| Título : | Evidence-based practice in educating deaf and hard-of-hearing students | | Tipo de documento: | texto impreso | | Autores: | Spencer, Patricia Elizabeth, Autor ; Marschark, Marc, Autor | | Editorial: | Oxford [Reino Unido] : Oxford | | Fecha de publicación: | c2010 | | Número de páginas: | 244 p. | | Il.: | il. | | ISBN/ISSN/DL: | 978-0-19-973540-2 | | Idioma : | Inglés (eng) | | Clasificación: | Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad
Discapacidad:Mental
Discapacidad:Sordera
Discapacidad:Sordoceguera
Educación
Educación:Desarrollo cognitivo
Educación:Escritura
Educación:Inclusión
Educación:Lectura
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
Medicina
Medicina:Atención Temprana
Medicina:Autismo
Medicina:Implante coclear
| | Nota de contenido: | Contents
Presentación / Verdugo Alonso, Miguel Ángel
Prólogo / Schalock, Robert L.
1. Introduction and key findings index
2. Demographics, diversity and foundational issues in deaf education
2.1. A low incidence disability
2.2. Deaf and hard of hearing children in countries with developing economics
2.3. Multiple disabilities or children with dual diagnoses
2.4. Developmental challenges
2.5. Advances in the development of deaf and hard of hearing students
3. Evaluating the evidence in deaf education: methods for obtaining trustworthy and useful information
3.1. Designs for research and evaluation on educational practice and outcomes
3.2. Randomized clinical trials or experimental research
3.3. Quasi-experimental research
3.4. Considerations for studies included in this review
4. Early identification of hearing loss and early intervention services: implications for language and learning
4.1. Newborn screening and family reactions
4.2. Enhanced developmental outcomes related to early identification
4.3. Characteristics of early intervention that support positive developmental outcomes
5. Language development, languages, and language system
5.1. Perspectives on language development and deaf children
5.2. Approaches emphasizing auditory´-oral aspects of language development
5.2.1. Auditory oral methods and language development
5.2.1.1. Cochlear implants and progress in oral programs
5.2.2. Auditory verbal therapy
5.2.3. Cued speech
5.2.3.1. Using cochlear implants and cued speech
5.3. Approaches emphasizing visual manual aspects of language development
5.3.1. Manually coded sign systems used in total communication programs
5.3.1.1. Using cochlear implants in TC programs
5.3.2. Sign, sign bilingual or bilingual/bicultural
5.3.2.1. Programing
5.3.3. The sign/bilingual approach as an educational model
5.3.4. Cochlear implants and the sign7bilingual programming
6. Acquisition and development of literacy skills
6.1. Factor proposed to influence reading skills
6.1.1. Early interactive pre literacy experiences support literacy development
6.1.2. Phonological awareness phonics and literacy skills
6.1.3. Vocabulary and literacy development
6.1.4. Syntactic knowledge and reading
6.1.5. Knowledge of a first language as a basis for literacy in a second language
6.1.6. Teaching approaches and the development of reading comprehension
6.2. Writing
7. Cognition, perception and learning strategies
7.1. Foundations of the learning: play and theory of mind
7.2. Visual attention, language, and communication
7.3. Memory processes, perception, and learning
7.4. Integrating information and using problem solving strategies
7.5. Responses to cognitive intervention
8. Achievement in mathematics and science
8.1. Mathematics
8.2. Science foundation and achievement
9. Educational placement decisions and outcomes
9.1. Students characteristics, needs and placement patterns
9.2. Social emotional functioning and co-enrollment programs
9.3. Program placement and student outcomes
9.4. Classroom physical settings and acoustic concerns
9.5. Classroom interpreting and real time text
10. Programing for children with multiple disabilities
10.1. Variability among deaf and hard of hearing children with multiple disabilities
10.2. Children with cognitive or intellectual disabilities
10.3. Learning disabilities and attention deficit disorder
10.4. Autism spectrum disorders
10.5. Deafblindness
10.5.1. Congenital rubella syndrome
10.6. A broader view
11. Issues and trends in best practice
References
Index
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Evidence-based practice in educating deaf and hard-of-hearing students [texto impreso] / Spencer, Patricia Elizabeth, Autor ; Marschark, Marc, Autor . - Oxford (Reino Unido) : Oxford, c2010 . - 244 p. : il. ISBN : 978-0-19-973540-2 Idioma : Inglés ( eng) | Clasificación: | Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad
Discapacidad:Mental
Discapacidad:Sordera
Discapacidad:Sordoceguera
Educación
Educación:Desarrollo cognitivo
Educación:Escritura
Educación:Inclusión
Educación:Lectura
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
Medicina
Medicina:Atención Temprana
Medicina:Autismo
Medicina:Implante coclear
| | Nota de contenido: | Contents
Presentación / Verdugo Alonso, Miguel Ángel
Prólogo / Schalock, Robert L.
1. Introduction and key findings index
2. Demographics, diversity and foundational issues in deaf education
2.1. A low incidence disability
2.2. Deaf and hard of hearing children in countries with developing economics
2.3. Multiple disabilities or children with dual diagnoses
2.4. Developmental challenges
2.5. Advances in the development of deaf and hard of hearing students
3. Evaluating the evidence in deaf education: methods for obtaining trustworthy and useful information
3.1. Designs for research and evaluation on educational practice and outcomes
3.2. Randomized clinical trials or experimental research
3.3. Quasi-experimental research
3.4. Considerations for studies included in this review
4. Early identification of hearing loss and early intervention services: implications for language and learning
4.1. Newborn screening and family reactions
4.2. Enhanced developmental outcomes related to early identification
4.3. Characteristics of early intervention that support positive developmental outcomes
5. Language development, languages, and language system
5.1. Perspectives on language development and deaf children
5.2. Approaches emphasizing auditory´-oral aspects of language development
5.2.1. Auditory oral methods and language development
5.2.1.1. Cochlear implants and progress in oral programs
5.2.2. Auditory verbal therapy
5.2.3. Cued speech
5.2.3.1. Using cochlear implants and cued speech
5.3. Approaches emphasizing visual manual aspects of language development
5.3.1. Manually coded sign systems used in total communication programs
5.3.1.1. Using cochlear implants in TC programs
5.3.2. Sign, sign bilingual or bilingual/bicultural
5.3.2.1. Programing
5.3.3. The sign/bilingual approach as an educational model
5.3.4. Cochlear implants and the sign7bilingual programming
6. Acquisition and development of literacy skills
6.1. Factor proposed to influence reading skills
6.1.1. Early interactive pre literacy experiences support literacy development
6.1.2. Phonological awareness phonics and literacy skills
6.1.3. Vocabulary and literacy development
6.1.4. Syntactic knowledge and reading
6.1.5. Knowledge of a first language as a basis for literacy in a second language
6.1.6. Teaching approaches and the development of reading comprehension
6.2. Writing
7. Cognition, perception and learning strategies
7.1. Foundations of the learning: play and theory of mind
7.2. Visual attention, language, and communication
7.3. Memory processes, perception, and learning
7.4. Integrating information and using problem solving strategies
7.5. Responses to cognitive intervention
8. Achievement in mathematics and science
8.1. Mathematics
8.2. Science foundation and achievement
9. Educational placement decisions and outcomes
9.1. Students characteristics, needs and placement patterns
9.2. Social emotional functioning and co-enrollment programs
9.3. Program placement and student outcomes
9.4. Classroom physical settings and acoustic concerns
9.5. Classroom interpreting and real time text
10. Programing for children with multiple disabilities
10.1. Variability among deaf and hard of hearing children with multiple disabilities
10.2. Children with cognitive or intellectual disabilities
10.3. Learning disabilities and attention deficit disorder
10.4. Autism spectrum disorders
10.5. Deafblindness
10.5.1. Congenital rubella syndrome
10.6. A broader view
11. Issues and trends in best practice
References
Index
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