In addition, the volume offers strategies for family members, professionals, and others for promoting the well-being of deaf children and youth. Coverage includes: Attachment formation among deaf infants and their primary caregivers.
Author: Debra H. Zand
Publisher: Springer Science & Business Media
Historically, the diagnosis of deafness in a child has been closely associated with profound disability, including such typical outcomes as unmet potential and a life of isolation. A major shift away from this negative view has led to improved prospects for deaf children. Resilience in Deaf Children emphasizes not only the capability of deaf individuals to withstand adversity, but also their positive adaptation through interactions with parents, peers, school, and community. In this engaging volume, leading researchers and professionals pay particular attention to such issues as attachment, self-concept, and social competence, which are crucial to the development of all young people. In addition, the volume offers strategies for family members, professionals, and others for promoting the well-being of deaf children and youth. Coverage includes: Attachment formation among deaf infants and their primary caregivers. Deaf parents as sources of positive development and resilience for deaf infants. Enhancing resilience to mental health disorders in deaf school children. Strength-based guidelines for improving the developmental environments of deaf children and youth. Community cultural wealth and deaf adolescents’ resilience. Self-efficacy in the management of anticipated work-family conflict as a resilience factor among young deaf adults. Resilience in Deaf Children is essential reading for researchers, clinicians, and graduate students in clinical child, school, and developmental psychology as well as for allied researchers and professionals in such disciplines as school counseling, occupational therapy, and social work.
This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties.
Author: Susan Goldin-Meadow
Publisher: Psychology Press
Imagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.
South Deerfield , MA . 40. GREENBERG , M.T. & C.A. KUSCHÉ . 1993. Promoting
Social and Emotional Development in Deaf Children : The PATHS Project .
University of Washington Press . Seattle . 41. KUSCHÉ , C.A. & M.T.
Author: Barry M. Lester
The goals of this volume are to examine both the behavioural-psychosocial and neurobiological aspects of resilience and to help move the field toward a model that integrates these two perspectives.
Recursion was one of the language properties identified as resilient in our study
of the deaf children and in Curtiss's study ... Finally , in a manner analogous to
our handling of resilience , we can define as “ fragile ” those properties of
Parental involvement in deaf children's education programs as a predictor of
child's language , early reading , and social - emotional ... Signs of resilience :
Assets that support deaf adults ' success in bridging the deaf and hearing worlds .
Each January issue includes directories of American instructors and school of the deaf.
904332 Signposts to Development : Theory of Mind in Deaf Children . 630068
Signs for Science and ... Cognition and Schizophrenia . 904282 Social
Construction of Resilience among " Problem " Youth in Out - of - Home
Placement : A Study ...
Recursion was one of the language properties identified as resilient in our study
of the deaf children and in Curtiss's study ... Finally, in a manner analogous to our
handling of resilience, we can define as "fragile" those properties of language ...
Developing membership in the education of deaf and hardofhearing students in
inclusive settings. Journal of Deaf Studies ... In D. H. Zand & K. J. Pierce (Eds.), Resilience in deaf children: Adaption through emerging adulthood (pp. 115–137)
Author: Marc Marschark
Publisher: Oxford University Press
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
The resilience of language: What gesture creation in deaf children can tell us
about how all children learn language. New York: Psychology Press. GOLDIN-
MEADOW, SUSAN. 2007. Pointing sets the stage for learning language—and
Author: George Melville Bolling
Category: Comparative linguistics
Proceedings of the annual meeting of the Society in v. 1-11, 1925-34. After 1934 they appear in Its Bulletin.
The resilience of language : What gesture creation in deaf children can tell us
about language learning in general . New York : Psychology Press . GOLDIN -
MEADOW , S . , & ALIBALI , M . W . ( 2002 ) . Looking at the hands through time :
Author: Robert S. Siegler
Publisher: Prentice Hall
For one-semester undergraduate courses in cognitive development, developmental psychology, and child development. Also appropriate for use in graduate development seminars. This book offers a unified account of the major research findings and theories on the development of children's thinking from infancy to adolescence; and also considers their practical implications. It examines the change processes through which development occurs, as well as the nature of the changes in language, perception, memory, conceptual understanding, and problem-solving that mark cognitive development. Eight central themes presented in the first chapter integrate and unify the presentation.
Mykelbust HR ( 1966 ) The Psychology of Deafness : Sensory Deprivation ,
Learning and Adjustment . New York : Grune ... O ' Grady D , Metz JR ( 1987 ) Resilience in children at high risk of psychological disorder . Journal of Pediatric
Author: Huw Cooper
This is a comprehensive multi-author handbook covering all aspects of cochlear implantation, fully updated since its first edition was published in 1991. All aspects of this rapidly developing field are covered, from implant design, speech processing strategies, assessment and rehabilitation of children and adults to future developments. Chapters written by implant users and their parents give fascinating insight into the experience of hearing again with a cochlear implant.
It thus appears that communication in humans is a resilient phenomenon ; when
prevented from coming out the mouth , it ... One of the most striking examples of
the resilience of communication in humans is found in deaf children who are not
Psychosocial problems of deaf children and their families : A comparative study .
American Annals of the Deaf , 120 ( 4 ) 391 - 405 . ... Stress , risk , and resilience
in children and adolescents : processes , mechanisms , and interventions .
educators with a longstanding interest in bettering the lives of all children,
especially those who are deaf and members of ethnic minorities, we know that children learn resilience from models in their lives, whether they are fictional
heroes in ...
We began our study by noting that the Chinese mothers interacted differently with
their deaf children than the American ... The properties of the deaf child ' s
gesture system that are resilient across cultural variation appear , in a sense , to
Children who are competent members of their own culture seem to have a
stronger sense of personal identity and of in - group ... People with disabilities
have forged a group identity , sharing a common history of oppression and a
common bond of resilience ( S. E. Brown , 1996 ) . Deaf ... In order to understand deaf students , and their common identity , one must first recognize the two
common ways of ...
Author: Janet Cerney
This book provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom.
The resilience of parents in this respect is all the more impressive because the
professionals they encountered , as we have seen , consistently chose to view
problems as within individual children or parents . Some of the strategies parents
Author: Sarah Beazley
Publisher: David Fulton Pub
Category: Family & Relationships
This book is about taking disablement out of the experience of children and their families. It focuses on deaf children and uses a valuable combination of what families say and discussions of topical issues on how disabling experiences can be avoided.
The role of gesture in learning : Do children use their hands to change their
minds ? Journal of Cognition ... 2003a . The resilience of language : What
gesture creation in deaf children can tell us about language - learning in general
. New York ...
Author: Jordan Zlatev
Publisher: Cambridge Scholars Pub
Category: Language Arts & Disciplines
Using various concepts, theories and methods, this book describes theoretical and empirical studies that are united in their approach of treating language not in isolation, but as both based on structures and processes of cognition, and at the same time as affecting the human mind.
Development of Deaf Children: Issues and Orientations A sensory deprivation
limits the world of experience. ... to deafness, intended to focus attention on
audiological and rehabilitation issues and to ignore the resilience of deaf children.
Author: Marc Marschark
Publisher: Oxford University Press on Demand
This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with non-signing parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. The Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine.
This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education.
Author: Charlotte Enns
This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister’s impact on the field while demonstrating the ultimate resilience of human language and literacy systems.