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"Marschark, Marc, editor"
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Deaf education beyond the western world : context, challenges, and prospects
\" If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world. \"-- Provided by publisher.
Book
Deaf education beyond the western world : context, challenges, and prospects
This volume disseminates academically informed knowledge about deaf education constructed by scholars and practitioners in countries in Central and Eastern Europe, Africa, Asia, and Latin America in order to identify the strengths and needs of deaf learners and deaf educators in those countries and to help move deaf education forward. It includes chapters about best practices and challenges from nineteen countries across the world, countries in Africa, Asia, Latin America, and Central and Eastern Europe. The chapters are written by scholars and practitioners who live and work in these countries, sometimes co-authored by colleagues from Western countries. The volume thus offers a picture of deaf education beyond the Western world from the perspective of local scholars associated with educating deaf and hard-of-hearing learners, the people who live it and know it best. The picture that emerges about deaf education in mostly vast countries is one that often reflects considerable regional and local variation. The chapters in this volume are embedded in discourses about international knowledge exchange, international development support, and the ambition to realize Goal 4 of the worldwide Sustainable Development Goals of the United Nations: to ensure by 2030 inclusive and equitable education and promote lifelong learning opportunities for all, including deaf and hard-of-hearing children and adults.
eBook
Co-enrollment in deaf education
\"Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and which is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through \"co-teaching\" and avoids both academic segregation of DHH students and their integration into classes with hearing students without appropriate support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a \"bright light on the educational horizon\" for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don't know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities\"-- Provided by publisher.
Book
Advances in the sign language development of deaf children
Research on the characteristics of sign languages not only improve services to deaf children, but also contribute to our understanding of language development. This volume provides cogent summaries of what is known about early gestural development, visual communication and the processes of semantic, syntactic and pragmatic development in sign.
eBook
Sign Language Interpreting and Interpreter Education
More than 1.46 million people in the United States have hearing losses in sufficient
severity to be considered deaf; another 21 million people have other hearing
impairments. For many deaf and hard-of-hearing individuals, sign language and voice
interpreting is essential to their participation in educational programs and their
access to public and private services. However, there is less than half the number of
interpreters needed to meet the demand, interpreting quality is often variable, and
there is a considerable lack of knowledge of factors that contribute to successful
interpreting. Perhaps it is not surprising, then, that a study by the National
Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied
with interpreting quality. Because recent legislation in the United States and elsewhere
has mandated access to educational, employment, and other contexts for deaf individuals
and others with hearing disabilities, there is an increasing need for quality sign
language interpreting. It is in education, however, that the need is most pressing,
particularly because more than 75% of deaf students now attend regular schools (rather
than schools for the deaf), where teachers and classmates are unable to sign for
themselves. In the more than one hundred interpreter training programs in the U.S.
alone, there is a variety of educational models, but little empirical information on how
to evaluate them or determine their appropriateness in different interpreting and
interpreter education-covering what we know, what we do not know, and what we should
know. This book synthesizes existing work and provides a coherent picture of the field
as a whole, including evaluation of the extent to which current practices are supported
by validating research.
eBook