The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

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Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage "Those who do not learn from history are doomed to repeat it" is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the more

Product details

  • Hardback | 528 pages
  • 177.8 x 254 x 35.56mm | 1,065.94g
  • Oxford University Press Inc
  • New York, United States
  • English
  • 0195390032
  • 9780195390032
  • 1,015,390

Review quote

"This handbook will undoubtedly become a treasured volume in the libraries of researchers, educators, and clinicians in the field. The scholarly content includes a unique blend of interdisciplinary perspectives on unresolved problems, current evidence, and new frontiers. The impressive list of highly respected authors makes evident the contemporary nature of the work and its foundations in translational research and practical application. The text leaves one with a sense of hopefulness about progress made, but also a strong sense of urgency about the need to address persisting and new challenges with flexible paradigms." Mary Pat Moeller, Director, Center for Childhood Deafness, Boys Town National Research Hospital "In this follow-up volume, Marschark and Spencer have amassed a collection that is impressive in breadth and depth. Written by leaders in their respective domains, the authors lay out the state of the art and directions for research in the next century. The research presented here documents the sea-change observable in classrooms and schools for deaf children and is reflected in the variety of chapters--ranging from universal newborn screening, to results from earlier and earlier cochlear implantation, to multiple- and complex-needs children, to language and literacy development, to changes in Deaf identity. A masterful companion to the original volume." C. Tane Akamatsu, Psychologist, Toronto District School Boardshow more

About Marc Marschark

Marc Marschark: National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, New York, and University of Aberdeen, Aberdeen, United Kingdom Patricia Elizabeth Spencer: Department of Social Work, Gallaudet Universityshow more

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