Overview
A contemporary text designed to prepare future professionals to successfully work with deaf and hard of hearing students. Specifically developed as a current and comprehensive look at the rapidly evolving field of deaf education, this first edition text covers a wide array of critical topics regarding deaf and hard-of-hearing education including cognition, social development, personal development, myths and misconceptions, postsecondary opportunities and employment, cochlear implants, and personnel training. Supplemented with a variety of illustrations, charts, and tables, Deaf Education in the 21st Century has been carefully written and organized to prepare today’s students to work effectively with this population.
Full Product Details
Author: Nanci Scheetz
Publisher: Pearson Education (US)
Imprint: Pearson
Dimensions:
Width: 19.00cm
, Height: 1.90cm
, Length: 23.30cm
Weight: 0.575kg
ISBN: 9780138154448
ISBN 10: 0138154449
Pages: 336
Publication Date: 07 July 2011
Audience:
College/higher education
,
Tertiary & Higher Education
Format: Paperback
Publisher's Status: Active
Availability: Awaiting stock 
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Table of Contents
Chapter One: Deaf Education in the 21st Century: Trends, Topics, and Technology: A Brief Overview Overview of the Text What we know about the field today Chapter Two: Myths and Misconceptions about People Who Are Deaf People Who Are Deaf Can’t Hear Anything Myths Surrounding the Causes of Hearing Loss All Children Who Are Deaf Have Parents Who Are Deaf All People Who Are Deaf Can Read Lips People Who Are Deaf Can’t Read People Who Are Deaf Can’t Talk American Sign Language (ASL) is Just English on the Hands American Sign Language is Consistent Throughout the United States American Sign Language is International Hearing Aids Enable Deaf People to Hear Speech All People Who Are Deaf Wish They Could Hear People Who Are Deaf Are Not as Intelligent as People Who Can Hear People Who Are Deaf Can’t Drive, Fly Planes, or Operate Motor Boats Individuals Who Are Deaf Have More Serious Emotional Problems than Hearing People People Who Are Deaf Can’t Work People Who Are Deaf Are Very Quiet All People Who Are Deaf Know Sign Language Summary Chapter Three: A Look at the Field of Deaf Education: Where We’ve Been — Where We Are Today Prevalence, Etiology and Identification Deaf/deaf Hard of Hearing Deafened Prevalence of Hearing 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 (VRS) and Video Relay Interpreters (VRI) Speech- to-Text Technology Legislation Organizations, Clubs, and Cultural Events Dimensions of Deafness: Identity, Ethnicity, and Social Development Summary Chapter Four: The Art of Hearing and Hearing Loss The Nature of Sound Acoustics of Speech The Hearing Mechanism Structure and Function of the Ear The Outer Ear The Middle Ear The Inner Ear Auditory Connections in the Brain The 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 (CMV) Meningitis Prematurity or Birth Complications Other High Risk Factors for Hearing Loss Persistent Pulmonary Hypertension of the Newborn (PPHN) Fetal Alcohol Syndrome (FAS) Causes of Hearing Loss in Adults Noise Exposure Ototoxic Drugs The Aging Process Meniere’s Disease Diseases of the Central Auditory System Summary Chapter Five: Family Dynamics: Response to Diagnosis, Interpersonal Relationships, 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 Deaf Children Communication: Connecting and Interacting with Others and Society The Building Blocks for Communication Selecting a Mode of Communication: Factors Families Consider Sibling Relationships Sibling Relationships: Interactions between Deaf and Hearing Children Self-Esteem: A Reflection of One’s Self-Image Summary Chapter Six: Language Acquisition: Acquiring the Building Blocks for Communication Communication The 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 Summary Chapter Seven: Hearing Assessment, Hearing Aids, Cochlear Implants, and Modern Technology 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 (OAEs) Auditory Brainstem Response (ABR) Infants and Toddlers School Age Children The Function and Components of Hearing Aids Microphones Amplifier Receiver Earmolds Additional Components Pitch or Tone Control Telecoil Circuitry Batteries Types of Hearing Aids Over the Ear (OTE) or Behind the Ear (BTE) All In the Ear (AIE) or In the Ear (ITE) In the Ear (ITE) In the Canal (ITC) Completely in the Canal (CIC) Low Profile Aids CROS Hearing Aids BiCROS Hearing Aids IROS Hearing Aids Bone Conduction Hearing Aids Implantable Bone Conduction Hearing Aid Device Implantable Middle Ear Hearing Aids Digital Technology Cochlear Implants Binaural and Monaural Hearing Aid Fittings Hearing Aid Orientation Psychological and Emotional Ramifications of Hearing Loss Group Listening Systems Audio Loops FM (Frequency Modulation) Systems AM Systems Infared Systems Individual Amplification Systems Assistive Listening Devices Telephone Amplifiers Additional Devices for Individuals who Experience Difficulty Hearing Summary Chapter Eight: Educational Settings: From Tradition to Current Practice A Brief Historical Overview: School Reform since the 1960s Elementary and Secondary Education Act (ESEA) (1965) Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504) Educational Amendments Act (Public Law 93-380) (1974) Education for All Handicapped Children Act (EACHCA) Public Law 94- 142, Part B (1975) Education of the Handicapped Act Amendments (Public Law 99-457) First Wave of Educational Reform Second Wave of Educational Reform Third Wave of Educational Reform Americans with Disabilities Act (ADA) (Public Law 101-336) Individuals with Disabilities Education Act (IDEA) (PL 101-476) Individuals with Disabilities Education Act (IDEA) (PL 105-17) Reauthorization of IDEA (Public Law 108-446) 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 The Role of the Itinerant Teacher The Role of the Interpreters in Inclusive Classrooms Achievement: A Look at Deaf Students in the K-12 Setting Summary Chapter Nine: 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 Barriers to Reading Comprehension: Factors that Impact Students who are Deaf and Hard of Hearing Phonemic Awareness in deaf and Hard of Hearing Children Use of Phonics by Deaf and Hard of Hearing Readers Fluency within Readers who are Deaf and Hard of Hearing Comprehension of Text Vocabulary Development Bilingual Programs: Teaching Deaf Children to Read Shared Reading Program Reading Milestones/Reading Bridge Reading Strategies: Literacy Practices Used with Deaf and Hard of Hearing Students Writing, Spelling, and Deaf Students Process Approach to Writing Writing Strategies Summary Chapter Ten: Cognition: Thought Processes and Intellectual Development A Brief Historical Overview A Brief History Related Research Development of Visual Attention by Hearing and Deaf Children Theory of Mind Memory Systems: Storing Visual and Spatial Information The Articulatory Loop Research: Short-Term Memory Encoding by Students who Are Deaf or Hard of Hearing The Visuo-Spatial Sketchpad Research: Use of Visuo-Spatial Memory Between Deaf Signers and Non- Signers Why Implement Cognitive Intervention A 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 Chapter Eleven: Personal, Social, and Cultural Development 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 Developing a Self-Concept and Feelings of Self Esteem Research with Students who are Deaf or Hard of Hearing: A Glimpse into Self-Concept and Self-Esteem Summary Chapter Twelve: Economics, Postsecondary Opportunities and Employment Trends 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 who are Deaf or Hard of Hearing in the Workforce Support Services: Making Post-Secondary Institutions Accessible for Students Who are Deaf and Hard of Hearing Career Experiences of College Educated Deaf and Hard of Hearing Individuals A Look at Underemployment Found with respect to Individuals who are Deaf Or Hard of Hearing Employment Trends and Employer Expectations Chapter Thirteen: Individuals who are Deaf with Additional Disabilities Children who are Deaf or Hard of Hearing Children with Additional Disabilities: Cognitive/Intellectual Conditions Individuals who are Deaf or Hard of Hearing who also have a Learning Disability Individuals who are Deaf or Hard of Hearing with Emotional Behavioral Problems Individuals who are Deaf or Hard of Hearing with an Intellectual Disability Individuals who are deaf with Autistic Spectrum Disorders Individuals who are deaf or hard of hearing with Attention-Deficit/ Hyperactivity Disorder Legal Blindness and Uncorrected Visual Problems Individuals who are Deaf-Blind Individuals who are deaf who have Cerebral Palsy Other Disabling Conditions Summary Chapter Fourteen: Preparing Personnel to Serve Individuals who are Deaf or Hard of Hearing 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 The Co-teacher or Collaborative Teacher The Itinerant Teacher Educational Interpreters: Characteristics of Effective Communication Facilitators The Role of the Educational Interpreter Best Practices When Interpreting in the Primary Grades Best Practices When Interpreting in the Elementary and Middle School Setting Best Practices When Interpreting in High School Settings Best Practices When Interpreting in Post-Secondary Settings Summary Chapter Fifteen: Epilogue Summary of Current Relevant Research in the Field Future Projections and Trends
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Author Information
Dr. Nanci Scheetz is a professor and program coordinator for the ASL/Interpreting and Deaf Education programs at Valdosta State University. She is a nationally certified interpreter and teaches courses in both the interpreter training program as well as the deaf education program. She has authored several texts including: Orientation to Deafness, Psychosocial Aspects of Deafness (Allyn & Bacon, 2003), Sign Communication for Everyday Use (Aspen Publishers, 1998), and Building ASL Interpreting and Translation Skills: Narratives for Practice (Allyn & Bacon, 2008).
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