Table of Contents

Chapter 1. Introduction and Key Findings Index

Chapter 2. Demographics, Diversity, and Foundational Issues in Deaf Education

Chapter 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information

Chapter 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning

Chapter 5. Language Development, Languages, and Language Systems

Chapter 6. Acquisition and Development of Literacy Skills

Chapter 7. Cognition, Perception, and Learning Strategies

Chapter 8. Achievement in Mathematics and Science

Chapter 9. Educational Placement Decisions and Outcomes

Chapter 10. Programming for Children with Multiple Disabilities

Chapter 11. Issues and Trends in Best Practice
References

About the Author

Patricia Elizabeth Spencer is former Professor of Psychology at Gallaudet University, and and continues working as a researcher, writer, and evaluation consultant.

Marc Marschark is Professor and Director, Center for Education Research Partnerships, National Technical Institute for the Deaf - Rochester Institute of Technology.

Reviews

"One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. Parents, teachers, and other professionals through the years have acquired or developed for themselves strategies and materials that help deaf students to succeed academically and, eventually, in the workplace. All too often, however, this has required trial-and-error methods just
as frustrating to the adults involved as the students who struggle to meet course demands and satisfy their own thirst for knowledge. This volume has been long in coming, now that it is here it will
help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages." --T. Alan Hurwitz, President, Gallaudet University
"This is an excellent book for both the experienced practitioner or academic and those new to the field of deaf education. It is very timely given the current emphasis on the need to base practice on evidence in many different and diverse areas.

The book is comprehensive and considers not only the evidence we have about education of deaf pupils but, as importantly, those areas in which our knowledge is less secure. In this respect there may well be a number of surprises for the reader. As well as addressing the findings of research it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. As such it is an important book, likely to influence practice, and is recommended to all with
an interest in the education of deaf children and young people."--Sue Gregory, Former Reader in Deaf Education, University of Birmingham, U.K.