Detail Oxford Handbook of Deaf Studies, Language, and Education Bibliografi Author: Marschark, Marc (Editor); Spencer, Patricia E. (Editor) Topik: LANGUAGE AND EDUCATION; DEAF; Deaf-Social Conditions; Deaf-Education; Deaf-Means of Communication; Sign Language Bahasa: (EN )    ISBN: 0-19-514997-1     Penerbit: Oxford University Press     Tempat Terbit: New York    Tahun Terbit: 2003     Jenis: Books - Reference [Informasi yang berkaitan dengan koleksi ini di internet] Ketersediaan Perpustakaan PKBB Nomor Panggil: R. 419.4 OXF Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada     Lihat Detail Induk Abstract In Plato's cratylus, which dates to 360 B.C., Socrates alludes to the use of signs by deaf people. In his Natural History, completed in 79 A.D., Pliny the Elder alludes to Quintus Pedius, the deaf son of a Roman consul, who had to seek permission from Caesar Augustus to pursue his training as an artist. During the Renaissance, scores of deaf people achieved fame throughout Europe, and by the middle of the 17th century the talents and communication systems of deaf people were being studied by a variety of noted scientists and philosophers. However, the role of deaf people in society has always been hotly debated: could they be educated? Should they be educated? If so, how? How does Deaf culture exist within larger communities? What do advances in the technology and the genetics of hearing loss portend for Deaf communities? In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education. Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism once intrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf or hard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensive reference resource on deaf issues. Written to be accessible to students and practitioners as well as researchers, The Oxford Handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past 40 years, since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marc Marschark and Patricia Elizabeth Spencer have given us what is certain to become the benchmark reference in the field. Artikel dalam koleksi ini Perspectives on the History of Deaf Education, halaman 9-20 Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students, halaman 21-37 Curriculum: Cultural and Communicative Contexts, halaman 38-51 Educational Consequences of Alternative School Placements, halaman 52-64 Early Intervention: Current Approaches to Family-Centered Programming, halaman 65-81 Educational Programming for Deaf Children with Multiple Disabilities: Accomodating Special Needs, halaman 82-96 Processes and Components of Reading, halaman 97-109 Approaches to Teaching Reading, halaman 110-122 Writing: Characteristics, Instruction, and Assessment, halaman 123-135 Bilingualism and Literacy, halaman 136-150 Deaf Communities, halaman 151-163 Peer Interactions of Deaf and Hard-of-Hearing Children, halaman 164-176 Social and Emotional Development of Deaf Children: Family, School and Program Effects, halaman 177-189 Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants, halaman 190-202 Mental Health and Deaf Adults, halaman 203-218 The Development of American Sign Language and Manually Coded English Systems, halaman 219-231 Development of Spoken Language by Deaf Children, halaman 232-246 Expressing Meaning: From Communicative Intent to Building a Lexicon, halaman 247-260 The Role of Cued Speech in Language Development of Deaf Children, halaman 261-274 Formal and Informal Approaches to the Language Assessment of Deaf Children, halaman 275-288 Assessing Children's Proficiency in Natural Signed Languages, halaman 289-304 Origins of Sign Languages, halaman 305-318 Sign Language Structures, halaman 319-331 Modality and The Structure of Language: Sign Languages Versus Signed Systems, halaman 332-346 Interpreters and Interpreter Education, halaman 347-360 The Neural Systems Underlying Sign Language, halaman 361-378 Speech perception and Spoken Word Recognition, halaman 379-391 Advances in the Genetics of Deafness, halaman 392-405 Technologies for Communication: Status and Trends, halaman 406-419 Screening and Assessment of Hearing Loss in Infants, halaman 420-433 Cochlear Implants: Issues and Implications, halaman 434-450 Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues, halaman 451-463 Cognitive Function in Deaf Adults and Children, halaman 464-477 Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals, halaman 478-490 Epilogue: What We Know, What We Don't Know, and What We Should Know, halaman 491-494  Edit Artikel Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! 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