Last edited by Meshakar
Sunday, July 26, 2020 | History

5 edition of The Deaf Child in the Family and at School found in the catalog.

The Deaf Child in the Family and at School

Essays in Honor of Kathryn P. Meadow-Orlans

  • 211 Want to read
  • 36 Currently reading

Published by Lawrence Erlbaum .
Written in English

    Subjects:
  • Audiology & otology,
  • Children,
  • Disability: social aspects,
  • Family & relationships,
  • Teaching of hearing-impaired persons,
  • Public Policy - Social Services & Welfare,
  • General,
  • Education Of Hearing-Impaired Students,
  • Services For The Mentally & Physically Challenged (General),
  • Special Education - Physically Handicapped,
  • Politics / Current Events,
  • Education,
  • USA,
  • Handicapped,
  • Psychology & Psychiatry / General,
  • Deaf children,
  • Family relationships,
  • Language,
  • Parents of deaf children

  • Edition Notes

    ContributionsPatricia Elizab Spencer (Editor), Carol J. Erting (Editor), Marc Marschark (Editor)
    The Physical Object
    FormatHardcover
    Number of Pages336
    ID Numbers
    Open LibraryOL9553251M
    ISBN 100805832203
    ISBN 109780805832204

    connections so that having a deaf or hard of hearing child is normal to them and a reason to celebrate. For parents who are hearing, most have little experience with friends or family members who are deaf or hard of hearing. It is common, in those cases, for parents who learn their child has a hearing loss to experience strong emotions. In time, asFile Size: 2MB. Nicaraguan Sign Language (ISN; Spanish: Idioma de Señas de Nicaragua) is a sign language that was largely spontaneously developed by deaf children in a number of schools in western Nicaragua in the s and s. It is of particular interest to the linguists who study it, because it offers a unique opportunity Language family: Deaf-community sign language: .

    Early Interactions with Children Who are Deaf-Blind. Expressive Communication: How Children Send Their Messages to You. The Importance of Orientation and Mobility Skills for Students Who are Deaf-Blind. Literacy for Persons Who are Deaf-Blind Overview on Deaf-Blindness. A Psychological Evaluation of Children who are Deaf-Blind. Receptive.   The story is of the Spradley family, and daughter Lynn, who is one of many children born Deaf in the US in the late sixties and early seventies, the result of an epidemic of Rubella (German Measles).At the time Lynn's deafness was diagnosed, the common wisdom among hearing professionals was that children born deaf should not be exposed to any kind of Cited by:

    Most deaf children, on the other hand, are born to hearing parents. For most Deaf children transmission of the culture of the family or that of the deaf community does not automatically occur. Deaf children typically gain access to the Deaf community through education in Deaf programs with other deaf children and adults. The task of learning to read is more difficult for children who cannot hear. According to Traxler’s research in , less than half of the year old students, who are deaf, leaving high school had reached a fifth grade level in reading and writing skills (Traxler, ).


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The Deaf Child in the Family and at School Download PDF EPUB FB2

This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and : $ Bilingualism in a Deaf Family: Fingerspelling in Early Childhood Sonnenstrahl Benedict With CarolCarlene Thumann-Prezioso, and Beth Teachers and children in an increasing number of educational programs in the United States and Canada are using ASL in the classroom (ASL in Schools, ; Ramsey, ; Strong, ).Author: CarolCarlene Thumann-Prezioso, Beth.

The Deaf Child in the Family and at School by Patricia Elizabeth Spencer,available at Book Depository with free delivery worldwide.3/5(3). The Deaf Child in the Family and at School book. Essays in Honor of Kathryn P. Meadow-Orlans. The Deaf Child in the Family and at School. DOI link for The Deaf Child in the Family and at School.

The presence of a deaf child has considerable impact on a hearing family As early as infancy, there are reports of disruption in the development Cited by: In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents.

The book moves from consideration of child and family. The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans, 1st Edition (Paperback) - Routledge This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school.

Fishpond Singapore, The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans by Patricia Elizabeth Spencer (Edited) Carol J Erting (Edited)Buy. Books online: The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans,d: Taylor & Francis Inc.

Buy The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans 1 by Spencer, Patricia Elizabeth, Erting, Carol J., Marschark, Marc (ISBN: ) from Amazon's Book Store.

Everyday low prices and free delivery on eligible : Paperback. You must do what you believe is right for your child and family. Start Here. ASDC is comprised of a board of parents of deaf children as well as deaf adults and we have compiled for you the ASDC Information book.

Our gift to you will provide you with our combined expertise in one place. Get to know other parents of deaf and hard of hearing children.

As I end the review, I think parents of Deaf/deaf children, educators, professionals in the field of deafness and the deaf people themselves will find this book relevant and resourceful because, most of issues (i.e.

Deaf education, American Sign Language, communication, Deaf Community, hearing aids, oralism ism etc.) continue to this Cited by:   Children’s books about family. And of course, you can also read children’s books about family. Picture books show your child the diversity in families she may not be exposed to, from who makes up a family to what they do as regular traditions.

Kids also learn how much they’re loved and valued, and why family relationships are important. Schools for the Deaf Dispelling the Myths and Celebrating the Strengths of Schools for the Deaf [PDF] For a child who is Deaf the decision on where a child will attend school can be a difficult decision to make.

Parents have a continuum of options to chose from. Deaf. Get this from a library. The deaf child in the family and at school: essays in honor of Kathryn P.

Meadow-Orlans. [Kathryn P Meadow-Orlans; Patricia Elizabeth Spencer; Carol Erting; Marc. Born into a Jewish family in Odessa inhe would observe cultural variations through gesture: “You really notice as a deaf child how faces move differently when a Author: Claire Armitstead.

Studies have found deaf children have problems in communicating, initiating and entering conversations and maintaining conversations with hearing peers. Some families prefer that their deaf child is taught in an environment in which their needs are considered across the board, in sports and after-school activities, Author: Ann Logsdon.

The family members read the story to the deaf child. The tutor watches and gives helpful hints. The tutor leaves a "family book bag" with the family for a week. The bag contains a copy of the book, a DVD for practice, a bookmark with tips for reading to deaf children, and a guide containing activities to do with the child after reading the story.

The comparison of deaf and hearing children has been used to look at certain aspects of hearing development and in one area it has interesting implications for our understanding of the social and emotional development of deaf children; this is the study of theories of mind.

Lynn became successful and went to a residential school. She is happy the book can teach people what its like to be deaf.

The deaf child in the family and at school essays in honor of Kathryn P. Meadow-Orlans. Mahwah, N.J: Lawrence Erlbaum Associates. Mertens, D. Moore, M. S., & Levitan, L. Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement.

Journal of Deaf Studies and Deaf Education, 18, - doi: /deafed/entCited by: 5. You can find a description of co-enrollment and access couple of relevant articles through the Raising and Educating Deaf Children website.

Two book chapters listed below specifically emphasize the benefits of being with a critical mass of deaf peers for linguistic and social-emotional development, respectively.of your child, the mode of communication chosen, the level of your child’s hearing loss, and the child’s other siblings are all factors that will affect which materials are helpful and relevant to you.

National Resources Alexander Graham Bell Association for the Deaf and Hard of Hearing (A.G. Bell) Volta Place NW Washington, D.C. When I was nine or 10, deaf children from different schools in the area were taken by our teachers of the deaf to a pantomime. It was the first time I had properly met other children who also wore Author: Josh Salisbury.