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Product Identifiers
PublisherOxford University Press, Incorporated
ISBN-100195149971
ISBN-139780195149975
eBay Product ID (ePID)2389116
Product Key Features
Number of Pages528 Pages
Publication NameOxford Handbook of Deaf Studies, Language, and Education
LanguageEnglish
Publication Year2003
SubjectSocial Work, Special Education / Physical Disabilities, Sign Language
TypeTextbook
Subject AreaLanguage Arts & Disciplines, Social Science, Education
AuthorPatricia Elizabeth Spencer
FormatHardcover
Dimensions
Item Height1.5 in
Item Weight38.8 Oz
Item Length7.2 in
Item Width9.9 in
Additional Product Features
Intended AudienceCollege Audience
LCCN2002-010496
Reviews"This handbook is a 'must have' resource for researchers, educators, linguists, clinicians--indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writingis lucid. It will soon be difficult to imagine how the field ever managed without it!" --Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University, "This handbook is a 'must have' resource for researchers, educators, linguists, clinicians--indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writing is lucid. It will soon be difficult to imagine how the field ever managed without it!" --Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University"A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the study of deaf education."--CHOICE, J.A. LeClair"The Oxford Handbook of Deaf Studies, Language and Education is a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issues that inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."--I. King Jordan, President, Gallaudet University, "A visit to bookshelves in search of material relating to deaf studies canoften be disappointingMarschark and Spencer have now delivered a long overdueand much-needed comprehensive review of the current state of deaf studiesThiswork may well stand for years as essential reading in the study of deafeducation."--CHOICE, J.A. LeClair, "This handbook is a 'must have' resource for researchers, educators, linguists, clinicians--indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writing is lucid. It will soon be difficult to imagine how the field ever managed without it!" --Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University "A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the study of deaf education."--CHOICE, J.A. LeClair "TheOxford Handbook of Deaf Studies, Language and Educationis a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issues that inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."--I. King Jordan, President, Gallaudet University, "The Oxford Handbook of Deaf Studies, Language and Education is a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issuesthat inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."--I. King Jordan, President, Gallaudet University, "This handbook is a 'must have' resource for researchers, educators,linguists, clinicians--indeed, for anyone involved in studying or affecting thelives of deaf children and adults. The range of topics is outstanding, thechapters cover both historical and contemporary work, and the writing is lucid.It will soon be difficult to imagine how the field ever managed without it!"--Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania StateUniversity, "This handbook is a 'must have' resource for researchers, educators, linguists, clinicians--indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writing is lucid. It will soon be difficult to imagine how the field ever managed without it!" --Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University "A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the study of deaf education."--CHOICE, J.A. LeClair "The Oxford Handbook of Deaf Studies, Language and Education is a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issues that inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."--I. King Jordan, President, Gallaudet University, . . . a weighty and important text, which deserves proper time and attention . . . I would certainly recommend it to anyone who is looking for an introduction to a topic or an overview of current research and developments., "This handbook is a 'must have' resource for researchers, educators, linguists, clinicians--indeed, for anyone involved in studying or affecting the lives of deaf children and adults. The range of topics is outstanding, the chapters cover both historical and contemporary work, and the writing is lucid. It will soon be difficult to imagine how the field ever managed without it!" -- Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University "A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the study of deaf education."-- CHOICE, J.A. LeClair "The Oxford Handbook of Deaf Studies, Language and Education is a resource that recognizes the physical condition of deafness and the social, cultural and linguistic reality of Deaf life. The diverse group of contributors represents the cross-discipline perspectives and interconnected issues that inform and shape deaf studies today. This handbook will serve as a source of information for those in the field, students and families. I applaud the editors for compiling such a comprehensive and timely tool."-- I. King Jordan, President, Gallaudet University, "The Oxford Handbook of Deaf Studies, Language and Education is a resourcethat recognizes the physical condition of deafness and the social, cultural andlinguistic reality of Deaf life. The diverse group of contributors representsthe cross-discipline perspectives and interconnected issues that inform andshape deaf studies today. This handbook will serve as a source of informationfor those in the field, students and families. I applaud the editors forcompiling such a comprehensive and timely tool."--I. King Jordan, President,Gallaudet University, "A visit to bookshelves in search of material relating to deaf studies can often be disappointingMarschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studiesThis work may well stand for years as essential reading in the studyof deaf education."--CHOICE, J.A. LeClair
Dewey Edition21
IllustratedYes
Dewey Decimal362.4/2
Table Of ContentContributorsIntroductionI. Educational Issues1. Perspectives on the History of Deaf Education2. Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students3. Curriculum: Cultural and Communicative Contexts4. Educational Consequences of Alternative School Placements5. Early Intervention: Current Approaches to Family-Centered Programming6. Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special NeedsII. Literacy and Literacy Education7. Processes and Components of Reading8. Approaches To Teaching Reading9. Writing: Characteristics, Instruction, and Assessment10. Bilingualism and LiteracyIII. Cultural, Social, and Psychological Issues11. Deaf Communities12. Peer Interactions of Deaf and Hard-of-Hearing Children13. Social and Emotional Development of Deaf Children: Family, School, and Program Effects14. Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants15. Mental Health and Deaf AdultsIV. Language and Language Development16. The Development of American Sign Language and Manually Coded English Systems17. Development of Spoken Language by Deaf Children18. Expressing Meaning: From Communicative Intent to Building a Lexicon19. The Role of Cued Speech in Language Development of Deaf Children20. Formal and Informal Approaches to the Language Assessment of Deaf Children21. Assessing Children's Proficiency in Natural Signed LanguagesV. Signed Languages22. Origins of Sign Languages23. Sign Language Structures24. Modality and The Structure of Language: Sign Languages versus Signed Systems25. Interpreters and Interpreter Education26. The Neural Systems Underlying Sign LanguageVI. Hearing and Speech Perception27. Speech Perception and Spoken Word Recognition28. Advances in the Genetics of Deafness29. Technologies for Communication: Status and Trends30. Screening and Assessment of Hearing Loss In Infants31. Cochlear Implants: Issues and ImplicationsVII. Cognitive Correlates and Consequences of Deafness32. Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues33. Cognitive Functioning In Deaf Adults and Children34. Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing IndividualsEpilogue--What We Know, What We Don't Know, and What We Should KnowAuthor IndexSubject Index
SynopsisWritten to be accessible to students and practitioners as well as researchers, this handbook is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past forty years, since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marschark and Spencer have given us what is certain to become the benchmark reference in the field., In Plato's cratylus, which dates to 360 B.C., Socrates alludes to the use of signs by deaf people. In his Natural History, completed in 79 A.D., Pliny the Elder alludes to Quintus Pedius, the deaf son of a Roman consul, who had to seek permission from Caesar Augustus to pursue his training as an artist. During the Renaissance, scores of deaf people achieved fame throughout Europe, and by the middle of the 17th century the talents and communication systems of deaf people were being studied by a variety of noted scientists and philosophers. However, the role of deaf people in society has always been hotly debated: could they be educated? Should they be educated? If so, how? How does Deaf culture exist within larger communities? What do advances in the technology and the genetics of hearing loss portend for Deaf communities? In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education. Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism once intrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf or hard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensive reference resource on deaf issues. Written to be accessible to students and practitioners as well as researchers, The Oxford Handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past 40 years, since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marc Marschark and Patricia Elizabeth Spencer have given us what is certain to become the benchmark reference in the field., In Plato's cratylus , which dates to 360 B.C., Socrates alludes to the use of signs by deaf people. In his Natural History , completed in 79 A.D., Pliny the Elder alludes to Quintus Pedius, the deaf son of a Roman consul, who had to seek permission from Caesar Augustus to pursue his training as an artist. During the Renaissance, scores of deaf people achieved fame throughout Europe, and by the middle of the 17th century the talents and communication systems of deaf people were being studied by a variety of noted scientists and philosophers. However, the role of deaf people in society has always been hotly debated: could they be educated? Should they be educated? If so, how? How does Deaf culture exist within larger communities? What do advances in the technology and the genetics of hearing loss portend for Deaf communities? In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education. Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism once intrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf or hard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensive reference resource on deaf issues. Written to be accessible to students and practitioners as well as researchers, The Oxford Handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past 40 years, since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marc Marschark and Patricia Elizabeth Spencer have given us what is certain to become the benchmark reference in the field.
LC Classification NumberHV2380.O88 2003
