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Educating Deaf Students

Global Perspectives

Des Power and Greg Leigh, Editors

Publication Year: 2004

The 19th International Congress on Education of the Deaf (ICED) in 2000, held in Sydney, Australia, brought together 1,067 teachers, administrators and researchers from 46 countries to address an extremely wide selection of topics. Experts from around the world discussed inclusion of deaf students in regular educational environments, literacy, audiology, auditory development and listening programs, hearing aids, programming for children with cochlear implants, signed communication in education, bilingual education, early intervention (including the rapidly emerging area of newborn hearing screening), education in developing countries, deaf students with multiple disabilities, and deaf students in postsecondary school education. The 19 chapters of Educating Deaf Students: Global Perspectives present a select cross-section of the issues addressed at the 19th ICED. Divided into four distinct parts — Contemporary Issues for all Learners, The Early Years, The School Years, and Contemporary Issues in Postsecondary Education — the themes considered here span the entire student age range. Authored by 27 different researchers and practitioners from six different countries, this book can be seen as a valuable description of the zeitgeist in the field of education of the deaf at the turn of the 21st century and the millennium.

Published by: Gallaudet University Press

Title Page, Copyright

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pp. v-vi


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Education of Deaf Children at the Turn of the 21st Century

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pp. xi-xx

Compared with other fields of educational endeavor, the education of deaf chlldren has a very long history indeed. It is generally agreed that the first public school for children with different learning needs was a school for deaf students-established in Paris by the Abbé de l'Epée in 1755 (Moores, 2001). Even before the establishment of that school, however, the field of ...

PART ONE: Contemporary Issues for All Learners

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Reviewing the Past, Assessing the Present,and Projecting the Future

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pp. 3-12

Deaf education, centuries after its recorded beginning in Europe, is still struggling to find answers to many of the challenges facing deaf persons. Even so, this same system of education gave me the opportunities to learn English as a second language, acquire speech in English, obtain a quality education, and develop into a self-sufficient, productive, and independent ...

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Developing Deaf Children or Deaf Children Developing?

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pp. 13-26

This chapter discusses the education of deaf children, with education defined not just in terms of teachers and classrooms, but including all of the implicit and explicit teaching and learning that goes on throughout a child’s life. In this sense, the chapter simultaneously is about the development ...

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Educating Deaf Students With Multiple Disabilities

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pp. 27-39

During the long history of the International Congress on Education of the Deaf (ICED), only occasionally has attention been given to the deaf child with multiple disabilities. The reason for this is unclear to me, but it might be that the education of these children is not fundamentally different from that of deaf children without additional handicaps. For the hearing impaired ...

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Is It Time to Look Beyond Teachers ’Signing Behavior?

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pp. 40-54

Since the 1970s, classrooms and programs for deaf students have evolved from exclusive reliance on oral/auditory methods to using combined methods of speech and English-based signing and bilingual methods that include the use of a natural sign language, such as American Sign Language (ASL). In spite of all of these changes, we have not seen much change in the ...

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Good Practice in Deaf Education

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pp. 55-66

In 1999, the Royal National Institute for the Deaf (RNID) in Britain commissioned and funded a “Review of Good Practice in Deaf Education.” The review provides a survey of reported good practice in educating deaf children based on more than 600 questionnaire responses and fieldwork in 15 schools, colleges, and advisory services for deaf pupils. These organizations ...

PART TWO: The Early Years

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Earlier Identification for Earlier Intervention

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pp. 69-84

All of the states and territories of the United States have made significant progress in the implementation of Universal Newborn Hearing Screening (UNHS) programs. UNHS programs have also been, or are being, established in Europe, Australia, Asia, Africa, and South America. As these programs develop, there are significant and rapid changes in the ...

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Issues Around Supporting Families With Young Deaf Children

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pp. 85-93

This chapter is based on research that was commissioned and funded by the Royal National Institute for Deaf People (RNID) and undertaken by researchers from the Universities of Birmingham and Manchester in the United Kingdom. The research is described elsewhere in this volume (see Gregory, Andrews, McCracken, Powers, & Watson) and reported in detail in Powers, ...

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The Power of Hearing, Habilitation,and the Home

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pp. 94-105

There are two main changes that have impacted upon the education of children who are deaf and hard of hearing: the advent of the Universal Newborn Infant Hearing Screening Program and incredible advances in technological devices. Yoshinaga-Itano, et al. (1996) studied two groups of infants with hearing loss. They compared babies who were fitted with hearing aids before and ...

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Cochlear Implantation and Children: Influencing Education Choices?

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pp. 106-113

Cochlear implantation in young children is a complex, time-consuming process that involves a major surgical procedure, which has given the opportunity for profoundly deaf children to process spoken language via hearing in a way that was not previously possible. McCormick (1998) viewed it as the greatest technological advance in the management of deaf children ...

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Future Directions in Early Education for Deaf Children and Their Families

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pp. 114-124

These are the words of a 21-year-old deaf college student, David, excerpted from an interview about his life experiences growing up in a hearing family. At the time of this student’s early childhood experiences in the 1970s, a child-centered, teacher as expert/parents as recipients of information, and deafness as disability approach was pervasive in early education programs. ...

PART THREE: The School Years

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Bridging Literacy: Integrating ASL and English Into the Language Arts

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pp. 127-138

The concept of bilingual education has long been in Deaf consciousness. In 1886, George Wing, a Deaf teacher at the Minnesota School for the Deaf, was strong in his assertions that “the sign language” (as American Sign Language [ASL] was called during that time) was a necessary predecessor to the teaching and learning of written language, thereby establishing a ...

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Educating Deaf Children in Two Languages

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pp. 139-149

This chapter describes a study of literacy learning in Deaf children who acquire American Sign Language (ASL) as a first language and learn to read and write English as a second language.1 Literacy can be defined beyond the basic tasks of reading and writing to include the strong connection between language learning and the individual’s thinking, identity, and ...

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Making Inclusion Work: Improving Educational OutcOlnes for Deaf and Hard of Hearing Students in the Regular Classroom

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pp. 150-160

Over the past half century, the education of Deaf and hard of hard of hearings students has been greatly impacted by integration and inclusion initiatives, part of an international movement that has seen the gradual placement of students with identified educational needs (i.e., disabilities, sensory impairments, learning difficulties, behavior problems, and emotional ...

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Co-Enrollment: An Effective Answer to the Mainstream Debacle

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pp. 161-174

Students, parents, teachers, and administrators in 22 co-enrollment classroom sites have witnessed the shattering of “the plate glass curtain of deafness” (Golladay, 1991) over the past 16 years. This shattering has moved the educational challenges and opportunities for deaf and hard of hearing students from the confining self-contained classroom and/or the nondirect ...

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Supporting Children with Cochlear Implants in the Educational Environment

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pp. 175-182

Children who use cochlear implants are sometimes depicted as “made normally hearing” by the media, considered by others to be neither deaf nor hearing (Chute & Nevins, 2003), or seen as children who are deaf and use a more effective sensory device than an acoustic hearing aid. At the commencement of the 21st century, it seems highly appropriate to review what it ...

PART FOUR: Contemporary Issues in Postsecondary Education

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Providing Access for Deaf Students in a Technical University in the United States: Perspectives of Students and Instructors

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pp. 185-195

As a member college of the Rochester Institute of Technology (RIT), the National Technical Institute for the Deaf (NTID) is in a unique position to identify the efficacy of inclusive education. More than 400 deaf students who are enrolled in the other six colleges of RIT receive support services through NTID. Thus, RIT/NTID and its faculty have a wealth of experience ...

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Educating Deaf Students in Sign Linguistics

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pp. 196-205

In a deaf magazine (Journal for Dove) in the year 1895, a Norwegian deaf writer proposed a “sign school.” He meant that deaf people might cultivate and develop their signing just as hearing people learned more about their written and spoken language. Today, at last, sign language is a topic of study at the University of Oslo. Three groups of students have passed exams in ...

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Slipping Through the Cracks? The Support Needs of Hard of Hearing Students in a University Program

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pp. 206-212

Although educational provisions for deaf students in higher education are not as well established as are services at other levels of education in Australia, recent years have seen increasing acceptance of the idea that access should be provided for deaf students at this level.1 Australian governments have sent a clear message to higher education institutions that they must ...


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pp. 213-216

E-ISBN-13: 9781563683084
E-ISBN-10: 1563683083
Print-ISBN-13: 9781563683084
Print-ISBN-10: 1563683083

Page Count: 242
Illustrations: 2 tables, 4 figures
Publication Year: 2004