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Deaf and Special Education Resources

Deaf and Special Education is a complex field of study and plays a crucial role in deaf children's development. There are a number of choices in the field such as the residential school, the day school and the public school placements. One must look at the individual student to determine the best placement. The "least restrictive environment" (LRE) is interpreted by some to mean placement in a public school setting. However, for some individuals, this placement may be the "most restrictive environment". The public school placement has evolved from the mainstreaming movement and is now called "inclusion". In the public school setting, support services such as note-takers and interpreters are usually provided. In addition, there are communication options schools usually adopt such as the auditory-verbal, bilingual-bicultural, cued speech, oral method, acoustic method, Rochester method, speechreading (lipreading), manual sign languges (PSE, ASL, Signed English, Signing Exact English), sign supported speech (simultaneous communication) and total communication.

The following resources are found in RIT Library and/or the Educational Technology Resource Center (ETRR) in Building 60, 3355. If the call number is preceded by an *, it is available in both places. If the call number is preceded by "ETRR ", it is available only in the Educational Technology Resource Center. Use the Einstein Library Catalog for more information. If we do not have the book you want, be sure to check the "Connect NY" library catalog. If you still cannot locate the book, go to ILL and request the book. ILL service is fast and the book arrives within a few days. Please note that we keep ERIC documents [microfiche] Lib. has 000001- 1966- Located in 2nd Fl. Microfiche Cabinets.

Remember to use the NTID Research Dept. to help you find more information about your topic. There are lists of bibliographies on selected presentations, articles or books. In addition, you can e-mail persons who work in the dept.

ENCYCLOPEDIAS, DICTIONARIES OR REFERENCE WORKS-Use the following specialized reference books. These are good resources to use when starting to do research on a topic. Articles are written by experts in the field and have bibliographies for further reading. If you are not sure of a topic, browsing through these works will give you topic ideas. Be sure to check the table of contents and the index to find your topic. Most if not all of the encyclopedias are located in the Reference area on the 1st floor.

DICTIONARIES AND DIRECTORIES- Provides definitions, summaries, rankings, lists or brief entries.

Dejnozka, E.L. (Ed.) (1991). American educators' encyclopedia. New York: Greenwood Press. (REF LB15 .D37 1991).
This classic reference book has been revised to reflect a decade of change. More than 200 items--ranging from "AIDS" to "Zero Rejection"--have been added. Making it an excellent referece for today's educator or parent.(From Greenwood Publishing web site).

Educational Resources Information Center. (1995). Thesaurus of ERIC descriptors. Phoenix, AZ: Oryx Press. (Index Collection 2nd floor, Z695.1.E3T49 1995).
Find vocabulary lists for terms used in ERIC databases. Use the web link as well via http://searcheric.org/

Marschark, M. & Spencer, P.E. (Eds). (2003). Oxford Handbook of deaf studies, language and education. New York: Oxford University Press. (forthcoming).

Milburn, G. A. (1990). A critical dictionary of educational concepts : An appraisal of selected ideas and issues in educational theory and practice. New York, N.Y. : Teachers College Press. (REF LB15 .B29 1990).
150 lengthy entries of critical assessment dealing with educational theory and practice.

Vergason, G. A. & Anderegg, M. L. Dictionary of special education and rehabilitation. Denver : Love Pub.(REF LC3957 .D53 1997)
This updated edition of one of the most valuable resources in the field is over six years in the making and incorporates hundreds of additions. It provides clear, understandable definitions of more than 2,000 terms unique to special education and rehabilitation. (From Love Pub. web site).

Westney, L.C.H. (Ed.) (2002). Educational Rankings Annual. New York: Gale Group. (REF LB2331.63.E383 2002).
This up-to-date resource presents more than 4,000 national, regional, local and international lists and rankings, compiled from hundreds of respected sources. Entries include a description of the ranking, background information on criteria for establishing the hierarchy, additional remarks about the ranking, the complete or partial ranking and a complete source citation for locating additional information (From Gale web site).

ENCYCLOPEDIAS

Alkin, M.C. (Ed.) (1992). Encyclopedia of educational research. New York: Macmillan. (REF LB 15.E48 1992).
Remains the standard general reference in its field for critical synthesis and interpretation of reported educational research from pre-school through post-secondary education, and should continue to enlighten and guide a wide range of readers with an interest in educational research for the next decade. The 257 all-new signed articles have been organized under 16 broad topic headings, and can be accessed alphabetically by entry or alternatively by subject category. This edition sees a greater abundance of societal topics that affect education, e.g. "Pregnant and parenting teenagers," "Prevention/intervention," and "AIDS education." The references within each article provide starting points for further research, and each article is cross-referenced to related entries. Finally, a detailed appendix guides readers through the next steps in conducting further inquiry on their topic, including library research methodology. (From Amazon web site).

American Educational Research Association. (Ed.) (1973- ) Review of research in education. Itasca, Ill.F. E. Peacock Publishers. (4th floor LB1028.R43).
This combined volume for 2000 and 2001 addresses two general themes: the continuing relevance of foundational disciplines to education research and issues of diversity that go beyond race, class, and gender. Articles that focus on the former theme are written from within the foundational disciplines of cognitive science and anthropology. Articles that focus on the latter address the dimensions of student identity, the construction and silencing of sexuality in schools, the preparation of teachers for diversity, and multiple conceptions of literacy.(From AERA web site).

Baker, C. & Jones, S.P. (Eds.). (1998). Encyclopedia of bilingualism and bilingual education. Philadelphia: Multilingual Matters. (REF LC3707 .E53 1998).
This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism. Part 1 focuses on Individual bilingualism- what is a bilingual?- bilingualism and the family- the everday use of bilinguals- bilingualism and thinking- measurement of bilingualism; Part 2 focuses on Bilingualism in society-bilingualism in communities- how many languages are there in the world? - languages in contact, the mapping of languages in the world, presentation of language maps-language change - language planning and evolution- bilingualism and culture-bilingualism and politics;Part 3 Bilingual education focuses on- the aims of bilingual education- weak forms of bilingual education- strong forms of bilingual education- bilingual education and the community- bilingual education in the United States- bilingual eduation for students with special needs- bilingual education for the deaf and hearing impaired- language awareness-multiculturalism in education- the bilingual classroom- factors affecting second languae acquistion- second language learning in the classroom.(from Multilingual Matters web site).

Burg, D.F. (Ed.) (1998). Encyclopedia of student and youth movements. New York: Facts on File. (REF LA186 .B87 1998)
Including entries on the Hitler Youth, Kwame Nkrumah, Big Brothers of America, the Black Panthers, the May 1968 uprising in France, the Intifida, China's Cultural Revolution, and Robespierre supporter Louis de Saint- Just, this book offers entries of persons, events, and organizations related to the role of young people in political, social, religious, and academic movements from across the world. Although entries mostly concentrate on events of the past few centuries, some movements from as far back as the 13th century are included. For each entry the significance of the subjects to wider historical processes are explained. Annotation copyrighted by Book News, Inc., Portland, OR (From Einstein Catalog)

Chambliss, J.J. (Ed.) (1996). Philosophy of education: An encyclopedia. New York: Garland Pub.(REF LB17.P485 1996).
An encyclopedic charting of education philosophy containing 228 articles written by 184 international authors, emphasizing an array of theories and their significance to education practices. Encompassing diversity, the philosophical points of view covered extend from Plato to Dewey, and from epistemology to realism. Other fields of influence such as politics, religion, rhetoric, and social sciences have also been sampled to allow for the broadest representation of theories possible including current postmodern and feminist critiques. Each entry features a bibliography and is cross-referenced. Annotation c. by Book News, Inc., Portland, Or. (from Amazon web site).

Corte, E. & Weinert, F.E. (Eds.) (1996). International encyclopedia of developmental and instructional psychology. New York: Pergamon. (In Reference area on 1st floor-REF BF712.7.I58 1996).
This text intends to provide a research-based overview in an educational perspective of the present state-of-the-art of our knowledge and understanding of the conditions, processes, and modifiabilities of human development and learning. The encyclopedia focuses on both developmental psychology and instructional psychology and is divided into 16 areas in order to reflect the specific nature, as well as the integration, of both domains. In the first section, which is most representative of the integrative tendency, a general framework of research on human development,learning and instruction is outlined. The next six chapters are concerned with the various aspects of human development and learning. The remaining nine sections represent an overview of the research findings on learning and instruction which are relevant to education. (From Elsevier web site).

Deighton, L.C. (Ed.) (1971 ). The encyclopedia of education. New York: Macmillan. (REF LB15.E47).
Dated information but still relevant in today's world. Check the Index for references to bilingual education, cultural differences, cultural enrichment, multicultural understanding, and other topics. A new updated edition will be out soon.

Kincheloe, J.L. & Weil, D.K. (Eds.) (2001). Standards and schooling in the United States: An encyclopedia. Santa Barbara, CA: ABC-CLIO. (4th floor LB2822.82.S82 2001).
In this three-volume set, top scholars illuminate the historical, social, cultural, political, administrative, psychological, and philosophical issues behind the standards debate.Standards is one of the most hotly debated topics in education today. In this definitive collection of essays, 50 top scholars address the development of the current conversation about quality education and standards, putting it in historical context and grounding it in relation to other attempts at educational reform. (From ABC-CLIO web site).

Mann, L, Fletcher-Janzen, E. and Reynolds, C.R. (Eds.) (1999). Encyclopedia of special education. New York: John Wiley & Sons. (In Reference area on 1st floor - REF LC 4007.E53 1999).
The text presents a comprehensive vision of special education in an understandable, usable, summative form.Comprehensive yet succinct, the encyclopedia literally provides an A to Z examination of what special education is all about. More than 2,000 entries include biographies and contributions of key figures in the field; educational and psychological tests; techniques of intervention and service delivery; descriptions of handicapping conditions; a directory of related services; and information on legal issues related to special education. The Encyclopedia provides a scope and view of special education not readily obtained from other sources. It is an essential reference tool, not only for professionals working in special education, but for lawyers, physicians, psychologists, social workers, school board members, and others who assist in or formulate policies for the education of disabled and gifted students. (From Amazon web site).

Plomp, T. and Ely, D.P.(Eds.) (1996). International encyclopedia of educational technology. New York: Pergamon. (In Reference area on 1st floor- REF LB1028.3.I567 1996).
Presents a comprehensive collection of state-of-the-art reports which cover the whole field of educational technology throughout the world. Consists of articles which have been drawn from The International Encyclopedia of Education, with revisions and updates, as well as new articles specially commissioned to cover recent developments in the field of educational technology. These articles are thematically organized within five interrelated sections, each section having its own introduction outlining the scope and range of ideas and applications covered. Within the sections, extensive coverage is given to conceptual frameworks, technical developments, the design and distribution of instructional resources, the organization and professionalization of educational technology, the potential and impact of new technology, and practical problems of classroom use. This substantial reference work offers authoritative reviews of the field as well as pointing to new directions in educational technology and its applications worldwide. (From Elsevier web site).

Reyolds, C.R. and Fletcher-Janzen, E. (Eds.) (2002). Concise encyclopedia of special education. New York: John Wiley & Sons. (REF LC 4007.E53 2002).
This is a comprehensive resource for those working in the fields of special education research and practice. Featuring reviews of assessment instruments and teaching approaches, legal issues, overviews of specific learning disabilities, dozens of biographies, and more. (From back of book).

Squire, L. (Ed.) (1992). Encyclopedia of learning and memory. New York : Maxwell Macmillan International. (REF BF318 .E53 1992).
Containing 189 alphabetically arranged, signed articles, most accompanied by a bibliography, this reference for students, teachers, and the educated public encompasses the range of current knowledge about the brain's ability to process, store, and retrieve vast amounts of information. It's particularly helpful in explaining the biological aspects of learning and memory--brain anatomy, function, and chemistry--to the general reader through the use of illustrations. In addition, the Encyclopedia contains 26 biographies of key individuals associated with the field, including Freud, Piaget, and Skinner . (from Amazon web site).

Sternberg, R.J. (Ed.) (1994). Encyclopedia of human intelligence. New York : Maxwell Macmillan International. (REF BF431 .E59 1994).
A comprehensive guide to the many theories of the way humans gather and use information, and to the men and women who developed these theories. Among the topics covered are aging, Alzheimer's disease, aptitude tests, bias in testing, cognitive styles, culture, drugs, dyslexia, ethnicity, genius, illiteracy, intuition, reasoning, schooling and intelligence, test-taking strategies, underachievement, and wisdom. The 250 original, signed articles are arranged alphabetically and some are illustrated with drawings, charts, or photographs that are useful in explaining anatomy and function of the brain and nervous system. (from Amazon web site).

Tuijnman, A. (Ed.) (1996). International encyclopedia of adult education and training. New York: Pergamon. (REF LC 5215.I586 1996).
The volume provides extensive coverage of lifespan development, cognition, adult learning, and theories and methods for the teaching of adults both now and in the future. Adult education and continuing vocational training are no longer considered as two separate fields and their merge has provoked increased attention on theories and practice, with particular focus on human resource
development. (From Elsevier web site).

Unger, H.G. (Ed.) (1996). Encyclopedia of American education. New York: Facts on Files (REF LB17.U54 1996).
This three-volume set by an education journalist contains nearly 2,500 entries on every aspect of education at all levels from colonial times to the present. Legal issues, teaching methods, types of schools, educational organizations and programs, tests, publications, administration, and leading educators are some of the broad areas covered. Articles range from a few sentences (voucher system, classical realism, phoneme) to several pages (school choice, prayer-in-school, student unrest), with most falling somewhere in between (Channel One,Coleman Report, multicultural education). Entries for each state briefly survey the history of education there. The one for Alabama states that"fewer than 30% of its adults have high school diplomas" ; other sources say more than 60 percent are high-school graduates. Entries give concise definitions and descriptions, which will be sufficient for most users. The treatment is often historical, however; entries do not always delve into current issues. For instance, the incorporation of trade books into the elementary curriculum is not mentioned in children's literature; the controversy over alternatives to vivisection is not found under biology.There is no entry for the Internet, a topic that certainly has many implications for education, and it is not mentioned in computers.(From Amazon web site).

*Van Cleve, J.(Ed.) (1987). Gallaudet encyclopedia of Deaf people and deafness. New York: McGraw-Hill. (1st floor and on the 4th floor- REF HV 2365.G35 1986).
Check out the following articles: "Education" p. 349-380. Includes sections on demographic information, school placement, academic achievement, ethnic identification of deaf students, communication modes in the classroom, history, first permanent school for the deaf deaf founders of american schools for the deaf, leaders, (American innovators, language development specialists, post-secondary education, deaf educational administrators), teachers, terminology, research, evaluation, trends, and problems. Written by 300 experts from around the world in the fields of sociology, audiology, law, education, psychology, history, and rehabilitation, this unique and authoritative three-volume reference work is broad in scope and international in coverage. It features 271 articles on sign languages and other methods of communication hearing, audiology, and auditory disorders organizations, associations, publications of the deaf community, rehabilitation, demographics, religion, biographies of distinguished deaf individuals, educational programs, and the conditions and status of the deaf community in most of the major countries around the world. (from Amazon web site).

Walberg, H.J. and Haertel, G.D. (Eds.) (1990). The International encyclopedia of educational evaluation. New York: Pergamon. (In Reference area on 1st floor- REF LB2822.75.I57 1990).
Over the past two decades, educational evaluation has become well established as a distinctive field of research and practice. It is a definitive reference providing a current and comprehensive treatment of evaluation theories and practices in educaion. The volume contains over 150 articles organized thematically into eight sections providing an easily accessible, practical yet scholarly source of information about a broad array of significant topics in educational evaluation. Broad philosophical issues of evaluation are addressed in the context of their potential relevance to the actual conduct of evaluation studies. Major topics include the approaches and methods used in educational research focusing on educational needs assessment, measurement, evaluation, design, decision making and educational policy. This Encyclopedia is international in scope, both from the point of view of the authors as well as the range of the educational programs and evaluation theories chosen. (From Elsevier web site).

Watson, K., Modgil, C. and Modgil, S. (Eds.) (1997). Teachers, teacher education, and training. Herndon, VA : Cassell. (REF LB1725.G6 T387 1997).
The first of a four-volume set contains 34 contributors examining the educational dilemmas that face governments, educators, and administrators in the light of debates, disagreements, and diverse opinions regarding current educational issues and reforms. The contributors are mostly from the UK, but a small number from elsewhere lend an international flavor. Arrangement is in four sections focusing on professionalism and deprofessionalism of teachers, restructuring teacher education, differing insights on teacher education, and international perspectives on reforms in teacher education. Annotation copyright by Book News, Inc., Portland, OR (From Einstein Catalog).

Watson, K., Modgil, C. and Modgil, S. (Eds.) (1997). Power and responsibility in education. Herndon, VA : Cassell.(REF LC71 .P65 1997).
One of four volumes looking at the educational dilemmas that face governments, professional educators, and practicing administrators in the light of debates, disagreements, and diverse opinions regarding many current educational issues and reforms. The 27 essays cover administrative control and the centralization/decentralization debate, issues in policy and planning, pressures for change in England and Wales, control of the curriculum, separate school provisions such as Christian education, and school leadership. Most of the contributors are British despite the attempt to incorporate perspectives from elsewhere.The other three volumes address teachers and teacher education, the reform of higher education, and quality in education. Distributed in the US by Books International. Annotation copyrighted by Book News, Inc., Portland, OR. (From Einstein Catalog)

Watson, K., Modgil, C. and Modgil, S. (Eds.) (1997). Quality in education. Herndon, VA : Cassell. (REF LB41 .Q35 1997).

Watson, K., Modgil, C. and Modgil, S. (Eds.) (1997). Reforms in higher education. Herndon, VA : Cassell.( REF LB2322.2 .R446 1997).

Wilson, R. A. and Keil, F. C. (Eds.) (1999). The MIT encyclopedia of the cognitive sciences. Cambridge, Mass.: MIT Press. (REF BF311 .M556 1999).
The state-of-the-art knowledge about knowledge is contained within this text. Its 471 comprehensive entries cover topics as diverse as "Hemispheric Specialization," "Epiphenomenalism," and "Algorithms" in 1,000 to 1,500 words each, thoroughly cross-indexed and extensively referenced to launch further research. A few biographical entries are also included, highlighting such giants as Alan Turing and Santiago Ramóny Cajal. The editors selected their contributors well, assigning "Neurobiology of Consciousness" to Christof Koch and Francis Crick, for example. Even better, six longer essays introduce the Encyclopedia, each providing an overview of one of the six disciplines that overlap to form cognitive science: computational intelligence; culture, cognition, and evolution; linguistics and language; neurosciences; philosophy; and psychology. (from Amazon web site).

LEGAL REFERENCES

Check out these on-line resources. The ADA Compliance Guide via http://wally.rit.edu/electronic/ada/ada.html and Special Education Connections via http://wally.rit.edu/electronic/eao/eao.html.

Gallaudet University. (1992). The ADA and you : A guide for Deaf and hard of hearing People. Washington, D.C. :Gallaudet University, The Academy. (4th floor KF480.5.D4 A33 1992).
Of interest to the deaf and hard of hearing person who want to learn more about the ADA.

DuBow, S. (2000). Legal Rights: The guide for Deaf and hard of hearing People. Washington,DC : Gallaudet University Press. (4th floor, KF480.5.D4 L43 2000 and at ETRR, NTID).
Of interest to lawyers and deaf people who want practical applications of how the laws protect the interests of the deaf person.

Legal Information Institute. (n.d.). Decisions of the U.S. Supreme Court. Retrieved 12 July 2002 from the Cornell University Legal Information Institute web site: http://www.law.cornell.edu/supct/
Access the full-text of every supreme court decision made from 1937-1975, 1990-present, and selected other cases by opinion author, party, date, topic or keyword.

Morrissey, P.A. (1993). Educator's guide to the Americans with Disabilities Act. Alexandria, VA :American Vocational Association. (1st floor, REF KF4210 .M67 1993).
Of interest to educators who need to know the laws relating to students with disabilities.

Walker, L.A. (1985). Amy, the story of a deaf child. New York, NY: E.P. Dutton. (4th floor HV2392.W35 1985).
The introduction and conclusion of this book discuss the Supreme Court case sparked when Amy's parents request a full-time sign language interpreter in the schoo Amy attends with hearing classmates. Amy narrates the main text, telling about her family, her hearing and deaf friends, how she communicates with her teachers without an interpreter, her school and anecdotes from her life.

STATISTICS

Holt, J., Hotto, S. & Cole, K. (1994). Demographic aspects of hearing impairment: Questions and answers. Retrieved July 12, 2002 from the Gallaudet Research Institute web site: http://gri.gallaudet.edu/Demographics/factsheet.html

National Center for Education Statistics. (1996- ). The condition of education. Washington, D.C. : U.S. Dept. of Education (REF L112.N377a).
This is an annual report to Congress which focuses on 60 indicators, representing a consensus of professional judgment on the most significant national measures of the condition and progress of education at the time of publication. Provides statistical information and indicators to assist in educational planning. Also see the web site http://nces.ed.gov/edstats/

National Center for Education Statistics. (1996- ). Projections of educational statistics. Washington, D.C. : U.S. Dept. of Education (REF LA210.A28).
Publication provides projections of statistics for elementary and secondary schools and institutions of higher education; includes enrollments, graduates, teachers, and expenditures. The tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2011. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projection of public school elemetnary and secondary enrollment and public high school graduates to the year 2011. Also see the web site http://nces.ed.gov/edstats/

Office of Educational Research and Improvement. (1993). Youth Indicators, 1993. Washington, D.C.: U.S. Dept of Education. (REF HQ799.7 .Y6 1993).
Compilation of social statistics concerning the nation's young people. Also see the web site http://nces.ed.gov/edstats/

DEAF AND SPECIAL EDUCATION BOOKS-Books are good places to get in-depth information and the historical background of an issue. They are not good places to find recent information. Check the bibliography (list of resources) at the end of most books to find other suggestions of where to find related articles and books. Most Deaf-related books are in the HV 2350 area on the 4th floor.

You can find books about Deaf Education in the Einstein Catalog. Note you can browse the entire catalog, the video catalog or the e-content catalog. Do a Word Search using the entire catalog and try these keywords: deaf education or deaf* educa* The asterisk at the end of the word deaf* will give you variants of that word root such as deafened, deafblind, and the asterisk at the end of the wrod educa* will give you education, educator, educate, etc.Try the Subject Search to retrieve ALL records. Do not use the asterisk when you do a subject search.

Remember that we now have e-books via netLibrary. If we have the title via netLibrary, click on the title link to read the book on-line. Go to the E-Content Catalog via Einstein Catalog to search for ebooks and ejournals. They are the equivalent of print books and are up-to-date and recent.

Most of the book descriptions are from the Clerc Center at Gallaudet University.(Alston, 2000 from the WWW site: http://clerccenter.gallaudet.edu/infotogo/547.html) unless otherwise noted. Amazon bookstore and publishers' websites or catalogs have also been used for other book descriptions.

COMMUNICATION OPTIONS BOOK LIST-There are many approaches to communication in deaf education: Auditory-Verbal, Bilingual-Bicultural, Oralism, Manual Sign Language (ASL, Signed English, PSE, Signing Exact English), Cued Speech, Total Communication and Simultaneous Communication (Sign Supported Speech). The most popular movement is the Bilingual - Bicultural approach.

Alexander Graham Bell Association for the Deaf. (1998). Components of a quality auditory oral program. Washington, D.C. : Alexander Graham Bell Association for the Deaf. (4th floor, HV2483 .C657 1998).

Beck, P. H. (2000). Discovering cued speech [videorecording] : Instructional video. Cleveland, OH : Cued Speech for Integrated Communication, Inc. ; Upper Savannah Area Health Education Consortium (WML, 1st floor 5 day collection HV2487 .B42 2000).
A complete instructional set for learning cued speech. The videos and personal workbook are designed to be used together or with face-to-face instruction

*Estabrooks, W. (1995). The ABC's of AVT [kit] : analyzing auditory-verbal therapy. North York, Ont. : Auditory-Verbal Therapy Programme, Learning to Listen Foundation, North York General Hospital. (Basement, ETC VH 1855 and book).
Book and video intended to be used simultaneously. Intended to provide opportunities for auditory-verbal therapists, speech-language pathologists, teachers of hearing-impaired children, and audiologists to expand and enhance their professional skills. Can also provide guidance for parents when used collaboratively with an auditory-verbal professional. Video shows 33 episodes of therapy, accompanying episodes in the book. Includes information on the auditory-verbal approach; auditory-verbal techniques; auditory development, articulation/phonology, pragmatics, language processing, discourse and variables affecting the programs. Also includes a task analysis guide with audiological information, transcript, and tasks for each episode.

Evans, L. (1982). Total Communication: Structure and strategy. Washington, D.C.: Gallaudet College Press.(4th floor, HV2497.E82).
Total communication, a method utilizing a combination of visual and auditory cues in an attempt to maximize comprehension, has long been a focus of debate by the deaf community, families of deaf children, and education professionals. For perhaps the first time, this book documents total communication's historical and philosophical roots and analyzes the strengths and limitations of total communication's elemental parts and their salient linguistic properties.

*Lynas, W. (1994). Communication options in the education of deaf children. San Diego, Calif. : Singular Pub. Group. (4th floor HV2471 .L95 1994).
This book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed. This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. (From Whurr Publishing web site).

*Schwartz, S. (1996). Choices in deafness : A parents' guide to communication options. Bethesda, MD : Woodbine House (4th floor HV2471 .C46 1996-2 copies).
Overwhelmingly, hearing parents raise deaf children. Most of the time they have no prior exposure to people with hearing loss and must face some very difficult options, for deaf education has been divided by controversy and bias for decades. This work provides comprehensive information on various methodologies with straightforward delivery, offering the perspective of parents and of children who have grown up since the publication of the first edition. While only three methodologies were discussed in the first edition--total communication, oralism, and cued speech--the auditory/ verbal and bilingual-bicultural approaches have been added here. This edition also covers in depth the medical causes of hearing loss, the diagnostic process, meeting with the audiologist, and the pros and cons of the newest technology, the cochlear implant. This work guides parents through the choices they must make for their child, covering conditions and treatment from both the parents' and the child's point of view. National organizations serving the deaf or hard of hearing are listed, along with contact information. (From Einstein Catalog)

EDUCATION AND PSYCHOLOGY BOOK LIST

Anderson, R. J., Keller, C.E., & Karp, J.M. (1998). Enhancing diversity : Educators with disabilities. Washington, D.C. : Gallaudet University Press.(4th floor, LB2844.1.H35 E54 1998).
The 43 million people with disabilities form this country's largest minority group, yet they are markedly under-employed as educators. Enhancing Diversity: Educators with Disabilities paves the way for correcting this costly omission. Editors Anderson, Karp, and Keller have called upon the knowledge of 19 other renowned contributors to address the important issues raised in Enhancing Diversity, including the place of disability in discussions of diversity in education, research on educators with disabilities that validates their capabilities, and information on the qualifications desired in and the demands made of education professionals. Legal precedents are cited and explained, and examples of efforts to place disabled educators are presented, along with recommendations on how disabled individuals and school administrators can work toward increased opportunities. Interviews with 25 disabled educators discussing how they satisfactorily fulfill their professional requirements completes this thoughtful-provoking book. Check out "Issues and Practices in the Recruitment and Retention of Deaf and Hard of Hearing Teachers" by Judith Coryell, Robert T. Mobley, and Thomas K. Holcomb (from Gallaudet University Press web site).

*Beattie, R.G. (2001). Ethics in deaf education : The first six years. San Diego, Calif. : Academic Press. (4th floor, HV2471 .E8453 2001).
The information on ethics in education in general is quite limited. Indeed most practicing teachers (general and special education) know little detail of existing codes of ethics for their profession, or whether one even exists. In the past, options for parents and professionals were fewer or non-existent in most aspects. Not that long ago, the choice of an educational program for many children was a "fait accompli" given that there was only one school for the deaf. Now, educational options exist for perhaps the majority of children with hearing losses--options that span the service range of residential schools to full integration. Further, within these educational settings, the language and method of instruction is also variable, spanning the range from auditory/verbal to bilingual-bicultural.
Technological changes have also increased a range of tests for identifying the presence and degree of hearing loss at a very early age.This book introduces and clarifies, in a structured manner, the many possible ethical considerations concerning the provision of educational services and habilitation for young children with hearing losses. The decisions that parents or guardians make on behalf of their children, often based on the contributions of educators, habilitation/rehabilitationspecialists, and the Deaf and medical communities, deserve an airing in a comprehensive manner. What are the issues concerning amplification, implantation, visual communication systems, and sign languages? What technological route should the parents take? What language should they be trying to develop in their child? What educational setting and approach will best satisfy the needs of their child and themselves for the present and foreseeable future?
No other book has combined the factors of ethics, education, and deafness, to discuss a variety of topics that concern parents and professionals who have and work with young children with hearing losses. Concise, readable chapters have been written by a cross-section of experienced academics, researchers, and educators; each begins with an "ethical dilemma" and expands to consider new technologies and educational options. Each chapter ends with a list of suggested readings and ethical questions for consideration. (From Academic Press web site).

Burch, S. (2002). Signs of resistance: American deaf cultural history, 1900 to WW II. New York: New York University Press. (forthcoming).
During the nineteenth century, American schools for deaf education regarded sign language as the "natural language" of Deaf people, using it as the principal mode of instruction and communication. These schools inadvertently became the seedbeds of an emerging Deaf community and culture. But beginning in the 1880s, an oralist movement developed that sought to suppress sign language, removing Deaf teachers and requiring deaf people to learn speech and lip reading. Historians have all assumed that in the early decades of the twentieth century oralism triumphed overwhelmingly.
Susan Burch shows us that everyone has it wrong; not only did Deaf students continue to use sign language in schools, hearing teachers relied on it as well. In Sings of Resistance, Susan Burch persuasively reinterprets early twentieth century Deaf history: using community sources such as Deaf newspapers, memoirs, films, and oral (sign language) interviews, Burch shows how the Deaf community mobilized to defend sign language and Deaf teachers, in the process facilitating the formation of collective Deaf consciousness, identity and political organization. (From Amazon Bookstore web site).

*Clark, M.D., Marschark, M., & Karchmer, M.A. (Eds.) (2001). Context, cognition and deafness. Washington, DC: Gallaudet University Press. (4th floor HV2391.C66 2001).
To integrate often contrasting approaches of clinical and cultural researchers, this work assembles contributions from experts in anthropology, psychology, linguistics, education, cognition, and neurophysiology to examine the effects of family, peers, and schools on deaf children. They discuss the clinical assessment of deaf people's cognitive abilities, the impact of sign language expertise on visual perception, and cognition and language in deaf preschoolers from deaf and hearing families. Other subjects include vocabulary development,emotional development in deaf children, and social conflict. c. Book News Inc. (From Einstein Catalog).

Clymer, E.W. (Ed.). (2001). Instructional technology and education of the deaf: Supporting Learners, K — College: An International Symposium.Retrieved July 12, 2000 from http://www.rit.edu/~techsym/2001/paperslinks.html
Papers from the June 25-29 symposium are posted. Read about the latest technology projects in the field of deaf education. There will be an upcoming international technology symposium June 23-27, 2003.

*Erting, C.J., Johnson, R.C., Smith, D.L., & Snider, B.N. (Eds.). (1994). The Deaf way: Perspectives from the international conference on Deaf culture. Washington, DC: Gallaudet University Press. (4th floor, HV2359 .I487 1989-3 copies).
Check out "Reaching the Deaf Community for Literacy" by K. Lloyd, "Equality in Educational Opportunities: The Deaf Version" by S. Supalla, "A Brief Overview of 'Unlocking the Curriculum'" by R. E. Johnson, S.K. Liddell, and C.J. Erting, "The Language Arts Curriculum in Programs for Deaf Children" by J. Simmons," A Deaf Teacher and a Hearing Researcher Collaborating: From ASL to English in a Kindergarten Classroom" by K. M. Whitesell and G. Zmijewski, "Classroom Turn-Taking Mechanism: Effective Strategies for Using Eye Gaze as a Regulator" by S. M. Mather, "What Deaf High School Seniors Tell Us About Their Social Networks" by R.L. Mowry, "Experiences of a Deaf Mother and Preschool Teacher" by R. Bergmann, "A Professional Deaf Educator in Spite of the System" by P. Smith and "Deaf People's Civil Rights to Information" by J. Collins.

*Erting, C.J. (1994). Deafness, communication, social identity: Ethnography in a preschool for deaf children. Burtonsville, MD: Linstok Press. (4th floor HV2395 .E77 1994).
This text examines the complex interactions of teachers, deaf children, school administrators, and deaf and hearing parents in an urban preschool. Erting identifies and discusses conflicts which result from social identity and the expectations that accompany it.

*Farb, A. B. (Ed.). (1997). Who speaks for the Deaf community? Silver Spring, MD: National Association of the Deaf. (1st floor REF HV 2545.W446 1997 and 4th floor).
This book offers views from over 20 authors. Open and honest dialogue among deaf, hard of hearing and hearing persons. Opinions are informative, meaningful and thought-provoking.questions.

*Farb, A. B. (Ed). (1998). Unrealized visions: What's next for the Deaf and hard of hearing community? Silver Spring, MD: National Association of the Deaf. (4th floor HV2545 .U57 1999).
This monograph from NAD contains papers on issues concerning the deaf and hard of hearing community, along with each writer's own ideas and views. Topics include deaf minorities, CODAs, AIDS and mental health care, deaf comployees and entrepreneurs, cochlear implants and more. Each section includes a short biography of the author, their qualifications and accomplishments.

*Fischer, R., & Lane, H. (Eds.). (1993). Looking back: A reader on the history of Deaf communities and their sign languages. Hamburg, Germany: Signum Press; Washington, DC: Distributor for the U.S., Gallaudet University Press.(4th floor HV2367 .L66 1993).
Researchers detail historical developments around the world in a book organized into six core topics: deaf biographies, deaf communities, sign languages and sign systems, deaf education and daily life at school, sociological and philosophical issues as well as methodological and theoretical issues.

*Foster, S. B. & Walter, G.G. (Eds.). (1992). Deaf students in postsecondary education. New York : Routledge. (4th floor HV2449 .D43 1992-2 copies; 1 copy in Archives, 3rd floor). With an ever-increasing number of deaf students entering higher education throughout the world, major strides need to be made in provision and support for them. This book is intended for practictioners worldwide who provide support to deaf students in postsecondary settings. This text recognizes that the integration of deaf students into mainstream higher education raises complex and challenging problems. For example, while an interpreter may provide students access to formal lectures, they are less useful in rapid classroom discussions or in supporting ad-hoc out of class projects. It has proved extremely difficulty for deaf students to enter fully into the social and extracurriculuar fabric of campus life- an essential factor in ensuring student success. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support. There is discussion of the attainments of deaf graduates with commentaries by deaf persons about their experiences in college. In addtion, statistics support the theoretical contentions and clearly demonstrate the benefitis of postsecondary education to deaf people. (from book introduction).

*Garretson, M.D. (Ed.). (1990). Eyes, hands, voices: Communication issues among Deaf people. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2471 .E958 1990-1 copy and 4th floor-3 copies; ETRR has 2 copies).
The 30 articles in this monograph discuss diverse aspects of communication including total communication, the value of ASL in deaf education, Cued Speech, communication in the deaf community, bilingualism and more.
NTID Professor, W. Newell wrote "ASL Is Not a Four-Letter Word: Deaf Education Can Dance With the Boogieman", p. 97. Recommended articles: "Ethics in Deaf America: Education and Language" by E. Bosso, "The Value of ASL in the Education of Deaf Children" by R. Johnson and S. Liddell, "Bilingual Education for ASL-Using Children" by H. Lane, "Bilingualism and Deaf Children" by M. Strong, and "A Taboo Exposed: Using ASL in the Classroom" by C. Valli.

*Garretson, M.D. (Ed.). (1991). Perspectives on Deafness. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2380 .P457 1991and 4th floor).
More than 30 writers who have had extensive involvement with deaf people present their views. The articles, representing the diversity in the deaf community, share views, experiences, and perspectives which may appear to be conflicting, inconsistent or contradictory.Check out the articles.
NTID professor R. Davila wrote "Freedom of Choice: From Limited Options to Unlimited Opportunity", p. 43; A. Hurwitz wrote "Notes on My Education", p. 71. Recommended articles: "The Path to Bilingualism and Biculturalism at the Learning Center for Deaf Children" by M. Philip and A. Small.
Poems listed are: "words from a mother to her deaf child" by M. Garretson; "My Own Broken Shell & My Dark Side" by K.Glickman; "Voices, Voices" by J.H. Hogan, "They Say I'm Deaf" by S. Kessler; "Eye Song" by S. Parlato and "Shared Beauty" by R. Smithdas.

*Garretson, M.D. (Ed.). (1992). Viewpoints on Deafness. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2390 .V54 1992 and 4th floor).
Contains more than 30 articles written by well-known authors and poets giving their perceptions on being deaf and on deaf people.
NTID professors wrote: "The Black Deaf Experience" p. 49 by R. Davila, "Back to the Future with "ye Compleat Communication", p. 97 by R. Panara and "Early ASL Training for Hearing Families with Deaf Children", p. 109 by G. Poor. Recommended reading: (opposing viewpoint) "Debunking the Bilingual/Bicultural Snow Job in the American Deaf Community" by L. Stewart, "The Bilingual and Bicultural Approach" by L. Newman, "Deaf Cultural Studies: Towards an End to Internal Strife" by P. Ladd, "Problems in Educating the Deaf Child" by J. Kubis and "The Future of Young Deaf People" by D. O.E. Josberg.
Poems listed are: "A World of Silence" by P. Campbell; "Words from a Mainstreamed Deaf Student" by M. Garretson; "Me to Sign?" by K. Glickman; "Language for the Eye" by D/ Miles; "Late Deaf" by S. Parlato; and "Know Consequence" by J. Rosenstein.

*Garretson, M.D. (Ed.). (1993). Deafness: 1993-2013. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV 2545.D43).
Contains 30 articles written by well-known authors and poets offering a broad spectrum of perspectives and opinions focusing on the future of the deaf community.
NTID professor R. Stuckless wrote "Automatically Changing Speech into Captions" p. 155. Recommended articles: Magnet Schools: Future Bilingual Day Schools for Deaf Students" by J. Andrews and J. Covell, "The Year 2003: Visions of a Bilingual and Bicultural School" by Indiana School for the Deaf-Students, Staff, and Parents, and "Who Will Shape the Future of Deaf Education?" by S. Nover.
Poems listed are: "Diminishing Returns" and "March 13, 1988" by H. Busby; "Deaf or Something?" by K. Glickman; "The Worst Signers Watch Their Hands" by M. Garretson; "Hands" by G. Kuzma; "October" by R. Lowman; "Lady With Mandolin (upon viewing a portrait)" by L. Newman; "To You Who Hear" by S. Parlato; "Life Within Deafness (a poem from Ethiopia)" by K/ Taye; "Belonging....Where?" by M. L. Woolsey; "My Deaf Vision" by B. Eger and "Lydia Sigourney Counsels Mr. Clerc" by L. Golladay.

Garretson, M.D. (Ed.). (1994) Deafness: Life & culture: A Deaf American monograph. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2545 .D55 1994 and 4th floor).
Selected articles and poetry providing insights into the diverse ethnicities, religions, cultures, philosophies, educations, and languages within the deaf community.
NTID professors P. Schragle and G. Bateman wrote "Impact of Captioning", p. 101. Suggested reading: "One Edcator's Assessment" by R. Ramacciotti, "Bilingual and Bicultural Education" by M. Vernon and B. Daigle and "Deaf Culture Courses: Opinions of Deaf and Hearing Instructors" by D. Youngblut and G. Powers.
Poems listed are "Like Love This Choice of a Language" by I. Caroom; "Soundless Frustration" by L. Chiango; "Sign Language" by M. Garretson; "Identity" by S.Hardy; "Night Ceremony (with the light on) by S. Leigh; "With My Hands I Can..." by M. Okwara; "Audiogram" and "Questions for a Cochlear Surgeon" by S.Parlato; "The Soul of Meaning" by R. Rosen and "Beyond Silence" by R. Smithdas.

*Garretson, M.D. (Ed.). (1995) Deafness: Life & culture II: A Deaf American monograph. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2545 .D55 1995 and 4th floor).
A sequel to the first monograph, this book shares thought-provoking articles, historical essays, and touching poetry.
NTID Professor R. Davila wrote "Current Issues Facing Education of the Deaf", p. 19. Suggested reading: "When Tomorrow Comes: A Challenge to Educators of Deaf Children" by M. Garretson, "By Our Deaf Students We'll Be Taught" by H. Meador, "American Sign Language: A Course of Study for ASL Users in Elementary and Secondary Programs" by R. Stone.
Poems listed are: "Estele" by Julia Alvarez; "Jennifer" and "Wittebome '72 by LIndsay Dunn; "Deaf Again" by Mer Garretson; "A Credo for Deaf Americans" by Frank Lala; "Rise Up Spirit and Pray" by Ruby Miller-Samples; "My Hands Searched Yours" by Lawrence Newman; "Field of Dreams Opening Day, Yankee Stadium" by Robert Panara and "Teach Me" by Sal Parlato.

*Garretson, M.D. (Ed.). (1996) Deafness: Historical perspectives: A Deaf American monograph. Silver Spring, MD: National Association of the Deaf. (1st floor REF HV2380 .D435 1996 and 4th floor. ETRR has 2 copies).
The historical perspectives in this book include essays on organizations and programs of and for deaf people, communication and education, profiles depicting individuals who have contributed greatly to public understanding of the deaf community, a genealogical perspective on five multi-generational deaf families, deaf studies, deaf theatre, and poetry.
Rochesterian M. Moore wrote "The Great Treasure Hunt: What Can We Learn from Researching "Deaf History"?" Recommended reading: "Does Repeating the Mistakes of the Past Protect the Innocent? Mainstreaming and Inclusion Revisited" by J. F. King, "The Intentional Systematic Deconstruction of Mainstreaming" by B.Malzkuhn, "History and Deaf Studies: An Essay" by J. Schuchman, and "Communication in Deaf Education: Retrospect and Prospect" by John Vickrey Van Cleve.
Poems listed are "The Isolation of Silence" by T.Bluekens; "The Silent World" by J. Ernst; "Later" by R. Luczak; "Shell" and "Friends" by R. Miller-Samples; "My Four Senses" by L. Newman; "Idylls of the Green" by R. Panara; "Out, Loud!" and "TWO-gether" by S. Parlato; "The Happening" by H. Purcell and "Challenged" and "Persistence" by R. Smithdas.

*Gutman, V. (2002). Ethics in mental health and deafness. Washington, D.C. : Gallaudet University Press. ( 3rd floor, RC451.4.D4 E86 2002).
This volume explores ethical issues specific to working with deaf clients, including matters of confidentiality, managing multiple relationships, and the clinician's competency to provide services, particularly in communicating with and understanding deaf people. Led by editor Virginia Gutman, a unique assembly of respected mental health professionals share their experiences and knowledge in working with deaf clients.Irene Leigh commences this text with her varied experiences as a deaf mental health practitioner, and Gutman follows with insights on ethics in the "small world" of the Deaf community. William McCrone discusses the law and ethics, and Patrick Brice considers ethical issues regarding deaf children, adolescents, and their families. In contrast, Janet Pray addresses concerns about deaf and hard of hearing older clients. Minority deaf populations pose additional ethical questions, which are detailed by Carolyn Corbett. Kathleen Peoples explores the challenges of training professionals in mental health services specifically for deaf clients. Closely related to these topics is the influence of interpreters with deaf clients in mental health settings, which Lynnette Taylor thoroughly treats. This text also features a chapter on genetic counseling and testing for deafness by Kathleen Arnos. The final section, written by Robert Pollard, examines ethical conduct in research with deaf people, a fitting conclusion to a volume that will become required reading for all professionals and students in this discipline. Book jacket. (from Einstein Catalog).

Jankowski, K. A. (1999). Student life in the new millennium : Empowering education for deaf students. Washington, D.C. : Pre-College National Mission Programs, Gallaudet University. (4th floor HV2430 .J36 1999).
Conference paper presented by Katherine Jankowski, Ph.D. discusses various aspects of student life including literacy, dorm activities, social skills, athletics and other topics. The focus is on outcome-driven programming. (From Clerc Center web site).

Kaplan, H., Mahshie, S., Moseley, M., Singer, B., & Winston, E. (1993). Design of effective media, materials, and technology for deaf and hard-of-hearing students (Tech.Rep.No.1). Eugene, OR: National Center to Improve the Tools of Educators, University of Oregon. Available (as of July 25, 2000): http://idea.uoregon.edu/~ncite/documents/techrep/tech01.html

*King, J. F.. (2001). Introduction to deaf education: A Deaf perspective. Hillsboro, Oregon: Butte Publications. (4th floor, HV 2430.K564).
This text is a compilation of contributions written by experienced educators and is the starting place for students entering teacher training programs. Contributions include the major topics to which future teachers should be exposed, including (with author name): "Deaf Teachers and Their Impact on American Education of the Deaf "(Gannon), "The Deaf Civil Rights Movement: Gallaudet Protest to the Present" (Jordan), "Parents of Deaf Children: Educational Implications" (Hurwitz/Hurwitz), "Deafness and Intelligence: A Multiperspective Viewpoint" (Busby), "Legislation and How it Affects Deaf People" (Bienenstock), "Educational Placement Options and the Unwritten Curriculum" (Garretson), "Early Intervention Programs: Critical Time for Deaf Children" (Rose), "Teachers of Young Deaf Adults" (Bateman), "Bilingual Education and the Deaf Child" (Bailes/Tompkins), "The Role of the Residential Program in the Ed. of the Deaf Child (Finneran)" and "Other Modes of Communication" (Vashista/Kendrick). (From Butte Publications web site).

*Livingston, S. (1997). Rethinking the education of deaf students: Theory and practice from a teacher's perspective. Portsmouth, NH: Heinemann. (4th floor HV2469.E5 L58 1997).
A controversial text that asserts that Deaf students be treated like non-Deaf students. The author rejects the predominant view of Deaf students as special learners in need of language remediation and repair. Instead, she maintains that for Deaf students as well as their hearing counterparts, the primary educational goal is the making and sharing of understaning in various subjects. Furthermore, she views this as a process that occurs naturally, concomitantly and reciprocally with the acquistion of language, regardless of one's hearing ability.Her assertion clashes with conventional Deaf Education, which presumes that the wider learning begins after students master a sign system that codifies and reconstructs English. She offers an alternative and demonstrates how ASL and English can co-exist in the same classroom, embedded in the content of what is being taught. Through clearly explained theory, field-tested teaching strategies, authentic examples of students' work, lesson plans and sections on assessment, she suggests ways to help students become educated language users. The author's ideas hold enormous implications for those who teach Deaf students, develop school budgets, design programs and train future teachers. More important, they may hold the key that unlocks the potential of Deaf students of all ages to become voracious readers and accomplished writers. (From back of book).

*Marschark M. (1993). Psychological development of deaf children. New York: Oxford University Press. (3rd floor RF 291.5C45M373 1993. ETRR has 3 copies
This book is the first comprehensive examination of the psychological development of deaf children, many of whom are reared in language-impoverished environments and thus experience social and cognitive development that is markedly different from hearing children. The author details those differences, giving special attention to how development is affected by parents, peers, and teachers. This careful consideration of existing evidence yields a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired, helping to forge an integrated understanding of social, linguistic, and cognitive development as they are affected by childhood deafness.(From Oxford University Press web site).

*Marschark M. & Clark, M.D. (Eds.) (1993). Psychological perspectives on deafness. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. (4th floor HV2380.P77 1993).
Focusing on the psychological foundations and implications of deafness, this volume provides a scholarly overview of research concerning deaf individuals, deafness, and related topics.Taken together, the chapters offer a coherent picture of the scientific issues facing deafness researchers and the relationships between biology, language, cognition, and social processes in the deaf. Contributors were encouraged to provide forthright but balanced examinations of the goals, methodologies, and interpretations of research relevant to their topics, while at the same time considering broader theoretical motivations and implications of relevant findings. Drawing on the expertise of the authors, this book provides a more comprehensive and integrative approach to deafness than previous volumes. Most books in the field either have applied perspectives and goals or have focused primarily on sign language, deaf education, or some other restricted domain. This book is broader, including "cutting-edge" research from "cutting-edge" researchers. (From Lawrence Erlbaum web site).

*Marschark, M. (1997). Relations of language and thought: The view from sign language and deaf children. New York: Oxford University Press. (HV 2391.R45).
Contributors offer different perspectives on language and cognitive development in deaf children, drawing on research in theoretical linguistics, neuropsychology, parent-child interactions, and reading education. Topics include the modular effects of sign language acquisition, the nature and role of lip reading in cognitive development of deaf children, and modules and the informational encapsulation of language processes. Annotation copyrighted by Book News, Inc.,Portland, OR. (From Einstein Catalog)

*Marschark, M. (1997). Raising and educating a deaf child. New York: Oxford University Press. (HV 2391.M26 1997).
Offers parents and teachers a readable and comprehensive summary including everything a parent would want to know about growing up deaf. Parents of a deaf child, like the parents of any child, want to know the answers to some apparently straightforward questions, such as "What kind of school will provide my child with the best education?" "What language experience is best for my child, sign or speech?" "Will my child be able to get a good job?" Marschark addresses these questions and more, with topics ranging from what it means to be deaf and the uniqueness of Deaf culture to the medical causes of early hearing loss, from technological aids for the deaf such as TTYs and cochlear implants to the educational and social opportunities available to deaf children. He describes the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles.Above all, he emphasizes the need for early detection of hearing loss and the importance of being able to communicate with deaf children from a very early age, recommending that parents of deaf children learn sign language and use it often. This is not a "how to" book or one with all the "right" answers for raising a deaf child. This is a guide through the many conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other. (From Einstein Catalog)

Marschark, M. & Clark, M.D. (Eds.) (1998). Psychological perspectives on deafness (Vol. 2).. Mahwah, NJ: L. Erlbaum. (HV2380.P77 1998).
Researchers and practitioners in psychology,education, linguistics, child development, communication sciences and disorders, and language acquisition; a text for upper-division undergraduate and lower-level graduate courses on exceptionality, deaf education, and the psychology of deafness. This edited volume picks up where Volume 1 ended. Composed of review chapters that reflect cutting-edge views from well-known international researchers within the field, this book surveys issues within the field of deafness such as cognition, learning disabilities, social development, language development, and psychopathology. It also highlights the many new and exciting findings currently emerging from researchers across a variety of disciplines--psychology, education, linguistics, and child development. (From Lawrence Erlbaum web site).

*Marschark, M., Lang, H.G., & Albertini, J.A. (2001). Educating deaf students: From research to practice. New York: Oxford University Press. (4th floor HV2437.M27 2001-2 copies).
This book presents a summary of the current state-of-the-art in deaf education. With dramatic changes in deaf education over the past 30 years, this book considers what we now know, what we do not know, and what we should know about the education of deaf students. Taking a developmental perspective, the authors look first at the history of deaf education, and then at education as it begins at home and in the classroom, encompassing discussion about reading, American Sign Language, and school choice. The various programs available for deaf children and young adults are appraised, including details of the curriculum in English, math and science, and social studies. Using a research-based yet readable approach, the authors set aside the politics, rhetoric, and confusion that often accompanies such discussions. Rather, they clearly evaluate deaf education, explaining complex information in a way that is useful to a wide range of readers involved in deaf education, from parents and day care providers to elementary, high-school, and college teachers and other education professionals.(From Oxford University Press web site).

*Mazurek, K. & Winzer, M. A. (2000).Special education in the 21st century : issues of inclusion and reform. Washington D.C. : Gallaudet University Press.(4th floor LC3981 .S594 2000).
In the late twentieth century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by nineteen distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education. The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice. Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.

*Mindel, E.D. & Vernon, M. (Eds.). (1987). They grow in silence : Understanding deaf children and adults. San Diego, Calif. : College-Hill Press. (4th floor HV2391.T44 1987).
The following chapters are featured: The Impact of Deaf Children on Their Families, The Primary Causes of Deafness, Audiology and the HI Child: Current and Future Needs, Recent Advances in the Diagnosis of Hearing Loss in Newborns and Infants, Emotional Illness and the Deaf, Deaf Parents of Hearing Children, Language and the Young Deaf Child, After the Revolution: Educational Practice and the Deaf Child's Communication Skills, and Outcomes: Deaf People and Work.

*Moores, D. F. & Meadow-Orlans, K. P. (Eds.) (1990). Educational and developmental aspects of deafness. Washington, D.C. : Gallaudet University Press. (4th floor HV2430 .E383 1990).
Written with clarity and coherence, this volume by distinguished scholars (editors included) from a wide variety of disciplines including education, linguistics, anthropology, sociology, and psychology is an important contribution to the growing body of research on deafness. Based on their diverse research with deaf individuals, contributors present their findings on the education and the human development of the deaf in 20 essays. Part 1 deals with "The Deaf Child at School," examining, for example, the deaf as a linguistic and cultural minority within US society; the role of research in deaf education; who gets mainstreamed; and the variables that impact on the academic achievement and social-emotional development of deaf students. Part 2 focuses on "The Deaf Child at Home," a useful section since there is a paucity of family-oriented research. Topics include the concerns, needs, and problems of parenting a deaf child; a cross-national comparison of major influences on the social-emotional development of deaf children; the effect of childhood deafness on the family; and the responses to hearing loss that occur later in life.

Moores, D.F. (2001). Educating the Deaf: Psychology, principles and practices. Boston: Houghton Mifflin. (4th floor HV2430.M66).
Educating the Deaf is the authoritative, comprehensive standard-bearer in its market, offering balanced coverage of hotly contested issues, such as language acquisition vs. manual communication. The text compiles all themajor home, school, and community issues that affect the education of the deaf. Updated coverage includes information on new legislation mandating early educational services for deaf children.Includes completely updated information on advances in medical technology, information on how technology can assist deaf students, and new Internet resources. (From Houghton Mifflin web site).

*National Technical Institute for the Deaf. (1999). Implications of NTID Research for Deaf and hard of hearing people. Rochester, NY: Educational Resources, National Technical Institute for the Deaf. (3rd floor-Archives and 4th floor HV2380 .N38 1999).

*Osgood, R. L. (2000). For "children who vary from the normal type" : Special education in Boston, 1838-1930. Washington, D.C. : Gallaudet University Press. (4th floor, LC3983.B7 O84 2000).
In his perceptive study of the education of disabled children during the nineteenth and early twentieth centuries, Robert Osgood focuses upon the Boston school system as both typical and a national leader among urban centers at that time. Osgood points out that a host of significant figures worked in education in the region, including Horace Mann, George Emerson, and John Philbrick, and also Thomas Hopkins Gallaudet, Samuel Gridley Howe, Edouard Seguin, Hervey Wilbur, and Walter Fernald, each of the latter group noted for first founding and /or directing institutions for individuals with disabilities.
This text describes the growth of Boston and its educational system during this period, then examines closely the emergence of individual programs that catered to students formally identified as having special needs: intermediate schools and ungraded classes; three separate programs for students with children; special classes for mentally retarded children; and other programs established between 1908 and 1913. Osgood describes these programs and their relations with each other, and also the rationales offered for their establishment and support. This detailed examination graphically depicts how patterns of integration and segregation in special education shifted over time in Boston, and provides a foundation for continuing the present-day discussion of the politics and realities of inclusion.

*Parasnis, I. (Ed.). (1996). Cultural and language diversity and the Deaf experience. New York, NY: Cambridge
University Press.(4th floor HV2545 .C85 1996 -2 copies).
Presents a perspective that deaf people should be considered a cultural and language minority group rather than as individuals with an audiological impairment. Eighteen essays contributed by deaf and hearing educators, linguists, researchers, and community members support the efforts of deaf people to have ASL recognized in the planning of educational policies and curricula.

Porter, J. E. Promoting the success of individual learners: Teachers applying their craft at the undergraduate level. Westport, Conn.: Bergin & Garvey. (forthcoming).
Responding to the educational ideal of supporting "each and every" student, individualizing instruction is put forward as the basis of effective undergraduate instruction. In the tone of "practitioners talking to practitioners," eight teachers representing various undergraduate institutions and disciplines share assumptions and strategies for supporting successful learning by individual students. (From Greenwood Publishing).

*Ramsey, C.L. (1997). Deaf children in public schools: Placement, context and consequences. Washington, D.C.: Gallaudet University Press. (4th floor, HV2430 .R350 1997).
As the practice of mainstreaming deaf and hard of hearing children into general classrooms continues to proliferate, the performances of these students becomes critical. This text assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context, and language in their development. Ramsey points out that these deaf children were placed in two different environments, with the general population of hearing students, and separately with other deaf and hard of hearing children. Her incisive study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard of hearing children were designed especially to concentrate upon their particular learning needs. This book also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom. Based upon these insights, this text follows the deaf students in school to consider three questions regarding the merit of language study without social interaction or cultural access, the meaning of context in relation to their educational success, and the benefits of the perception of the setting as the context rather than as a place. The intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.(From Gallaudet University Press web site).

Scheetz, N.A. (2001). Orientation to deafness. Boston : Allyn and Bacon. (4th floor, HV2380 .S33 2001).
Sheetz (Valdosta State U.) furnishes insights into the world of the deaf for future and current educators who work with clients ranging from infants through college students and students entering interpreting and social work, a foundation. Her information might also be appreciated by parents and deafened adults. She discusses the psychosocial perspective, the art of hearing, family dynamics, education, reading, work, myths and misconceptions, morals and values, hearing aids, support services, and other dimensions. The first edition appeared in 1993. Annotation copyrighted by Book News Inc., Portland, OR. (From Einstein Catalog).

*Schirmer, B.R. (2001). Psychological, social, and educational dimensions of deafness. Boston : Allyn and Bacon. (4th floor HV2551 .S35 2001).
A treatment of the major issues affecting the lives of children, adolescents, and adults who are deaf or hard of hearing, as well as their families. In addition to describing current practice and research, Schirmer (Kent State U.) includes personal essays that illustrate concepts and trends. Intended for professionals and students preparing for roles in education, counseling, rehabilitation, interpreting, and speech and hearing science. Annotation copyrighted by Book News Inc., Portland, OR. (From Einstein Catalog ).

*Sheridan, M. (2001). Inner lives of deaf children: Interviews and analysis. Washington, DC : Gallaudet University Press. (4th floor, HV2391 .S58 2001).
Through its qualitative research design, this book offers a revolutionary approach to the study of Deaf children in society. Though most quantitative studies, by nature, summarize patterns of behavior to formulate averages, Sheridan's study of seven Deaf and hard-of-hearing children of diverse backgrounds focuses on the individuality of each child. The book is largely composed of transcripts of interviews with these children and the subsequent analysis of the information gathered. Rather than giving voice to (mostly hearing) researchers' perceptions of Deaf and hard-of-hearing children, this book gives direct insight into what Sheridan calls the children's own "lifeworlds" (images of themselves and others in their lives). In so doing, this work also underscores the differences between the experiences of Deaf children today and those of previous generations, because of such factors as improved technology and changes in educational and linguistic philosophies and in socioeconomic environments. The results indicate strong differences between largely negative societal expectations of Deaf and hard-of-hearing children and the children's own images of themselves.(From Choice via Einstein Catalog).

*Spencer, P.E., Erting, C. & Marschark, M. (Eds.). (2000). The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans. Mahwah, NJ: Lawrence Erlbaum Associates. (HV2392.2D43 2000).
This book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard of hearing children in the context of family and school. A variety of disciplines and perspectives are provided in order to capture the complexity of factors affecting development of these children in their diverse environments. Consistent with current theory and educational practice, the book focuses most strongly on the interaction of family and child strengths and needs and the role of educational and other interventionists in supporting family and child growth. This work, and the authors represented in it, have been influenced by the seminal work of Kathryn P. Meadow-Orlans, whose work continues to apply a multidisciplinary, developmental approach to understanding the development of deaf children. The book differs from other collections in the degree to which the chapters share ecological and developmental theoretical bases. A synthesis of information is provided in section introductions and in an afterword provided by Dr. Meadow-Orlans. The book reflects emerging research practice in the field by representing both qualitative and quantitative approaches. In addition, the book is notable for the contributions of deaf as well as hearing authors and for chapters in which research participants speak for themselves--providing first-person accounts of experiences and feelings of deaf children and their parents. Some chapters in the book may surprise readers in that they present a more positive view of family and child functioning than has historically been the case in this field. This is consistent with emerging data from deaf and hard of hearing children who have benefitted from early identification and intervention. In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents. The book moves from consideration of child and family to a focus on the role and effects of school environments on development. Issues of culture and expectations pervade the chapters in this section of the book, which includes chapters addressing effects of school placement options, positive effects of learning about deaf culture and history, effects of changing educational practice in developing nations, and the need for increased knowledge about ways to meet individual needs of the diverse group of deaf and hard of hearing students. Thus, the book gives the reader a coherent view of current knowledge and issues in research and intervention for deaf and hard of hearing children and their families. (From Lawrence Erlbaum web site).

*Stewart, D.A. & Kluwin, T.N. (2001). Teaching deaf and hard of hearing students: Content, strategies, and curriculum. Boston : Allyn and Bacon. (4th floor, HV2437 .S74 2001).
This text takes a practical look at the challenges of teaching subject matter to deaf children. It gives suggestions about what teachers can do in the classroom that will make a positive difference in how their deaf students learn. It emphasizes providing teachers with a framework to design instructions that meet the educational needs of their deaf students. The principles upon which instructional planning proceeds are applicable to deaf students at all grade levels; thus, the book is suitable for teachers at the elementary through high school levels. These principles are diverse but revolve around four central themes: 1) Creating authentic experiences; 2) Integrating vocabulary development; 3) Creating opportunities for self-expression; and 4) Providing deaf role models. When applicable, distinctions are made between the various instructional roles of teachers in self-contained classrooms, resource room teachers, and itinerant teachers, as well as general education teachers who have deaf students in their classrooms. In addition to subject matter teaching, issues relating to diversity, discipline, and disabilities are reviewed from a pragmatic perspective. Ideas are then presented about how teachers can address these issues through instruction. Finally, strategies are provided for involving the family in the education of their deaf children, including exercises for increasing family awareness of the learning challengestheir deaf children face. Practical ideas about how teachers can empower parents in the learning process are featured. (From Allyn & Bacon web site).

*Vernon, M. & Andrews, J.F. (1990). The psychology of deafness : Understanding Deaf and hard-of- hearing people. New York : Longman. (4th floor HV2395 .V47 1990-3 copies).
Hearing loss is the most prevalent chronic health problem in the U.S., yet little attention has been given to understanding the psychological implications for deaf and hard of hearing persons. In this text, the authors argue that deafness is a psychological variable that causes the life experiences of the hearing to consistently differ from those of the deaf and hearing impaired. Covering all levels of hearing loss-from prelingual and profound deafness to partial and mild hearing loss--the text demonstrates how and why a hearing loss creates psychological stress regardless of its degree. This book is an excellent introduction to the subject-including coverage of the basic principles of psychodiagnosis with deaf persons, examination of the stress created by this handicap, and suggestions for working more efficiently with the deaf community, The Psychology of Deafness features: A comprehensive section on the American deaf community and the causes of deafness, a comparison and analysis of forms of communication used by the deaf, an examination of the pressures deafness imposes and the attitudes of hearing people toward deaf chidlren and adults, a section on diagnosis aimed at reducing the amount of misdiagnosis with deaf children, a bilingual/bicultural approach toward helping deaf children learn.(From back of book).

*Weisel, A. (1998). Issues unresolved: New perspectives on language and deaf education. Washington, D.C.: Gallaudet University Press.(HV2430. I77 1998).
NTID professors S. Fischer wrote "Critical Periods for Language Acquisition: Consequences for Deaf Education", L. Siple wrote "The Use of Addition in Sign Language Transliteration", M. Stinson and E. R. Stuckless wrote "Recent Developments in Speech-to-Print Transcription Systems for Deaf Students", and R. Menchel wrote "Deaf Students Attending Regular Four-Year Colleges and Universities in the United States". Comprises 20 contributions selected from the 400-plus papers presented at the 18th International Congress on Education of the Deaf. Representative paper topics include: assessing cognitive, relational, and language abilities of deaf preschoolers in Italy; the perception of speech by children with hearing loss; school and classroom characteristics that facilitate the social integration of deaf and hard of hearing children; deaf students attending regular four-year colleges and universities in the US; and deaf identity in adolescence. Annotation copyrighted by Book News, Inc., Portland, OR (From Einstein Catalog).

*Winzer, M. A. (1993). The history of special education : From isolation to integration. Washington, D.C. : Gallaudet University Press.(4th floor, LC3965 .W56 1993).
This comprehensive volume examines the facts, characters, and events that shaped this field inWestern Europe, Canada, and the United States. From the first efforts to teach disabled people in early Christian and Medieval eras to such current mandates as Public Law 94-142, this study breaks new ground in assessing the development of special education as a formal discipline. This text presents a four-part narrative that traces its emergence in fascinating detail from 16th-century Spain through the Age of Enlightenment in 17th-century France and England to 18th-century issues in Europe and North America of placement, curriculum, and early intervention. The status of teachers in the 19th century and social trends and the movement toward integration in 20th century programs are considered as well.(from Gallaudet University Press web site).

*Winzer, M.A. & Mazurek, K. (Eds.). (2000). Comparative studies in special education.Washington, D.C. : Gallaudet University Press. (4th floor, LC3965 .C54 1994).
This unequaled collection of international programs will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas. Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand and other nations in the final section. More than 50 noted scholars have contributed to this important work, offering an indispensable, detailed frame of reference for assessing education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others. (from Gallaudet University Press web site).

*Winzer, M.A. & Mazurek, K. (Eds.). (2000). Special education in the 21st century: Issues of inclusion and reform. Washington, DC: Gallaudet University Press. (4th floor, LC3981 .S594 2000).
In the late twentieth century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by nineteen distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education. The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice. This text sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners. (from Gallaudet University Press web site).

World Federation of the Deaf. (2002). World Federation of the Deaf in the 21st century: Vision, prioritites & action plan for years 1999-2003. Helsinki, Finland: World Federation of the Deaf. (OVER 4th floor HV2354 .W674 2002).
Reports from the XIII World Congress of the WFD, Australia, 1999.

OPPOSING VIEWPOINTS BOOKLIST

*Bertling, T. (1994). A child sacrificed to the Deaf culture. Wilsonville, Or. : Kodiak Media Group. (4th floor HV2534.B47 A3 1994-3 copies and ETRR has 2 copies).
Bertling shares his subjective and unpopular (with the deaf community) views on deaf culture, deaf education, and deaf children. He attended a residential school and has deaf family members.This controversial book was written for educators and administrators, parents of deaf children, and those having a professional or social interest in the deaf. (From Amazon Bookstore website).

*Bertling, T. (1997). No dignity for Joshua : More vital insight into Deaf children, Deaf education, and Deaf culture. Wilsonville, Or. : Kodiak Media Group. (4th floor HV2545.B395 1997-2 copies and ETRR has 2 copies).
Bertling surveys and offers subjective opinions on such controversial issues as cochlear implants, sexual abuse at residential deaf schools, militancy within the deaf community and deaf community leadership. Contributes to the on-going dialogue and debate of issues key to deaf community interests and to the education and assimilation of deaf children.(From Amazon Bookstore website).

*Bertling, T. (Ed.). (1998). American sign language: Shattering the myth. Wilsonville, Or. : Kodiak Media Group. (4th floor, HV2471 .A63 1998).
This controversial and unprecedented collection of essays from distinguished and respected scholars marks the turning point in the education of the deaf. Headlined with compositions and documents written by the late Dr. Larry G. Stewart and Prof. Frances M. Parsons, both once members of the faculty of Gallaudet University, the book opens the door for new thinking. With additional contributions from Dr. Otto J. Menzel, Dr. Donald F. Moores, Dr. Truman W. Stelle, and PhD student Patrick W. Seamans, all of these writers venture into the heart of deaf language and cultural issues and reward us with the kind of critical thinking largely absent from many proponents of ASL-based learning. Topics regarding the failure of Deaf education, Bilingual-Bicultural, immoral intimidation tactics, and other pressing points are mentioned. Personal accounts that go against the traditional ASL mindset are also given.(From Amazon Bookstore web site).

*Bertling, T. (Ed.). (2001). An intellectual look at American Sign Language : Clear thinking on American Sign Language, English, and Deaf education. Wilsonville, Or. : Kodiak Media Group. (4th floor, HV2474 .I563 2001).
This book encompasses contributions from some of the researchers, educators, and commentators on sign language communication. In addition to American Sign Language, the contributors discuss deaf education, the importance of English reading and writing skills, deaf culture, ethical questions, Cochlear Implants, residential schools for the deaf, and the future of education and life for deaf children. The subjective opinions and unpopular (with the deaf community) in the book challenges and shows skepticism toward the ASL-based approach to learning for the deaf.(From Amazon Bookstore web site).

*Bertling, T. (Ed.). (2002). Communication. Wilsonville, Or.: Kodiak Media Group. (forthcoming).

*Tellings, A. (1995). The two hundred years' war in deaf education: A reconstruction of the methods controversy. Eindhoven, The Netherlands: A. Tellings. (ETRR only. HV2417.T445 1995).
Dissertation.

*Winefield, R. (1987). Never the twain shall meet: Bell, Gallaudet and the communication debate. Washington, DC: Gallaudet University Press. (4th floor, HV2471.W56 1987 - 2 copies)
The opposing viewpoints of Gallaudet and Bell, who started an educational debate in the middle of the 19th century that continues today, are presented: Should sign language be used in deaf education or should deaf children deail with a hearing, speaking world on its own terms?

DEAF AND SPECIAL EDUCATION JOURNALS-These are good places to find recent information on a topic.

Check out Parasnis, Ila. (1997) Cultural identity and diversity in deaf education. American Annals of the Deaf, 142, 72-79. .

Use the ETRR Index to Interpreting and Deaf Periodicals to find citations. The Gallaudet Index to Deaf Periodicals is another citation database. The Gallaudet Index DOESN'T index recent information and it indexes popular magazines, not professional journals. Deaf Life Magazine is highly recommended and we keep back issues in bound format on the 2nd floor PER HV2350.D45.

When you find a citation you like and want to locate the journal or magazine, use the Einstein Catalog to find the journal title and the location. It may be available in print on the 1st floor on the Current Magazine Shelves or at the Reserve Desk, in bound periodical format (Deaf Life magazine) on the 2nd floor, on microfilm/microfiche on the 2nd floor, and/or online via a full-text database. For citations on American Sign Language, try the online database Linguistics Abstracts for citations. Full-text articles may be found via ABI Inform, Academic Search Elite-Master File Index-ERIC,FirstSearch-MLA Bibliography-and OMNI Files. Check out Dissertation Abstracts and the World Cat via FirstSearch for citations. Check out in-depth reports on Special Education and the Americans With Disabilities Act via the CQ Researcher Database.

There is a Deaf and Special Education Periodical Guide. The guide lists the web and database links for you for all journal titles. Some recommended periodicals are: Journal of Deaf Studies and Education , American Annals of the Deaf , Sign Language Studies, Topics in Language Disorders and there are more.

NEWSPAPERS-These are good places to look for current information or to get an overview of the day-to-day coverage of a particular issue. Try the ABI-PROQUEST or Academic Search Elite databasesl to get newspaper articles.

DEAF EDUCATION VIDEOS-Available on the 1st floor in the Videotape Browsing Collection across from the Circulation Desk. You may borrow them for up to 5 days.See the WML ASL and Deaf Culture Vdeo Guide. There are also videotapes at ETRR-NTID (only faculty and staff may borrow videos, but students can view videos at ETRR). The Media Resource Center in the basement of WML also has some videos and you must view the videos in the viewing room (there are about 15 tvs and vcrs). Use the Einstein Video Catalog to explore videos on this topic. Use both keyword and subject searches to retrieve all records. We also have a captioned video list you can browse by title.

* Paoletti-Schelp, J. (2000). Viewpoints 3: Deaf education [Videorecording]. Salem, OR: Sign Enhancers, Inc. 42 mins. (1st floor video collection HV 2395.V538 2000 pt.3).
Consists of unrehearsed interviews with 6 different D/deaf individiuals who come from a broad range of educational and linguistic backgrounds offering opinions and experiences on the topic of Deaf Education.

DEAF WWW RESOURCES-Check out the Deaf Internet Resources. You can click on the Deaf Education, ESL and Deaf Resources links. Check out Info to Go from Gallaudet University which has online "quick reference" sheets.

EDUCATION WWW RESOURCES-Check out the Education Internet Resources .

FACT SHEETS- We have quick reference short papers on various topics from Gallaudet University REF HV 2353.N375 and SHHH REF HV 2353.S53 in the reference area on the 1st floor.

Created by Joan Naturale 10 July 2002. E-mail JXNWML@rit.edu.
Links checked 15 March 2003. Check links free via http://validator.w3.org/checklink. Type in URL, click summary option, then click check.