Abstract

Teachers of the deaf are challenged to facilitate maximum cognitive and linguistic growth in each student. Often these teachers are not given models to use in assessment and classroom intervention practice with their students. This article suggests that a Piagetian approach to education of the deaf can be applied to other bodies of research to understand what occurs as a deaf child comes to a point of knowledge. The article reviews current research in language acquisition and cognitive development. It makes suggestions for the application of this research to education of the deaf.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 222-226
Launched on MUSE
2013-04-22
Open Access
No
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