Deafness And Child Development

Oftentimes a child's deafness can be as disconcerting to the uniformed adult as it is debilitating to the deaf child. Yet parents, students, and teachers sho try to inform themselvs find doing so difficult: the issues are emotional ath too often have been the subject of clashes among professional and lay people. In this comprehensive study, Meadow provides a rational, informed, and balanced approach. Individual chapters survey the central work done on the linguistic, cognitive, social, and psychological effets of profound deafness in children and offer practical discussions with abundant concrete examples. The result is a book that provides a context for understanding research in childhood deafness and ways to apply its findings. Of particular interest to professionals who work with deaf children, the concluding chapter analyzes unresolved matters of policy. These include: oral-only versus oral+visual communication; recommended forms fo visual communication; residential versus day school education; the benefits and liabilities of mainstreaming; the treatment of minority, multiply handicapped, and gifted deaf children; and the role of deaf adults in the socialization of deaf children. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.

This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with non-signing parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. The Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine.

Millions of Americans experience some degree of hearing loss. The Social Security Administration (SSA) operates programs that provide cash disability benefits to people with permanent impairments like hearing loss, if they can show that their impairments meet stringent SSA criteria and their earnings are below an SSA threshold. The National Research Council convened an expert committee at the request of the SSA to study the issues related to disability determination for people with hearing loss. This volume is the product of that study. Hearing Loss: Determining Eligibility for Social Security Benefits reviews current knowledge about hearing loss and its measurement and treatment, and provides an evaluation of the strengths and weaknesses of the current processes and criteria. It recommends changes to strengthen the disability determination process and ensure its reliability and fairness. The book addresses criteria for selection of pure tone and speech tests, guidelines for test administration, testing of hearing in noise, special issues related to testing children, and the difficulty of predicting work capacity from clinical hearing test results. It should be useful to audiologists, otolaryngologists, disability advocates, and others who are concerned with people who have hearing loss.

Connie Mayer and Beverly J. Trezek provide an in-depth, evidence-based description of how young deaf children learn to read and write. They also set out a model of literacy development that makes clear links between theory and practice.

Oftentimes a child's deafness can be as disconcerting to the uniformed adult as it is debilitating to the deaf child. Yet parents, students, and teachers sho try to inform themselvs find doing so difficult: the issues are emotional ath too often have been the subject of clashes among professional and lay people. In this comprehensive study, Meadow provides a rational, informed, and balanced approach. Individual chapters survey the central work done on the linguistic, cognitive, social, and psychological effets of profound deafness in children and offer practical discussions with abundant concrete examples. The result is a book that provides a context for understanding research in childhood deafness and ways to apply its findings. Of particular interest to professionals who work with deaf children, the concluding chapter analyzes unresolved matters of policy. These include: oral-only versus oral+visual communication; recommended forms fo visual communication; residential versus day school education; the benefits and liabilities of mainstreaming; the treatment of minority, multiply handicapped, and gifted deaf children; and the role of deaf adults in the socialization of deaf children. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.

This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school. A variety of disciplines and perspectives are provided in order to capture the complexity of factors affecting development of these children in their diverse environments. Consistent with current theory and educational practice, the book focuses most strongly on the interaction of family and child strengths and needs and the role of educational and other interventionists in supporting family and child growth. This work, and the authors represented in it, have been influenced by the seminal work of Kathryn P. Meadow-Orlans, whose work continues to apply a multidisciplinary, developmental approach to understanding the development of deaf children. The book differs from other collections in the degree to which the chapters share ecological and developmental theoretical bases. A synthesis of information is provided in section introductions and in an afterword provided by Dr. Meadow-Orlans. The book reflects emerging research practice in the field by representing both qualitative and quantitative approaches. In addition, the book is notable for the contributions of deaf as well as hearing authors and for chapters in which research participants speak for themselves--providing first-person accounts of experiences and feelings of deaf children and their parents. Some chapters in the book may surprise readers in that they present a more positive view of family and child functioning than has historically been the case in this field. This is consistent with emerging data from deaf and hard of hearing children who have benefitted from early identification and intervention. In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents. The book moves from consideration of child and family to a focus on the role and effects of school environments on development. Issues of culture and expectations pervade the chapters in this section of the book, which includes chapters addressing effects of school placement options, positive effects of learning about deaf culture and history, effects of changing educational practice in developing nations, and the need for increased knowledge about ways to meet individual needs of the diverse group of deaf and hard of hearing students. Thus, the book gives the reader a coherent view of current knowledge and issues in research and intervention for deaf and hard of hearing children and their families. Because the focus is on child and family instead of a specific discipline, the book can serve as a helpful supplemental text for advanced undergraduate and graduate courses in a variety of disciplines, including education, psychology, sociology, and language studies with an emphasis on deaf and hard of hearing children.

The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, & the processes of semantic, syntactic, & pragmatic development in sign.

Deaf Children: Developmental Perspectives aims to identify new areas of research, evaluation, and application related to deafness. The book discusses the development of deaf children; the methodological issues in research with deaf children; and the structural properties of American sign language. The text also describes the acquisition of signed and spoken language; speculations concerning deafness and learning to read; future prospects in language and communication for the congenitally deaf. The role of vision in language acquisition by deaf children; research and clinical issues on impulse control in deaf children; and the effects of deafness on childhood development are also considered. The book further tackles the education implications of research and theory with the deaf; developmental perspectives on the experiential deficiencies of deaf children; and the development of the deaf individual and the deaf community. Scholars interested in more general issues within disciplines such as sociology, developmental psychology, linguistics, psycholinguistics, experimental psychology, communication, clinical psychology, psychiatry, and education will find the text invaluable.