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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 29 November 2021

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
DOI:10.1093/oso/9780190880545.003.0015

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

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