- Title Pages
- Preface
- Contributors
-
1 Sleuthing the 93% Solution in Deaf Education -
2 Assessment and Development of Deaf Children with Multiple Challenges -
3 Deaf and Hard-of-Hearing Multilingual Learners -
4 Dialogic Teaching and Translanguaging in Deaf Education -
5 Effects of Family Variables on Spoken Language in Children with Cochlear Implants -
6 Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children -
7 The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children -
8 Measuring Deaf Learners’ Language Progress in School -
9 Many Ways to Reading Success -
10 Reading Development in Deaf Children -
11 Word Identification and Adolescent Deaf and Hard-of-Hearing Readers -
12 Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing -
13 Thinking in Action and Beyond -
14 Parents Count -
15 Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults -
16 Neurocognitive Functioning in Deaf Children with Cochlear Implants -
17 Embodied Cognition in Prelingually Deaf Children with Cochlear Implants -
18 The Development of Young Deaf and Hard-of-Hearing Children -
19 Psychosocial Development of Hard-of-Hearing Preschool Children -
20 Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective -
21 Mental Health and Psychosocial Well-Being in Deaf and Hard-of-Hearing Students -
22 Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills -
23 Revisiting Curricula for Deaf Students -
24 Importance of Technology for Education of Deaf Students -
25 Online Learning and Deaf Students -
26 Mind the Gap! - Index
Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults
Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults
- Chapter:
- (p.323) 15 Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults
- Source:
- Evidence-Based Practices in Deaf Education
- Author(s):
Benedetta Heimler
Francesco Pavani
Amir Amedi
- Publisher:
- Oxford University Press
Exploring the environment without the auditory modality elicits wholesale reorganizations at both the behavioral and the neural levels throughout life. This chapter reviews changes in brain organization and behavior arising from early deafness. It depicts a multifaceted framework in both domains: the performance of deaf persons has been shown to be comparable to, better than, as well as worse than that of hearing participants. They also show brain modifications ascribable both to intramodal (within the visual system) and cross-modal plasticity (the recruitment of the deprived auditory cortex by intact sensory modalities). The authors discuss the implications of these results for sensory rehabilitation and highlight the benefits of multisensory systematic training programs to boost recovery.
Keywords: hearing loss, plasticity, cross-modal, intramodal, perception, attention, sign language, multisensory training, education, rehabilitation
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
Please, subscribe or login to access full text content.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .
- Title Pages
- Preface
- Contributors
-
1 Sleuthing the 93% Solution in Deaf Education -
2 Assessment and Development of Deaf Children with Multiple Challenges -
3 Deaf and Hard-of-Hearing Multilingual Learners -
4 Dialogic Teaching and Translanguaging in Deaf Education -
5 Effects of Family Variables on Spoken Language in Children with Cochlear Implants -
6 Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children -
7 The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children -
8 Measuring Deaf Learners’ Language Progress in School -
9 Many Ways to Reading Success -
10 Reading Development in Deaf Children -
11 Word Identification and Adolescent Deaf and Hard-of-Hearing Readers -
12 Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing -
13 Thinking in Action and Beyond -
14 Parents Count -
15 Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults -
16 Neurocognitive Functioning in Deaf Children with Cochlear Implants -
17 Embodied Cognition in Prelingually Deaf Children with Cochlear Implants -
18 The Development of Young Deaf and Hard-of-Hearing Children -
19 Psychosocial Development of Hard-of-Hearing Preschool Children -
20 Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective -
21 Mental Health and Psychosocial Well-Being in Deaf and Hard-of-Hearing Students -
22 Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills -
23 Revisiting Curricula for Deaf Students -
24 Importance of Technology for Education of Deaf Students -
25 Online Learning and Deaf Students -
26 Mind the Gap! - Index
