Waubonsee Community College

Deaf education in the 21st century, topics and trends, Nanci A. Scheetz

eng

Includes bibliographical references (pages 286-316) and index

illustrations

index present

non fiction

Deaf education in the 21st century

bibliography

696773028

Nanci A. Scheetz

topics and trends

Overview: With the advent of new medical advances, new technologies, and new educational opportunities, the field of deaf education is rapidly changing and evolving. Deaf Education in the 21st Century provides readers with an up-to-date look at research, the changing population of deaf and hard-of-hearing students, and what implications these discoveries and changes mean for educators, interpreters, service providers, and parents. Features covered in Deaf Education in the 21st Century: Information on myths and misconceptions about people who are deaf help students understand the issues and challenges that the deaf and hard of hearing population face each day; Multiple chapters focus on cognition and personal and social development and additionally offer students important information about deaf education that is not always included in introductory material; A chapter that examines postsecondary opportunities and employment trends for the deaf and hard-of-hearing; Several chapters discussing the impact of cochlear implants on language and literacy help students understand this new and complex development in deaf education; Extensive coverage on preparing personnel to serve individuals who are deaf or hard-of-hearing offers unique information, not often found in other texts, about what educators, interpreters and social service providers need to know and do to successfully work with the deaf population

Deaf Education In The 21st Century: Topics, Trends, And Technology: A Brief Overview: -- Overview -- What we know about the field today -- Myths And Misconceptions About People Who Are Deaf: Dispelling The Myths: -- Myth: People who are deaf cannot hear anything -- Myths surrounding the causes of hearing loss -- Myth: All children who are deaf have parents who are deaf -- Myth: All people who are deaf can read lips -- Myth: People who are deaf cannot read -- Myth: People who are deaf cannot talk -- Myth: American Sign language is just English on the hands -- Myth: American sign language is consistent throughout the United States -- Myth: American sign language is international -- Myth: Hearing aids enable people who are deaf to hear speech -- Myth: All people who are deaf wish they could hear -- Myth: People who are deaf are not as intelligent as people who can hear -- Myth: People who are deaf cannot drive, fly planes or operate motorboats -- Myth: Individuals who are deaf have more serious emotional problems than hearing people -- Myth: People who are deaf cannot work -- Myth: People who are deaf are very quiet -- Myth: All people who are deaf know sign language -- Summary -- Look At The Field Of Deaf Education: Where We're Been-Where We Are Today: -- Prevalence, etiology, and identification -- Diversity in the United States -- Diversity within the deaf community -- Educational settings -- Modes of communication -- Hearing aids and cochlear implants -- Closed captioning technology -- Use of computer technology -- Video relay services and video relay interpreters -- Speech-to-text technology -- Legislation -- Organizations, clubs, and cultural events -- Dimensions of deafness: identity, ethnicity, and social development -- Summary -- Science Of Hearing And Hearing Loss: The Acoustics Of Speech And The Transmission Of Sound: -- Nature of sound -- Acoustics of speech -- Hearing mechanism -- Structure and function of the ear -- Out ear -- Middle ear -- Inner ear -- Auditory connections in the brain -- Physiology of hearing -- Prevalence and etiology of auditory dysfunction -- Terminology -- Hearing loss -- Degrees of hearing loss -- Hard of hearing -- Deaf -- Etiology of auditory dysfunction -- Conductive hearing loss -- Sensorineural hearing loss -- Congenital losses -- Genetically inherited hearing loss -- Autosomal dominant disorders -- Autosomal recessive disorders -- X-linked disorders -- Acquired losses -- Maternal rubella -- Cytomegalovirus -- Meningitis -- Prematurity or birth complications -- Other high risk factors for hearing loss -- Persistent pulmonary hypertension of the newborn -- Fetal alcohol syndrome (FAS) -- Causes of hearing loss in adults -- Noise exposure -- Ototoxic drugs -- Aging process -- Meniere's disease -- Diseases of the central auditory system -- Summary -- Family Dynamics: Response To Diagnosis, Interpersonal Relationships, And Impact On The Family Unit: -- Anticipation, expectations, and responses to the birth of a baby -- Hearing parents' response to the diagnosis -- Deaf parents' response to the diagnosis -- Characteristics of healthy families -- Factors that contribute to healthy families with children who are deaf -- Communication: connecting and interacting with others and society -- Building blocks for communication -- Selecting a mode of communication: factors families consider -- Siblings relationships -- Sibling relationships: interactions between children who are deaf and those who can hear -- Self-esteem: a reflection of one's self-image -- Summary -- Language Acquisition: Acquiring The Building Blocks For Communication: -- Components of language -- Form -- Phonology -- Morphology -- Syntax -- Content -- Semantics -- Use -- Pragmatics -- Stages of language development -- Modes of communication -- Oral methods: acquiring spoken language -- Auditory-verbal -- Auditory-oral -- Natural oralism/natural auralism -- Maternal reflective method -- Visual modes of communication -- American sign language -- Manually coded English sign systems -- Rochester method -- Signed English -- Seeing essential English (SEE I) -- Signing exact English (SEE II) -- Conceptually accurate signed English (CASE) -- Contact signing or pidgin signed English -- Multimodal communication approaches -- Cued speech -- Sign-supported speech -- Simultaneous communication -- Total communication -- Bilingual communication: ASL and English -- Impact of prelingual hearing loss on language development -- Enhancing language development through the use of American Sign Language -- Enhancing language development through an auditory verbal approach -- SummaryHearing Assessment, Hearing Aids, Cochlear Implants, And Modern Technology: Identification, Remediation, And Communication: -- Identifying hearing loss: the hearing evaluation -- Pure-tone testing -- Bone-conduction testing -- Classification of hearing loss -- Speech reception threshold tests -- Social adequacy index -- Neonatal screening -- Otoacoustic emission -- Auditory brain stem response -- Infants and toddlers -- School-age children -- Function and components of hearing aids -- Microphones -- Amplifier -- Receiver -- Earmolds -- Additional components -- Volume control -- Pitch or tone control -- Telecoil circuitry -- Batteries -- Types of hearing aids -- Over the ear or behind the ear -- All in the ear or in the ear -- In the ear (ITE) -- In the canal (ITC) -- Completely in the canal -- Low-profile aids -- CROS hearing aids -- BiCROS hearing aids -- IROS hearing aids -- Bone-conduction hearing aids -- Implantable bone-anchored hearing aid -- Implantable middle ear hearing aid -- Digital technology -- Cochlear implants -- Binaural and monaural hearing aid fittings -- Hearing-aid orientation -- Physical aspects of hearing-aid use -- Psychological and emotional ramifications of hearing loss -- Group listening systems -- Audio loops -- FM systems -- AM systems -- Infared systems -- Individual amplification systems -- Assistive listening devices -- Telephone amplifiers -- Additional devices for individuals who experience difficulty hearing -- Summary -- Educational Settings: From Tradition To Current Practice: -- Historical overview: school reform since the 1960s -- Elementary And Secondary Education Act (1965) -- Vocational Rehabilitation Act (1973) -- Educational Amendments Act (1974) -- Education For All Handicapped Children Act (1975) -- Education Of The Handicapped Act Amendments (1986) -- First wave educational reform -- Second wave of educational reform -- Third wave of educational reform -- Americans With Disabilities Act (1990) -- Individuals with disabilities Education Act (1990) -- Individuals With Disabilities Education Act (1997) -- No Child Left Behind (2002) -- Reauthorization of IDEA (2004) -- In summary -- Establishing schools for the deaf in America -- Educating deaf students: the oral/manual controversy -- Educational environments -- Residential school programs -- Day schools -- Regular education classes -- Early intervention programs -- Mainstreamed programs -- Inclusion programs -- Resource rooms and separate classes -- Co-teaching/co-enrollment for students who are deaf and hard of hearing -- Role of the itinerant teacher -- Role of interpreters in inclusive classrooms -- Achievement: a look at deaf students in the K-12 setting -- Summary -- Literacy: Unlocking The curriculum Through Reading And Writing: -- Reading: a process involving language and cognition -- Bottom-up theories -- Top-down theories -- Interactive theories -- Report: national reading panel -- Additional factors contributing to literacy -- Impact of deafness on reading development -- Barriers to reading comprehension: factors that impact students who are deaf and hard of hearing -- Phonemic awareness in children who are deaf and hard of hearing -- Use of phonics by readers who are deaf and hard of hearing -- Fluency among reads who are deaf and hard of hearing -- Comprehension of text -- Vocabulary development -- Programs, interventions and strategies designed to promote literacy among students who are deaf and hard of hearing -- Bilingual programs: teaching children who are deaf to read -- Shared reading program -- Reading milestones/reading bridge -- Reading strategies: literacy practices used with students who are deaf and hard of hearing -- Writing, spelling, and students who are deaf -- Process approach to writing -- Writing strategies -- SummaryCognition: Thought Processes And Intellectual Development: -- Historical overview -- Related research -- Development of visual attention by children who can hear and those who are deaf -- Theory of mind -- Memory systems: storing visual and spatial information -- Articulatory loop -- Research: Short-term memory encoding by students who are deaf or hard of hearing -- Visuo-spatial sketchpad -- Research: Use of visuo-spatical memory between deaf signers and non-signers -- Why implement cognitive intervention? -- Method -- Barriers -- Selecting a cognitive intervention program -- Professional actions -- Intellectual functioning: cognition as it relates to intelligence tests -- What intelligence tests measure -- Additional views -- Limitations -- Description -- Intellectual testing and deafness -- Developing metacognitive skills -- Feuerstein's view of cognitive growth -- Incorporating thinking skills across the curriculum -- Summary -- Personal, Social, And Cultural Development: Forming An Identity: -- Sharing cultural values and beliefs: impact on self-concept and identity -- Culturally deaf identity: Mark -- Culturally hearing identity: Oliver -- Bicultural identity: Amanda -- School settings: influence on cultural perceptions -- Socialization experiences in mainstream/included educational settings -- Socialization experiences in residential and day school settings -- Developing a self-concept and feelings of self-esteem -- Research with students who are deaf and hard of hearing: a glimpse into self-concept and self-esteem -- Successful adults who are deaf: reflections on self-concept and self-esteem -- Summary -- Economics, Postsecondary Opportunities, And Employment Trends: Entering Adulthood: -- Labor force projections: a look at where we are and where we are expected to be in 2018 -- Supporting individuals who are deaf and hard of hearing so they can become gainfully employed -- Providing support services: the role of vocational rehabilitation -- Support services for people who are deaf and low functioning -- Professionals in the workforce who are deaf or hard of hearing -- Support services: making postsecondary institutions accessible for students who are deaf and hard of hearing -- Career experiences of college-educated individuals who are deaf and hard of hearing -- Look at underemployment found with respect to individuals who are deaf or hard of hearing -- Employment trends and employer expectations -- Summary -- Individuals Who Are Deaf With Additional Disabilities: Prevalence And Characteristics: -- Children who are deaf or hard of hearing with additional disabilities: cognitive/intellectual conditions -- Individuals who are deaf or hard of hearing with a learning disability -- Individuals who are deaf or hard of hearing with emotional or behavioral disorders -- Individuals who are deaf or hard of hearing with an intellectual disability -- Individuals who are deaf or hard of hearing with autism spectrum disorders -- Individuals who are deaf or hard of hearing with attention-deficit/hyperactivity disorder -- Children who are deaf and hard of hearing with additional disabilities: physical conditions -- Legal blindness and uncorrected visual problems -- Individuals who are deaf-blind -- Individuals who are deaf with cerebral palsy -- Other disabling conditions -- Summary -- Preparing Personnel To Serve Individuals Who Are Deaf Or Hard Of Hearing: Roles And Responsibilities: -- Characteristics of master teachers -- Relationships -- Assessments -- Master teachers in deaf education -- Classroom discourse -- Use of teaching strategies -- Teacher attitudes -- Teacher behaviors and competencies -- Schools for the deaf or separate schools -- Teachers in resource rooms and separate classes -- Co-teacher or collaborative teacher -- Itinerant teacher -- Educational interpreters: characteristics of effective communication facilitators -- Role of the educational interpreter -- Interpreters: skills needed to become effective facilitators of communication -- Evaluation systems for sign language interpreters -- Best practices when interpreting in the primary grades -- Best practices when interpreting in the elementary and middle school settings -- Best practices when interpreting in High School settings -- Best practices when interpreting in postsecondary settings -- Preparing counselors to work with consumers who are deaf or hard of hearing -- Summary -- Epilogue: -- Summary of current relevant research in the field -- Language and communication -- Literacy -- Future projections and trends -- Information and resources for parents and professionals -- References -- Index