Case Studies in Deaf Education will help teachers and allied professionals develop the knowledge and skills to use a collaborative, problem-solving process that leads to the provision of quality, effective services for students who are d/Dhh.
Case Studies in Deaf Education provides comprehensive materials that will prepare prospective teachers to work with the diverse spectrum of students who are d/Deaf and hard of hearing (d/Dhh) and empower them to better understand these complex and unique learners. The text presents an extensive series of case studies that are balanced and unbiased in both language and instructional approaches and that encourage readers to use background details, academic data, and evidence-based practices to make informed educational decisions. This text is also excellent for Professional Learning Collaboratives to discuss various cases as they learn from one another about how they handle students with different issues, assessments, goals, and materials they would use for intervention.
The authors address the diversity of d/Dhh students by examining a multitude of learner characteristics that influence communication and educational services. These characteristics and their interactions include a student’s background experiences, language and communication mode (sign and/or listening and spoken language), language and academic proficiency levels, use of assistive hearing devices (hearing aids or cochlear implants), and family dynamics. The case studies are supported with authentic supplemental materials, such as audiograms and Individualized Educational Plans, and are accompanied by discussion questions, activities, resource lists, and a glossary of essential terms.
The Case Studies in Deaf Education Instructor’s Manual contains key information for each case study and provides PowerPoint slides that can be displayed during in-class or online discussions.
Caroline Guardino is an associate professor of exceptional and deaf education in the Department of Exceptional, Deaf, and Interpreter Education at the University of North Florida in Jacksonville, FL.
Jennifer S. Beal is an associate professor of deaf education at Valdosta State University in Valdosta, GA.
Joanna E. Cannon is an associate professor in the Department of Educational and Counseling Psychology, and Special Education, and is co-director of the Education of the Deaf and Hard of Hearing graduate program at the University of British Columbia in Vancouver, Canada.
Jenna Voss is an assistant professor in the Department of Communication Disorders and Deaf Education at Fontbonne University in St. Louis, MO.
Jessica P. Bergeron is the senior director of the Early Learning-Head Start Program at the YMCA of Metro Atlanta, GA.
May 2018, 264 pages, 38 figures, 4 tables