Researchers studying the growth of deaf1 children have made significant and impressive strides since the mid-1970s. Indeed, attitudes have evolved from a time when deaf children were seen essentially as broken hearing children to a time when there is an understanding and appreciation of both their special qualities and the many characteristics they share with hearing children. Researchers now are able to provide teachers, lawmakers, and other professionals with sound advice concerning the needs and challenges of deaf children and their families, and to contribute to optimizing their educational and personal growth. This progress notwithstanding, it is rare that basic research and application, family and school, are considered in a single venue.
This volume brings together chapters from an international group of researchers, educators, and clinicians, whose work focuses on the development of deaf and hard of hearing children and adolescents. The ideas presented here have been influenced in various ways by the groundbreaking work of Kathryn P Meadow-Orlans, who, with her colleague Hilde Schlesinger, promoted the application of developmental theories and approaches to the study of deaf and hard of hearing children ( Schlesinger & Meadow, 1972).____________________