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Deaf Education in the 21st Century: Topics and Trends, 1st edition
Published by Pearson (November 21, 2011) © 2012
- Nanci A. Scheetz
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Chapter One: Deaf Education in the 21st Century: Trends, Topics, and Â
        Technology: A Brief Overview
        Overview of the Text
          What we know about the field today
Chapter Two: Myths and Misconceptions about People Who Are Deaf  Â
           People Who Are Deaf Can’t Hear Anything
           Myths Surrounding the Causes of Hearing Loss
            All Children Who Are Deaf Have Parents Who Are Deaf
            All People Who Are Deaf Can Read Lips
            People Who Are Deaf Can’t Read
            People Who Are Deaf Can’t Talk
            American Sign Language (ASL) is Just English on the Hands
            American Sign Language is Consistent Throughout the United States
            American Sign Language is International
            Hearing Aids Enable Deaf People to Hear Speech
            All People Who Are Deaf Wish They Could Hear
            People Who Are Deaf Are Not as Intelligent as People Who Can Hear
            People Who Are Deaf Can’t Drive, Fly Planes, or Operate Motor Boats
            Individuals Who Are Deaf Have More Serious Emotional Problems than Hearing   People
            People Who Are Deaf Can’t Work
            People Who Are Deaf Are Very Quiet
            All People Who Are Deaf Know Sign Language
            Summary
Chapter Three: A Look at the Field of Deaf Education: Where We’ve Been — Where We Are Today
Prevalence, Etiology and Identification
            Deaf/deaf
            Hard of Hearing
            Deafened
            Prevalence of Hearing
Diversity in the United States
Diversity within the Deaf Community
Educational Settings
Modes of Communication
Hearing Aids and Cochlear Implants
Closed Captioning Technology
Use of Computer Technology
Video Relay Services (VRS) and Video Relay Interpreters (VRI)
Speech- to-Text Technology
Legislation
Organizations, Clubs, and Cultural Events
Dimensions of Deafness:Â Identity, Ethnicity, and Social Development
Summary                                             Â
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Chapter Four:Â The Art of Hearing and Hearing Loss
The Nature of Sound
Acoustics of Speech
The Hearing Mechanism
Structure and Function of the Ear
            The Outer Ear
            The Middle Ear
            The Inner Ear
Auditory Connections in the Brain
The Physiology of Hearing
Prevalence and Etiology of Auditory Dysfunction
            Terminology
                    Hearing Loss
                    Degrees of Hearing Loss
                    Hard of Hearing
                    Deaf
            Etiology of Auditory Dysfunction
Conductive Hearing Loss
Sensorineural Hearing Loss
Congenital Losses
Genetically Inherited Hearing Loss
            Autosomal Dominant Disorders
            Autosomal Recessive Disorders
            X-Linked Disorders
Acquired Losses
Maternal Rubella
Cytomegalovirus (CMV)
Meningitis
Prematurity or Birth Complications
Other High Risk Factors for Hearing Loss
            Persistent Pulmonary Hypertension of the Newborn (PPHN)
            Fetal Alcohol Syndrome (FAS)
Causes of Hearing Loss in Adults
            Noise Exposure
            Ototoxic Drugs
            The Aging Process
            Meniere’s Disease
Diseases of the Central Auditory System
Summary        Â
Â
Chapter Five:Â Family Dynamics:Â Response to Diagnosis, Interpersonal Relationships, Impact on the Family Unit
Anticipation, Expectations, and Responses to the Birth of a Baby
Hearing Parents Response to the Diagnosis
Deaf Parents Response to the Diagnosis
Characteristics of Healthy Families
Factors that Contribute to Healthy Families with Deaf Children
Communication:Â Connecting and Interacting with Others and Society
The Building Blocks for Communication
Selecting a Mode of Communication:Â Factors Families Consider
Sibling Relationships
Sibling Relationships:Â Interactions between Deaf and Hearing Children
Self-Esteem: A Reflection of One’s Self-Image
Summary
Â
Chapter Six: Language Acquisition: Acquiring the Building Blocks for Communication
Communication
The Components of Language
            Form
                    Phonology
                    Morphology
                    Syntax
            Content
                    Semantics
            Use
                    Pragmatics
Stages of Language Development
Modes of Communication
            Oral Methods: Acquiring Spoken Language
                    Auditory Verbal
                    Auditory Oral
                    Natural Oralism/Natural Auralism
                    Maternal Reflective Method
Visual Modes of Communication
            American Sign Language
            Manually Coded English Sign Systems
                    Rochester Method
                    Signed English
                    Seeing Essential English (SEE I)
                    Signing Exact English (SEE II)
                    Conceptually Accurate Signed English (CASE)
                    Contact Signing or Pidgin Signed English
            Multimodal Communication Approaches
                     Cued Speech
                    Sign Supported Speech
                    Simultaneous Communication
                    Total Communication
                    Bilingual Communication: ASL and English
Impact of Prelingual Hearing Loss on Language Development
            Enhancing Language Development Through the Use of American Sign Language
           Enhancing Language Development Through an Auditory Verbal Approach
Summary
Â
Chapter Seven:Â Hearing Assessment, Hearing Aids, Cochlear Implants, and
Modern Technology
Identifying Hearing Loss: The Hearing Evaluation
Pure-Tone Testing      Â
Bone-Conduction Testing
Classification of Hearing Loss
Speech Reception Threshold Tests
Social Adequacy Index
Neonatal Screening
            Otoacoustic Emission (OAEs)
            Auditory Brainstem Response (ABR)
Infants and Toddlers
School Age Children
The Function and Components of Hearing Aids
           Microphones
           Amplifier
           Receiver
           Earmolds
           Additional Components
           Pitch or Tone Control
           Telecoil Circuitry
           Batteries
Types of Hearing Aids
Over the Ear (OTE) or Behind the Ear (BTE)
All In the Ear (AIE) or In the Ear (ITE)
            In the Ear (ITE)
            In the Canal (ITC)
            Completely in the Canal (CIC)
Low Profile Aids
CROS Hearing Aids
BiCROS Hearing Aids
IROS Hearing Aids
Bone Conduction Hearing Aids
Implantable Bone Conduction Hearing Aid Device
Implantable Middle Ear Hearing Aids
Digital Technology
Cochlear Implants
Binaural and Monaural Hearing Aid Fittings
Hearing Aid Orientation
           Psychological and Emotional Ramifications of Hearing Loss
Group Listening Systems
           Audio Loops
           FM (Frequency Modulation) Systems
           AM Systems
           Infared Systems
Individual Amplification Systems
           Assistive Listening Devices
           Telephone Amplifiers
Additional Devices for Individuals who Experience Difficulty Hearing
Summary
Chapter Eight:Â Educational Settings:Â From Tradition to Current Practice
A Brief Historical Overview: School Reform since the 1960s
            Elementary and Secondary Education Act (ESEA) (1965)
            Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504)
            Educational Amendments Act (Public Law 93-380) (1974)
            Education for All Handicapped Children Act (EACHCA) Public Law 94-
                142, Part B (1975)
            Education of the Handicapped Act Amendments (Public Law 99-457)
            First Wave of Educational Reform
            Second Wave of Educational Reform
            Third Wave of Educational Reform
            Americans with Disabilities Act (ADA) (Public Law 101-336)
            Individuals with Disabilities Education Act (IDEA) (PL 101-476)
            Individuals with Disabilities Education Act (IDEA) (PL 105-17)
            Reauthorization of IDEA (Public Law 108-446)
            Educating Deaf Students: The Oral/Manual Controversy
Educational Environments
            Residential School Programs
Day Schools
Regular Education Classes
            Early Intervention Programs
            Mainstreamed Programs
            Inclusion Programs
            Resource Rooms and Separate Classes
            Co-teaching/Co-enrollment for Students who are Deaf and Hard of
                Hearing
The Role of the Itinerant Teacher
The Role of the Interpreters in Inclusive Classrooms
Achievement:Â A Look at Deaf Students in the K-12 Setting
Summary
Â
Chapter Nine:Â Literacy:Â Unlocking the Curriculum through Reading and Writing
Reading: A Process Involving Language and Cognition
            Bottom-Up Theories
            Top-Down Theories
            Interactive Theories
Report: National Reading Panel
Additional Factors Contributing to Literacy
           Barriers to Reading Comprehension: Factors that Impact Students
             who are Deaf and Hard of Hearing
                    Phonemic Awareness in deaf and Hard of Hearing Children
                    Use of Phonics by Deaf and Hard of Hearing Readers
                    Fluency within Readers who are Deaf and Hard of Hearing
                    Comprehension of Text
                    Vocabulary Development
Bilingual Programs: Teaching Deaf Children to Read
            Shared Reading Program
            Reading Milestones/Reading Bridge
Reading Strategies: Literacy Practices Used with Deaf and Hard of Hearing
 Students
            Writing, Spelling, and Deaf Students
            Process Approach to Writing
           Writing Strategies
Summary
Â
Chapter Ten:Â Cognition:Â Thought Processes and Intellectual Development
A Brief Historical Overview
            A Brief History
            Related Research
Development of Visual Attention by Hearing and Deaf Children
            Theory of Mind
Memory Systems:Â Storing Visual and Spatial Information
            The Articulatory Loop
Research: Short-Term Memory Encoding by Students who Are Deaf or Hard of Hearing
           The Visuo-Spatial Sketchpad
Research:Â Use of Visuo-Spatial Memory Between Deaf Signers and Non-
            Signers
Why Implement Cognitive Intervention
            A Method
            Barriers
Selecting a Cognitive Intervention Program
Professional Actions
Intellectual Functioning:Â Cognition as it Relates to Intelligence Tests
           What Intelligence Tests Measure
           Additional Views
           Limitations
           Description
           Intellectual Testing and Deafness
           Developing Metacognitive Skills
Feuerstein’s View of Cognitive Growth
Incorporating Thinking Skills across the Curriculum
Summary
Â
Chapter Eleven:Â Personal, Social, and Cultural Development
Sharing Cultural Values and Beliefs:Â Impact on Self Concept and Identity
            Culturally Deaf Identity: Mark
            Culturally Hearing Identity: Oliver
            Bicultural Identity: Amanda
School settings:Â influence on cultural perceptions
            Socialization Experiences in Mainstream/Included Educational
                    Settings
            Developing a Self-Concept and Feelings of Self Esteem
Research with Students who are Deaf or Hard of Hearing: A Glimpse into Self-Concept and   Self-Esteem
Summary                            Â
Â
Chapter Twelve:Â Economics, Postsecondary Opportunities and Employment Trends
Labor Force Projections:Â A Look at Where We Are and Where We Are
            Expected to be in 2018
Supporting Individuals who are Deaf and Hard of Hearing so They Can Become
            Gainfully Employed
Providing Support Services:Â The Role of Vocational Rehabilitation
            Support Services for People who are Deaf and Low Functioning
            Professionals who are Deaf or Hard of Hearing in the Workforce
Support Services: Â Making Post-Secondary Institutions Accessible for Students
            Who are Deaf and Hard of Hearing
Career Experiences of College Educated Deaf and Hard of Hearing Individuals
A Look at Underemployment Found with respect to Individuals who are Deaf
    Or Hard of Hearing
Employment Trends and Employer Expectations
Â
Chapter Thirteen:Â Individuals who are Deaf with Additional Disabilities
Children who are Deaf or Hard of Hearing Children with Additional Disabilities:Â
            Cognitive/Intellectual Conditions
                    Individuals who are Deaf or Hard of Hearing who also have a Learning
                                   Disability
                    Individuals who are Deaf or Hard of Hearing with Emotional Behavioral
                                   Problems
                    Individuals who are Deaf or Hard of Hearing with an Intellectual
                                   Disability
                    Individuals who are deaf with Autistic Spectrum Disorders
                    Individuals who are deaf or hard of hearing with Attention-Deficit/
                                   Hyperactivity Disorder
Legal Blindness and Uncorrected Visual Problems
Individuals who are Deaf-Blind
Individuals who are deaf who have Cerebral Palsy
Other Disabling Conditions
Summary
Â
Chapter Fourteen:Â Preparing Personnel to Serve Individuals who are Deaf or Hard of Hearing
Characteristics of Master Teachers
             Relationships
            Assessments
Master Teachers in Deaf Education
            Classroom Discourse
            Use of Teaching Strategies
            Teacher Attitudes
            Teacher Behaviors and Competencies
            Schools for the Deaf or Separate Schools
            Teachers in Resource Rooms and Separate Classes
            The Co-teacher or Collaborative Teacher
            The Itinerant Teacher
Educational Interpreters:Â Characteristics of Effective Communication
       Facilitators
            The Role of the Educational Interpreter
Best Practices When Interpreting in the Primary Grades
Best Practices When Interpreting in the Elementary and Middle School Setting
Best Practices When Interpreting in High School Settings
Best Practices When Interpreting in Post-Secondary Settings
Summary
Â
Chapter Fifteen:Â Epilogue
Summary of Current Relevant Research in the Field
Future Projections and Trends
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