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| Deaf Education in the 21st Century: Trends, Topics, and | |
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| Technology: A Brief Overview | |
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| Overview of the Text | |
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| What we know about the field today | |
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| Myths and Misconceptions about People Who Are Deaf | |
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| People Who Are Deaf Can't Hear Anything | |
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| Myths Surrounding the Causes of Hearing Loss | |
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| All Children Who Are Deaf Have Parents Who Are Deaf | |
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| All People Who Are Deaf Can Read Lips | |
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| People Who Are Deaf Can't Read | |
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| People Who Are Deaf Can't Talk | |
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| American Sign Language (ASL) is Just English on the Hands | |
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| American Sign Language is Consistent Throughout the United States | |
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| American Sign Language is International | |
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| Hearing Aids Enable Deaf People to Hear Speech | |
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| All People Who Are Deaf Wish They Could Hear | |
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| People Who Are Deaf Are Not as Intelligent as People Who Can Hear | |
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| People Who Are Deaf Can't Drive, Fly Planes, or Operate Motor Boats | |
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| Individuals Who Are Deaf Have More Serious Emotional Problems than Hearing People | |
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| People Who Are Deaf Can't Work | |
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| People Who Are Deaf Are Very Quiet | |
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| All People Who Are Deaf Know Sign Language | |
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| Summary | |
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| A Look at the Field of Deaf Education: Where We've Been Where We Are Today | |
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| Prevalence, Etiology and Identification | |
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| Deaf/deaf | |
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| Hard of Hearing | |
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| Deafened | |
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| Prevalence of Hearing | |
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| Diversity in the United States | |
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| Diversity within the Deaf Community | |
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| Educational Settings | |
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| Modes of Communication | |
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| Hearing Aids and Cochlear Implants | |
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| Closed Captioning Technology | |
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| Use of Computer Technology | |
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| Video Relay Services (VRS) and Video Relay Interpreters (VRI) | |
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| Speech- to-Text Technology | |
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| Legislation | |
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| Organizations, Clubs, and Cultural Events | |
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| Dimensions of Deafness: Identity, Ethnicity, and Social Development | |
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| Summary | |
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| The Art of Hearing and Hearing Loss | |
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| The Nature of Sound | |
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| Acoustics of Speech | |
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| The Hearing Mechanism | |
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| Structure and Function of the Ear | |
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| The Outer Ear | |
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| The Middle Ear | |
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| The Inner Ear | |
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| Auditory Connections in the Brain | |
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| The Physiology of Hearing | |
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| Prevalence and Etiology of Auditory Dysfunction | |
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| Terminology | |
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| Hearing Loss | |
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| Degrees of Hearing Loss | |
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| Hard of Hearing | |
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| Deaf | |
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| Etiology of Auditory Dysfunction | |
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| Conductive Hearing Loss | |
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| Sensorineural Hearing Loss | |
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| Congenital Losses | |
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| Genetically Inherited Hearing Loss | |
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| Autosomal Dominant Disorders | |
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| Autosomal Recessive Disorders | |
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| X-Linked Disorders | |
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| Acquired Losses | |
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| Maternal Rubella | |
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| Cytomegalovirus (CMV) | |
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| Meningitis | |
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| Prematurity or Birth Complications | |
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| Other High Risk Factors for Hearing Loss | |
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| Persistent Pulmonary Hypertension of the Newborn (PPHN) | |
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| Fetal Alcohol Syndrome (FAS) | |
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| Causes of Hearing Loss in Adults | |
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| Noise Exposure | |
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| Ototoxic Drugs | |
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| The Aging Process | |
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| Meniere's Disease | |
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| Diseases of the Central Auditory System | |
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| Summary | |
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| Family Dynamics: Response to Diagnosis, Interpersonal Relationships, Impact on the Family Unit | |
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| Anticipation, Expectations, and Responses to the Birth of a Baby | |
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| Hearing Parents Response to the Diagnosis | |
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| Deaf Parents Response to the Diagnosis | |
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| Characteristics of Healthy Families | |
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| Factors that Contribute to Healthy Families with Deaf Children | |
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| Communication: Connecting and Interacting with Others and Society | |
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| The Building Blocks for Communication | |
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| Selecting a Mode of Communication: Factors Families Consider | |
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| Sibling Relationships | |
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| Sibling Relationships: Interactions between Deaf and Hearing Children | |
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| Self-Esteem: A Reflection of One's Self-Image | |
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| Summary | |
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| Language Acquisition: Acquiring the Building Blocks for Communication | |
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| Communication | |
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| The Components of Language | |
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| Form | |
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| Phonology | |
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| Morphology | |
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| Syntax | |
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| Content | |
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| Semantics | |
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| Use | |
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| Pragmatics | |
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| Stages of Language Development | |
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| Modes of Communication | |
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| Oral Methods: Acquiring Spoken Language | |
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| Auditory Verbal | |
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| Auditory Oral | |
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| Natural Oralism/Natural Auralism | |
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| Maternal Reflective Method | |
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| Visual Modes of Communication | |
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| American Sign Language | |
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| Manually Coded English Sign Systems | |
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| Rochester Method | |
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| Signed English | |
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| Seeing Essential English (SEE I) | |
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| Signing Exact English (SEE II) | |
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| Conceptually Accurate Signed English (CASE) | |
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| Contact Signing or Pidgin Signed English | |
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| Multimodal Communication Approaches | |
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| Cued Speech | |
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| Sign Supported Speech | |
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| Simultaneous Communication | |
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| Total Communication | |
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| Bilingual Communication: ASL and English | |
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| Impact of Prelingual Hearing Loss on Language Development | |
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| Enhancing Language Development Through the Use of American Sign Language | |
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| Enhancing Language Development Through an Auditory Verbal Approach | |
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| Summary | |
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| Hearing Assessment, Hearing Aids, Cochlear Implants, and | |
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| Modern Technology | |
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| Identifying Hearing Loss: the Hearing Evaluation | |
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| Pure-Tone Testing | |
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| Bone-Conduction Testing | |
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| Classification of Hearing Loss | |
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| Speech Reception Threshold Tests | |
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| Social Adequacy Index | |
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| Neonatal Screening | |
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| Otoacoustic Emission (OAEs) | |
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| Auditory Brainstem Response (ABR) | |
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| Infants and Toddlers | |
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| School Age Children | |
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| The Function and Components of Hearing Aids | |
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| Microphones | |
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| Amplifier | |
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| Receiver | |
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| Earmolds | |
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| Additional Components | |
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| Pitch or Tone Control | |
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| Telecoil Circuitry | |
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| Batteries | |
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| Types of Hearing Aids | |
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| Over the Ear (OTE) or Behind the Ear (BTE) | |
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| All In the Ear (AIE) or In the Ear (ITE) | |
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| In the Ear (ITE) | |
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| In the Canal (ITC) | |
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| Completely in the Canal (CIC) | |
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| Low Profile Aids | |
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| CROS Hearing Aids | |
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| BiCROS Hearing Aids | |
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| IROS Hearing Aids | |
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| Bone Conduction Hearing Aids | |
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| Implantable Bone Conduction Hearing Aid Device | |
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| Implantable Middle Ear Hearing Aids | |
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| Digital Technology | |
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| Cochlear Implants | |
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| Binaural and Monaural Hearing Aid Fittings | |
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| Hearing Aid Orientation | |
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| Psychological and Emotional Ramifications of Hearing Loss | |
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| Group Listening Systems | |
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| Audio Loops | |
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| FM (Frequency Modulation) Systems | |
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| AM Systems | |
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| Infared Systems | |
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| Individual Amplification Systems | |
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| Assistive Listening Devices | |
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| Telephone Amplifiers | |
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| Additional Devices for Individuals who Experience Difficulty Hearing | |
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| Summary | |
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| Educational Settings: From Tradition to Current Practice | |
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| A Brief Historical Overview: School Reform since the 1960s | |
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| Elementary and Secondary Education Act (ESEA) (1965) | |
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| Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504) | |
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| Educational Amendments Act (Public Law 93-380) (1974) | |
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| Education for All Handicapped Children Act (EACHCA) Public Law 94- | |
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| 142, Part B (1975) | |
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| Education of the Handicapped Act Amendments (Public Law 99-457) | |
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| First Wave of Educational Reform | |
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| Second Wave of Educational Reform | |
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| Third Wave of Educational Reform | |
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| Americans with Disabilities Act (ADA) (Public Law 101-336) | |
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| Individuals with Disabilities Education Act (IDEA) (PL 101-476) | |
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| Individuals with Disabilities Education Act (IDEA) (PL 105-17) | |
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| Reauthorization of IDEA (Public Law 108-446) | |
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| Educating Deaf Students: the Oral/Manual Controversy | |
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| Educational Environments | |
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| Residential School Programs | |
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| Day Schools | |
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| Regular Education Classes | |
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| Early Intervention Programs | |
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| Mainstreamed Programs | |
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| Inclusion Programs | |
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| Resource Rooms and Separate Classes | |
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| Co-teaching/Co-enrollment for Students who are Deaf and Hard of | |
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| Hearing | |
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| The Role of the Itinerant Teacher | |
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| The Role of the Interpreters in Inclusive Classrooms | |
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| Achievement: A Look at Deaf Students in the K-12 Setting | |
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| Summary | |
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| Literacy: Unlocking the Curriculum through Reading and Writing | |
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| Reading: A Process Involving Language and Cognition | |
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| Bottom-Up Theories | |
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| Top-Down Theories | |
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| Interactive Theories | |
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| Report: National Reading Panel | |
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| Additional Factors Contributing to Literacy | |
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| Barriers to Reading Comprehension: Factors that Impact Students | |
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| Who are Deaf and Hard of Hearing | |
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| Phonemic Awareness in deaf and Hard of Hearing Children | |
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| Use of Phonics by Deaf and Hard of Hearing Readers | |
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| Fluency within Readers who are Deaf and Hard of Hearing | |
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| Comprehension of Text | |
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| Vocabulary Development | |
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| Bilingual Programs: Teaching Deaf Children to Read | |
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| Shared Reading Program | |
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| Reading Milestones/Reading Bridge | |
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| Reading Strategies: Literacy Practices Used with Deaf and Hard of Hearing | |
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| Students | |
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| Writing, Spelling, and Deaf Students | |
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| Process Approach to Writing | |
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| Writing Strategies | |
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| Summary | |
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| Cognition: Thought Processes and Intellectual Development | |
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| A Brief Historical Overview | |
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| A Brief History | |
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| Related Research | |
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| Development of Visual Attention by Hearing and Deaf Children | |
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| Theory of Mind | |
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| Memory Systems: Storing Visual and Spatial Information | |
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| The Articulatory Loop | |
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| Research: Short-Term Memory Encoding by Students who Are Deaf or Hard of Hearing | |
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| The Visuo-Spatial Sketchpad | |
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| Research: Use of Visuo-Spatial Memory Between Deaf Signers and Non- | |
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| Signers | |
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| Why Implement Cognitive Intervention | |
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| A Method | |
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| Barriers | |
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| Selecting a Cognitive Intervention Program | |
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| Professional Actions | |
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| Intellectual Functioning: Cognition as it Relates to Intelligence Tests | |
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| What Intelligence Tests Measure | |
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| Additional Views | |
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| Limitations | |
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| Description | |
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| Intellectual Testing and Deafness | |
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| Developing Metacognitive Skills | |
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| Feuerstein's View of Cognitive Growth | |
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| Incorporating Thinking Skills across the Curriculum | |
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| Summary | |
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| Personal, Social, and Cultural Development | |
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| Sharing Cultural Values and Beliefs: Impact on Self Concept and Identity | |
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| Culturally Deaf Identity: Mark | |
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| Culturally Hearing Identity: Oliver | |
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| Bicultural Identity: Amanda | |
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| School settings: influence on cultural perceptions | |
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| Socialization Experiences in Mainstream/Included Educational | |
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| Settings | |
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| Developing a Self-Concept and Feelings of Self Esteem | |
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| Research with Students who are Deaf or Hard of Hearing: A Glimpse into Self-Concept and Self-Esteem | |
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| Summary | |
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| Economics, Postsecondary Opportunities and Employment Trends | |
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| Labor Force Projections: A Look at Where We Are and Where We Are | |
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| Expected to be in 2018 | |
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| Supporting Individuals who are Deaf and Hard of Hearing so They Can Become | |
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| Gainfully Employed | |
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| Providing Support Services: the Role of Vocational Rehabilitation | |
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| Support Services for People who are Deaf and Low Functioning | |
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| Professionals who are Deaf or Hard of Hearing in the Workforce | |
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| Support Services: Making Post-Secondary Institutions Accessible for Students | |
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| Who are Deaf and Hard of Hearing | |
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| Career Experiences of College Educated Deaf and Hard of Hearing Individuals | |
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| A Look at Underemployment Found with respect to Individuals who are Deaf | |
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| Or Hard of Hearing | |
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| Employment Trends and Employer Expectations | |
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| Individuals who are Deaf with Additional Disabilities | |
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| Children who are Deaf or Hard of Hearing Children with Additional Disabilities | |
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| Cognitive/Intellectual Conditions | |
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| Individuals who are Deaf or Hard of Hearing who also have a Learning | |
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| Disability | |
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| Individuals who are Deaf or Hard of Hearing with Emotional Behavioral | |
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| Problems | |
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| Individuals who are Deaf or Hard of Hearing with an Intellectual | |
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| Disability | |
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| Individuals who are deaf with Autistic Spectrum Disorders | |
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| Individuals who are deaf or hard of hearing with Attention-Deficit/ | |
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| Hyperactivity Disorder | |
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| Legal Blindness and Uncorrected Visual Problems | |
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| Individuals who are Deaf-Blind | |
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| Individuals who are deaf who have Cerebral Palsy | |
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| Other Disabling Conditions | |
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| Summary | |
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| Preparing Personnel to Serve Individuals who are Deaf or Hard of Hearing | |
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| Characteristics of Master Teachers | |
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| Relationships | |
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| Assessments | |
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| Master Teachers in Deaf Education | |
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| Classroom Discourse | |
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| Use of Teaching Strategies | |
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| Teacher Attitudes | |
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| Teacher Behaviors and Competencies | |
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| Schools for the Deaf or Separate Schools | |
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| Teachers in Resource Rooms and Separate Classes | |
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| The Co-teacher or Collaborative Teacher | |
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| The Itinerant Teacher | |
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| Educational Interpreters: Characteristics of Effective Communication | |
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| Facilitators | |
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| The Role of the Educational Interpreter | |
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| Best Practices When Interpreting in the Primary Grades | |
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| Best Practices When Interpreting in the Elementary and Middle School Setting | |
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| Best Practices When Interpreting in High School Settings | |
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| Best Practices When Interpreting in Post-Secondary Settings | |
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| Summary | |
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| Epilogue | |
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| Summary of Current Relevant Research in the Field | |
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| Future Projections and Trends | |