- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
Answering the question of what constitutes qualitatively good instruction for deaf students entails an analysis of what actually defines quality of instruction in education in general; what, in addition, is needed for effective instruction for deaf students; and, finally, to what extent special and regular schools are able to provide quality instruction to deaf students. This chapter explores these issues: What emerges from this exploration is a picture that is, at best, fragmented. Under specific conditions, it seems possible for deaf students to learn as much as their hearing peers, at least in postsecondary education. Whether these conditions are met frequently and in different educational settings is simply unknown. What we do know is that regular and special schools face different challenges in educating deaf students. Teaching mixed-ability groups (with respect to communication, language, literacy, and cognition) certainly is a challenge to teachers in these settings, and this challenge deserves much more attention in teacher training and coaching, since adaptive instruction seems problematic both in regular and in special education. To increase our knowledge about effective instruction for deaf students in different settings and at different education levels, we need more research and more focused research. Preliminary efforts in this direction are discussed in this chapter.
Harry Knoors Royal Dutch Kentalis - Kentalis Academy Sint-Michielsgestel The Netherlands Behavioural Science Institute School of Educational Sciences Radboud University Nijmegen Nijmegen, The Netherlands
Daan Hermans Royal Dutch Kentalis - Kentalis Academy Sint-Michielsgestel, The Netherlands
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.