What We Know, Do Not Know and Need To Know About Deafness and Cognition

Abstract

Reviews the book Deaf Cognition: Foundations and Outcomes, edited by M. Marschark and P. Hauser (see record 2008-04876-000). To accomplish effective "research-based practice" in education of the deaf means consideration of expertise from a broad mix of psychological, technological, and practical disciplines. Analyzing accumulated evidence about cognitive foundations of learning as these relate to characteristics, circumstances, and educational experiences of deaf and hard-of-hearing (D/HH) students is the focus of this book, edited by Marschark and Houser. The result is a text with significant interrelationships and cross-citation among chapters. Introduced in the first chapter, topics of current high interest, that is, technology, cognitive development, mathematics and science learning, early intervention, placement and instructional support, are revisited in two or three of the other chapters. The book does not have a separate chapter to specifically address application of the research findings to recommended practice in either classrooms for D/HH students or teacher preparation. However, there are many instances where individual authors provide guidance that connects findings to practice and/or to needed research on classroom applications. This volume will be thought provoking for researchers and educators alike. (PsycINFO Database Record (c) 2016 APA, all rights reserved)