"This book attempts to fill the gap in educational resources for teaching immigrant, multilingual, and multicultural deaf students in all learning institutions across the world by offering contributed chapters on knowledge, skills, and dispositions for teaching multicultural, multilingual, immigrant D/HH students globally"--

With the advent of new medical advances, new technologies, and new educational opportunities, the field of deaf education is rapidly changing and evolving. Deaf Education in the 21st Century provides readers with an up-to-date look at research, the changing population of deaf and hard-of-hearing students, and what implications these discoveries and changes mean for educators, interpreters, service providers, and parents. Features covered in Deaf Education in the 21st Century: · Information on myths and misconceptions about people who are deaf help students understand the issues and challenges that the deaf and hard of hearing population face each day · Multiple chapters focus on cognition and personal and social development and additionally offer students important information about deaf education that is not always included in introductory material. · A chapter that examines postsecondary opportunities and employment trends for the deaf and hard-of-hearing · Several chapters discussing the impact of cochlear implants on language and literacy help students understand this new and complex development in deaf education. · Extensive coverage on preparing personnel to serve individuals who are deaf or hard-of-hearing offers unique information, not often found in other texts, about what educators, interpreters and social service providers need to know and do to successfully work with the deaf population.

Here is a compelling and controversial text which asserts that Deaf students should be treated no differently than non Deaf students. The author, a veteran and practicing teacher, rejects the predominant view of Deaf students as special learners in need of language remediation and repair. Instead, she maintains that for Deaf students as well as their hearing counterparts, the primary educational goal is the making and sharing of understandings in various subjects. Furthermore, she views this as a process that occurs naturally, concomitantly, and reciprocally with the acquisition of language--regardless of one's hearing ability. Livingston's assertion clashes with conventional Deaf education, which presumes that the wider learning begins after students master a sign system that codifies and reconstructs English. With a cumbersome, orderly, piecemeal, and unnatural approach, this traditional view frequently forces teachers to water down curriculums in an attempt to make English more readily acquired. As a result, Deaf students are deprived of rich and challenging content. Rethinking the Education of Deaf Students offers an alternative and demonstrates how American Sign Language (ASL) and English can coexist in the same classroom, embedded in the content of what is being taught. Through clear theoretical explanations, field-tested teaching strategies, authentic examples of students' work, lesson plans, and sections on assessment, Livingston suggests ways to help students become educated language users. Her ideas hold enormous implications for those who teach Deaf students, develop school budgets, design programs, and train future teachers. More important, they may hold the key that unlocks the potential of Deaf students of all ages to become voracious readers and accomplished writers.

Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and which is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through "co-teaching" and avoids academic segregation of DHH students, as well as their integration into classes with hearing students without appropriate support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Described as a "bright light on the educational horizon," co-enrollment programming provides unique educational opportunities and educational access for DHH learners comparable to that of their hearing peers. Co-enrollment programming shows great promise. However, research concerning co-enrollment programming for DHH learners is still in its infancy. This volume sheds light on this potentially groundbreaking method of education, providing descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don't know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom.

The time has come for a new in-depth encyclopedic collection of entries defining the current state of Deaf Studies at an international level using critical and intersectional lenses encompassing the field. The emergence of Deaf Studies programs at colleges and universities and the broadened knowledge of social sciences (including but not limited to Deaf History, Deaf Culture, Signed Languages, Deaf Bilingual Education, Deaf Art, and more) have served to expand the activities of research, teaching, analysis, and curriculum development. The field has experienced a major shift due to increasing awareness of Deaf Studies research since the mid-1960s. The field has been further influenced by the Deaf community’s movement, resistance, activism and politics worldwide, as well as the impact of technological advances, such as in communications, with cell phones, computers, and other devices. This new Encyclopedia shifts focus away from the medical model that has view deaf individuals as needing to be remedied in order to correct so-called hearing and speaking deficiencies for the sole purpose of assimilation into mainstream society. The members of deaf communities are part of a distinct cultural and linguistic group with a unique, vibrant community, and way of being. As precedence, The SAGE Deaf Studies Encyclopedia carves out a new and critical perspective that breathes meaning into organic deaf experiences through a new critical theory lens. Such a focus is novel in that it comes from deaf and hearing allies of the communities where historically, institutions of medicine and disability ride roughshod over authentic experiences.