{"title":"Perspectives On Deafness","description":"\u003cp\u003eGain profound insights into the Deaf experience with the Perspectives on Deafness series. Explore diverse viewpoints and stories, fostering understanding and empathy through impactful narratives.\u003c\/p\u003e","products":[{"product_id":"early-literacy-development-in-deaf-children-book-connie-mayer-9780199965694","title":"Early Literacy Development in Deaf Children","description":"There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. However, relatively little has been written with respect to the early literacy development and experiences of deaf children.  In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek adress this need by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They supply an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they describe the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, andt those using a range of communication modalities and amplification technologies, including cochlear implants.   As advancements in hearing technologies have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49558249537809,"sku":"GOR009944890","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51000232771857,"sku":"NIN9780199965694","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52333536018705,"sku":"NLS9780199965694","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":52435902038289,"sku":"CIN0199965692G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0199965692.jpg?v=1750940173"},{"product_id":"how-deaf-children-learn-book-marc-marschark-9780195389753","title":"How Deaf Children Learn","description":"In this invaluable guide, renowned authorities Marc Marschark and Peter Hauser highlight important new advances in scientific and educational research that can help parents and teachers of students with significant hearing loss. 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The result is a lively, accessible volume that sheds light on what it means to be a deaf learner and that provides a wealth of advice on how we can best support their language development, social skills, and academic success.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49560391418129,"sku":"GOR007731528","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50031889416465,"sku":"CIN0195389751G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ WELL_READ \/ INTERNAL","offer_id":50893502513425,"sku":"GOR013054642","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50924546752785,"sku":"NGR9780195389753","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50972283633937,"sku":"CIN0195389751VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":52110438301969,"sku":"GOR014464790","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52493287457041,"sku":"NLS9780195389753","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0195389751.jpg?v=1772275063"},{"product_id":"lens-on-deaf-identities-book-irene-w-leigh-9780195320664","title":"A Lens on Deaf Identities","description":"The last couple of decades have witnessed an explosion of self-and-identity-related literature, spurred in large part by the rapid growth of cultural, racial, and ethnic diversity in the population of the United States, the desire to better understand the interface between identity and social groups, and the question of whether confronting differences brings about changes in self-representation. Much of this literature has, however, often overlooked the fact that diversity encompasses other domains, including disabilities such as deafness. A Lens on Deaf Identities fills this gap by exploring identity formation in deaf persons. How a deaf person develops in societies or groups with preconceived notions of disability, deafness, and what is best for deaf people has implications not only for the psychological well being and self-esteem of the deaf person, but also for what a deaf identity really means, and who decides that identity. The issue of identify formation amongst this population is fraught-even the terminology used to describe people with deafness or hearing loss contradicts the notion of a single 'deaf experience'-Deaf, deaf, oral deaf, Oral Hearing Loss, hearing impaired, acquired hearing loss, deaf with a 'hearing mind', and so on. The book explores the major influences on deaf identity, including the relatively recent formal recognition of a Deaf culture, the different internalized models of disability and deafness, the appearance of deaf identity theories in the psychological literature, the presence of greater racial and ethnic diversity in deaf individuals, technology (such as the cochlear implant) that strongly affects the identity of deaf people, and deaf people's ongoing experiences of stigma and oppression. 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The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds.   The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by \"bilingualism,\" \"bilingual education,\" and \"co-enrollment programming,\" examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50150104006929,"sku":"CIN0199371814G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51000153964817,"sku":"NIN9780199371815","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52403089113361,"sku":"NLS9780199371815","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0199371814.jpg?v=1776941010"},{"product_id":"advances-in-the-sign-language-development-of-deaf-children-book-brenda-schick-9780195180947","title":"Advances in the Sign-Language Development of Deaf Children","description":"The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. 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It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there is a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations that have included a single research study, and a few books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. 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