Deafness and Diversity: Reflections and Directions

Autor/inn/en	Guardino, Caroline; Cannon, Joanna E.
Titel	Deafness and Diversity: Reflections and Directions
Quelle	In: American Annals of the Deaf, 161 (2016) 1, S.104-112 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Language Usage; Family Environment; Ethnic Diversity; Early Intervention; Language Skills; Communication Skills; Evaluation Methods; Transitional Programs; Teacher Education; Disabilities; Case Studies; Multilingualism; Student Evaluation; Comorbidity + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachgebrauch; Familienmilieu; Language skill; Sprachkompetenz; Kommunikationsstil; Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Schulnote; Studentische Bewertung
Abstract	Concluding a two-part "American Annals of the Deaf" special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01