Deaf studies in learning and cognition: A coming-of-age story

The intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf and hard-of-hearing (DHH) individuals recently has received increasing attention from academic and educational audiences. Research and pedagogy associated with this nexus have focused largely on questions about whether DHH children learn in the same ways as hearing children, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and ways in which hearing loss influences the way that the brain processes and retains information. Frequently overlooked are interactions among various developmental and cognitive factors, as well as ways in which they are influenced by various individual, family, and environmental factors. This chapter addresses several areas of research on cognition and learning among DHH individuals, identifying gaps in our knowledge, illuminating some faulty assumptions, and pointing out broader implications of similarities and differences in DHH and hearing individuals of theoretical and practical interest

Accommodating deaf and hard-of-hearing children with cognitive deficits

Deaf and hard-of-hearing (DHH) children are more at risk than hearing children for developing cognitive deficits despite universal newborn hearing screening, early intervention, early input of sign language, and pediatric cochlear implantation. DHH children and adolescents may exhibit cognitive differences due to differences in perception and language modality. They may also experience an elevated risk of developing cognitive deficits due to periods of linguistic and cognitive deprivation and periods of chronic stress and fatigue. This chapter describes the possible causes for cognitive deficits of DHH children and the consequences for learning, both direct (because of cognitive overload) and indirect (because of behavior problems). Subsequently, the chapter outlines the various ways in which cognitive deficits may be accommodated through preventive measures, structured instruction, and specific interventions. The chapter concludes that, in all areas, there is first and foremost a need for more well-constructed effect studies. At the same time, application and further evaluation of the few available well-designed interventions are highly recommended

Sleuthing the 93% solution in deaf education

When it comes to educating deaf and hard-of-hearing (DHH) learners, everything works for somebody, but nothing works for everybody. They frequently enter and leave school with less content knowledge than their hearing peers. The resulting academic underachievement - and explanations for it - have persisted for decades. Even large-scale studies have accounted for only a fraction of the total variability in DHH learners' academic achievement. It has been argued that teachers and instructional issues likely explain most of this variability, yet we have failed to capture ways of documenting or measuring that impact. Language abilities are central to DHH learners' academic progress, but several language-related factors associated with it in earlier grades do not predict later achievement. Convergence of these achievement and language issues is not coincidental, but indicates possible sources of such findings and offers new directions toward understanding challenges to both DHH learners' academic progress and research addressing it

Deaf education beyond the Western world: An introduction

This introductory chapter outlines the case for focusing on deaf education beyond the Western world. Research into the effectiveness of educational approaches for deaf learners needs to be ecologically situated, because the geopolitical context in which the research is carried out will influence the results. To improve education for deaf and hard-of-hearing children in countries beyond the Western world, it is not sufficient simply to apply research results obtained in countries in the West. To do so is to ignore the specific political, economic, and cultural contexts in a given situation, risking a mismatch between findings and needs or, at worst, the potential to do significant harm, either in the short term or the long term. Rather, we must focus on the specific, local contexts in which deaf education is situated, together with any international obligations that might influence how education is to be conducted in these contexts. To build a context for the interpretation of the chapters in this volume, attention is given to the relationship between poverty and disability, to international policy frameworks influencing educational practices all over the globe, to the worldwide advocacy of inclusive education, and to development cooperation. In addition, data are given about the prevalence of hearing loss in children in Central and Eastern Europe, Asia, Africa, and Middle and Latin America

Mind the gap! The need for constructing and implementing teaching practices informed by research evidence

Research is continually adding to the evidence base for successful education of deaf students, but improved education does not automatically follow from well-conducted research. It requires a combination of the talents of individual students, proper support from parents, and adequate instruction by teachers. Research will have an impact only if it enhances the effectiveness of teaching practices and student learning. While early intervention generally leads to better development of deaf and hard-of-hearing students, for some learners, better may not be good enough. Those students need specific interventions. The fact that many teachers of deaf students in regular and special schools seem to ignore available and relevant research evidence points to a considerable gap between research and practice. This chapter summarizes relevant research and discusses what actions can be taken to close the gap between research and practice. We conclude that professional development is a key factor

Co-enrollment and the education of deaf and hard-of-hearing learners: Foundations, implementation, and challenges

This chapter introduces the concept of co-enrollment, exploring the philosophical and pragmatic foundations of this educational option of educating deaf and hard-of-hearing (DHH) students. The intent of co-enrollment programs is to promote full membership of both DHH and hearing students in the school and classroom. Co-enrollment programs are often bilingual in sign language and spoken language and are frequently co-taught by a general education teacher and a teacher of DHH students. The scant research on co-enrollment classrooms indicates that the social outcomes are positive, but academic and language proficiency outcomes are not yet established. Teachers, parents, and students all perceive co-enrollment programs positively. Challenges include the time required for students and teachers to master a second language and the time and effort required to establish and maintain teacher partnerships