Teaching to the strengths and needs of deaf and hard‐of‐hearing children

摘要

Deaf and hard‐of‐hearing (DHH) children typically lag behind hearing age‐mates in academic achievement. This paper describes recent findings indicating language and cognitive differences between DHH and hearing students that appear to explain some of their classroom challenges. There is currently only limited evidence with regard to the effectiveness of particular interventions, and thus relatively few are offered here. However, recognition of the language and cognitive differences both between DHH and hearing students and within a population of DHH students suggests opportunities for modification of instructional materials and methods in ways to accommodate DHH students' needs and build on their strengths.View full textDownload full textKeywordsachievement, cognitive development, deaf children, deaf education, special educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/08856257.2011.543542