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Deaf Learners

Development in Curriculum and Instruction

Donald F. Moores and David S. Martin, Editors

Publication Year: 2006

Quartararo begins by describing how Abbé de l’Epée promoted the education of deaf students with sign language, an approach supported by the French revolutionary government, which formally established the Paris Deaf Institute in 1791. In the early part of the nineteenth century, the school’s hearing director, Roch-Ambroise-Auguste Bébian, advocated the use of sign language even while the institute’s physician Dr. Jean-Marc-Gaspard Itard worked to discredit signing.

Published by: Gallaudet University Press

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pp. ix-xiii

THE ORIGINAL IMPETUS for this book came from a PhD level course in curriculum and instruction for deaf learners that we co-taught. Each of us had taught . . .

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AS EDITORS WE OWE A STRONG DEBT to many highly qualified individuals. First, we are indebted to our chapter authors whose strength and professional commitment will be obvious to any reader; without them, there simply would be . . .

Part One: The Context

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Overview: Curriculum and Instruction in General Education and in Education of Deaf Learners

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pp. 3-13

THE FIELD OF EDUCATION of deaf children and youth has undergone major changes that have significant implications for curriculum and instruction. Traditionally, educators of deaf students have struggled with three important . . .

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Selection of Curriculum: A Philosophical Position

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pp. 15-25

THE SELECTION OF APPROPRIATE CURRICULUM for deaf learners is a topic of some argument in the present context of American education. On the one hand, educators in general and teachers in particular should retain the decision . . .

Part Two: The Content

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Mathematics Education and the Deaf Learner

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pp. 29-40

THIS DEFINITION REPRESENTS what most of us would describe mathematics as—the science, the discipline, the “noun.” What this definition does not capture, however, is the essence of mathematics—its importance, its practicality. . . .

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Print Literacy: The Acquisition of Reading and Writing Skills

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pp. 41-55

THIS CHAPTER ADDRESSES ISSUES of print literacy among deaf children. We expressly use the term “print literacy” in the title because the concept of literacy, by itself, has expanded to encompass a variety of domains. We encounter . . .

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Teaching Science

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pp. 57-74

AS TEACHERS WE USUALLY DEFINE science for our students as an accumulation of knowledge, based on observation and experimentation. We use the term “science” in this chapter to refer to systems of knowledge dealing with the . . .

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Revisiting the Role of Physical Education for Deaf Children

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pp. 75-66

PERHAPS IT SHOULDN’T COME AS A SURPRISE that for the past 20 years or so, physical education (PE) has been derided as the ugly duckling of the curriculum. This is true in many public schools where elementary age children take . . .

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The Social Studies Curriculum

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pp. 67-91

WHAT WE KNOW TODAY AS SOCIAL STUDIES in American education had at one time a different label. Until well after World War II, some aspects of this current subject area were identified only as “history” and “geography,” . . .

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Providing Itinerant Services

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pp. 93-111

NOT LONG AGO, the majority of students who were deaf or hard of hearing were educated in specialized residential or day schools. Then, in 1975 the Education for All Handicapped Children Act was passed and a variety of . . .

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Teaching About Deaf Culture

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pp. 113-126

CULTURE PERVADES OUR EVERYDAY LIFE: everything we do, say, and experience. It is an integral part of who we are and yet something much neglected within the current educational system. In preparing to work with deaf and hard of . . .

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Students With Multiple Disabilities

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pp. 127-143

LEARNERS WITH MULTIPLE DISABILITIES present such significant challenges to educators that—at first glance—the prospect of designing curriculum for them could appear overwhelming. The task need not be daunting, however. . . .

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School-to-Work Transitions

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pp. 145-158

THE TRANSITION FROM SCHOOL to work should be part of a lifelong process of learning for every student and all curricula should provide educational experiences to pave the way for this process. School-to-work (STW) is an umbrella . . .

Part Three: Instructional Considerations Across the Curriculum

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Individual Assessment and Educational Planning: Deaf and Hard of Hearing Students Viewed Through Meaningful Contexts

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pp. 161-177

IN THIS CHAPTER, several issues are addressed. Among these are the usefulness of verbal measures of intelligence and the limitations of sole reliance on performance, or nonverbal, measures. Also, three prototypical models of development . . .

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Optimizing Academic Performance of Deaf Students:Access, Opportunities, and Outcomes

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pp. 179-200

DESPITE THE EFFORTS OF EDUCATORS AND PARENTS, the academic performance of deaf children frequently lags behind that of hearing peers (Allen, 1986; Lang, 2003; Marschark, Lang, & Albertini, 2002; Traxler, 2000). . . .

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Cognitive Strategy Instruction: A Permeating Principle

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pp. 201-206

TEACHING STUDENTS HOW TO THINK at higher levels is not a new emphasis in American education. As early as 1916, John Dewey emphasized the importance of teaching children how to solve increasingly complex problems. This . . .

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Instructional and Practical Communication:ASL and English-Based Signing in the Classroom

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pp. 207-220

WE CAN REACH THE FOLLOWING two conclusions after reviewing the use of sign communication in the classroom during the past 40 years of deaf . . .

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New Strategies to Address Old Problems:Web-Based Technologies, Resources, and Applicationsto Enhance Deaf Education

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pp. 221-242

THE PURPOSE OF SCHOOL is not more school, but preparation for life outside of school. The Partnership for 21st Century Skills (2003), a coalition of corporate, professional, and governmental leaders, committed their time and . . .

Part Four: Final Comments

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p. 243-243

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pp. 245-246

IT HAS BEEN SAID that the only constant is change. That is certainly true if we look at the fundamental changes in education of deaf children during the past generation. In a way, the title of this chapter is a misnomer; we cannot effectively . . .


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pp. 247-251


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pp. 253-261

E-ISBN-13: 9781563683749
E-ISBN-10: 1563683741
Print-ISBN-13: 9781563682858
Print-ISBN-10: 1563682850

Page Count: 278
Illustrations: 8 tables, 2 figures
Publication Year: 2006