Education and Development of Deaf Children -- or Is It Development and Education?
Marc Marschark National Technical Institute for the Deaf, Rochester Institute of Technology
The purpose of this chapter is to examine some of the relations between development and education, with particular regard to children who are deaf. The various chapters in this book, as well as other books about deaf children, hearing children, or just plain old children, make it clear that there are a variety of perspectives and approaches to each of these domains. This broad issue has been addressed by several theorists (e.g., Piaget, Montessori, Nelson, Vygotsky), but few investigators have written in any detail about the complex linkage between education and child development, even when the two domains are discussed in the same context (but see Schlesinger & Meadow, 1972).
Many educators and developmentalists interested in deaf children appear to believe that there is, or should be, some unitary, correct approach to ed-