A mother whose child has had a cochlear implant tells Laura Mauldin why enrollment in the sign language program at her daughter’s school is plummeting: “The majority of parents want their kids to talk.” Some parents, however, feel very differently, because “curing” deafness with cochlear implants is uncertain, difficult, and freighted with judgment about what is normal, acceptable, and right. Made to Hear sensitively and thoroughly considers the structure and culture of the systems we have built to make deaf children hear. Based on accounts of and interviews with families who adopt the cochlear implant for their deaf children, this book describes the experiences of mothers as they navigate the health care system, their interactions with the professionals who work with them, and the influence of neuroscience on the process. Though Mauldin explains the politics surrounding the issue, her focus is not on the controversy of whether to have a cochlear implant but on the long-term, multiyear undertaking of implantation. Her study provides a nuanced view of a social context in which science, technology, and medicine are trusted to vanquish disability—and in which mothers are expected to use these tools. Made to Hear reveals that implantation has the central goal of controlling the development of the deaf child’s brain by boosting synapses for spoken language and inhibiting those for sign language, placing the politics of neuroscience front and center. Examining the consequences of cochlear implant technology for professionals and parents of deaf children, Made to Hear shows how certain neuroscientific claims about neuroplasticity, deafness, and language are deployed to encourage compliance with medical technology.

This book is essential and accessible reading for all teachers and professionals who are working with sign bilingual deaf children. It considers the background and theory underpinning current developments in sign bilingual education and the implications for policy and developing classroom practice. Practical teaching strategies are suggested and evaluated. The authors draw on their own experience of working in sign bilingual settings as well as current good practice and relevant research. This book is the first UK book that describes sign bilingual education (beyond policy). It is also the first book to support sign bilingual practice dealing with current educational issues. The authors draw together relevant research and practice in sign bilingual education and present practical strategies for teachers.

Writing plays a key role in society. Yet, many children struggle in learning to write, and often this is related to difficulties in the development of their oral-language skills. For students with oral language difficulties text production is particularly challenging, yet there have been few attempts to consider the impact of different oral language problems on the production of written text. This book focuses on the relationship between oral language problems and writing problems for children with hearing loss, those with oral-language difficulties and those with dyslexia. The causes and nature of their writing problems are examined by experts in the fields. Authors from three continents and nine countries contributed their research to extend our understanding of the problems that these children face. The collection provides timely information across languages and countries, enhancing our understanding of the links between oral language problems and writing, informing both writing assessment and intervention.

"Language Learning in Children who are Deaf and Hard of Hearing, 2nd Edition: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous version while providing the reader with access to the entire first version on a supplemental website. An important feature of this book is that it describes four real TODs and demonstrates application of concepts discussed to the DHH children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language (ASL) structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and ASL instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for Individualized Education Plans (IEPs) are expanded DHH. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapter provide language teachers with specific examples of how to answer the question: "What should I do on Monday." It avoids promotion of one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children"--

New edition available: Sounds Like Home: Growing Up Black and Deaf in the South, 20th Anniversary Edition, ISBN 978-1-944838-58-4 Features a new introduction by scholars Joseph Hill and Carolyn McCaskill Mary Herring Wright's memoir adds an important dimension to the current literature in that it is a story by and about an African American deaf child. The author recounts her experiences growing up as a deaf person in Iron Mine, North Carolina, from the 1920s through the 1940s. Her story is unique and historically significant because it provides valuable descriptive information about the faculty and staff of the North Carolina school for Black deaf and blind students from the perspective of a student as well as a student teacher. In addition, this engrossing narrative contains details about the curriculum, which included a week-long Black History celebration where students learned about important Blacks such as Madame Walker, Paul Laurence Dunbar, and George Washington Carver. It also describes the physical facilities as well as the changes in those facilities over the years. In addition, Sounds Like Home occurs over a period of time that covers two major events in American history, the Depression and World War II. Wright's account is one of enduring faith, perseverance, and optimism. Her keen observations will serve as a source of inspiration for others who are challenged in their own ways by life's obstacles.

`This volume offers a broad perspective on psychological processes in children with complex needs. Armed with this valuable tool, professionals, parents, and educators will be much better prepared to offer deaf and hard of hearing children the support and opportunities they deserve.' - from the Foreword by Marc Marschark Psychological Processes in Deaf Children with Complex Needs is a concise and authoritative guide for professionals working with deaf children and their families. The effects of hearing impairments on learning, social development and family life can be profound. They can impact on attachment, parenting and family interaction, and can affect cognitive and neuropsychological processes including perception and memory. This guide draws on the latest evidence to explain the impact of hearing impairment and uses case studies to focus on the key issues for assessment and intervention. It also suggests practical strategies for treatment and development for those working with hearing impaired children.

Discusses parenting skills and problem-solving techniques for parents of deaf and hearing-impaired children.