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Language Comprehension and Learning by Deaf Students

Marc Marschark and Loes Wauters

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0012
Subject:
Psychology, Developmental Psychology

This chapter explores the possibility that interactions between language comprehension and cognition underlie the differences and challenges observed in learning by deaf students at a more basic ... More


Deaf Learners and Mathematical Problem Solving

Ronald R. Kelly

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0008
Subject:
Psychology, Developmental Psychology

This chapter discusses deaf students' mathematical problem-solving abilities. It is shown that in the US, deaf students in K-12 programs and at entry to college exhibit a level of knowledge and ... More


A Model of Learning Within an Interpreted K–12 Educational Setting

Brenda Schick

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0013
Subject:
Psychology, Developmental Psychology

Educational interpreting emerged as a profession in the US in 1974, with the implementation of the first federal law protecting the educational rights of children receiving special services. However, ... More


Development of Deaf and Hard-Of-Hearing Students’ Executive Function

Peter C. Hauser, Jennifer Lukomski, and Tara Hillman

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0011
Subject:
Psychology, Developmental Psychology

Executive function (EF) makes up the higher-order cognitive processes responsible for metacognition and behavior regulation, including the control of attention and impulses. The brain development of ... More


Educational Interpreting: Access and Outcomes

Mark Marschark, Patricia Sapere, Carol Convertino, and Rosemarie Seewagen

in Sign Language Interpreting and Interpreter Education: Directions for Research and Practice

Published in print:
2005
Published Online:
May 2009
ISBN:
9780195176940
eISBN:
9780199869978
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof/9780195176940.003.0003
Subject:
Psychology, Developmental Psychology

This chapter argues that the assumption that mainstream education—supported by sign language interpreting—can provide deaf students with fair and appropriate public education may be unfounded. It ... More


Approaches to Studying Among Deaf Students in Higher Education

John T. E. Richardson

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0014
Subject:
Psychology, Developmental Psychology

This chapter focuses on the study approaches of deaf students. It begins by reviewing established research literature on how students set about learning in higher education, focusing on the extent to ... More


A New Research Agenda for Writing-to-Learn: Embedding Cognition in Discipline

Lisa M. Hermsen and Scott V. Franklin

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0015
Subject:
Psychology, Developmental Psychology

This chapter proposes a research agenda that would gather methodologies from cognitive development process research, socio-cognitive research, and genre-analysis research to provide a coherent and ... More


Visual Gaze as a Marker of Deaf Students’ Attention During Mediated Instruction

Jeff B. Pelz, Marc Marschark, and Carol Convertino

in Deaf Cognition: Foundations and Outcomes

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195368673
eISBN:
9780199894161
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195368673.003.0010
Subject:
Psychology, Developmental Psychology

Instruction mediated through sign language interpretation has become more and more common in higher education with the growing presence deaf and hard-of-hearing (DHH) students. At the same time, it ... More


Learning to Be Deaf: Lessons from the Residential School

R. A. R. Edwards

in Words Made Flesh: Nineteenth-Century Deaf Education and the Growth of Deaf Culture

Published in print:
2012
Published Online:
March 2016
ISBN:
9780814722435
eISBN:
9780814724033
Item type:
chapter
Publisher:
NYU Press
DOI:
10.18574/nyu/9780814722435.003.0003
Subject:
History, Cultural History

This chapter looks at the annual reports of various schools of the deaf in the nineteenth century, which provide an illuminating perspective of the fledgling Deaf community. The chapter is an ... More


The Research Gap: Getting Linguistic Information into the Right Hands—Implications for Deaf Education and Interpreting

Robert G. Lee

in Sign Language Interpreting and Interpreter Education: Directions for Research and Practice

Published in print:
2005
Published Online:
May 2009
ISBN:
9780195176940
eISBN:
9780199869978
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof/9780195176940.003.0006
Subject:
Psychology, Developmental Psychology

This chapter looks at issues surrounding the linguistic study of American Sign Language (ASL) and the possible implications for both the education of deaf students and the education of ASL-English ... More


The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf

Catherine A. O’Brien

in Deaf Identities: Exploring New Frontiers

Published in print:
2019
Published Online:
November 2019
ISBN:
9780190887599
eISBN:
9780190091989
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190887599.003.0006
Subject:
Psychology, Developmental Psychology, Social Psychology

This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally ... More


Everybody Wins: Teaching Deaf and Hearing Students Together

Ian M. Sutherland

in Worlds Apart?: Disability and Foreign Language Learning

Published in print:
2008
Published Online:
October 2013
ISBN:
9780300116304
eISBN:
9780300144994
Item type:
chapter
Publisher:
Yale University Press
DOI:
10.12987/yale/9780300116304.003.0003
Subject:
Sociology, Education

This chapter illustrates how teaching disabled students is an opportunity that most American professors have not yet had, but the chance that they will in the future is increasing. It addresses the ... More


Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students Learning in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case Study

Gladys Tang, Chris Kun-Man Yiu, and Scholastica Lam

in Educating Deaf Learners: Creating a Global Evidence Base

Published in print:
2015
Published Online:
November 2015
ISBN:
9780190215194
eISBN:
9780190254841
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190215194.003.0006
Subject:
Psychology, Social Psychology

This chapter reports on a study that explored whether severely and profoundly deaf students studying in a sign bilingual and co-enrollment environment were aware of the existence of two forms of ... More


Revisiting Curricula for Deaf Students: A Norwegian Perspective

Stein Erik Ohna

in Evidence-Based Practices in Deaf Education

Published in print:
2018
Published Online:
September 2018
ISBN:
9780190880545
eISBN:
9780190915148
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190880545.003.0023
Subject:
Psychology, Developmental Psychology

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language ... More


Being a Deaf Student: Changes in Characteristics and Needs

Sue Archbold

in Educating Deaf Learners: Creating a Global Evidence Base

Published in print:
2015
Published Online:
November 2015
ISBN:
9780190215194
eISBN:
9780190254841
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190215194.003.0002
Subject:
Psychology, Social Psychology

The recent changes in communication and hearing technologies have had a significant impact on the demographics of students with significant hearing loss, and consequently on their needs. Children ... More


Incorporating Foreign Sign Language in Foreign Language Instruction for Deaf Students: Cultural and Methodological Rationale

Pilar Piñar, Donalda Ammons, and Facundo Montenegro

in Worlds Apart?: Disability and Foreign Language Learning

Published in print:
2008
Published Online:
October 2013
ISBN:
9780300116304
eISBN:
9780300144994
Item type:
chapter
Publisher:
Yale University Press
DOI:
10.12987/yale/9780300116304.003.0007
Subject:
Sociology, Education

This chapter discusses the methodological advantages of incorporating foreign sign language into the instruction of written foreign languages for Deaf students. The case study is a Spanish reading ... More


Making the Case: Involving Children with Hearing Loss in General Music Lessons and Ensembles

Lyn E. Schraer-Joiner

in Music for Children with Hearing Loss: A Resource for Parents and Teachers

Published in print:
2014
Published Online:
May 2015
ISBN:
9780199855810
eISBN:
9780190268329
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:osobl/9780199855810.003.0004
Subject:
Music, Psychology of Music

This chapter discusses how deaf students have the capacity to perceive musical sounds and are able to perform and respond to music. Alice-Ann Darrow states that music is more aurally accessible than ... More


Classroom Adaptations for Effective Learning by Deaf Students

Leo De Raeve

in Educating Deaf Learners: Creating a Global Evidence Base

Published in print:
2015
Published Online:
November 2015
ISBN:
9780190215194
eISBN:
9780190254841
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190215194.003.0024
Subject:
Psychology, Social Psychology

Providing classroom adaptations for effective learning of deaf students is a significant challenge for professionals supporting deaf students today. During the past two decades the population of deaf ... More


Words Made Flesh: Nineteenth-Century Deaf Education and the Growth of Deaf Culture

R. A. R. Edwards

Published in print:
2012
Published Online:
March 2016
ISBN:
9780814722435
eISBN:
9780814724033
Item type:
book
Publisher:
NYU Press
DOI:
10.18574/nyu/9780814722435.001.0001
Subject:
History, Cultural History

During the early nineteenth century, schools for the deaf appeared in the United States for the first time. These schools were committed to the use of sign language to educate deaf students. Manual ... More


Four Co-Enrollment Programs in Madrid: Differences and Similarities

Mar Pérez, Begoña de la Fuente, Pilar Alonso, and Gerardo Echeita

in Co-Enrollment in Deaf Education

Published in print:
2019
Published Online:
April 2019
ISBN:
9780190912994
eISBN:
9780190913021
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190912994.003.0012
Subject:
Psychology, Developmental Psychology

This chapter describes and analyzes the developmental process followed by four schools with sign bilingual and co-enrollment education in Madrid, Spain. We compare and contrast the four schools’ ... More


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