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The Mask of Confusion
In: American annals of the deaf: AAD, Band 167, Heft 4, S. 554-556
ISSN: 1543-0375
Quality Education and Sustainable Learning Trajectories for Deaf Learners
In: American annals of the deaf: AAD, Band 163, Heft 4, S. 463-470
ISSN: 1543-0375
Writing Signed Languages: What For? What Form? A Response
In: American annals of the deaf: AAD, Band 161, Heft 5, S. 537-539
ISSN: 1543-0375
One Size Does Not Fit All: Individualized Instruction in a Standardized Educational System
In: American annals of the deaf: AAD, Band 158, Heft 1, S. 98-103
ISSN: 1543-0375
T his essay is based on a keynote address, "A Tour of the Horizons," presented to the 2012 annual conference of the Association of College Educators/Deaf and Hard of Hearing (ACE/DHH), held in Atlantic Beach, Florida.
Editorial: Waist Deep in the Big Muddy: The Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB)
In: American annals of the deaf: AAD, Band 155, Heft 5, S. 523-525
ISSN: 1543-0375
Appreciation
In: American annals of the deaf: AAD, Band 155, Heft 5, S. 619-619
ISSN: 1543-0375
Epistemologies, Deafness, Learning, and Teaching
In: American annals of the deaf: AAD, Band 154, Heft 5, S. 447-455
ISSN: 1543-0375
The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a relatively short period, the education of deaf students has gone from an independent enterprise under the aegis of special education to heavy influence by No Child Left Behind legislation that applies to virtually all American students. American education at one and the same time embraces and celebrates diversity, imposes uniform, rigid learning standards for all children, and mandates that all children be tested in the same way. An oxymoron exists of individualized educational planning and one-size-fits-all curricula and assessment of academic achievement. Implications for teaching and learning of deaf students are explored.
Editorial
In: American annals of the deaf: AAD, Band 154, Heft 5, S. 415-416
ISSN: 1543-0375
Partners in Progress: The 21st International Congress on Education of the Deaf and the Repudiation of the 1880 Congress of Milan
In: American annals of the deaf: AAD, Band 155, Heft 3, S. 309-310
ISSN: 1543-0375
Partners in Education: The 21st International Congress on Education of the Deaf: Vancouver, British Columbia July 2010
In: American annals of the deaf: AAD, Band 155, Heft 1, S. 3-4
ISSN: 1543-0375
Editorial
In: American annals of the deaf: AAD, Band 155, Heft 4, S. 395-396
ISSN: 1543-0375
Cochlear Failures
In: American annals of the deaf: AAD, Band 153, Heft 5, S. 423-424
ISSN: 1543-0375
Phonology, Phonologically Related Skills, and Reading for Deaf Students: Two Perspectives
In: American annals of the deaf: AAD, Band 154, Heft 4, S. 337-337
ISSN: 1543-0375
Demographics and Sample Bias Estimates of the Deaf and Hard of Hearing School Age Population
In: American annals of the deaf: AAD, Band 154, Heft 3, S. 261-262
ISSN: 1543-0375