You can use many books, including e-books, for your research. Some are listed below for your review. You can also search our ebook databases or our RIT Libraries Catalog to find specific topics you are interested in. Encyclopedias and handbooks are recommended if you are looking for a topic idea. We have the Sage Encyclopedia on Deaf Studies you can browse through for topic ideas (we have print and online versions).
If you need to find a video or book offsite, this short video shows you how to request an offsite item (ie, building 99). It takes a day or two for the DVD to be delivered to the Library Services Desk, where you can pick it up. If you do not see the book available in the library building, you can request it by clicking on the Request link in the catalog record. The book usually takes one day to arrive at the library for pick-up, and you will get an e-mail. Online students can use the interlibrary loan services to request books be shipped to them.
58-In-mind
e-Book with unlimited license. A highly practical and engaging resource for current and future teachers, 58-IN-MIND describes and demonstrates theoretically-driven, research-based, and classroom-tested best practices for using American Sign Language and English in instruction across the curriculum. The multilingual and multimodal instructional strategies presented here are embedded in approaches that aid learning and foster well-being. This book will support teachers in creating meaningful educational experiences for Deaf students in all grades, from early childhood education through high school. Each chapter is written by a team of researchers and P-12 teachers with at least one Deaf coauthor. With seventy-five percent of the authors being Deaf, this is the first teaching methods book to harness the expertise of Deaf professionals at this level, highlighting their vital role in Deaf education and in shaping inclusive and effective learning environments. This book meets the need for a resource that recognizes the diversity of Deaf students by creating space in the classroom to honor their home/heritage languages, cultures, races, genders, abilities, hearing levels, and other multiple and intersecting identities. Written in a conversational tone, the book includes core recommendations for instruction of the targeted subject area, examples of key strategies, lessons and real stories from those working in the field, suggestions for practice, and recommended resources. "58-IN-MIND" in the title refers to the version of the ASL sign "stick" that is made on the forehead, which is equivalent to the English idiom "to stick in one's mind." As in, when students learn in a culturally responsive manner, the learning is likely to stick. The title also alludes indirectly to the collective aspirations of the chapter authors that the practices discussed in the book will also stick in the readers' minds, and thus have a transformative impact on the way Deaf students are taught.
Bilingualism and Bilingual Deaf Education
Clicking on this title will take you to the ebook. The print book is also available.
Co-Enrollment in Deaf Education
Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and which is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through "co-teaching" and avoids academic segregation of DHH students, as well as their integration into classes with hearing students without appropriate support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Described as a "bright light on the educational horizon," co-enrollment programming provides unique educational opportunities and educational access for DHH learners comparable to that of their hearing peers. Co-enrollment programming shows great promise. However, research concerning co-enrollment programming for DHH learners is still in its infancy. This volume sheds light on this potentially groundbreaking method of education, providing descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don't know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
Diversity in Deaf Education
Deaf children are not hearing children who can't hear. As a group they are far more diverse than hearing peers. There are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affect academic outcomes. Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services for this diverse population.
Educating Deaf Learners
The authors capture the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part. It is only through such a holistic consideration that we can understand their academic potential.
Educating Deaf Students
Clicking on this title will take you to the ebook. Print books are also available.
How Deaf Children Learn
Clicking on the title will take you to the ebook. The print book is also available.
The Oxford Handbook of Deaf Studies in Learning and Cognition
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.
Teaching Deaf Learners
Print book available.
Many books are available in the library, but sometimes, you will identify books we have not bought. Use the Information Delivery Service (IDS) to order books or book chapters. This is a free service.
IDS requests usually take 3-5 business days. When the item arrives, you will receive an email. If it is an entire book, it will be available for check-out at the Circulation Desk. If it is a book chapter, it will usually be delivered as a PDF to your IDS account.
Use of RIT resources is reserved for current RIT students, faculty
and staff for academic and teaching purposes only.
Please contact your librarian with any questions.
