Image from Syndetics
Psychological, social, and educational dimensions of deafness / Barbara R. Schirmer.
By: Schirmer, Barbara R
.
Material type: 
BookPublisher: Boston : Allyn and Bacon, c2001Description: xiii, 322 p. : ill. ; 25 cm.ISBN: 0205175139 (casebound); 9780205175130.Subject(s): Deaf -- United States -- Psychology | Deaf -- United States -- Means of communication | Deaf -- Education -- United States | Parents of deaf children -- United States | Diseases & disorders | Psychological theory & schools of thought | Speech & language disorders & therapy | Phonetics, phonology | Disability: social aspects | Social welfare & social services | Teaching of students with physical impairment or disability | Teaching of students with learning difficultiesDDC classification: 305.908162 SCH
| Item type | Current library | Call number | Status | Barcode | |
|---|---|---|---|---|---|
| General lending | MTU Kerry North Campus Library Ground Floor Main | 305.908162 SCH (Browse shelf(Opens below)) | Available | 38888000517965 |
Total holds: 0
Enhanced descriptions from Syndetics:
This book is a comprehensive and up-to-date treatment of the major psychological, social, and educational issues affecting the lives of children, adolescents, and adults who are deaf and hard of hearing, and their families. Psychological, Social, and Educational Dimensions of Deafness presents an inclusive description of current research and practice that is complemented by the voices of individuals through personal essays that highlight and illustrate significant concepts and trends. Professionals and pre-professionals preparing for roles in education, psychology, counseling, rehabilitation, interpreting, and speech and hearing science will find the book timely, readable, and thorough. Each chapter focuses on a topic relevant to the broad scope of issues related to the lifelong development of individuals who are deaf and hard of hearing. The chapters can also provide in-depth discussion and offers a core of current information from which instructors and readers can apply both personal and professional experiences. For therapists, counselors or psychologists working with people who are deaf and their families, or anyone interested in gaining more knowledge on deafness.
Includes bibliographical references (p. 271-313) and index.
Table of contents provided by Syndetics
- Preface (p. xi)
- Chapter 1 Deafness (p. 1)
- Characteristics (p. 2)
- Process and Mechanism of Hearing (p. 2)
- Nature of Sound (p. 3)
- Definition of Hearing Loss (p. 3)
- Types and Causes of Hearing Loss (p. 5)
- Types of Hearing Loss (p. 5)
- Causes of Hearing Loss (p. 6)
- Assessment of Hearing (p. 13)
- Assessment of Infants (p. 14)
- Pure-Tone Audiometry (p. 14)
- Speech Audiometry (p. 17)
- Degrees of Hearing Loss (p. 17)
- Prevalence (p. 19)
- Amplification and Approaches to Providing Sound (p. 20)
- Hearing Aids (p. 20)
- Cochlear Implants (p. 21)
- Assistive Listening Devices (p. 23)
- Summary and Concluding Thoughts (p. 24)
- Chapter 2 Parents and Families (p. 25)
- Response to Diagnosis (p. 26)
- Communication Between Parents and Their Deaf Child (p. 29)
- Communication with Young Deaf Children (p. 30)
- Communication with School-Age Children and Adolescents (p. 32)
- Nonverbal Interaction (p. 33)
- Attitude, Attachment, and Coping (p. 34)
- Attitude and Attachment (p. 35)
- Coping (p. 35)
- Child Behavior and Discipline (p. 37)
- Educational Achievement (p. 39)
- Siblings (p. 40)
- Deaf Parents and Hearing Children (p. 44)
- Parenting Skills (p. 45)
- Child Development (p. 55)
- Parent Support Groups (p. 57)
- Summary and Concluding Thoughts (p. 59)
- Chapter 3 Language, Communication, and Culture (p. 61)
- Language Acquistion (p. 62)
- Language Development (p. 62)
- Languages and Modes of Communication (p. 64)
- Reading and Writing (p. 70)
- The Reading Process (p. 71)
- Reading Achievement (p. 74)
- The Writing Process (p. 75)
- Writing Development (p. 76)
- Communication with Technology (p. 77)
- Special Telephones (p. 78)
- Captioning and Real-Time Graphic Display (p. 78)
- The Internet (p. 79)
- Alerting Devices (p. 80)
- Culture (p. 80)
- Membership in the Deaf Community (p. 81)
- Community Cohesion (p. 85)
- Transmission of Culture (p. 92)
- Patterns in the Culture (p. 93)
- Home Cultures and Ethnicities (p. 94)
- Summary and Concluding Thoughts (p. 95)
- Chapter 4 Cognitive Abilities (p. 97)
- Intelligence (p. 97)
- Factors Related to Intelligence (p. 98)
- Intelligence and Academic Achievement (p. 99)
- Memory (p. 100)
- Verbal and Other Encoding Memory Processes (p. 100)
- Memory Performance (p. 101)
- Memory and Language (p. 101)
- Memory and Aging (p. 101)
- Cognitive Development (p. 102)
- Piagetian Tasks (p. 102)
- Non-Piagetian Tasks (p. 103)
- Visual Tasks (p. 104)
- Cognition and Language (p. 104)
- Cognitive and Linguistic Demands (p. 105)
- Symbolic Play and Language Development (p. 110)
- Thinking Processes and Skills (p. 111)
- Instrumental Enrichment (p. 113)
- Promoting Thinking during Instruction (p. 114)
- Summary and Concluding Thoughts (p. 117)
- Chapter 5 Personal and Social Development (p. 119)
- Identity and Personality (p. 119)
- Identity (p. 120)
- Personality (p. 121)
- Morals, Ethics, and Values (p. 124)
- Social Integration and Social Skills (p. 124)
- Social Abilities and Adjustment (p. 125)
- Social Interaction (p. 127)
- Social Skills Improvement (p. 137)
- Social Status and Roles (p. 143)
- Personal and Social Development Through the Life Span (p. 146)
- Summary and Concluding Thoughts (p. 148)
- Chapter 6 Mental Health (p. 149)
- Self-Esteem (p. 150)
- Hearing Status and Self-Esteem (p. 150)
- Family and Self-Esteem (p. 151)
- School and Self-Esteem (p. 152)
- Group Identification and Self-Esteem (p. 153)
- Programs for Building Self-Esteem (p. 158)
- Empathy (p. 159)
- Self-Efficacy (p. 160)
- Intimacy and Sexuality (p. 161)
- Sexuality Information (p. 162)
- Homosexuality (p. 164)
- Sexual Abuse (p. 165)
- Emotional and Behavioral Problems (p. 166)
- Prevalence (p. 166)
- Causes (p. 167)
- Types (p. 168)
- Counseling and Therapy (p. 170)
- Access to Counseling and Therapy (p. 170)
- Therapies and Counseling Techniques (p. 172)
- Mental Health Professionals (p. 180)
- Summary and Concluding Thoughts (p. 181)
- Chapter 7 Education (p. 183)
- Educational Placement Options (p. 184)
- Placement Decisions (p. 187)
- Components of Effective Placement in Integrated Settings (p. 189)
- Academic Achievement (p. 190)
- Communication Methods (p. 198)
- Oral/Aural Communication Method (p. 198)
- Bilingual Communication Method (p. 199)
- Total Communication Method (p. 201)
- Teaching Strategies and Curriculum (p. 203)
- Language, Reading, and Writing (p. 204)
- Deaf Culture (p. 206)
- Speech (p. 207)
- Aural Habilitation (p. 208)
- Transition (p. 209)
- Early Childhood Programs (p. 209)
- High School Transition Programs (p. 212)
- Students with Special Needs (p. 213)
- Roles and Competencies of Professionals (p. 216)
- Teachers of the Deaf (p. 216)
- Interpreters (p. 218)
- Other Professionals (p. 220)
- Summary and Concluding Thoughts (p. 220)
- Chapter 8 Economic and Occupational Opportunities (p. 223)
- Postsecondary Education (p. 224)
- Postsecondary Institutions (p. 225)
- Support Services (p. 225)
- Components of Quality Postsecondary Education (p. 231)
- Employment (p. 233)
- Employment Status (p. 236)
- Health Care (p. 245)
- Do's (p. 246)
- Don'ts (p. 247)
- Summary and Concluding Thoughts (p. 247)
- Chapter 9 Assessment (p. 249)
- Sources of Information (p. 250)
- Areas of Assessment (p. 252)
- Achievement (p. 252)
- Intelligence (p. 253)
- Personality (p. 256)
- Language and Literacy (p. 257)
- Vocational Aptitude and Interest (p. 259)
- Summary and Concluding Thoughts (p. 261)
- Appendix Resources (p. 263)
- References (p. 271)
- Index (p. 315)