Professional Resources and Textbooks
Preparing Deaf and Hard of Hearing Students for Literacy Success
Carl B. Williams
Starting Points is a textbook for use in programs preparing teachers to meet the educational needs of students who are deaf or hard of hearing. It will also benefit practicing teachers and other professionals in the field of deaf education. Applicable for educators of the deaf at all grade levels, this resource examines an array of strategies for faciliting literacy growth in students who need various levels of support in language, reading and writing development. Overall, the book maintains that a balanced instructional framework is the most judicious approach to maximize literacy outcomes for students who are deaf and hard of hearing.
Chapters that relate to Council on Education of the Deaf (CED) professional standards are identified in the book's preface. Features such as chapter objectives, figures, concrete examples, website destinations, chapter activities, and a glossary are provided to ensure that the text is both practice-oriented and reader-friendly.
A Practical Guide for Teaching Deaf and Hard of Hearing Students
Carl B. Williams
No Limits is designed as a textbook for use in programs preparing teachers to meet the educational needs of students who are deaf and hard of hearing. The information will also benefit practicing teachers and other professionals in the field of deaf education. Applicable for educators of the deaf at all grade levels, this resource examines an array of teaching skills, including enhancing comprehensible communication, selecting instructional models, teaching learning strategies, and increasing student motivation. In addition, the concluding chapter addresses the steps to become a professional teacher. Chapters that relate to Council on Education of the Deaf (CED) professional standards are identified in the book's preface. Features such as chapter objectives, figures, concrete examples, summaries, website destinations, chapter activities, and a glossary are provided to ensure that the text is both practice-oriented and reader-friendly.
It All Depends
A Casebook for Prospective Teachers of Students Who are Deaf or Hard of Hearing
Carl B. Williams
It All Depends is a text supplement for use in foundations and methods courses. It can be useful in helping preservice teachers make important connections between knowledge and application of educational concepts and principles. Discussing cases and solutions to real problems encountered by teachers places preservice teachers in an authentic teacher role: continuously reflecting on pedagogical decisions to enhance student achievement. Not only are they expected to state what they would do but also why.
This casebook consists of five chapters: Communication Issues, Literacy Instruction, Content Instruction, Learner Differences, and Educational Planning. Each chapter has three case studies which reflect issues involved in teaching students who are deaf. The cases represent situations relevant to prospective teachers in grades K-12. The specific scenarios are drawn from direct experiences as a classroom teacher, observations of inservice teachers (as a consultant and curriculum specialist), and observations of preservice teachers (as a teacher educator).
Each case contains a scenario, reflection questions and extension activities.
Introduction to Deaf Education
A Deaf Perspective
Edited by J. Freeman King
A compilation of contributions written by experienced educators, Introduction to Deaf Education is the starting place for students entering teacher training programs. Contributions include the major topics to which future teachers should be exposed, including (with author name):
- Deaf Teachers and Their Impact on American Education of the Deaf (Gannon)
- The Deaf Civil Rights Movement: Gallaudet Protest to the Present (Jordan)
- Parents of Deaf Children: Educational Implications (Hurwitz/Hurwitz)
- Deafness and Intelligence: A Multiperspective Viewpoint (Busby)
- Legislation and How it Affects Deaf People (Bienenstock)
- Educational Placement Options and the Unwritten Curriculum (Garretson)
- Early Intervention Programs: Critical Time for Deaf Children (Rose)
- Teachers of Young Deaf Adults (Bateman)
- Bilingual Education and the Deaf Child (Bailes/Tompkins)
- The Role of the Residential Program in the Ed. of the Deaf Child (Finneran)
- Other Modes of Communication (Vashista/Kendrick)
This text is ideal for teacher training programs, professionals seeking a basic reference, and parents seeking a better understanding of issues their teachers will face.
Facilitating the Transition of Students
Who Are Deaf or Hard of Hearing
John L. Luckner
The technological and societal demands on young people who are deaf or hard of hearing are great. These students need systematic instruction and careful planning in making transition as smooth as possible. Consequently, transition planning is now a critical component of every student's education. The purpose of this book is to help professionals, students, and families become familiar with how to develop and implement individual transition plans for students who are deaf or hard of hearing. The knowledge gained from this book will increase the reader's ability to meet the transition mandates of the Individuals with Disabilities Act Amendments of 1997. In addition, the reader will have a better understanding of how to work in partnership with students, families, and professionals to develop appropriate transition plans and effective plans of study, which will in the long run help individuals who are deaf or hard of hearing reach their maximum potential and lead fulfilling adult lives.
1. Potential Impact of a Hearing Loss
2. Education and Employment Outcomes
3. Rationale for Transition Planning
4. Barriers to Succeeding in Postsecondary Education Programs and Finding Competitive Employment
5. Successful Adult Functioning
6. A Model for Facilitating the Transition of Students
7. Fostering Student, Family, and Professional Teams' Participation
9. Transition Planning
10. Work and Career Instruction
11. Adult Agencies
12. Postsecondary Education
13. Final Thoughts
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The Young Deaf or Hard of Hearing Child
Edited by Barbara Bodner-Johnson and Marilyn Sass-Lehrer
As deaf and hard of hearing children are identified at an increasingly early age, professionals need to expand their knowledge about early intervention and education for these young children and their families. This scholarly text from experts provides a solid foundation of research, key concepts, and practical suggestions.
Preservice and in-service professionals will:
- learn to consider the family, community, and cultural and linguistic contexts of young deaf children
-examine key language and communication issues
- look at specfic educational factors
- consider major family-centered issues
- explore available services
- gain valuable insight from research
Essential reading for early childhood educators, education professionals, speech-language pathologists, and students. This comprehensive resource fully prepares readers for successful partnerships with families and their deaf or hard of hearing children.
Language Learning Practices with Deaf Children
Susan Rose, Patricia L. McAnally and Stephen P. Quigley
This text provides future and practicing teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. In this third edition of Language Learning Practices with Deaf Children, the authors have added a section on language assessment in Chapter 7 addressing high- stakes or large-scale testing and a new chapter on special programs, including ASLÐEnglish programs for children from multicultural homes and technology for language learning. An Appendix has been added with an annotated list of Internet Web sites that may be useful to teachers, parents, and preservice teachers as well as others interested in language practices with children who are deaf.
Language Learning Practices with Deaf Children describes the variety of language development theories and practices that are used with deaf children, without advocating any particular approach. Chapters 1 and 2 cover some of the accepted facts and known problems of language acquisition and instruction with hearing and with deaf children. Implications for language development in deaf children are discussed. Chapter 3 is a history of instructional practices in language development with deaf children to show continuity between present and past practices and to illustrate the recurring cycles of major language development approaches with deaf children. Chapters 4, 5, and 8 detail the major approaches of the present time: natural methods, structural methods, and American Sign Language-English as a second language (ASLÐESL) as well as specialized programs for children from multicultural homes and technology as part of language learning. Chapter 6 discusses reading and writing, and Chapter 7 focuses on the assessment of language and progress monitoring of language development among school-aged children. Finally, Chapter 9 offers some reflection on the material in the book.
Reading Practices with Deaf Learners
Patricia L. McAnally, Susan Rose and Stephen P. Quigley
This book was written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-of-hearing learners. It is one of the very few books on the market that focuses entirely on the hearing-impaired. It consists of three sections, each one providing in-depth information on topics critical to the teaching of reading to this specific population.
Section one: “Foundations” — contains chapters dealing with theory and research in such topics as: cognition, reading, language, literary development, vocabulary and comprehension. One chapter on ASL, English, and Reading looks at the research in the area of second- language learners and discusses its application to deaf and hard-of-hearing students.
Section two: “Instructional Management” — deals with instructional management and describes instructional systems and designs. These chapters look at current trends in education and how these trends apply to the education of students who are deaf and hard of hearing.
Section three: “Applications” — focuses on specific instructional models in reading, writing, and spelling, detailing strategies that have been successfully used with deaf and hard-of-hearing learners. The last chapter in this section discusses assessment, giving information, and examples of both formal and authentic procedures.