Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Children: Teaching to Their Cognitive Strengths and Needs

Autor/inn/en	Marschark, Marc; Spencer, Patricia Elizabeth; Adams, Jennifer; Sapere, Patricia
Titel	Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Children: Teaching to Their Cognitive Strengths and Needs
Quelle	In: European Journal of Special Needs Education, 26 (2011) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Academic Achievement; Underachievement; Deafness; Teaching Methods; Hearing Impairments; Children; Student Needs; Intervention; Teaching Skills; Teacher Competencies; Cognitive Development; Mainstreaming; Inclusion; Special Classes; Cognitive Processes; Metacognition; Memory + Suchen Sie Ihr Suchwort? Schulleistung; Performance deficiency; Leistungsschwäche; Gehörlosigkeit; Taubstummheit; Teaching method; Lehrmethode; Unterrichtsmethode; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Kognitive Entwicklung; Inklusion; Special class; Sonderklasse; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis
Abstract	This paper examines research findings concerning the loci of the pervasive academic underachievement among deaf and hard-of-hearing (DHH) children and issues associated with interventions and instructional methods that could help to reduce or eliminate it. Investigators have hypothesised that at least 50% of the variability in DHH students' achievement may be because of instructional factors, and several studies have indicated that when taught by experienced teachers of the deaf in mixed classrooms, DHH students may gain just as much as their hearing peers. Only recently, however, have findings begun to emerge concerning related language and cognitive differences between DHH and hearing students as well as instructional differences between teachers with and without experience in teaching DHH students. Building on convergent evidence from such studies offers the prospect of a significant improvement in academic outcomes for those children in the future. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10