Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students

"One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. This volume will help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages."---T. Alan Hurwitz. President, Gallaudet University

"An excellent book for both the experienced practitioner or academic and those new to the field of deaf education. As well as addressing the findings of research, it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."---Susan Gregory, Former Reader in Deaf Education, University of Birmingham, U.K.

Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have intensified in recent years: Will using sign language interfere with learning to use spoken language? Does placement in classrooms with mostly hearing children enhance or impede academic development? Do deaf children need auditory-based phonological skills to acquire age-appropriate reading abilities? Are traditional methods of teaching subjects such as math and science effective for deaf and hard-of-hearing students?

Too often, these decisions are made based on what is frequently incorrect or incomplete information and decisions---whether based on opinions, beliefs, or value judgments---are insufficient to guide practice. Instead, critical evaluation of the rapidly emerging research and related reports is needed to enhance the success of educational practice with deaf and hard-of-hearing learners. Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students clarifies and cogently summarizes these research findings across multiple disciplines, providing a comprehensive but concise record of the evidence base in deaf education. These and other questions form the basis for decisions about types of support provided to families and about educational interventions needed to assure deaf and hard-of-hearing children reach their potential.

Evidence (or its lack) on these and other issues is presented concisely in this book in order to provide a focus for future educational and research efforts, and thus to promote optimal developmental support for all deaf and hard-of-hearing children and adults. Co-authored by two of the most respected leaders in their field, this book provides a synthesis of information gathered across a range of settings and uses a variety of research methods in order to define what is known about promising and evidence-based practices in deaf education, and what continues to need investigation. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to delve more deeply into what we know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.

Patricia Elizabeth Spencer is former Professor of Psychology at Gallaudet University, and and continues working as a researcher, writer, and evaluation consultant.

Marc Marschark is Professor and Director, Center for Education Research Partnerships, National Technical Institute for the Deaf - Rochester Institute of Technology.