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Modelling the early expressive communicative trajectories of infants/toddlers with early cochlear implants
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Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
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Children with cochlear implants in infancy: predictors of early vocabulary
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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Mothers of deaf children in the 21st century. Dynamic positioning between the medical and cultural-linguistic discourses
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Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
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Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
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Recognizing diversity in deaf education: from Paris to Athens with a diversion to Milan
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Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
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Recognizing diversity in deaf education: now what do we do with it?!
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Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
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Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
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Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
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Introduction to the longitudinal outcomes of children with hearing impairment (LOCHI) study : background, design, sample characteristics
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Outcomes of early- and late-identified children at 3 years of age : findings from a prospective population-based study
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Curriculum: cultural and communicative contexts
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Abstract:
In this chapter "curriculum" is taken to refer to all of the arrangements that are made for student learning-planned and unintended-not just the documents that outline content, objectives, and procedures (the syllabus). For students who are deaf or hard of hearing, aspects of the curriculum will be determined by how deafness is defined, what is valued, and perceptions of what a "deaf life" may mean. In particular, issues such as the developers' perspectives on deafness ("sociocultural" or "medical"), program location (regular or separate school), methods of communication (auditory-oral only, sign language, or some combination), and the likely nature of post-school life for deaf people (engagement with the Deaf community) will be critical in determining curriculum content and outcomes. This chapter considers these issues and argues that the curriculum development process should consider the full range of possible social, cultural, and communicative contexts for deaf learners in establishing objectives and learning experiences for them. The determination of curriculum objectives for deaf and hard hard-of of-hearing students is also influenced by the often-noted difficulties they have with the language of education. The chapter considers "curriculum areas" such as mathematics, science, and social studies and recent developments in the use of multi-media applications from the particular perspective of deaf learners. The role of "Deaf Studies" in school curricula is also canvassed, as are the implications for deaf students of their placement in regular or separate educational settings. Finally, assessment of curriculum outcomes is considered, both within the school setting and for deaf students' participation in state and national testing regimes. ; 2nd ed.
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Keyword:
assessment; curriculum; deaf; hard-of-hearing; hearing loss; language; methods of communication; outcomes; program placement; school subjects
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URL: http://hdl.handle.net/1959.13/1044972
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Newborn screening and earlier intervention with deaf children : issues for the developing world
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