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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students

Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students

Differences, Diversity, and Directions

Chapter:
(p.3) Chapter 1 Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students
Source:
Deaf Cognition
Author(s):

Marc Marschark

Peter C. Hauser

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195368673.003.0001

This chapter discusses the cognitive foundations of learning by deaf or hard-of-hearing (DHH) students. Topics covered include the link between cognitive functioning and language; language as a foundation of learning; science, technology, engineering, and mathematics education for DHH students; the importance of early intervention in raising and educating deaf children; and school placement. It is shown that compared to hearing children, deaf children have different language and social experiences, different opportunities for learning incidentally and through reading, and qualitatively different educational histories. In the area of educational studies, and special education in particular, it is important to understand the cognitive underpinnings of learning and the tools that students bring to the classroom in order to optimize academic achievement.

Keywords:   special education, deaf education, hard of hearing, cognitive foundations, learning

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