Evidence-Based Practices in Deaf Education

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Sonst. Personen	Knoors, Harry (Hrsg.); Marschark, Marc (Hrsg.)
Titel	Evidence-Based Practices in Deaf Education
Quelle	(2018), (664 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-1908-8054-5
Schlagwörter	Evidence Based Practice; Deafness; Hearing Impairments; Multilingualism; Code Switching (Language); Translation; Bilingualism; Assistive Technology; Family Influence; Children; Speech Communication; Language Impairments; Mainstreaming; Classroom Environment; Sign Language; Language Acquisition; Reading Comprehension; Reading Skills; Language Skills; Word Recognition; Adolescents; Cognitive Ability; Intellectual Disability; Thinking Skills; Mathematics Skills; Young Children; Family Environment; Teaching Methods; Adults; Neurological Organization; Cognitive Processes; Child Development; Psychological Patterns; Social Development; Early Intervention; Preschool Children; Social Problems; Emotional Problems; Theory of Mind; Mental Health; Well Being; Pragmatics; Interpersonal Competence; Curriculum; Technology Uses in Education; Educational Technology; Online Courses; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Klassenklima; Unterrichtsklima; Gebärdensprache; Sprachaneignung; Spracherwerb; Leseverstehen; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Worterkennung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Denkfähigkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Familienmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Kindesentwicklung; Soziale Entwicklung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social problem; Soziales Problem; Psychohygiene; Well-being; Wellness; Wohlbefinden; Pragmalinguistik; Interpersonale Kompetenz; Curricula; Lehrplan; Rahmenplan; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Online course; Online-Kurs; Ausland; Norwegen
Abstract	This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches. Titles in the book: (1) Sleuthing the 93% Solution in Deaf Education (Marc Marschark and Harry Knoors); (2) Assessment and Development of Deaf Children with Multiple Challenges (Terrell Clark); (3) Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World (Kathryn Crowe); (4) Dialogic Teaching and Translanguaging in Deaf Education (Ruth Swanwick); (5) Effects of Family Variables on Spoken Language in Children with Cochlear Implants (Ivette Cejas and Alexandra L. Quittner); (6) Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children (Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström); (7) The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children (Lian van Berkel-van Hoof); (8) Measuring Deaf Learners' Language Progress in School (Wolfgang Mann); (9) Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills (Paul Miller); (10) Reading Development in Deaf Children: The Fundamental Role of Language Skills (Fiona Kyle); (11) Word Identification and the Adolescent Deaf and Hard-of-Hearing Reader: Going Back to Learning to Read (Jessica W. Trussell and M. Christina Rivera); (12) Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing (Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum); (13) Thinking in Action and Beyond (Terezinha Nunes); (14) Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment (Loes Wauters and Evelien Dirks); (15) Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults (Benedetta Heimler, Francesco Pavani, and Amir Amedi); (16) Neurocognitive Functioning in Deaf Children with Cochlear Implants (William G. Kronenberger and David B. Pisoni); (17) Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings (Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston); (18) The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment (Evelien Dirks); (19) Psychosocial Development of Hard-of-Hearing Preschool Children: Implications for Early Intervention (Nina Jakhelln Laugen); (20) Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective (Constance Vissers and Daan Hermans); (21) Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students (Jesper Dammeyer); (22) Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills (Anat Zaidman-Zait and Tova Most); (23) Revisiting Curricula for Deaf Students: A Norwegian Perspective (Stein Erik Olna); (24) Importance of Technology for Education of Deaf Students (Michael Stinson); (25) Online Learning and Deaf Students: Accessible by Design (Stephanie Cawthon and Jessica I. Mitchell); and (26) Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence (Harry Knoors, Annet de Klerk, and Marc Marschark). (ERIC).
Anmerkungen	Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01