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Deaf Education in the 21st Century
Deaf Education in the 21st Century
Nanci Scheetz Meer over de auteurs
,

Deaf Education in the 21st Century

Topics and Trends
Specificaties
Paperback, blz. | Engels
Pearson Education | e druk, 2011
ISBN13: 9780138154448
Rubricering
Pearson Education e druk, 2011 9780138154448
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Samenvatting

With the advent of new medical advances, new technologies, and new educational opportunities, the field of deaf education is rapidly changing and evolving. Deaf Education in the 21st Century provides readers with an up-to-date look at research, the changing population of deaf and hard-of-hearing students, and what implications these discoveries and changes mean for educators, interpreters, service providers, and parents.

 

Features covered in Deaf Education in the 21st Century:

 

·        Information on myths and misconceptions about people who are deaf help students understand the issues and challenges that the deaf and hard of hearing population face each day

·        Multiple chapters focus on cognition and personal and social development and additionally offer students important information about deaf education that is not always included in introductory material.

·        A chapter that examines postsecondary opportunities and employment trends for the deaf and hard-of-hearing

·        Several chapters discussing the impact of cochlear implants on language and literacy help students understand this new and complex development in deaf education.

·        Extensive coverage on preparing personnel to serve individuals who are deaf or hard-of-hearing offers unique information, not often found in other texts, about what educators, interpreters and social service providers need to know and do to successfully work with the deaf population. 

 

 

Specificaties

ISBN13:9780138154448
Taal:Engels
Bindwijze:Paperback
Uitgever:Pearson Education

Inhoudsopgave

<p style="MARGIN: 0px" align="left" text-align="left">Chapter One:&nbsp; Deaf Education in the 21<sup>st</sup> Century:&nbsp; Trends, Topics, and&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Technology:&nbsp; A Brief Overview</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Overview of the Text</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;What we know about the field today</p> <p style="MARGIN: 0px">Chapter Two:&nbsp; Myths and Misconceptions about People Who Are Deaf&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; People Who Are Deaf Can’t Hear Anything</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Myths Surrounding the Causes of Hearing Loss</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;All Children Who Are Deaf Have Parents Who Are Deaf </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;All People Who Are Deaf Can Read Lips</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Can’t Read</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Can’t Talk</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;American Sign Language (ASL) is Just English on the Hands </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;American Sign Language is Consistent Throughout the United States</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;American Sign Language is International</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Hearing Aids Enable Deaf People to Hear Speech</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;All People Who Are Deaf Wish They Could Hear</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Are Not as Intelligent as People Who Can Hear</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Can’t Drive, Fly Planes, or Operate Motor Boats</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals Who Are Deaf Have More Serious Emotional Problems than Hearing &nbsp;&nbsp;People</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Can’t Work</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;People Who Are Deaf Are Very Quiet</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;All People Who Are Deaf Know Sign Language</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Summary</p> <p style="MARGIN: 0px">Chapter Three:&nbsp; A Look at the Field of Deaf Education:&nbsp; Where We’ve Been — Where We Are Today</p> <p style="MARGIN: 0px">Prevalence, Etiology and Identification</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Deaf/deaf</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Hard of Hearing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Deafened</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Prevalence of Hearing</p> <p style="MARGIN: 0px">Diversity in the United States</p> <p style="MARGIN: 0px">Diversity within the Deaf Community</p> <p style="MARGIN: 0px">Educational Settings</p> <p style="MARGIN: 0px">Modes of Communication</p> <p style="MARGIN: 0px">Hearing Aids and Cochlear Implants</p> <p style="MARGIN: 0px">Closed Captioning Technology</p> <p style="MARGIN: 0px">Use of Computer Technology</p> <p style="MARGIN: 0px">Video Relay Services (VRS) and Video Relay Interpreters (VRI)</p> <p style="MARGIN: 0px">Speech- to-Text Technology</p> <p style="MARGIN: 0px">Legislation</p> <p style="MARGIN: 0px">Organizations, Clubs, and Cultural Events</p> <p style="MARGIN: 0px">Dimensions of Deafness:&nbsp; Identity, Ethnicity, and Social Development</p> <p style="MARGIN: 0px">Summary &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Four:&nbsp; The Art of Hearing and Hearing Loss</p> <p style="MARGIN: 0px">The Nature of Sound</p> <p style="MARGIN: 0px">Acoustics of Speech</p> <p style="MARGIN: 0px">The Hearing Mechanism </p> <p style="MARGIN: 0px">Structure and Function of the Ear</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Outer Ear</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Middle Ear</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Inner Ear</p> <p style="MARGIN: 0px">Auditory Connections in the Brain</p> <p style="MARGIN: 0px">The Physiology of Hearing</p> <p style="MARGIN: 0px">Prevalence and Etiology of Auditory Dysfunction</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Terminology</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Hearing Loss</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Degrees of Hearing Loss</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Hard of Hearing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Deaf</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Etiology of Auditory Dysfunction</p> <p style="MARGIN: 0px">Conductive Hearing Loss</p> <p style="MARGIN: 0px">Sensorineural Hearing Loss</p> <p style="MARGIN: 0px">Congenital Losses</p> <p style="MARGIN: 0px">Genetically Inherited Hearing Loss</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Autosomal Dominant Disorders</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Autosomal Recessive Disorders</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;X-Linked Disorders</p> <p style="MARGIN: 0px">Acquired Losses</p> <p style="MARGIN: 0px">Maternal Rubella</p> <p style="MARGIN: 0px">Cytomegalovirus (CMV)</p> <p style="MARGIN: 0px">Meningitis</p> <p style="MARGIN: 0px">Prematurity or Birth Complications</p> <p style="MARGIN: 0px">Other High Risk Factors for Hearing Loss</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Persistent Pulmonary Hypertension of the Newborn (PPHN)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Fetal Alcohol Syndrome (FAS)</p> <p style="MARGIN: 0px">Causes of Hearing Loss in Adults</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Noise Exposure</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Ototoxic Drugs</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Aging Process</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Meniere’s Disease</p> <p style="MARGIN: 0px">Diseases of the Central Auditory System</p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Five:&nbsp; Family Dynamics:&nbsp; Response to Diagnosis, Interpersonal Relationships, Impact on the Family Unit</p> <p style="MARGIN: 0px">Anticipation, Expectations, and Responses to the Birth of a Baby</p> <p style="MARGIN: 0px">Hearing Parents Response to the Diagnosis</p> <p style="MARGIN: 0px">Deaf Parents Response to the Diagnosis</p> <p style="MARGIN: 0px">Characteristics of Healthy Families</p> <p style="MARGIN: 0px">Factors that Contribute to Healthy Families with Deaf Children</p> <p style="MARGIN: 0px">Communication:&nbsp; Connecting and Interacting with Others and Society</p> <p style="MARGIN: 0px">The Building Blocks for Communication</p> <p style="MARGIN: 0px">Selecting a Mode of Communication:&nbsp; Factors Families Consider</p> <p style="MARGIN: 0px">Sibling Relationships</p> <p style="MARGIN: 0px">Sibling Relationships:&nbsp; Interactions between Deaf and Hearing Children</p> <p style="MARGIN: 0px">Self-Esteem:&nbsp; A Reflection of One’s Self-Image</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Six: Language Acquisition: Acquiring the Building Blocks for Communication</p> <p style="MARGIN: 0px">Communication</p> <p style="MARGIN: 0px">The Components of Language </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Form</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Phonology</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Morphology</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Syntax</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Content</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Semantics</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Use</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Pragmatics</p> <p style="MARGIN: 0px">Stages of Language Development</p> <p style="MARGIN: 0px">Modes of Communication</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Oral Methods:&nbsp; Acquiring Spoken Language</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Auditory Verbal</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Auditory Oral</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Natural Oralism/Natural Auralism</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Maternal Reflective Method</p> <p style="MARGIN: 0px">Visual Modes of Communication</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;American Sign Language</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Manually Coded English Sign Systems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Rochester Method</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Signed English</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Seeing Essential English (SEE I)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Signing Exact English (SEE II)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Conceptually Accurate Signed English (CASE)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Contact Signing or Pidgin Signed English</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Multimodal Communication Approaches</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Cued Speech</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Sign Supported Speech</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Simultaneous Communication</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Total Communication</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Bilingual Communication:&nbsp; ASL and English</p> <p style="MARGIN: 0px">Impact of Prelingual Hearing Loss on Language Development</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Enhancing Language Development Through the Use of American Sign Language</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Enhancing Language Development Through an Auditory Verbal Approach</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Seven:&nbsp; Hearing Assessment, Hearing Aids, Cochlear Implants, and </p> <p style="MARGIN: 0px">Modern Technology</p> <p style="MARGIN: 0px">Identifying Hearing Loss: The Hearing Evaluation</p> <p style="MARGIN: 0px">Pure-Tone Testing&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Bone-Conduction Testing</p> <p style="MARGIN: 0px">Classification of Hearing Loss</p> <p style="MARGIN: 0px">Speech Reception Threshold Tests</p> <p style="MARGIN: 0px">Social Adequacy Index</p> <p style="MARGIN: 0px">Neonatal Screening</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Otoacoustic Emission (OAEs)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Auditory Brainstem Response (ABR)</p> <p style="MARGIN: 0px">Infants and Toddlers</p> <p style="MARGIN: 0px">School Age Children</p> <p style="MARGIN: 0px">The Function and Components of Hearing Aids</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Microphones</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Amplifier</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Receiver</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Earmolds</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Additional Components</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pitch or Tone Control</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Telecoil Circuitry</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Batteries</p> <p style="MARGIN: 0px">Types of Hearing Aids</p> <p style="MARGIN: 0px">Over the Ear (OTE) or Behind the Ear (BTE)</p> <p style="MARGIN: 0px">All In the Ear (AIE) or In the Ear (ITE)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;In the Ear (ITE)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;In the Canal (ITC)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Completely in the Canal (CIC)</p> <p style="MARGIN: 0px">Low Profile Aids</p> <p style="MARGIN: 0px">CROS Hearing Aids</p> <p style="MARGIN: 0px">BiCROS Hearing Aids</p> <p style="MARGIN: 0px">IROS Hearing Aids</p> <p style="MARGIN: 0px">Bone Conduction Hearing Aids</p> <p style="MARGIN: 0px">Implantable Bone Conduction Hearing Aid Device</p> <p style="MARGIN: 0px">Implantable Middle Ear Hearing Aids</p> <p style="MARGIN: 0px">Digital Technology</p> <p style="MARGIN: 0px">Cochlear Implants</p> <p style="MARGIN: 0px">Binaural and Monaural Hearing Aid Fittings</p> <p style="MARGIN: 0px">Hearing Aid Orientation</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Psychological and Emotional Ramifications of Hearing Loss</p> <p style="MARGIN: 0px">Group Listening Systems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Audio Loops</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; FM (Frequency Modulation) Systems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; AM Systems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Infared Systems</p> <p style="MARGIN: 0px">Individual Amplification Systems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Assistive Listening Devices</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Telephone Amplifiers</p> <p style="MARGIN: 0px">Additional Devices for Individuals who Experience Difficulty Hearing</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px">Chapter Eight:&nbsp; Educational Settings:&nbsp; From Tradition to Current Practice</p> <p style="MARGIN: 0px">A Brief Historical Overview: School Reform since the 1960s</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Elementary and Secondary Education Act (ESEA) (1965)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504) </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Educational Amendments Act (Public Law 93-380) (1974)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Education for All Handicapped Children Act (EACHCA) Public Law 94-</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;142, Part B (1975)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Education of the Handicapped Act Amendments (Public Law 99-457)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;First Wave of Educational Reform</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Second Wave of Educational Reform</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Third Wave of Educational Reform</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Americans with Disabilities Act (ADA) (Public Law 101-336)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals with Disabilities Education Act (IDEA) (PL 101-476)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals with Disabilities Education Act (IDEA) (PL 105-17)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Reauthorization of IDEA (Public Law 108-446)</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Educating Deaf Students: The Oral/Manual Controversy</p> <p style="MARGIN: 0px">Educational Environments </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Residential School Programs</p> <p style="MARGIN: 0px">Day Schools</p> <p style="MARGIN: 0px">Regular Education Classes</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Early Intervention Programs</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Mainstreamed Programs</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Inclusion Programs</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Resource Rooms and Separate Classes</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Co-teaching/Co-enrollment for Students who are Deaf and Hard of </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Hearing</p> <p style="MARGIN: 0px">The Role of the Itinerant Teacher</p> <p style="MARGIN: 0px">The Role of the Interpreters in Inclusive Classrooms</p> <p style="MARGIN: 0px">Achievement:&nbsp; A Look at Deaf Students in the K-12 Setting</p> <p style="MARGIN: 0px">Summary </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Nine:&nbsp; Literacy:&nbsp; Unlocking the Curriculum through Reading and Writing</p> <p style="MARGIN: 0px">Reading: A Process Involving Language and Cognition</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Bottom-Up Theories</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Top-Down Theories</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Interactive Theories</p> <p style="MARGIN: 0px">Report: National Reading Panel</p> <p style="MARGIN: 0px">Additional Factors Contributing to Literacy</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Barriers to Reading Comprehension:&nbsp; Factors that Impact Students</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;who are Deaf and Hard of Hearing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Phonemic Awareness in deaf and Hard of Hearing Children</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Use of Phonics by Deaf and Hard of Hearing Readers</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Fluency within Readers who are Deaf and Hard of Hearing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Comprehension of Text</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Vocabulary Development</p> <p style="MARGIN: 0px">Bilingual Programs: Teaching Deaf Children to Read</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Shared Reading Program</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Reading Milestones/Reading Bridge</p> <p style="MARGIN: 0px">Reading Strategies: Literacy Practices Used with Deaf and Hard of Hearing </p> <p style="MARGIN: 0px">&nbsp; Students</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Writing, Spelling, and Deaf Students</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Process Approach to Writing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Writing Strategies</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px; LINE-HEIGHT: 200%" sonormal="">&nbsp;</p> <p style="MARGIN: 0px">Chapter Ten:&nbsp; Cognition:&nbsp; Thought Processes and Intellectual Development</p> <p style="MARGIN: 0px">A Brief Historical Overview</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;A Brief History</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Related Research</p> <p style="MARGIN: 0px">Development of Visual Attention by Hearing and Deaf Children</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Theory of Mind</p> <p style="MARGIN: 0px">Memory Systems:&nbsp; Storing Visual and Spatial Information</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Articulatory Loop</p> <p style="MARGIN: 0px">Research:&nbsp; Short-Term Memory Encoding by Students who Are Deaf or Hard of&nbsp; Hearing</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The Visuo-Spatial Sketchpad</p> <p style="MARGIN: 0px">Research:&nbsp; Use of Visuo-Spatial Memory Between Deaf Signers and Non-</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Signers</p> <p style="MARGIN: 0px">Why Implement Cognitive Intervention</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;A Method</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Barriers</p> <p style="MARGIN: 0px">Selecting a Cognitive Intervention Program</p> <p style="MARGIN: 0px">Professional Actions</p> <p style="MARGIN: 0px">Intellectual Functioning:&nbsp; Cognition as it Relates to Intelligence Tests</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What Intelligence Tests Measure</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Additional Views</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Limitations</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Description</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Intellectual Testing and Deafness</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Developing Metacognitive Skills</p> <p style="MARGIN: 0px">Feuerstein’s View of Cognitive Growth</p> <p style="MARGIN: 0px">Incorporating Thinking Skills across the Curriculum</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px; LINE-HEIGHT: 200%" sonormal="">&nbsp;</p> <p style="MARGIN: 0px">Chapter Eleven:&nbsp; Personal, Social, and Cultural Development</p> <p style="MARGIN: 0px">Sharing Cultural Values and Beliefs:&nbsp; Impact on Self Concept and Identity</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Culturally Deaf Identity:&nbsp; Mark</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Culturally Hearing Identity:&nbsp; Oliver</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Bicultural Identity:&nbsp; Amanda</p> <p style="MARGIN: 0px">School settings:&nbsp; influence on cultural perceptions</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Socialization Experiences in Mainstream/Included Educational</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Settings</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Developing a Self-Concept and Feelings of Self Esteem </p> <p style="MARGIN: 0px">Research with Students who are Deaf or Hard of Hearing:&nbsp; A Glimpse into Self-Concept and&nbsp;&nbsp;&nbsp; Self-Esteem</p> <p style="MARGIN: 0px">Summary &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Twelve:&nbsp; Economics, Postsecondary Opportunities and Employment Trends</p> <p style="MARGIN: 0px">Labor Force Projections:&nbsp; A Look at Where We Are and Where We Are </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Expected to be in 2018</p> <p style="MARGIN: 0px">Supporting Individuals who are Deaf and Hard of Hearing so They Can Become</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Gainfully Employed</p> <p style="MARGIN: 0px">Providing Support Services:&nbsp; The Role of Vocational Rehabilitation</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Support Services for People who are Deaf and Low Functioning</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Professionals who are Deaf or Hard of Hearing in the Workforce</p> <p style="MARGIN: 0px">Support Services: &nbsp;Making Post-Secondary Institutions Accessible for Students</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Who are Deaf and Hard of Hearing</p> <p style="MARGIN: 0px">Career Experiences of College Educated Deaf and Hard of Hearing Individuals</p> <p style="MARGIN: 0px">A Look at Underemployment Found with respect to Individuals who are Deaf</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;Or Hard of Hearing</p> <p style="MARGIN: 0px">Employment Trends and Employer Expectations</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Thirteen:&nbsp; Individuals who are Deaf with Additional Disabilities</p> <p style="MARGIN: 0px">Children who are Deaf or Hard of Hearing Children with Additional Disabilities:&nbsp; </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Cognitive/Intellectual Conditions</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals who are Deaf or Hard of Hearing who also have a Learning</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Disability</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals who are Deaf or Hard of Hearing with Emotional Behavioral </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Problems</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals who are Deaf or Hard of Hearing with an Intellectual </p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Disability</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals who are deaf with Autistic Spectrum Disorders</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals who are deaf or hard of hearing with Attention-Deficit/</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Hyperactivity Disorder</p> <p style="MARGIN: 0px">Legal Blindness and Uncorrected Visual Problems</p> <p style="MARGIN: 0px">Individuals who are Deaf-Blind</p> <p style="MARGIN: 0px">Individuals who are deaf who have Cerebral Palsy</p> <p style="MARGIN: 0px">Other Disabling Conditions</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Fourteen:&nbsp; Preparing Personnel to Serve Individuals who are Deaf or Hard of Hearing</p> <p style="MARGIN: 0px">Characteristics of Master Teachers</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Relationships</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Assessments</p> <p style="MARGIN: 0px">Master Teachers in Deaf Education</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Classroom Discourse</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Use of Teaching Strategies</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Teacher Attitudes</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Teacher Behaviors and Competencies</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Schools for the Deaf or Separate Schools</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Teachers in Resource Rooms and Separate Classes</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Co-teacher or Collaborative Teacher</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Itinerant Teacher</p> <p style="MARGIN: 0px">Educational Interpreters:&nbsp; Characteristics of Effective Communication</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Facilitators</p> <p style="MARGIN: 0px">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The Role of the Educational Interpreter</p> <p style="MARGIN: 0px">Best Practices When Interpreting in the Primary Grades</p> <p style="MARGIN: 0px">Best Practices When Interpreting in the Elementary and Middle School Setting</p> <p style="MARGIN: 0px">Best Practices When Interpreting in High School Settings</p> <p style="MARGIN: 0px">Best Practices When Interpreting in Post-Secondary Settings</p> <p style="MARGIN: 0px">Summary</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Fifteen:&nbsp; Epilogue</p> <p style="MARGIN: 0px">Summary of Current Relevant Research in the Field</p> <p style="MARGIN: 0px">Future Projections and Trends</p>
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