Jump to ContentJump to Main Navigation
Educating Deaf StudentsFrom Research to Practice$
Users without a subscription are not able to see the full content.

Marc Marschark, Harry G. Lang, and John A. Albertini

Print publication date: 2006

Print ISBN-13: 9780195310702

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195310702.001.0001

Show Summary Details
Page of

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: 13 June 2021

Looking Ahead While Glancing Back

Looking Ahead While Glancing Back

Chapter:
(p.218) (p.219) 10 Looking Ahead While Glancing Back
Source:
Educating Deaf Students
Author(s):

Marc Marschark

Harry G. Lang

John A. Albertini

Publisher:
Oxford University Press
DOI:10.1093/oso/9780195310702.003.0016

In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development.

Keywords:   attitudes, bilingualism, captioning, early intervention programs, inclusion, multisensory experiences, parent-child communication, social constructivism, technology, visual tasks

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 .