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A Model for Educational Success
Contemporary research has identified resilience — the ability to rebound and learn despite obstacles and adversities — as a key element to success in school. Black Deaf Students: A Model for Educational Success searches out ways to develop, reinforce, and alter the factors that encourage resilience in African American deaf and hard of hearing students. To find the individual characteristics and outside influences that foster educational achievement, author Carolyn E. Williamson conducted extensive interviews with nine African American deaf and hard of hearing adults who succeeded in high school and postsecondary programs. Until now, the majority of studies of African American deaf and hard of hearing students concentrated upon their underachievement. The only success stories available involved high-achieving African American hearing students. To create an effective model in Black Deaf Students, Williamson focuses on the factors that contributed to her subjects’ successes in postsecondary programs, what they viewed as obstacles and how they overcame them, and their recommendations for facilitating graduation from postsecondary programs. Her work gives “voice” to a group rarely heard in research, which enables readers to view them as a heterogeneous rather than homogeneous group. Their stories provide vital information for parents, school personnel, community stakeholders, and those enrolled in education and mental health preparation programs. In addition, the insights about how these adults succeeded can be useful in facilitating positive outcomes for students who are going into two-year colleges, vocational training, and work settings.
Creating a Positive Learning Environment
This book focuses on classroom management in primary and secondary schools. It offers ideas, practical advices, theories, frameworks for teachers to manage teaching, learning and students’ behaviour in effective and efficient manners. Approaches to behaviour management and promotion of positive interpersonal relationships among school members are provided.
Directions for Research and Instruction
This groundbreaking book integrates the work of 54 contributors to the 1984 symposium on cognition, education, and deafness. It focuses on cognition and deaf students’ growth and development, problem-solving strategies, thinking processes, language development, reading methodology, measurement of potential, and intervention programs. The synthesis of these discoveries establishes directions for new research and outlines implications for all professionals working with hearing-impaired learners.
This unequaled collection of international programs will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas. Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand and other nations in the final section. More than 50 noted scholars have contributed to this important work, offering an indispensable, detailed frame of reference for assessing education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others.
In past studies of the effect of environment and social settings upon the cognitive development of deaf children, results frequently were confounded by conflicting conclusions related to the particpants’ varying degrees of hearing loss. Context, Cognition, and Deafness: An Introduction takes an interdisciplinary approach that clarifies these disparate findings by analyzing many methodologies. Editors M. Diane Clark, Marc Marschark, and Michael Karchmer, widely respected scholars in their own right, have assembled work by a varying cast of renowned researchers to elucidate the effects of family, peers, and schools on deaf children. To integrate the often contrasting approaches of clinical and cultural researchers, this sharply focused volume has called upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, cognition, and neurophysiology to share complementary observations. One of William C. Stokoe’s last contributions, “Deafness, Cognition, and Language” leads fluidly into Jeffrey P. Praden’s analysis of clinical assessments of deaf people’s cognitive abilities. Margaret Wilson expands on the impace of sign language expertise on visual perception. Context, Cognition, and Deafness also shows that theory can intersect practice, as displayed by editor Marschark and Jennifer Lukomski in their research on literacy, cognition, and education. Amy R. Lederberg and Patricia E. Spencer have combined sequential designs in their study of vocabulary learning. Ethan Remmel, Jeffrey G. Bettger, and Amy M. Weinberg explore the theory of mind development. The emotional development of deaf children also received detailed consideration by Colin D. Gray, Judith A. Hosie, Phil A. Russell, and Ellen A. Ormel. Kathryn P. Meadow-Orlans delineates her perspective on the coming of age of deaf children in relation to their education and development. Marschark concludes with insightful impressions on the future of theory and application, an appropriate close to this exceptional, coherent volume.
Inner Lives and Lifeworld Development
In her landmark book Inner Lives of Deaf Children: Interviews and Analysis, Martha A. Sheridan explored the lifeworlds — the individual and collective elements and realities that are present within the participants’ existential experiences, their relationships, and their truths — of seven deaf and hard of hearing children between the ages of seven and ten. What she discovered were deaf children with strengths, positive experiences, and positive relationships. Sheridan’s new book Deaf Adolescents: Inner Lives and Lifeworld Development returns to these seven individuals, now between the ages of 13 and 17, to see how their lives have progressed since their first interviews. Establishing an identity is said to be a primary and necessary task of adolescence. Deaf Adolescents reveals how these young adults all have begun to deal with tasks and situations that lead them to rely more on themselves and others outside of their families. Many of them talk about the athletic challenges that they face, and how their success depends upon their own efforts. They also think about the future while biding their time, taking “a break” from the furious growth that they are experiencing and also enjoying time spent with other deaf friends. In this volume, Sheridan examines the similarities and differences that these deaf young adults reveal in their views at two developmental points in their lives. Her renewed study has advanced the quest to determine what pathways and spaces can foster productive, healthy, satisfying, actualized deaf lives.
Leo Jacobs has written a unique and personal account of what it is like to be deaf in a hearing world. He speaks out on such issues as mainstreaming and its effect on deaf children and the Deaf community, total communication versus oralism, employment opportunities for deaf adults, and public policy toward deaf people. This new edition includes an update of services by and for deaf people, and an expanded chapter on legislation and social issues that have had an impact on the Deaf community in the last ten years.
To learn how Chinese parents raise their deaf children, Alison Callaway in 1994 conducted extensive research in the city of Nanjing. There, she interviewed the parents of 26 deaf children while also carefully analyzing a large collection of letters written by other parents to the supervisor of a nursery school that was the center of her research. She also made fact-finding visits to several other schools and programs for deaf preschoolers, and had discussions with teachers, administrators, and staff members. The results of her study form the remarkable body of information presented in Deaf Children in China. Callaway crafted a comprehensive interview with 133 questions, 106 of which were strictly factual while 27 asked parents for their views, attitudes, reactions, and perceptions concerning various issues. Through detailed background analysis, she was able to enhance her interpretations through a balanced assessment of the cultural influences in China, such as the role of the family and the government's “one-child” policy. Although she speaks Chinese and is raising her Chinese son, she consciously monitored with even greater care any potential biases from her own Western antecedents that might affect her research. Deaf Children in China provides a striking profile of the views and attitudes of well-educated Chinese parents with preschool-age deaf children. Callaway's inclusion of a survey of 122 English mothers of deaf children reveals the differences between Western and Chinese parents, who rely upon grandparents to help them and who frequently search for medical cures. Yet, she also discovered that many issues cross cultures and contexts, especially the problems of achieving early diagnosis and intervention for all deaf children, and optimizing early development of language in deaf children of hearing parents. Her pioneering work will fascinate and enlighten readers invested in the development of deaf children for years to come.
Placement, Context, and Consequences
Peters connects ASL literature to the literary canon with the archetypal notion of carnival as “the counterculture of the dominated.” Throughout history, carnivals have been opportunities for the “low,” disenfranchised elements of society to displace their “high” counterparts. Citing the Deaf community’s long tradition of “literary nights” and festivals like the Deaf Way, Peters recognizes similar forces at work in the propagation of ASL literature. The agents of this movement, Deaf artists and ASL performers—“Tricksters,” as Peters calls them—jump between the two cultures and languages. Through this process, they create a synthesis of English literary content reinterpreted in sign language, which raises the profile of ASL as a distinct art form in itself.