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This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.

Détails
Auteur
Harry  Knoors , Marc  Marschark
Marque
Oxford University Press
Collection
n.c
Parution
2018-08-28
Pages
504 pages
EAN papier
9780190880545
Langue
Anglais
Informations ebook
EAN PDF
9780190880552
Prix
70,58 €
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Nb pages imprimables 0
Taille du fichier 19558 Ko
Ce livre est accessible aux handicaps   Informations sur l'accessibilité
EAN EPUB
9780190880569
Prix
70,58 €
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Nb pages copiables 0
Nb pages imprimables 0
Taille du fichier 3584 Ko
Ce livre est accessible aux handicaps   Informations sur l'accessibilité
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Auteur(s) du livre


Defaut-Illustration Harry Knoors
Defaut-Illustration Marc Marschark
Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.
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