway also compared data on English mothers of deaf children to her research, which reveals the differences between Western and Chinese parents, who rely upon grandparents to help them and who frequently search for medical cures. Yet, she also discovered that many issues cross cultures and contexts, especially the problems of achieving early diagnosis and intervention for all deaf children, and optimizing early development of language in deaf children of hearing parents. Her pioneering work will fascinate and enlighten readers invested in the development of deaf children for years to come.