Educating Deaf Students: From Research to Practice

By Marc Marschark; Harry G. Lang et al. | Go to book overview

Notes

Chapter 2
1
One very thorough analysis of the work of Augustine, Jerome, and the Venerable Bede is provided in King (1996). The writings of Augustine and Jerome have shed some light on how deaf people and communication through signs and gestures were perceived within Western society in the era of the Dark Ages. Unfortunately, Augustine has also been unfairly victimized by historians. In discussing a passage in the Bible by the apostle Paul, “Faith comes by hearing” (Romans 10:17), Augustine saw deafness as possibly hindering the development of faith, but he never directly spoke to the exclusion of deaf people from the church. As in the case of Aristotle, however, the writing of Augustine was misinterpreted and for a long time the view persisted that deaf people could not be taught the Christian faith.
2
Another popular text of this period was Gilbert the Englishman's Compendium Medicinae (about 1250), printed in 1510 in Lyons, which included a chapter on deafness.

Chapter 3
1
Some individuals describe themselves as “profoundly hardof-hearing,” meaning that they have severe to profound hearing losses but still function as hard-of-hearing people, relying fully on spoken communication.
2
Sound also can be carried through the bones of the body via bone conduction just as it can through solid materials outside of the body (remember Indians in old westerns putting their ear

-231-

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Educating Deaf Students: From Research to Practice
Table of contents

Table of contents

  • Title Page *
  • Preface vii
  • Contents xiii
  • Part I - Educational Basics 1
  • One - Educating Deaf Students: an Introduction 3
  • Two - Lessons from History 15
  • Three - Characteristics of Deaf Learners 41
  • Four - Education Begins at Home 63
  • Part II - Educational Processes and Programs 87
  • Five - Language Development and Deaf Children 89
  • Six - Cognitive Development and Deaf Children 113
  • Seven - Educational Programs and Philosophies 135
  • Eight - Reading, Writing, and Literacy 157
  • Nine - Teaching and the Curriculum 187
  • Part III - Conclusion 217
  • Ten - Looking Ahead While Glancing Back 219
  • Notes 231
  • References 237
  • Author Index 263
  • Subject Index 267
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