Education for deaf learners has gone through significant changes over the past three decades. The needs of many have changed considerably. But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners.

• Preface


• Contributors


• 1. Educating Deaf Students in a Global Context


• Harry Knoors and Marc Marschark


• Part 1. A Changing World for Deaf Learners




• 2. Being a Deaf Student: Changes in Characteristics and Needs


• Sue Archbold


• 3. When You're Not Average, Be (Come) Excellent: Barriers and Opportunities for Deaf Students


• Corrie Tijsseling


• 4. Responding to Cultural and Linguistic Diversity among Deaf and Hard of Hearing Learners


• Greg Leigh and Kathryn Crowe


• 5. Research on Language Development: Discourses on Learning and Messages to Family Support After Cochlear Implantation


• Marieke Bruin


• Part 2. Language, Literacy, and Numeracy


• 6. Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case Study


• Gladys Tang, Chris, Kun-Man Yiu, and Scholastica Lam


• 7. Literacy and Deaf and Hard-of-Hearing Students: Research and Practice


• Susan R. Easterbrooks and Michella Maiorana-Basas


• 8. Developing Numeracy in Individuals Who Are Deaf and Hard of Hearing


• Claudia M. Pagliaro


• 9. Language Assessment of Deaf Learners


• Rosalind Herman


• 10. Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of Hearing


• Stephanie W. Cawthon


• Part 3. Cognition, Social, and Emotional Development


• 11. Deaf Children's Executive Functions: from Research to Practice?


• Daan Hermans, Brigitte Vugs, Lian van Berkel, and Harry Knoors


• 12. Social-Cognition for Learning as a Deaf Student


• Gary Morgan


• 13. Social Relations of Deaf Learners: Important Resources for Socio-Emotional Well-Being and Academic Success


• Manfred Hintermair


• 14. Reciprocity in School Peer Relationships of Deaf and Hard-of-Hearing Early Adolescents: Promoting Empowerment


• Nina Wolters and Jet Isarin


• 15. Stress among Children Who are Deaf or Hard of Hearing and Their Families


• Anat Zaidman-Zait


• 16. The Role of the Environment in Children's Emotion Socialization: The Case of Deaf and Hard-of-Hearing Children


• Carolien Rieffe, Anouk P. Netten, Evelien Broekhof, Guida Veiga


• 17. Social Relations, Mental Health, and Deaf Learners: Approaches to Intervention


• Johannes Fellinger and Daniel Holzinger


• Part 4. Technology for Learning and Development


• 18. Enhancing Emergent Literacy in Preschool Deaf and Hard-of-Hearing Children through Interactive Reading


• Evelien Dirks and Loes Wauters


• 19. Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation: Suggestions for Teaching through e-Learning Visual Environments


• Maria Cristina Caselli, Pasquale Rinaldi, Daniela Onofrio and Elena Tomasuolo


• 20. EmotionWeb: From Fundamental Research to a Functional Tool for Professionals


• Karin Wiefferink, Meinou de Vries, and Lizet Ketelaar


• 21. Benefits of Technology-Enhanced Learning for Deaf and Hard-of-Hearing Students


• Eliane Segers and Ludo Verhoeven


• 22. Click and Start Learning! Innovative Development Programs for Professionals


• Chantal Gervedink Nijhuis and Arie Terpstra


• Part 5. Learning and Educational Context


• 23. Enhancing Academic and Social Outcomes: Balancing Individual, Family, and School Assets and Risks for Deaf and Hard-of-Hearing Students in General Education


• Shirin D. Antia


• 24. Classroom Adaptations for Effective Learning by Deaf Students


• Leo De Raeve


• 25. Curriculum Design in Dutch Deaf Education


• Annet de Klerk, Connie Fortgens, and Annelies van der Eijk


• 26. Re-envisioning Learning and Teaching in Deaf Education: Towards new Transactions between Research and Practice


• Ruth Swanwick


• Epilogue


• 27. Educating Deaf Learners in the 21st Century: What We Know and What We Need to Know


• Marc Marschark and Harry Knoors


• Index

Harry Knoors, Ph.D., is Professor at the Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands, and Director of the Kentalis Academy at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Knoors is an associate editor of the Journal of Deaf Studies and Deaf Education.
Marc Marschark, Ph.D., is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is Editor of the Journal of Deaf Studies and Deaf Education.