- 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
This chapter starts with a brief historical overview of research on the cognitive abilities of deaf children, to provide a context for understanding learning disabilities in this group of children. Working definitions of learning disabilities will be presented, distinguishing between global disability and specific difficulties. Although much has been written about deaf children’s cognitive abilities, good empirical evidence is patchy and findings are frequently contradictory. This makes it difficult to determine whether apparent specific difficulties are genuinely associated with hearing impairment, or the result of assessment methods or some other factor. However, some consistent findings have emerged and will be highlighted. Current research and views on established disorders such as dyslexia, dyspraxia, and auditory processing disorder (APD) in deaf children will be presented, as will the available knowledge base for other areas of cognitive functioning, for example executive function, memory, problem solving, and sequencing. Areas of overlap among the underlying cognitive processes will be emphasized. Despite a lengthy history of debate on the issue, assessment of learning disabilities in deaf children is in its infancy in terms of agreed methods, and the use of tests standardized on hearing children remains contentious. Issues relating to the use of neuropsychological and other tests are discussed, and a range of possible approaches are considered and appraised. Finally, suggestions for specific areas in need of further research spanning the whole field of learning disabilities in deaf children are outlined.
Lindsey Edwards, Cochlear Implant Programme Great Ormond Street Hospital for Children London, UK
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