Deaf Children. Developmental Perspectives by Lynn S. Liben (Eds.)

By Lynn S. Liben (Eds.)

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Example text

W e will t o u c h o n r e s u l t s of controlled e x p e r i m e n t s a n d observational data. O u r w o r k i n g g r o u p has i n c l u d e d S u s a n Fischer, Scott Liddell, Patricia Siple, R o b b i n Battison, Nancy Frishberg, D o n Newkirk, Carlene C a n a d y Pedersen, 2 T e d Supalla, B o n n i e C o u g h , a n d S h a n n y M o w . T h u s far, t h e r e s e a r c h has b e e n a collaboration a m o n g linguists, psychologists, a n d articulate 3 deaf p e o p l e . 2 A book, The signs of language, Edward S.

T h e r e is w i d e s p r e a d b e l i e f a m o n g p r o f e s s i o n a l s w h o w o r k w i t h d e a f c h i l d r e n t h a t r u b e l l a c h i l d r e n a r e m o r e likely to h a v e e m o t i o n a l b e h a v i o r a l p r o b l e m s , a n d t h a t t h e y a r e m o r e likely t o b e u n m a n a g e a b l e in t h e c l a s s r o o m b e c a u s e o f h y p e r a c t i v i t y . R e s e a r c h r e p o r t s conflict a b o u t t h e t r u t h of this belief ( B i n d o n , 1957; Hicks, 1970; V e r n o n , 1969).

Problems a p p e a r e d again, however, c o n c e r n i n g dimensions related to d e a f n e s s . T h e r e is s t a t e a n d f e d e r a l s u p p o r t f o r t h e d e v e l o p m e n t o f public p r e s c h o o l e d u c a t i o n for h a n d i c a p p e d c h i l d r e n . Preschool e d u c a t i o n f o r n o n h a n d i c a p p e d c h i l d r e n is o f t h r e e g e n e r a l t y p e s : (a) p r i v a t e , w i t h t u i t i o n a t p a r e n t s ' e x p e n s e ; (b) H e a d s t a r t , f o r c h i l d r e n w h o a r e p r e s u m e d t o b e " d i s a d v a n t a g e d " i n s o m e w a y ; a n d (c) d a y c a r e n u r s e r i e s , p r e d o m i n a n t l y s e r v i n g c h i l d r e n of w o r k i n g m o t h e r s .

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