The majority of deaf children are taught in the mainstream system, but are much more likely to underachieve at school than their hearing counterparts. Supporting Deaf Children and Young People is a ...comprehensive guide to working with deaf and hearing-impaired students in a variety of educational settings. The book features an overview of current areas of controversy and difficulty within deaf education, as well as offering practical advice and strategies for supporting deaf individuals, such as ? raising literacy and numeracy standards ? identifying and circumventing avoidance strategies ? incorporating deaf-friendly resources and activities into lesson plans ? working with parents and other professionals. The book also includes advice on aids and technology, as well as looking at the social and emotional side of being a deaf student today. The supportive and positive voice of the author will help readers analyze and reflect on their teaching in order to find their own solutions to supporting their students.
Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing have long been a focus of research, theory, and practice in D/deaf studies and deaf education. ...Over the past 150 years, advances in the acquisition and development of language competencies and skills have been increasingly rapidly. The Oxford Handbook of Deaf Studies in Language addresses many of those accomplishments (as well as remaining challenges and new questions that have arisen) from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural.The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts.
This ground-breaking work, originally published 15 years ago, continues to serve as the primary reference on the theories of omission potential and translational contact in sign language ...interpreting. In the book, noted scholar Jemina Napier explores the linguistic coping strategies of interpreters by drawing on her own study of the interpretation of a university lecture from English into Australian Sign Language (Auslan). A new preface by the author provides perspective on the importance of the work and how it fits within the scholarship of interpretation studies. The concept of strategic omissions is explored here as a tool that is consciously used by interpreters as a coping strategy. Instead of being a mistake, omitting part of the source language can actually be part of an active decision-making process that allows the interpreter to convey the correct meaning when faced with challenges. For the first time, Napier found that omission potential existed within every interpretation and, furthermore, she proposed a new taxonomy of five different conscious and unconscious omission types. Her findings also indicate that Auslan/English interpreters use both a free and literal interpretation approach, but that those who use a free approach occasionally switch to a literal approach as a linguistic coping strategy to provide access to English terminology. Both coping strategies help negotiate the demands of interpretation, whether it be lack of subject-matter expertise, dealing with dense material, or the context of the situation. Napier also analyzes the interpreters' reflections on their decision-making processes as well as the university students' perceptions and preferences of their interpreters' linguistic choices and styles. Linguistic Coping Strategies in Sign Language Interpreting is a foundational text in interpretation studies that can be applied to interpreting in different contexts and to interpreter training.
In this article, we provide a narrative review of research literature on the development of pragmatic skills and the social uses of language in children and adolescents, with a focus on those who are ...deaf and hard of hearing (DHH). In the review, we consider how pragmatic skills may develop over time for DHH children and adolescents depending on age, language context, amplification devices, and languages and communication modalities. The implications of these findings for enhancing intervention programs for DHH children and adolescents and for considering ideal contexts for optimizing the pragmatic development of DHH children are considered.
Educating Deaf Students Marschark, Marc; Lang, Harry G; Albertini, John A
2001, 2002, 2006, 2001-11-29, 2001-12-20
eBook, Book
The field known as "deaf education" has undergone considerable change over the past 30 years. Educating Deaf Students: From Researc h to Practice considers what we know, what we do not know, and what ...we should know about the education of deaf students. Using a research-based but readable approach, the authors set aside the politics, rhetoric, and confusion that often accompany such discussions. Rather, the educational and research literatures are evaluated with an eye toward systemic inquiry and generality of findings. The result is a summary of the current state-of-theart in deaf education and related implications for parents, teachers, and other "gatekeepers.".
FINDINGS ARE PRESENTED from communication intervention research in three areas related to deafness with disability (DWD): D/deaf and hard of hearing (DHH) with (a) intellectual disability, (b) autism ...spectrum disorders, (c) deafblindness. Early identification, prevalence, theoretical perspectives, and evidence-based practices are discussed. Developmental theory, behavioral theory, and social-interactionism theory undergird many assessment and intervention practices in communication. The trifocus framework and the four aspects of communication are useful frameworks. While communication research is a relative strength in the deafblindness field, a dire need exists for research in the other two DWD areas. Across all DWD areas there is a need for interventions addressing receptive language. Effective communication and language intervention can only occur when children who are DWD are identified early, placed in individually suitable classrooms with appropriately prepared professionals, and provided with services that build on their strengths and meet their needs.
Abstract
Date Presented 03/28/20
This presentation synthesizes the experiences of four OTs who have provided services to Deaf clients. Themes from the data include diversity of communication methods, ...practice considerations, and strategies for seeking cultural knowledge. The clinical experiences included in this study offer the potential for improving the cultural relevance of OT services for the Deaf population, as well as sensitizing practitioners to the needs of other cultural groups.
Primary Author and Speaker: Kelsey Englerth
Contributing Authors: Carole Dennis, Shannon Scott
As the ASL-English interpreting field has become professionalized, there is a growing disconnect between interpreters and the Deaf consumers they serve. Whereas interpreting used to be a ...community-based practice, the field is growing into a research-based profession that begins in a classroom rather than in the Deaf community. Despite the many gains being made in the interpreting services profession, with an emphasis on the accuracy of the interpreted work, the perspectives of Deaf individuals are rarely documented in the literature. Opportunities for enhanced participation and full inclusion need to be considered in order for Deaf people to best represent themselves to the hearing, nonsigning public as competent and intelligent individuals. Deaf Eyes on Interpreting brings Deaf people to the forefront of the discussions about what constitutes quality interpreting services. The contributors are all Deaf professionals who use interpreters on a regular basis, and their insights and recommendations are based on research as well as on personal experiences. These multiple perspectives reveal strategies to maximize access to interpreted work and hearing environments and to facilitate trust and understanding between interpreters and Deaf consumers. Interpreter educators, interpreting students, professional interpreters, and Deaf individuals will all benefit from the approaches offered in this collection.
The Academic Foundations of Interpreting Studies is the first introductory course book that explores the theoretical foundations used in sign language interpreting studies. Authors Roy, Brunson, and ...Stone examine the disciplines whose theoretical frameworks and methodologies have influenced the academic study of interpreting. With this text, explanations for how interpreted events occur, how interpreted products are created, and how the interpreting process is studied can be framed within a variety of theoretical perspectives, forming a foundation for the emerging transdiscipline of Interpreting Studies. ?? As sign language interpreting has emerged and evolved in the last 20 years as an academic field of study, the scope of learning has broadened to include fields beyond the language and culture of deaf people. This text surveys six disciplines that have informed the study of sign language interpreting: history, translation, linguistics, sociology, social psychology, and cognitive psychology, along with their major ideas, principal scholars, and ways of viewing human interaction. Each chapter includes clear learning goals, definitions, discussion questions, and images to aid understanding. The Academic Foundations of Interpreting Studies is required reading for upper- level undergraduate or first-year graduate students in interpreting, Deaf studies, and sign language programs.
En décrivant les perceptions et le vécu des Sourds et de leurs proches, particulièrement en termes de communication et de langue, les auteures souhaitent donner aux parents entendants d'un enfant ...sourd la possibilité de mieux comprendre le vécu de leur enfant (famille, enfance, école, travail, etc.).
