| Description |
xii, 180 pages : illustrations ; 23 cm |
| Bibliography |
Includes bibliographical references (pages 160-169) and index. |
| Contents |
What Has Gone Wrong in the Education of Deaf Students and Why -- Two Basic Misconceptions -- Principles and Practices Need to Be Meaning-driven and Reciprocal -- Developing Competency in American Sign Language -- The Non-teaching of Language -- How Shall We "Talk" with Deaf Students? Teachers as Interpreters -- Students Talking to Students -- Assessment of Language Users -- Becoming Better Readers -- Different Linguistic Experiences ... Less Than Optimum Methodology -- Reading Aloud -- Teaching Reading -- Assessment of Readers -- Becoming Better Writers -- Similar Goals ... Similar Tenets of Instruction -- Facilitative Contexts for the Teaching of Writing -- Assessment -- Dialogue Journals -- Signing, Reading, and Writing to Learn in the Subject Areas -- Suggestions for Integrating Signing, Reading, and Writing into Subject Areas -- Assessing What Students Have Learned -- Evolving Meaning-driven and Reciprocal Ways to Educate Deaf Students -- Suggested Books for Very Beginning Young Readers -- Suggested Reading Series for Beginning Older Readers -- Suggested Wordless Picture Books for Beginning Readers in the Middle Grades -- Suggested Books for Adult Inexperienced Readers -- Model Essays and Collections for Teaching Writing to Adult Inexperienced Writers -- Resources for Children's Informational Picture Books. |
| Summary |
This is a compelling and controversial book that asserts that Deaf students should be treated no differently from non-Deaf students. The author, a veteran and practicing teacher, rejects the predominant view of Deaf students as special learners in need of language remediation and repair. Instead, she maintains that for Deaf students as well as their hearing counterparts, the primary educational goal is the making and sharing of understanding in various subjects. Furthermore, she views this as a process that occurs naturally, concomitantly, and reciprocally with the acquisition of language - regardless of one's hearing ability. |
|
Livingston's assertion clashes with conventional Deaf education, which presumes that the wider learning begins after students master a sign system that codifies and reconstructs English. She offers an alternative and demonstrates how American Sign Language (ASL) and English can coexist in the same classroom, embedded in the content of what is being taught. Through clearly explained theory, field-tested teaching strategies, authentic examples of students' work, lesson plans, and sections on assessment, Livingston suggests ways to help students become educated language users. |
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Livingston's ideas hold enormous implications for those who teach Deaf students, develop school budgets, design programs, and train future teachers. More important, they may hold the key that unlocks the potential of Deaf students of all ages to become voracious readers and accomplished writers. |
| Subject |
Deaf -- Education -- United States.
|
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Deaf children -- United States -- Language.
|
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American Sign Language -- Study and teaching.
|
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English language -- Study and teaching.
|
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American Sign Language -- Study and teaching. (OCoLC)fst00806943
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Deaf children -- Language.
(OCoLC)fst00888544
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Deaf -- Education.
(OCoLC)fst00888447
|
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English language -- Study and teaching. (OCoLC)fst00911670
|
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United States. (OCoLC)fst01204155
|
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Gehörlosenpädagogik. (DE-588)4127686-3
|
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Gehörlosenpädagogik.
|
| Indexed Term |
American Sign Language Study and teaching |
|
Deaf Education United States |
|
Deaf children United States Language |
|
English language Study and teaching |
| Other Form: |
Online version: Livingston, Sue. Rethinking the education of deaf students. Portsmouth, N.H. : Heinemann, ©1997 (OCoLC)606144108 |
| ISBN |
0435072366 (pbk. ; alk. paper) |
|
9780435072360 (pbk. ; alk. paper) |
|
