The way in which education is provided for deaf children is changing, as are the demands made on teachers, both in special settings and in mainstream schools. This book offers a comprehensive account of recent research and current issues in educational policy, psychology, linguistics and audiology, as they relate to the education of the deaf and includes detailed information about further reading. It should be of interest to student teachers and teachers of the deaf, teachers in mainstream schools, academics working in the area of deafness and disability, audiologists and cochlear implant teams, parents of deaf children, and members of the deaf community.
The aim of this book is to explore the themes and issues in deaf education within the context of wider and related developments which determine the nature of education for deaf pupils at present. These include radical innovations in education generally and changes in the education of children with special needs, attempts to redefine the notion of disability recognising its social origins, advances in hearing aid technology particularly the increasing use of cochlear implants and major changes in the way in which deafness is understood, including the fact that some deaf people define themselves as members of a linguistic and cultural minority group.
Susan Gregory; Pamela Knight; Wendy McCracken; Stephen Powers and Linda Watson.
[CODE: TF-5123; PAGES: 292; AGE: ALL]