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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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Social-Cognition for Learning as a Deaf Student

Social-Cognition for Learning as a Deaf Student

Chapter:
(p.261) 12 Social-Cognition for Learning as a Deaf Student
Source:
Educating Deaf Learners
Author(s):

Gary Morgan

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0012

Success in the classroom relies on an intertwined set of cognitive and social skills, both basic (audition, vision, attention) and more complex (language development, social-cognition [Theory of Mind]), These skills are typically well developed in hearing children when they arrive in the school. While some social-cognitive abilities may appear very early in development (e.g., joint attention and nonverbal interactions), communication and language allow these abilities to flourish and fully mature. This higher level of complexity is important for children to reach, as through language children can appreciate more complex social-cognitive concepts. Most deaf children find natural language acquisition effortful and perhaps not coincidentally, have difficulties with social-cognition. This chapter explores how deafness influences early interaction and language and what social-cognitive delays might mean for academic learning. The take-home message is devote time to social-cognitive interventions.

Keywords:   Theory of Mind, language, deafness, intervention, learning

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