"This comprehensive text provides guidance on current evidence-based approaches to the promotion of speech and language development in children birth through school age who are deaf or hard of hearing. Due to advanced screening and intervention options (e.g., cochlear implants), this population's needs and abilities are constantly changing and require flexibility and individualization of treatment, with a continued focus on families' preferences. This edited volume in the Communication and Language Intervention (CLI) series consists of 15 chapters, addressing a range of topics including audiological interventions, sign language and other visual modalities, auditory-verbal therapy, supporting and coaching families, phonological and pre-literacy interventions, technology, and interventions to support literacy, writing, and speech. The book also includes a DVD with video clips demonstrating the strategies covered in the intervention chapters (chapters 2, 4, 5, 6, 7, 8, 9, and 11)"--
This first-of-its-kind text connects theories and research with classroom practice to provide a comprehensive and balanced view of reading and deafness that addresses a broad scope of literacy concepts. An excellent classroom resource, the text offers current and future deaf educators with research-based reading instructional practices and techniques for implementing these strategies with students. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
This comprehensive text provides guidance on current evidence-based approaches to the promotion of speech and language development in children birth through school age who are deaf and/or hard of hearing.
Children With Hearing Loss
Author: Elizabeth B. Cole, Carol Flexer
Publisher: Plural Publishing
The third edition of Children With Hearing Loss: Developing Listening and Talking, Birth to Six provides updated information from the previous two editions for both professionals and parents facilitating spoken language through listening (auditory brain access, stimulation, and development) in infants and young children with hearing loss. Also addressed is auditory brain development, audiologic technologies, auditory skill development, spoken language development, as well as family-focused intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additionally, this new edition is expanded to reflect important and rapidly evolving changes that have developed in the past five years, including: Application of neuroscience research to our knowledge of the foundations of listening and talking (Chapter 1)Current information on vestibular function in infants and young children (Chapters 2 and 3)Essential technology updates (Chapter 5)Expansion of the discussion of types of services a child with age-appropriate skills needs to sustain a positive academic trajectory (Chapter 6)Discussion of the use and efficacy of coaching and other parent guidance strategies (Chapter 10)Updated resources (Appendix 6) This text is intended for undergraduate- and graduate-level training programs for professionals who work with children who have hearing loss and their families. This third edition is also a valuable resource for parents, listening and spoken language specialists (LSLS), speech-language pathologists, audiologists, early childhood instructors, and teachers. Furthermore, much of the information in Chapters 1 through 5 and Chapter 7 is beneficial to individuals of all ages with hearing loss, especially newly-diagnosed adults.
Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy to students who are deaf or hard of hearing in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Deaf children are not hearing children who can't hear, and having a deaf child is not analogous to having a hearing child who can't hear. Beyond any specific effects of hearing loss, deaf children are far more diverse than their hearing age-mates. A lack of access to language, limited incidental learning and social interactions, as well as the possibility of secondary disabilities, mean that deaf children face a variety of challenges in language, social, and academic domains. In recent years, technological innovations such as digital hearing aids and cochlear implants have improved hearing and the possibility of spoken language for many deaf learners, but parents, teachers, and other professionals are just now coming to recognize the cognitive, experiential, and social-emotional differences between deaf and hearing children. Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services needed for this population. Understanding the unique strengths and needs of deaf children is the key. Now in its third edition, Marc Marschark's Raising and Educating a Deaf Child, which has helped a countless number of families, offers a comprehensively clear, evidence-based guide to the choices, controversies, and decisions faced by parents and teachers of deaf children today.
Nurturing Language and Learning
Author: Patricia Elizabeth Spencer, Lynne Sanford Koester
Publisher: Oxford University Press
Regardless of a child's hearing abilities, increasing parents' knowledge about their baby or toddler's expected development and their confidence in their parenting abilities supports positive early interactions and developmental progress. Fortunately, as early hearing screening has becomewidespread, more information is available about development of deaf and hard-of-hearing infants and ways to best support their developing learning and language abilities. This book combines a review of up-to-date research with theory and first-hand observations to provide a framework for parents and professionals as they promote developmental achievements of infants and toddlers with limited hearing. In what ways is development of deaf and hard-of-hearing babies andtoddlers like that of those with typical hearing? What specific challenges are likely to be faced by child and parent - and when are they most likely to occur? What modifications in parenting and caregiver interactive behaviors can help avoid or overcome these challenges? A strong, supportive foundation for optimal learning throughout life grows from early, positive, and responsive interactive experiences. This book provides information and guidelines for professionals and parents helping deaf and hard-of-hearing infants and toddlers build that foundation.
Author: Donald F. Moores, David S. Martin
This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.
Literacy and Deafness
Author: Lyn Robertson
Publisher: Plural Publishing
This volume is designed to be a systematic, practical application of theoretical knowledge commonly taught in vestibular curriculum of audiology doctoral programmes.
Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.
Thoroughly updated to meet the needs of today's students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, research-based intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches. A textbook SLPs will keep and reference often throughout their careers, this balanced, in-depth look at interventions will prepare professionals to choose and implement the best interventions for children with language disorders. YOUR STUDENTS WILL LEARN ABOUT the theoretical and empirical basis of each intervention target populations for the intervention assessment and decision making practical requirements for implementation considerations for children from culturally and linguistically diverse backgrounds future directions STUDENT-FRIENDLY MATERIALS: A video clip to illustrate each intervention (on the included DVD and available online); case studies; learning activities that challenge students to apply their new knowledge WITH NEW CHAPTERS ON: Print-Referencing Interventions * Language Intervention for School-Age Bilingual Children * Comprehensive Reading Intervention in Augmentative Communication * Complex Sentence Intervention * Narrative Language Intervention * Social Communication Intervention for Children with Language Impairment * Strathclyde Language Intervention Program (SLIP)
Written by leading experts, this is the most up-to-date resource on speech and language assessment and intervention for professionals working with infants to adults with Down Syndrome and Fragile X Syndrome.
This book will move the field of pediatric cochlear implantation forward by educating clinicians in the field as to current and emerging best practices and inspiring research in new areas of importance, including the relationship between cognitive processing and pediatric cochlear implant outcomes. The book discusses communication practices, including sign language for deaf children with cochlear implants and the role of augmentative/alternative communication for children with multiple disabilities. Focusing exclusively on cochlear implantation as it applies to the pediatric population, this book also discusses music therapy, minimizing the risk of meningitis in pediatric implant recipients, recognizing device malfunction and failure in children, perioperative anesthesia and analgesia considerations in children, and much more. Cochlear Implants in Children is aimed at clinicians, including neurotologists, pediatric otolaryngologists, audiologists and speech-language pathologists, as well as clinical scientists and educators of the deaf. The book is also appropriate for pre-and postdoctoral students, including otolaryngology residents and fellows in Neurotology and Pediatric Otolaryngology.