Teaching Deaf Learners

Автор: Knoors, Harry (Director, Knowledge & Innovation, Royal Dutch Kentalis; Professor of Deaf Education, Radboud University Nijmegen, the Netherlands), Marschark, Marc (Professor and Director, Center for Ed

Език:

Корици: С твърди корици

Издател: Oxford University Press Inc

Наличност: Външен склад

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Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (chil...

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Автор

Knoors, Harry (Director, Knowledge & Innovation, Royal Dutch Kentalis; Professor of Deaf Education, Radboud University Nijmegen, the Netherlands), Marschark, Marc (Professor and Director, Center for Ed

Език

Английски език

Корици

Книга - С твърди корици

Издадена

2014

страници

304

EAN

9780199792023

ISBN

019979202X

Enbook ID

02558098

Издател

Oxford University Press Inc

Теглоt

598

Размери

164 x 237 x 26

Пълно описание

Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential - or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching on learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark will explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on the learning of deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching, and outlines ways to improve teacher education.

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