The Oxford Handbook of Deaf Studies, Language, and Education

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking.

In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes.

Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead.

Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

Marc Marschark, Ph.D., directs the Center for Education Research Partnerships at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he founded and edits the Journal of Deaf Studies and Deaf Education. He has joint appointments at the Moray School of Education at the University of Edinburgh and the School of Psychology at the University of Aberdeen.

Patricia Elizabeth Spencer, Ph.D., was a public school teacher and science textbook editor before joining Gallaudet University and serving as a diagnostic-prescriptive classroom teacher, assessment center administrator, research scientist, and Professor in the Department of Social Work. After retiring from Gallaudet, she has taught at Texas A&M-Corpus Christi, worked with an after-school program for children at-risk for academic difficulties, and remains active as a writer and speaker in the field of education and development of deaf and hard-of-hearing children.