| deaf education masters programs: Language, Literacy and Education Sharon Goodman, 2003 This work provides a collection of readings that illustrate both the variation in research on language and literacy and the common underlying themes. It covers four themes: talk and the process of teaching and learning; literacy and education; discourse and identity; and multimodal communication. |
| deaf education masters programs: Handbook to Service the Deaf and Hard of Hearing John W. Adams, Pamela Rohring, 2021-10-01 This is a handbook for readers who wish to learn more about providing services to individuals who are deaf or hard of hearing. It provides basic knowledge of Deaf Culture and the hard of hearing population, the aesthetics of American Sign Language, and an awareness of hearing loss and its influence on family and community life. This is a unique book in that it draws from the experiences of a Deaf (Rohring) and a hearing (Adams) author, providing a comprehensive perspective. It draws upon research and literature, from professional practice, and from anecdotal accounts. Handbook to Service the Deaf and Hard of Hearing is an essential resource for college training programs, hospitals, health care agencies, hearing and speech centers, school districts, educational agencies, and any one working with or employing deaf or hard of hearing persons. It features chapters containing research and practical information on understanding the primary issues affecting the lives of deaf and hard of hearing people. It has unique perspectives from Deaf, hard of hearing and hearing professionals relative to such topics as language development, Deaf Culture, medical advances in technology, literature, art and drama in the Deaf Community and growing up with a hearing loss. Illustrations and artwork presented throughout the book were created by renown deaf artists. Recommended best practices are offered on how to provide community accessibility to deaf and hard of hearing individuals. Resource section provides exhaustive list of books, articles, organizations, and Web sites in the areas of communication, deaf culture, legal rights, deaf studies and research, educational issues, language, mental health, technology, and more. |
| deaf education masters programs: Resources in Education , 2001 |
| deaf education masters programs: Assessing Literacy in Deaf Individuals Donna Morere, Thomas Allen, 2012-12-09 Humans’ development of literacy has been a recent focus of intense research from the reading, cognitive, and neuroscience fields. But for individuals who are deaf—who rely greatly on their visual skills for language and learning—the findings don’t necessarily apply, leaving theoretical and practical gaps in approaches to their education. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors narrows these gaps by introducing the VL2 Toolkit, a comprehensive test battery for assessing the academic skills and cognitive functioning of deaf persons who use sign language. Skills measured include executive functioning, memory, reading, visuospatial ability, writing fluency, math, and expressive and receptive language. Comprehensive data are provided for each, with discussion of validity and reliability issues as well as ethical and legal questions involved in the study. And background chapters explain how the Toolkit was compiled, describing the procedures of the study, its rationale, and salient characteristics of its participants. This notable book: Describes each Toolkit instrument and the psychometric properties it measures. Presents detailed findings on test measures and relationships between skills. Discusses issues and challenges relating to visual representations of English, including fingerspelling and lipreading. Features a factor analysis of the Toolkit measures to identify underlying cognitive structures in deaf learners. Reviews trends in American Sign Language assessment. Assessing Literacy in Deaf Individuals is an essential reference for researchers, graduate students, clinicians, and other professionals working in the field of deafness and deaf education across in such areas as clinical child and school psychology, audiology, and linguistics. |
| deaf education masters programs: Education programs, Department of Health, Education and Welfare United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, and Health, Education, and Welfare, and Related Agencies, 1978 |
| deaf education masters programs: Research in Education , 1974 |
| deaf education masters programs: Innovations in Deaf Studies Annelies Kusters, Maartje De Meulder, Dai O'Brien, 2017 Innovation in Deaf Studies explores deaf scholars' research practice in Deaf Studies and highlights innovations in the field by foregrounding deaf ontologies and how they inform researchers' theoretical frameworks, positionalities, and methodologies. |
| deaf education masters programs: Sign Bilingualism Carolina Plaza Pust, Esperanza Morales López, 2008 This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels. |
| deaf education masters programs: Deaf Culture Irene W. Leigh, Jean F. Andrews, Raychelle L. Harris, Topher González Ávila, 2020-11-12 A contemporary and vibrant Deaf culture is found within Deaf communities, including Deaf Persons of Color and those who are DeafDisabled and DeafBlind. Taking a more people-centered view, the second edition of Deaf Culture: Exploring Deaf Communities in the United States critically examines how Deaf culture fits into education, psychology, cultural studies, technology, and the arts. With the acknowledgment of signed languages all over the world as bona fide languages, the perception of Deaf people has evolved into the recognition and acceptance of a vibrant Deaf culture centered around the use of signed languages and the communities of Deaf peoples. Written by Deaf and hearing authors with extensive teaching experience and immersion in Deaf cultures and signed languages, Deaf Culture fills a niche as an introductory textbook that is more inclusive, accessible, and straightforward for those beginning their studies of the Deaf-World. New to the Second Edition: *A new co-author, Topher González Ávila, MA *Two new chapters! Chapter 7 “Deaf Communities Within the Deaf Community” highlights the complex variations within this community Chapter 10 “Deaf People and the Legal System: Education, Employment, and Criminal Justice” underscores linguistic and access rights *The remaining chapters have been significantly updated to reflect current trends and new information, such as: Advances in technology created by Deaf people that influence and enhance their lives within various national and international societies Greater emphasis on different perspectives within Deaf culture Information about legal issues and recent political action by Deaf people New information on how Deaf people are making breakthroughs in the entertainment industry Addition of new vignettes, examples, pictures, and perspectives to enhance content interest for readers and facilitate instructor teaching Introduction of theories explained in a practical and reader-friendly manner to ensure understanding An updated introduction to potential opportunities for professional and informal involvement in ASL/Deaf culture with children, youth, and adults Key Features: *Strong focus on including different communities within Deaf cultures *Thought-provoking questions, illustrative vignettes, and examples *Theories introduced and explained in a practical and reader-friendly manner |
| deaf education masters programs: Transition to Postsecondary Education for Students With Disabilities Carol Kochhar-Bryant, Diane S. Bassett, Kristine W. Webb, 2009 As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth.--Publisher's website. |
| deaf education masters programs: Language, Culture, and Community in Teacher Education Maria Estela Brisk, 2013-09-13 Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org. |
| deaf education masters programs: Introducing Just Sustainabilities Julian Agyeman, 2013-05-09 This unique and insightful text offers an exploration of the origins and subsequent development of the concept of just sustainability. Introducing Just Sustainabilities discusses key topics, such as food justice, sovereignty and urban agriculture; community, space, place(making) and spatial justice; the democratization of our streets and public spaces; how to create culturally inclusive spaces; intercultural cities and social inclusion; green-collar jobs and the just transition; and alternative economic models, such as co-production. With a specific focus on solutions-oriented policy and planning initiatives that specifically address issues of equity and justice within the context of developing sustainable communities, this is the essential introduction to just sustainabilities. |
| deaf education masters programs: Problems of the Deaf Max Aaron Goldstein, 1933 |
| deaf education masters programs: Deaf Education Beyond the Western World Harry Knoors, Maria Brons, Marc Marschark, 2019-01-16 If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world. |
| deaf education masters programs: The Deaf Child in a Hearing Family Arthur Boothroyd, Janice Gatty, 2011-11-01 |
| deaf education masters programs: Directory of Graduate Programs in the Speech Communication Arts and Sciences , 1978 |
| deaf education masters programs: Guidelines for Multilingual Deaf Education Teacher Preparation Programs Christopher Kurz, Debbie Golos, Marlon Kuntze, Jonathan Henner, Jessica Scott, 2021-09-10 This publication aims to support the effort to create transformative changes within Deaf education teacher training programs in the United States and Canada. It is a critical time to reexamine these programs and ensure the provision of the highest quality education to prepare future teachers to meet the needs of Deaf students in today's increasingly multilingual and multimodal climate. Deaf education teacher preparation programs need to understand the multiple and intersecting identities of their students to be able to provide education that is equitable for all. Programs that approach Deaf education through a multilingual lens are in a better position to produce teachers who are knowledgeable about the diverse language and cultural needs of Deaf students. The guidelines set forth in this volume can be used to help develop new undergraduate and graduate teacher training programs or to transition an existing program. The key goals and anticipated outcomes of this volume are: to increase the number of multilingual Deaf education teacher preparation programs; to increase the number of fluent language and cultural models for Deaf children in varying educational environments; to increase the number of high quality teachers with competencies in multilingual strategies; to increase collaboration between teacher training programs; and to increase research and professional development focused in multilingual pedagogies. |
| deaf education masters programs: Learning to See Sherman Wilcox, Phyllis Perrin Wilcox, 1997 As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years. Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques. This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline. |
| deaf education masters programs: Departments of Labor and Health, Education, and Welfare and Related Agencies Appropriations for Fiscal Year 1979 United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, and Health, Education, and Welfare, and Related Agencies, 1978 |
| deaf education masters programs: Directory of Graduate Programs , 1988 |
| deaf education masters programs: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 1988: Department of Education United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 1987 |
| deaf education masters programs: Curriculum Development and Online Instruction for the 21st Century Fudge, Tamara Phillips, Ferebee, Susan Shepherd, 2021-06-25 The world of education has undergone major changes within the last year that have pushed online instruction to the forefront of learning. Thanks to the COVID-19 pandemic, online learning has become paramount to the continued and uninterrupted teaching of students and has forced students and teachers alike to adjust to an online learning environment. Though some have already returned to the traditional classroom, or plan to very soon, others have begun to appreciate the value of online education – initiatives that had previously been discussed but never acted upon as they have been in the past year. With plenty of positive and negative aspects, online learning is a complex issue with numerous factors to consider. It is an issue that must be studied and examined in order to improve in the future. Curriculum Development and Online Instruction for the 21st Century examines the issues and difficulties of online teaching and learning, as well as potential solutions and best practices. This book includes an examination on the value of teaching fully via the internet as well as the challenges inherent in the training of teachers to teach in online environments. While addressing key elements of remote learning, such as keeping student data safe, as well as methods in which to engage students, this book covers topics that include assessment tools, teaching deaf students, web technology, and standardized curricula. Ideal for K-12 teachers, college faculty, curriculum developers, instructional designers, educational software developers, administrators, academicians, researchers, and students, this book provides a thorough overview of online education and the benefits and issues that accompany it. |
| deaf education masters programs: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2002: Department of Education United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 2002 |
| deaf education masters programs: Hearing on Reauthorization of Discretionary Programs-EHA United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education, 1989 |
| deaf education masters programs: Directory of Selected Early Childhood Programs , 1991 |
| deaf education masters programs: Thesaurus of ERIC Descriptors , 1972 |
| deaf education masters programs: Strategic and Interactive Writing Instruction (SIWI) Kimberly A. Wolbers, 2007 |
| deaf education masters programs: Allied health education programs in junior and senior colleges, 1973 United States. Public Health Service. Bureau of Health Manpower, 1975 |
| deaf education masters programs: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for Fiscal Year 1988: Department of Education, Department of Health and Human Services United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies, 1987 |
| deaf education masters programs: Thesaurus of ERIC Descriptors Educational Resources Information Center (U.S.), 1969 |
| deaf education masters programs: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for Fiscal Year 1988 United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies, 1987 |
| deaf education masters programs: Designing Culturally Competent Programming for PK-20 Classrooms Sprott, Katherine, O'Connor Jr., Johnny R., Msengi, Clementine, 2020-08-14 In order to promote effective learning, individuals must feel fully appreciated within their own unique identities (i.e., ethnicities, language differences, socioeconomic status, gender, religions). Culturally competent educators employ practices that acknowledge and build on cultural diversity and that identify students themselves as resources and honors assets possessed within the context of the school community. Designing Culturally Competent Programming for PK-20 Classrooms is a comprehensive research publication that explores strategies and best practices for designing culturally competent curricula and serves as a courier for stakeholders fostering inclusive and forward-thinking opportunities in PK-20 classrooms. Highlighting a wide range of topics such as ethics, leadership, and organizational development, this book is ideal for educators, administrators, academicians, curriculum developers, instructional designers, researchers, and students. |
| deaf education masters programs: Programs for the Handicapped , 1972 |
| deaf education masters programs: Hearing on EHA Discretionary Programs Reauthorization United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education, 1989 |
| deaf education masters programs: Higher Education Opportunity Act United States, 2008 |
| deaf education masters programs: Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 1990: Department of Education United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies, 1989 |
| deaf education masters programs: Ethical Leadership and Decision Making in Education Joan Poliner Shapiro, Jacqueline A. Stefkovich, 2021-11-29 The fifth edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with complex dilemmas in today’s challenging, divided, and diverse societies. Through discussion and analysis, Shapiro and Stefkovich demonstrate the application of four ethical paradigms – the ethics of justice, critique, care, and the profession. After illustrating how the Multiple Ethical Paradigms may be applied to authentic dilemmas, the authors present cases written by graduate students, practitioners, and academics representing dilemmas faced by educational leaders in urban, suburban, and rural public and private schools and universities, in the U.S. and abroad. Following each case are questions that call for thoughtful, complex thinking and help readers apply the Multiple Ethical Paradigms to practical situations. New in the Fifth Edition are more than ten new cases that cover issues of food insufficiency, the pandemic’s effects on diverse school populations, a student’s sexual orientation, transgender students in the university, lock-down drills for young children, refugees in a Swedish school, boundaries in high school sports, generational differences in an adult diploma school, acceptance of animals on campus, and hate speech in the academy. This edition also includes teaching notes for the instructor stressing the importance of self-reflection, use of new technologies, and global appeal of ethical paradigms and dilemmas. This book is a critical resource for aspiring and practicing administrators, teacher leaders, and educational policy makers. |
| deaf education masters programs: Alone in the Mainstream Gina A. Oliva, 2004 The author describes her life and experiences as the only deaf child in her public schools. |
| deaf education masters programs: OE [publication] , |
| deaf education masters programs: Handicapped Individuals Services and Training Act United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education, 1982 |
Deafness and hearing loss - World Health Organization (WHO)
Feb 26, 2025 · Deaf people mostly have profound hearing loss, which implies very little or no hearing. They can benefit from cochlear implants. Some of them use sign language for …
Deafness and hearing loss - World Health Organization (WHO)
Mar 1, 2024 · Deafness and hearing loss are widespread and found in every region and country. Currently more than 1.5 billion people (nearly 20% of the global population) live with hearing …
Deafness - World Health Organization (WHO)
Feb 1, 2024 · Sign language and captioning services facilitate communication with deaf and hard of hearing people. Deaf people often use sign language as a means of communication. Family …
Deafness and hearing loss: how to be deaf or hard of hearing …
Feb 26, 2024 · Being deaf or hard of hearing friendly is crucial to fostering inclusivity and ensuring effective communication with individuals who are deaf or hard of hearing. It promotes a …
WHO: 1 in 4 people projected to have hearing problems by 2050
Mar 2, 2021 · The report notes that the use of sign language and other means of sensory substitution such as speech reading are important options for many deaf people; hearing …
The deafblind community: Fighting not to be forgotten
Dec 2, 2022 · Access to health is especially challenging for persons with deafblindness. To advance health equity for deafblind people, there is a need for models of care which are …
CHILDHOOD HEARING LOSS - World Health Organization …
Deaf children are those with severe or profound hearing loss, which implies very little or no hearing. Hearing devices, such as cochlear implants, may help them to hear and learn speech. …
World report on hearing - World Health Organization (WHO)
Mar 3, 2021 · Overview . The World Report on Hearing (WRH) has been developed in response to the World Health Assembly resolution (WHA70.13), adopted in 2017 as a means of providing …
Safeguarding the rights of deaf people in Ukraine
Apr 12, 2023 · Deaf people may view deafness as a difference rather than a disability.The lowercase “deaf” refers to the physical condition of having hearing loss. People who use …
Nursing workforce grows, but inequities threaten global health goals
May 12, 2025 · The global nursing workforce has grown from 27.9 million in 2018 to 29.8 million in 2023, but wide disparities in the availability of nurses remain across regions and countries, …
Deafness and hearing loss - World Health Organization (WHO)
Feb 26, 2025 · Deaf people mostly have profound hearing loss, which implies very little or no hearing. They can benefit from cochlear implants. Some of them use sign language for …
Deafness and hearing loss - World Health Organization (WHO)
Mar 1, 2024 · Deafness and hearing loss are widespread and found in every region and country. Currently more than 1.5 billion people (nearly 20% of the global population) live with hearing …
Deafness - World Health Organization (WHO)
Feb 1, 2024 · Sign language and captioning services facilitate communication with deaf and hard of hearing people. Deaf people often use sign language as a means of communication. Family …
Deafness and hearing loss: how to be deaf or hard of hearing …
Feb 26, 2024 · Being deaf or hard of hearing friendly is crucial to fostering inclusivity and ensuring effective communication with individuals who are deaf or hard of hearing. It promotes a …
WHO: 1 in 4 people projected to have hearing problems by 2050
Mar 2, 2021 · The report notes that the use of sign language and other means of sensory substitution such as speech reading are important options for many deaf people; hearing …
The deafblind community: Fighting not to be forgotten
Dec 2, 2022 · Access to health is especially challenging for persons with deafblindness. To advance health equity for deafblind people, there is a need for models of care which are …
CHILDHOOD HEARING LOSS - World Health Organization …
Deaf children are those with severe or profound hearing loss, which implies very little or no hearing. Hearing devices, such as cochlear implants, may help them to hear and learn speech. …
World report on hearing - World Health Organization (WHO)
Mar 3, 2021 · Overview . The World Report on Hearing (WRH) has been developed in response to the World Health Assembly resolution (WHA70.13), adopted in 2017 as a means of …
Safeguarding the rights of deaf people in Ukraine
Apr 12, 2023 · Deaf people may view deafness as a difference rather than a disability.The lowercase “deaf” refers to the physical condition of having hearing loss. People who use …
Nursing workforce grows, but inequities threaten global health goals
May 12, 2025 · The global nursing workforce has grown from 27.9 million in 2018 to 29.8 million in 2023, but wide disparities in the availability of nurses remain across regions and countries, …
