Deaf Education Beyond the Western World
Oxford University Press Inc (Verlag)
978-0-19-088051-4 (ISBN)
By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.
Harry Knoors, Ph.D., is Professor at the Behavioral 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. Maria Brons, Ph.D., is Manager of Kentalis International Foundation at Royal Dutch Kentalis, responsible for design, fundraising, and implementation of international knowledge exchange programs for professionals working in the field of education, care and diagnostics for children with hearing loss, deafblindness, multiple disability, and autism. She is a political scientist and international development economist, and has previously published on critical security studies and state-society relations as well as lately on inclusive education as a win-win concept. Marc Marschark, Ph.D., is 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.
Chapter 1. Deaf Education Beyond the Western World: An Introduction
Harry Knoors, Maria Brons, and Marc Marschark
Chapter 2. Contemporary Practices in Deaf Education in Nigeria
Julius Abiola Ademokoya
Chapter 3. The Evolution of Deaf Education in Namibia
Beausetha J. Bruwer and Pamela J. February
Chapter 4. Deaf Education in Ghana
Alexander Mills Oppong and Daniel Fobi
Chapter 5. Practices and Challenges in Deaf Education in Kenya
Peter Oracha Adoyo and Everline Nyokabi Maina
Chapter 6. Deaf Education in Ethiopia
Tadesse Abera Tedla
Chapter 7. The State of Educating Deaf and Hard of Hearing Learners in Inclusive Classrooms in Tanzania
Bernadette Namirembe
Chapter 8. Discourses in Deaf Education Policies in Zimbabwe
Martin Musengi
Chapter 9. Educational Challenges for Deaf and Hard-of-Hearing Children in Morocco
Abdelhadi Soudi and Corinne Vinopol
Chapter 10. Deaf Education in Jordan: Current Situation, Obstacles, and Future Aspirations
Eman Al-Zboon
Chapter 11. Education and Services for Deaf People in Viet Nam
Nguyen Thi Hoa and James Woodward
Chapter 12. 'Free But Not Fair': A Critical Review of Access to Equal Education to Deaf Children in Sri Lanka
Shyamani Hettiarachchi, M. Dumini K. de Silva, Thilanka Wijesinghe, Brayan Susantha, Geshani Amila, Pubhoda Sarani, and Mohamed Rasak
Chapter 13. Deaf Education in Taiwan: History, Policies, Practices and Outcomes
Chun Jung Liu, Hsiu Tan Liu, and Jean F. Andrews
Chapter 14. Deaf Education: A Bird's Eye View of India
Kalyani Mandke and Prerna Chandekar
Chapter 15. Deaf Education and The Use of Sign Language in China
Dingqian Gu, Ying Liu, and Xirong He
Chapter 16. Best Practices and Challenges of Deaf Education in Mexico
Mercedes Obregón Rodríguez and Maribel Valero Weeke
Chapter 17. When Inclusion Jeopardizes the Learning Opportunities of Deaf Students: The Case of Chile
María Rosa Lissi, Christian Sebastián, Martín Vergara, and Cristián Iturriaga
Chapter 18. Deaf Education in Brazil: Contexts, Challenges, and Perspectives
Cátia de Azevedo Fronza, Lodenir Becker Karnopp, and Marjon Tammenga-Helmantel
Chapter 19. Deaf Education in Croatia: Challenges and Perspectives
Iva Hrastinski
Chapter 20. More Alike than Different: Educational and Social Aspirations and Paths to Successful Adulthood of Polish Deaf and Hard of Hearing Adolescents
Ewa Domagala-Zysk
Chapter 21. Deaf Education Beyond the Western World: Knowledge Exchange, Good Practices, and Challenges
Maria Brons, Harry Knoors, and Marc Marschark
| Erscheinungsdatum | 18.02.2019 |
|---|---|
| Reihe/Serie | Perspectives on Deafness |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 239 x 163 mm |
| Gewicht | 816 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-19-088051-1 / 0190880511 |
| ISBN-13 | 978-0-19-088051-4 / 9780190880514 |
| Zustand | Neuware |
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