What is the impact of an infant's diminished hearing on the infant and its parents? How does communication develop in cases of diminished hearing? How does diminished hearing affect social and cognitive development? What types of early interventions can improve communication and development in infants with diminished hearing? The World of Deaf Infants presents the results of a 15-year research study that addresses these questions. Through their research, perhaps the largest, long-term comparison of deaf and hearing infants, Meadow-Orlans's team provides a comprehensive and intimate look into the world of deaf infants. For a core group of 80 families that includs all four combinations of parent-infant hearing status, data was collected longitudinally at 9, 12, 15, and 18 months, and mother-infant interactions were recorded and observed in both structured and unstructured settings. Mothers' facial, vocal, and tactile behaviors during interactions were related to infants' temperament and stress; mothers' linguistic and communication behaviors, as well as their overall responsiveness, were related to children's language; and the effects of support provided to mothers were evaluated and explored. The results were dramatic, particularly those on infant attachment behaviors and the importance of visual attention to the overall development of deaf infants. This comprehensive work provides a foundation on which researchers, teachers, students, and parents can build to improve communication, cognitive and social development, and to enhance the world of deaf infants.
The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.
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 (2003) 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 future.
In what ways is development of deaf and hard-of-hearing babies and toddlers like that of those with typical hearing? What specific challenges are likely to be faced by child and parent - and when are they most likely to occur? What modifications in parenting and caregiver interaction can help or avoid these challenges? A strong, supportive foundation for optimal learning is achieved from early, positive, and responsive experiences. With Nurturing Language and Learning, Patricia Elizabeth Spencer and Lynne Sanford Koester provide the expert information and guidelines needed for professionals and parents in order to build that critical foundation.
Whether situated in churches or circulating in more flexible, mobile works - manuscript or printed texts, jewels or rosaries, personal bequests or antique 'rarities' - monuments were ubiquitous in post-Reformation England. In this period of religious change, the unsettled meanings of sacred sites and artifacts encouraged a new conception of remembrance and, with it, changed relationships between devotional and secular writings, arts, and identities. Beginning in the parish church, Shaping Remembrance from Shakespeare to Milton moves beyond that space to see remembrance as shaping dynamic systems within which early modern men and women experienced loss and recollection. Removing monuments from parochial or antiquarian concerns, this study re-imagines them as pervasively involved with other commemorative works, not least the writings of our most canonical authors. These far-reaching, flexible chapters combine three critical strands - religion, materiality, and gender - to describe the arts of remembrance as material and textual remains of living webs of connection in which creators and creations are mutually involved.
Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students? Although there is a wealth of evidence with regard to each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners. In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts, and aims to promote optimal support for deaf and hard-of-hearing learners of all ages. Co-authored by two of the most respected leaders in the field, this book summarizes and evaluates research findings across multiple disciplines pertaining to the raising and educating of deaf children, providing a comprehensive but concise record of the successes, failures, and unanswered questions in deaf education. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to reconsider assumptions and delve more deeply into what we really know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.
The story of southern writing—the Dixie Limited, if you will—runs along an iron path: an official narrative of a literature about community, about place and the past, about miscegenation, white patriarchy, and the epic of race. Patricia Yaeger dynamites the rails, providing an entirely new set of categories through which to understand southern literature and culture. For Yaeger, works by black and white southern women writers reveal a shared obsession with monstrosity and the grotesque and with the strange zones of contact between black and white, such as the daily trauma of underpaid labor and the workings of racial and gender politics in the unnoticed yet all too familiar everyday. Yaeger also excavates a southern fascination with dirt—who owns it, who cleans it, and whose bodies are buried in it. Yaeger's brilliant, theoretically informed readings of Zora Neale Hurston, Harper Lee, Carson McCullers, Toni Morrison, Flannery O'Connor, Alice Walker, and Eudora Welty (among many others) explode the mystifications of southern literary tradition and forge a new path for southern studies. The book won the Barbara Perkins and George Perkins Award given by the Society for the Study of Narrative Literature.
Follow a Michigan town from the time families from New York and Pennsylvania settled Potawatomi land in the 1830s to the Civil War. Cameron flourished as a farm market while Michigan grew rich on lumber. Local industries expanded when Detroit built automobiles, stoves and refrigerators. The diverse community suffered when conglomerates bought the plants, laid off workers, and then moved production to Mexico. Camerons history is the story of people who moved west or north, spent a few years or a few generations, then moved on. Potawatomi are now in Oklahoma and Kansas. Peabodys and Fitches were replaced by Germans and Dutch who remigrated from the Delaware river valley. Then came immigrants from Pomerania and Bavaria, followed by Italians and Ukrainians, then refugees from the Balkans and Baltics. Later, Blacks moved from Pensacola and Spanish speakers from Brownsville. Today, doctors arrive from India. Cameron, a microcosm of Michigan and Midwestern history. A special place, an anyplace that could be your hometown, your family. Patricia Averll has a BA in history from Michigan State Univerisy and a doctorate in American studies from the University of Pennsylvania. To contact her, go to xlibris.com/averill.html.
Volume II of the Author Price Guides (APG) includes 51 authors. Each APG contains a facsimile of the author's signature; a brief biographical sketch; a complete up-to-date list of the author's first editions (American & British), with entries for limited & trade editions; number of copies (if available); how to identify the first edition; & estimated values with & without dustwrappers. Authors in Volume II are: Barth, Berger, Cheever, Churchill, Clavell, Crews, Didion, Dos Passos, Eastlake, Fitzgerald, Fleming, Francis, Frost, Goyen, Grey, Grimes, Grumbach, Harrison, Heinlein, Heller, Hurston, Irving, Kennedy, LeCarre, Limited Editions Club, London, Ludlum, Mailer, Malamud, Markson, Marshall, Maxwell, McElroy, McGuanc, McMurtry, Nabokov, O'Connor, Percy, Price, Roth, Evelyn Scott, Thorne Smith, Spackman, Styron, Peter Taylor, Dylan Thomas, Twain, Updike, Vonnegut, Welty & William C. Williams. Essential for librarians, dealers & collectors. Over 200,000 sold. Volume I with Capote, Eliot, Faulkner, Graves, Hammett, Hemingway, King... & 55 other authors, also available by the same publisher. ISBN 1-883060-04-4. Please contact: Quill & Brush, P.O. Box 5365, Rockville, MD 20848. (301) 460-3700, FAX: (301) 871-5425, E-mail: apg@qb.com.
This supplement indexes an additional 616 art books and catalogs published between 1974 and 1980, following the format of the base volume. Works by less known Western painters, women, and Third World artists are included to a greater degree than in the original volumes, a reflection of the changing emphasis in publishing and gallery space allotments.
Describing more than 6,000 dolls with current values, histories, and dates of manufacture, and including a wealth of facts to aid both beginning and advanced collectors, this guide has sold over one million copies in previous editions. More than 500 full-color photos.
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