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Introduction and Key Findings Index | |
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Key Findings Index | |
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Demographics, Diversity, and Foundational Issues in Deaf Education | |
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A �Low Incidence� Disability | |
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Deaf and Hard-of-Hearing Children in Countries with Developing Economies | |
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Multiple Disabilities, or Children with Dual Diagnoses | |
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Developmental Challenges | |
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Academic Achievement | |
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Social-Emotional Development | |
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Advances in the Development of Deaf and Hard-of-Hearing Students | |
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Processes of Evaluation | |
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Summary: Understanding and Educating Children with Hearing Loss | |
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Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information | |
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Designs for Research and Evaluation on Educational Practice and Outcomes | |
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Randomized Clinical Trials, or Experimental Research | |
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Quasi-Experimental Research | |
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Single-Subject Research | |
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Correlational Research | |
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Qualitative Research | |
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Practice-Based Wisdom | |
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Considerations for Studies Included in This Review | |
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Summary: How Do We Know What We Know? | |
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Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning | |
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Newborn Screening and Family Reactions | |
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Enhanced Developmental Outcomes Related to Early Identification | |
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How Early is �Early Enough?� | |
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Characteristics of Early Intervention That Support Positive Developmental Outcomes | |
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Summary: Early Identification and Intervention are Cost-Effective | |
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Language Development, Languages, and Language Systems | |
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Perspectives on Language Development and Deaf Children | |
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Approaches Emphasizing Auditory-Oral Aspects of Language Development | |
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Auditory-Oral Methods and Language Development | |
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Cochlear Implants and Progress in Oral Programs | |
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An Example: Outcomes of Children in a Traditional Oral Program | |
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Auditory-Verbal Therapy | |
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Cued Speech | |
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Using Cochlear Implants and Cued Speech | |
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Approaches Emphasizing Visual-Manual Aspects of Language Development | |
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Manually Coded Sign Systems Used in Total Communication Programs | |
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Using Cochlear Implants in TC Programs | |
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Sign, Sign Bilingual, or �Bilingual/Bicultural� Programming | |
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The Sign/Bilingual Approach as an Educational Model | |
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Cochlear Implants and Sign/Bilingual Programming | |
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Summary: Language Learning in Speech and Sign | |
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Acquisition and Development of Literacy Skills | |
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Factors Proposed to Influence Reading Skills | |
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Early, Interactive, Pre-Literacy Experiences Support Literacy Development | |
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Phonological Awareness, Phonics, and Literacy Skills | |
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Emphasizing Auditory Information to Build Phonological Knowledge and Literacy Skills | |
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Phonological Knowledge and Literacy When Visual Language Input Is Increased | |
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Vocabulary and Literacy Development | |
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Syntactic Knowledge and Reading | |
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Knowledge of a First Language as a Basis for Literacy in a Second Language | |
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Teaching Approaches and the Development of Reading Comprehension | |
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Metacognition and Reading Comprehension | |
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Writing | |
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Summary: The Continuing Challenge of Literacy | |
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Cognition, Perception, and Learning Strategies | |
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Foundations of Learning: Play and Theory of Mind | |
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Play | |
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Theory of Mind | |
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Visual Attention, Language, and Communication | |
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Memory Processes, Perception, and Learning | |
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Integrating Information and Using Problem-Solving Strategies | |
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Responses to Cognitive Intervention | |
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Summary: On Thinking and Learning | |
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Achievement in Mathematics and Science | |
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Mathematics | |
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Early Development | |
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Mathematics Development during School Years | |
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Components of Mathematics Performance | |
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Mathematics Interventions for Deaf and Hard-of-Hearing Students | |
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Development of Mathematics Concepts and Skills: Where Are We? | |
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Science Education and Achievement | |
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Fostering Science Learning by Deaf and Hard-of-Hearing Students | |
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Summary: Discoveries in Math and Science | |
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Educational Placement Decisions and Outcomes | |
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Student Characteristics, Needs, and Placement Patterns | |
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Social-Emotional Functioning and Co-Enrollment Programs | |
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Program Placement and Student Outcomes | |
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A Co-Enrollment Model | |
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A Mainstreaming Approach for Students Using Spoken Language | |
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Special Classrooms, Centers, or Schools: Sign/Bilingual Programming | |
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Classroom Physical Settings and Acoustic Concerns | |
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Classroom Interpreting and Real-Time Text | |
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Summary: The Who, What, and Where of Going to School | |
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Programming for Children with Multiple Disabilities | |
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Variability among Deaf and Hard-of-Hearing Children with Multiple Disabilities | |
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Children with Cognitive or Intellectual Disabilities | |
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Cochlear Implants, Cognitive Delays, and Language Development | |
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Learning Disabilities and Attention Deficit Disorder | |
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Attention Disorders | |
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Autism Spectrum Disorders | |
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Deafblindness | |
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Congenital Rubella Syndrome | |
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Genetic/Chromosomal Syndromes | |
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A Broader View | |
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Summary: Serving Children with Multiple Challenges | |
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Issues and Trends in Best Practice | |
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References | |
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Index | |