Coverart for item
The Resource Evidence-based practice in educating deaf and hard-of-hearing students, Patricia Elizabeth Spencer and Marc Marschark

Evidence-based practice in educating deaf and hard-of-hearing students, Patricia Elizabeth Spencer and Marc Marschark

Label
Evidence-based practice in educating deaf and hard-of-hearing students
Title
Evidence-based practice in educating deaf and hard-of-hearing students
Statement of responsibility
Patricia Elizabeth Spencer and Marc Marschark
Creator
Contributor
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Spencer, Patricia Elizabeth
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
Marschark, Marc
Series statement
Professional perspectives on deafness : evidence and applications
http://library.link/vocab/subjectName
  • Deaf children
  • Hearing impaired children
Label
Evidence-based practice in educating deaf and hard-of-hearing students, Patricia Elizabeth Spencer and Marc Marschark
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
1. Introduction and Key Findings Index -- Key Findings Index -- 2. Demographics, Diversity, and Foundational Issues in Deaf Education -- A "Low Incidence" Disability -- Deaf and Hard-of-Hearing Children in Countries With Developing Economies -- Multiple Disabilities, or Children With Dual Diagnoses -- Developmental Challenges -- Academic Achievement -- Social-Emotional Development -- Advances in the Development of Deaf and Hard-of-Hearing Students -- Processes of Evaluation -- Summary: Understanding and Educating Children With Hearing Loss -- 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information -- Designs for Research and Evaluation on Educational Practice and Outcomes -- Randomized Clinical Trials, or Experimental Research -- Quasi-Experimental Research -- Single-Subject Research -- Correlational Research -- Qualitative Research -- Practice-Based Wisdom -- Considerations for Studies Included in This Review -- Summary: How Do We Know What We Know? -- 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning -- Newborn Screening and Family Reactions -- Enhanced Developmental Outcomes Related to Early Identification -- How Early Is "Early Enough?" -- Characteristics of Early Intervention That Support Positive Developmental Outcomes -- Summary: Early Identification and Intervention are Cost-Effective -- 5. Language Development, Languages, and Language Systems -- Perspectives on Language Development and Deaf Children -- Approaches Emphasizing Auditory-Oral Aspects of Language Development -- Auditory-Oral Methods and Language Development -- Cochlear Implants and Progress in Oral Programs -- An Example: Outcomes of Children in a Traditional Oral Program -- Auditory-Verbal Therapy -- Cued Speech -- Using Cochlear Implants and Cued Speech -- Approaches Emphasizing Visual-Manual Aspects of Language Development -- Manually Coded Sign Systems Used in Total Communication Programs -- Using Cochlear Implants in TC Programs -- Sign, Sign Bilingual, or "Bilingual/Bicultural" Programming -- The Sign/Bilingual Approach as an Educational Model -- Cochlear Implants and Sign/Bilingual Programming -- Summary: Language Learning in Speech and Sign -- 6. Acquisition and Development of Literacy Skills -- Factors Proposed to Influence Reading Skills -- Early, Interactive, Pre-Literacy Experiences Support Literacy Development -- Phonological Awareness, Phonics, and Literacy Skills -- Emphasizing Auditory Information to Build Phonological Knowledge and Literacy Skills -- Phonological Knowledge and Literacy When Visual Language Input Is Increased -- Vocabulary and Literacy Development -- Syntactic Knowledge and Reading -- Knowledge of a First Language as a Basis for Literacy in a Second Language -- Teaching Approaches and the Development of Reading Comprehension -- Metacognition and Reading Comprehension -- Writing -- Summary: The Continuing Challenge of Literacy -- 7. Cognition, Perception, and Learning Strategies -- Foundations of Learning: Play and Theory of Mind -- Play -- Theory of Mind -- Visual Attention, Language, and Communication -- Memory Processes, Perception, and Learning -- Integrating Information and Using Problem-Solving Strategies -- Responses to Cognitive Intervention -- Summary: On Thinking and Learning -- 8. Achievement in Mathematics and Science -- Mathematics -- Early Development -- Mathematics Development During School Years -- Components of Mathematics Performance -- Mathematics Interventions for Deaf and Hard-of-Hearing Students -- Development of Mathematics Concepts and Skills: Where Are We? -- Science Education and Achievement -- Fostering Science Learning by Deaf and Hard-of-Hearing Students -- Summary: Discoveries in Math and Science -- 9. Educational Placement Decisions and Outcomes -- Student Characteristics, Needs, and Placement Patterns -- Social-Emotional Functioning and Co-Enrollment Programs -- Program Placement and Student Outcomes -- A Co-Enrollment Model -- A Mainstreaming Approach for Students Using Spoken Language -- Special Classrooms, Centers, or Schools: Sign/Bilingual Programming -- Classroom Physical Settings and Acoustic Concerns -- Classroom Interpreting and Real-Time Text -- Summary: The Who, What, and Where of Going to School -- 10. Programming for Children With Multiple Disabilities -- Variability Among Deaf and Hard-of-Hearing Children with Multiple Disabilities -- Children with Cognitive or Intellectual Disabilities -- Cochlear Implants, Cognitive Delays, and Language Development -- Learning Disabilities and Attention Deficit Disorder -- Attention Disorders -- Autism Spectrum Disorders -- Deafblindness -- Congenital Rubella Syndrome -- Genetic/Chromosomal Syndromes -- A Broader View -- Summary: Serving Children with Multiple Challenges -- 11. Issues and Trends in Best Practice
Control code
ocn469915031
Dimensions
24 cm
Extent
xv, 244 p.
Isbn
9780199735402
Isbn Type
(pbk.)
Lccn
2009046440
Other physical details
ill.
System control number
(OCoLC)469915031
Label
Evidence-based practice in educating deaf and hard-of-hearing students, Patricia Elizabeth Spencer and Marc Marschark
Publication
Bibliography note
Includes bibliographical references and index
Contents
1. Introduction and Key Findings Index -- Key Findings Index -- 2. Demographics, Diversity, and Foundational Issues in Deaf Education -- A "Low Incidence" Disability -- Deaf and Hard-of-Hearing Children in Countries With Developing Economies -- Multiple Disabilities, or Children With Dual Diagnoses -- Developmental Challenges -- Academic Achievement -- Social-Emotional Development -- Advances in the Development of Deaf and Hard-of-Hearing Students -- Processes of Evaluation -- Summary: Understanding and Educating Children With Hearing Loss -- 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information -- Designs for Research and Evaluation on Educational Practice and Outcomes -- Randomized Clinical Trials, or Experimental Research -- Quasi-Experimental Research -- Single-Subject Research -- Correlational Research -- Qualitative Research -- Practice-Based Wisdom -- Considerations for Studies Included in This Review -- Summary: How Do We Know What We Know? -- 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning -- Newborn Screening and Family Reactions -- Enhanced Developmental Outcomes Related to Early Identification -- How Early Is "Early Enough?" -- Characteristics of Early Intervention That Support Positive Developmental Outcomes -- Summary: Early Identification and Intervention are Cost-Effective -- 5. Language Development, Languages, and Language Systems -- Perspectives on Language Development and Deaf Children -- Approaches Emphasizing Auditory-Oral Aspects of Language Development -- Auditory-Oral Methods and Language Development -- Cochlear Implants and Progress in Oral Programs -- An Example: Outcomes of Children in a Traditional Oral Program -- Auditory-Verbal Therapy -- Cued Speech -- Using Cochlear Implants and Cued Speech -- Approaches Emphasizing Visual-Manual Aspects of Language Development -- Manually Coded Sign Systems Used in Total Communication Programs -- Using Cochlear Implants in TC Programs -- Sign, Sign Bilingual, or "Bilingual/Bicultural" Programming -- The Sign/Bilingual Approach as an Educational Model -- Cochlear Implants and Sign/Bilingual Programming -- Summary: Language Learning in Speech and Sign -- 6. Acquisition and Development of Literacy Skills -- Factors Proposed to Influence Reading Skills -- Early, Interactive, Pre-Literacy Experiences Support Literacy Development -- Phonological Awareness, Phonics, and Literacy Skills -- Emphasizing Auditory Information to Build Phonological Knowledge and Literacy Skills -- Phonological Knowledge and Literacy When Visual Language Input Is Increased -- Vocabulary and Literacy Development -- Syntactic Knowledge and Reading -- Knowledge of a First Language as a Basis for Literacy in a Second Language -- Teaching Approaches and the Development of Reading Comprehension -- Metacognition and Reading Comprehension -- Writing -- Summary: The Continuing Challenge of Literacy -- 7. Cognition, Perception, and Learning Strategies -- Foundations of Learning: Play and Theory of Mind -- Play -- Theory of Mind -- Visual Attention, Language, and Communication -- Memory Processes, Perception, and Learning -- Integrating Information and Using Problem-Solving Strategies -- Responses to Cognitive Intervention -- Summary: On Thinking and Learning -- 8. Achievement in Mathematics and Science -- Mathematics -- Early Development -- Mathematics Development During School Years -- Components of Mathematics Performance -- Mathematics Interventions for Deaf and Hard-of-Hearing Students -- Development of Mathematics Concepts and Skills: Where Are We? -- Science Education and Achievement -- Fostering Science Learning by Deaf and Hard-of-Hearing Students -- Summary: Discoveries in Math and Science -- 9. Educational Placement Decisions and Outcomes -- Student Characteristics, Needs, and Placement Patterns -- Social-Emotional Functioning and Co-Enrollment Programs -- Program Placement and Student Outcomes -- A Co-Enrollment Model -- A Mainstreaming Approach for Students Using Spoken Language -- Special Classrooms, Centers, or Schools: Sign/Bilingual Programming -- Classroom Physical Settings and Acoustic Concerns -- Classroom Interpreting and Real-Time Text -- Summary: The Who, What, and Where of Going to School -- 10. Programming for Children With Multiple Disabilities -- Variability Among Deaf and Hard-of-Hearing Children with Multiple Disabilities -- Children with Cognitive or Intellectual Disabilities -- Cochlear Implants, Cognitive Delays, and Language Development -- Learning Disabilities and Attention Deficit Disorder -- Attention Disorders -- Autism Spectrum Disorders -- Deafblindness -- Congenital Rubella Syndrome -- Genetic/Chromosomal Syndromes -- A Broader View -- Summary: Serving Children with Multiple Challenges -- 11. Issues and Trends in Best Practice
Control code
ocn469915031
Dimensions
24 cm
Extent
xv, 244 p.
Isbn
9780199735402
Isbn Type
(pbk.)
Lccn
2009046440
Other physical details
ill.
System control number
(OCoLC)469915031

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