The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans

By Patricia Elizabeth Spencer; Carol J. Erting et al. | Go to book overview

ment the child's home environment, attempting to offer opportunities that the family is least able to provide. Thus educational decisions need to take into account what is known about the benefits and limitations of the child's previous environments. Moreover, children are not merely passive recipients of environmental input but active cocreators of the environment, including the manner in which people interact with them and the decisions they make concerning their welfare. Deafness imposes a set of constraints on how individuals are able to interact with their environment. Although parents and educators operate on the basis of their own values and concerns, it is, ultimately, the child's deafness that takes the front seat and constrains the decisions that are made and the developmental outcomes that ensue.


REFERENCES

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Akamatsu C. T., & Stewart D. ( 1992). Socially constructing language use for cognitive empowerment in deaf children. Curriculum and Teaching: International Review of Curriculum and Instruction, 7(2), 1-12.

Bidell T. R., & Fischer K. W. ( 1997). Between nature and nurture: The role of human agency in the epigenesis of intelligence. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, heredity, and environment (pp. 193-242). Cambridge, England: Cambridge University Press.

Blishen B. T., & Roberts H. A. ( 1976). A revised socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 13, 5-15.

Bonkowski N., Gavelek J., & Akamatsu C. T. ( 1991). Education and the social construction of mind: Vygotskian perspectives on the cognitive development of deaf children. In D. Martin (Ed.), Advances in cognition, education, and deafness (pp. 185-194). Washington, DC: Gallaudet University Press.

Bouchard T. J. ( 1997). IQ similarity in twins reared apart: Findings and responses to critics. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, heredity, and environment (pp. 126-160). Cambridge, England: Cambridge University Press.

Ceci S. J., Rosenblum T. E., de E. Bruyn, & Lee D. Y. ( 1997). A bio-ecological model of intellectual development: Moving beyond h2. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, heredity, and environment (pp. 303-322). Cambridge, England: Cambridge University Press.

Cole M. ( 1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.

Cole M., Gay J., Glick J. A., & Sharp D. W. ( 1971). The cultural context of learning and thinking. New York: Basic Books.

Cole M., & Scribner S. ( 1974). Culture and thought. New York: Wiley.

Dasen P R. ( 1972). Cross-cultural Piagetian research: A summary. Journal of Cross-Cultural Psychology, 3, 29-39.

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Furth H. ( 1964). Research with the deaf: Implications for language and cognition. Psychological Bulletin, 62, 145-162.

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