Partners in Education
Issues and Trends from the 21st International Congress on the Education of the Deaf
Publication Year: 2011
Published by: Gallaudet University Press
Cover
Title Page, Copyright
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pp. iii-iv
Contents
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pp. v-vii
Acknowledgments
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pp. ix-
This book is the product of 5 years of planning culminating in the International Congress on the Education of the Deaf (ICED) held in Vancouver, British Columbia. As such, it rests on the work of hundreds of professionals who organized and conducted the congress as well as those who made more than 300 presentations. ...
Part 1 Introduction
International Congresses on the Education of the Deaf, 1878 to 2005
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pp. 3-19
Educators and administrators of programs for deaf children began holding international congresses on the education of the deaf (ICED) in 1878. Since that first meeting in Paris, the congress has grown from a limited number of participants, who held somewhat parochial views, from a few countries in Europe and the United States to a global phenomenon with attendees and participants...
Partners in Education: The 21st International Congress on the Education of the Deaf—Vancouver, British Columbia, Canada
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pp. 20-28
Partners in Education, the 21st International Congress on the Education of the Deaf (ICED), met from July 18 to July 22, 2010, in Vancouver, British Columbia, a city with a population of more than 2 million on the west coast of Canada. Planning for ICED 2010 began in 2005 in Maastricht, the Netherlands, the site of the 20th International Congress on the Education of the Deaf...
Part 2 CONGRESS STRANDS AND KEYNOTE ADDRESSES
The Bedrock of Deaf Education in North America: Center Schools
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pp. 31-37
The story of Deaf education in North America is close to 200 years old and is still unfolding. Many center schools for deaf students continue to serve both as the bedrock of Deaf education and as a wellspring for communities of deaf and hard of hearing learners that share a language and a culture. ...
Designing Integrated Environments That Maximize Student Success: Issues and Trends
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pp. 38-49
In many countries throughout the world, the majority of students who are deaf or hard of hearing receive most of their education in general-education settings alongside their hearing peers. For example, the U.S. Department of Education (2009) reports that approximately 87% of students who are deaf or hard of hearing spend a portion of the school day in general-education classrooms. ...
A Perspective on Language and Literacy Issues
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pp. 51-61
Despite the wisdom of the foregoing passage, many children and adolescents who are d/Deaf or hard of hearing have difficulty developing proficiency in the use of language and literacy skills associated with the mainstream or majority culture of a society (e.g., Luckner et al., 2005/2006; Schirmer & McGough, 2005; Trezek, Wang, & Paul, 2010). This situation contributes to the challenge of developing conceptual understanding in content areas such as science...
New (?) Answers to Old Questions: Literacy Development in Deaf and Hard of Hearing Learners
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pp. 62-74
Even the most cursory review of the literature in the field would reveal a wealth of questions related to the literacy development of deaf and hard of hearing (D/HH) learners.1 This is not surprising given that reading and writing outcomes for this population have remained persistently low relative to their hearing age peers for more than a century despite shifts in communication philosophies and pedagogical approaches...
Early Intervention with Deaf Children and Their Families: “Why, Sometimes I’ve Believed as Many as Six Impossible Things Before Breakfast”
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pp. 75-87
...For many years deaf children’s development and potential were often seen in a similar manner: It was important for parents and professionals to believe impossible things of them because there would always be those exceptional deaf children who did achieve age-appropriate language, who became successful adults, and who, against the odds, forged their way in the world on equal terms with their hearing peers. ...
Unique Challenges Related to the Education of Deaf and Hard of Hearing Individuals in Developing Countries: Examples from East Africa
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pp. 89-104
Developing countries are home to the world’s largest population of deaf and hard of hearing individuals, and each region presents unique challenges. Of the three regions that encompass the developing countries, sub-Saharan Africa lags behind Asia and Latin America as the least-developed and poorest area in the world despite possessing vast mineral wealth (Meredith, 2006). ...
Educating Learners with Diverse Needs
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pp. 105-110
In developing a session on diverse needs, Claudine Storbeck, Karen Ewing, and I found ourselves faced with a range of possibilities. Several different factors were considered under the framework of the topic of diversity. We wanted to concentrate on areas that, to the greatest extent possible, would have commonality across the globe and not vary greatly from one area or country to another. ...
Meeting the Diverse Needs of Deaf Students with Disabilities
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pp. 110-131
From the earliest classrooms there have been deaf students with diverse needs. Teachers who have worked with deaf students with disabilities, such as Annie Sullivan, who taught Helen Keller, recognized the inherent complexities students with diverse needs presented both in and out of the classroom setting. ...
Language Diversity in Deaf Education
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pp. 132-145
The international population has changed significantly over the years as people resettle due to political, religious, and military pressure or to natural events such as floods and famines. These phenomena cause people to seek a better way of life financially or educationally and to strive for nationalism and identification with a particular culture or ethnic group...
Potter Meets Popper: How to Collaborate for Better Deaf Education?
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pp. 147-158
The new—or, more, precisely ever-evolving—tools for social media are an essential part of efforts to develop inclusive education by following the principles of inclusive design. This chapter introduces several tools and practices of social media and computer-supported collaborative learning (CSCL) that have the potential to increase the accessibility and flexibility of learning in deaf education. ...
The View from the Periphery
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pp. 159-171
I attended my first Deaf culture workshop way back in 1983, which probably qualifies me as an elder in Deaf studies. Since that time Deaf studies has been growing and diversifying around the world, but its core message has remained consistent. It seems that however far back we go, we see Deaf people struggling to find an acceptable and persuasive way to say that we have something...
Part 3 SELECTED ABSTRACTS
Selected Abstracts
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pp. 175-208
Thirty-eight professionals reviewed and provided recommendations to the ICED Scientific Program Committee for all of the proposals submitted to the congress. From this process more than 300 proposals were accepted for presentation. From that number the Scientific Committee selected the ensuing abstracts to be included in the proceedings:...
Part Four CONCLUSIONS
ICED 2010: Implications for the Future
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pp. 211-213
The ICED 2010 witnessed several major developments that have significant implications for the educational future of deaf and hard of hearing individuals. We mention a few of what we consider the most salient here. Members of the 2010 ICED Organizing Committee began planning in 2005 at the 20th International Congress on Education of the Deaf in Maastricht...
Contributors
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pp. 215-216
Index
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pp. 217-229
E-ISBN-13: 9781563684968
E-ISBN-10: 1563684969
Print-ISBN-13: 9781563684951
Print-ISBN-10: 1563684950
Page Count: 272
Illustrations: 5 tables, 2 figures
Publication Year: 2011
Series Title: Deaf Education Series
Series Editor Byline: Donald F. Moores
