Oxford Handbook of Deaf Studies, Language, and Education

Oxford Handbook of Deaf Studies, Language, and Education

Oxford Handbook of Deaf Studies, Language, and Education

Oxford Handbook of Deaf Studies, Language, and Education

Synopsis

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.

Excerpt

Covering all of the major topics addressed in research and practice related to Deaf studies, education, and language resulted in a large number of chapters in this handbook. Indeed, there are so many chapters and topics presented that we thought readers might benefit from a map or summary of its contents. That summary is presented here.

Each chapter in this volume has been written to stand alone, but also to work in concert with all of the other chapters to provide an overview of the state-of-the-art in research about hearing loss, its implications, and about people who are deaf or hard of hearing. The chapters present information from varied perspectives, reflecting the diversity of perspectives and characteristics of the population on which they focus. Authors of the chapters represent many different countries and cultures, reflecting the international nature of research efforts related to deafness. They also are from diverse academic and professional backgrounds, reflecting the interdisciplinary nature of the field. Although we might prefer a world in which it was not necessary to say so, deaf and hard-of-hearing authors, as well as hearing authors, contributed chapters. The contributors therefore reflect the increasingly important role of persons who are deaf and hard of hearing in the study of their own population.

We have made an effort to group the book's chapters by topic, but this turned out to be an exceedingly difficult and intellectually challenging task, in large part because of the variety of types of information included and the important crossdisciplinary connections made by the contributors. Researchers in this field tend to be sensitive to and knowledgeable about information across a variety of areas, and their writings often provide the kind of synthesis across topics that should be the goal of all intellectual endeavors, but which makes it difficult to put the resulting works into a series of clearly defined categories. Chapter topics discussed in the following pages range from child development to brain-cognition relationships, from educational interventions to technological advances, and from the origins of language to considerations of characteristics of Deaf communities and sign languages. The fact that many of these topics are considered in more than one chapter further complicated our efforts at categorization.

The result is that the chapters are organized into four major topics, with some topic areas further divided. The volume begins with work focused on education, representing the importance of this . . .

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