Communication Interventions with Deaf People
Published on 9. July 2025
Book
Hardback
544 pages
978-0-19-887275-7 (ISBN)
Description
Communication Interventions with Deaf People concerns the application of spoken, signed, and written language interventions with deaf and hard of hearing children, young people, and adults. Exploring the work that speech and language therapists, pathologists, deaf language specialists, and other professionals carry out with deaf people, this volume extends beyond the classroom and provides clinical and real-life applications of learning and communication.
Historically, communication interventions with deaf people have prioritised spoken language and considered it to be the most 'appropriate' and 'normal' accomplishment. However, this book begins with a deaf perspective on communication interventions where the multiple languages, signed, spoken, and written, of deaf people are valued equally, and this paradigm shift is reflected throughout the various chapters.
With over forty contributors, the research and professional experience of experts working with deaf people, across national borders, is presented. Individual chapters describe the ways that services are delivered and detail different aspects of communication interventions, presenting the current evidence base and indicating areas where further research is needed.
Historically, communication interventions with deaf people have prioritised spoken language and considered it to be the most 'appropriate' and 'normal' accomplishment. However, this book begins with a deaf perspective on communication interventions where the multiple languages, signed, spoken, and written, of deaf people are valued equally, and this paradigm shift is reflected throughout the various chapters.
With over forty contributors, the research and professional experience of experts working with deaf people, across national borders, is presented. Individual chapters describe the ways that services are delivered and detail different aspects of communication interventions, presenting the current evidence base and indicating areas where further research is needed.
More details
Series
Language
English
Place of publication
Oxford
United Kingdom
Target group
Professional and scholarly
Product notice
sewn/stitched
Cloth over boards
Dimensions
Height: 239 mm
Width: 163 mm
Thickness: 37 mm
Weight
953 gr
ISBN-13
978-0-19-887275-7 (9780198872757)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Rosalind Herman Gelbart is Professor of Child Language and Deafness in the Department of Language and Communication Science, City St George's, University of London. Ros trained as a speech and language therapist and specialised in clinical work with deaf people. She has maintained her clinical work alongside research and training speech and language therapists. Her research interests are related to language acquisition, assessment, and interventions with deaf people.
Charlotte Enns is Professor Emerita in the Faculty of Education at the University of Manitoba. Her background is in speech-language pathology but, despite her clinical training, she has always considered herself more of an educator than a clinician, which has strongly influenced her work with the language rights of deaf children. Charlotte's research is focused on the bilingual education of deaf students, with a particular emphasis on language and literacy acquisition and assessment. She believes it is critical to involve deaf people in research about deaf people to gain the valuable scientific and humanitarian contributions provided through their embodied knowledge.
Charlotte Enns is Professor Emerita in the Faculty of Education at the University of Manitoba. Her background is in speech-language pathology but, despite her clinical training, she has always considered herself more of an educator than a clinician, which has strongly influenced her work with the language rights of deaf children. Charlotte's research is focused on the bilingual education of deaf students, with a particular emphasis on language and literacy acquisition and assessment. She believes it is critical to involve deaf people in research about deaf people to gain the valuable scientific and humanitarian contributions provided through their embodied knowledge.
Content
List of Figures
List of Tables
List of Contributors
Part I. The Context For Communication Interventions
1: Rosalind Herman Gelbart;Charlotte Enns: Introduction to Communication Interventions with Deaf People
2: Leala Holcomb: Deaf Perspectives on Communication Interventions
3: Joanna Hoskin;Lenka Novak: Developing the Role of Deaf Language Specialists in Delivering Language Therapy in BSL
Part II. Service Delivery
4: Michele Berke;Christine Yoshinaga-Itano: Working with Deaf and Hard of Hearing Children in the Preschool Years
5: Julie Hare: Working within a Multidisciplinary Paediatric Cochlear Implant Team
6: Kate Green: Working in Mainstream Schools and Resource Bases
7: Mar Perez;Marian Valmaseda;Irina Martinez: Working in Bilingual-bimodal Educational Programmes
8: Brenda Fossett: Working with DeafPlus Individuals
9: Lindsey Gagan;Liz Stott;Kim Williams;Iseabail Belither: Working with DHH Adults: Clinical Assessment and Management of Language and Communication Needs
Part III. Assessment of Communication Skills
10: Martina Curtin;Katerina Giachritsi;Tarryn Jacobs;Alison Miles;Michelle Rayne: Assessment of Communicative Interactions Between Deaf Children and Their Parents
11: Wendy Martin: Assessing the Spoken Language Skills of Deaf Children and Young People
12: Kate Rowley;Charlotte Enns;Joanna Atkinson;Rosalind Herman Gelbart: Assessment of Sign Language Abilities
Part IV. Communication Interventions
13: Evelien Dirks: Fostering Parent-Child Interaction in Families of Deaf and Hard of Hearing Children
14: Kristin Snoddon: Sign Language Programmes for Parents and Caregivers of Young Children
15: Hillary Ganek;Elizabeth A. Rosenzweig: Speech Interventions with Deaf Children
16: Elaine Litvak;Shauna M. Arbuckle: Implementation of Listening and Spoken Language Intervention in Diverse Educational Settings
17: Claudia Becker;Gary Morgan: Communication Interventions Targeting Theory of Mind in Deaf and Hard of Hearing Children
18: Glynis Haines;Susan Ebbels: Using the SHAPE CODING(TM) System to Develop Understanding and Use of English Grammar
19: Karin Schamroth;Martina Curtin: Using smiLE Therapy to Develop Pragmatic Skills
20: Jacqueline Leybaert; Cecile Colin;Stephanie Colin: Development of Sensori-Motor Language Representations in Children with Cochlear Implants and Cued Speech Experience
21: Susan Easterbrooks;Amy R. Lederberg;Brenda Schick;Nancy Bridenbaugh;M. Christina Rivera: Evidenced-Based Language and Literacy Interventions
22: Lynn McQuarrie;Charlotte Enns: Using Sign-Symbol Aptitude to Support Word Reading Acquisition
23: Loes Wauters;Hille van Gelder: Literacy Interventions for Deaf and Hard of Hearing Adolescents
Part V. Epilogue
24: Charlotte Enns;Rosalind Herman Gelbart: Communication Interventions with Deaf People: Future Directions
List of Tables
List of Contributors
Part I. The Context For Communication Interventions
1: Rosalind Herman Gelbart;Charlotte Enns: Introduction to Communication Interventions with Deaf People
2: Leala Holcomb: Deaf Perspectives on Communication Interventions
3: Joanna Hoskin;Lenka Novak: Developing the Role of Deaf Language Specialists in Delivering Language Therapy in BSL
Part II. Service Delivery
4: Michele Berke;Christine Yoshinaga-Itano: Working with Deaf and Hard of Hearing Children in the Preschool Years
5: Julie Hare: Working within a Multidisciplinary Paediatric Cochlear Implant Team
6: Kate Green: Working in Mainstream Schools and Resource Bases
7: Mar Perez;Marian Valmaseda;Irina Martinez: Working in Bilingual-bimodal Educational Programmes
8: Brenda Fossett: Working with DeafPlus Individuals
9: Lindsey Gagan;Liz Stott;Kim Williams;Iseabail Belither: Working with DHH Adults: Clinical Assessment and Management of Language and Communication Needs
Part III. Assessment of Communication Skills
10: Martina Curtin;Katerina Giachritsi;Tarryn Jacobs;Alison Miles;Michelle Rayne: Assessment of Communicative Interactions Between Deaf Children and Their Parents
11: Wendy Martin: Assessing the Spoken Language Skills of Deaf Children and Young People
12: Kate Rowley;Charlotte Enns;Joanna Atkinson;Rosalind Herman Gelbart: Assessment of Sign Language Abilities
Part IV. Communication Interventions
13: Evelien Dirks: Fostering Parent-Child Interaction in Families of Deaf and Hard of Hearing Children
14: Kristin Snoddon: Sign Language Programmes for Parents and Caregivers of Young Children
15: Hillary Ganek;Elizabeth A. Rosenzweig: Speech Interventions with Deaf Children
16: Elaine Litvak;Shauna M. Arbuckle: Implementation of Listening and Spoken Language Intervention in Diverse Educational Settings
17: Claudia Becker;Gary Morgan: Communication Interventions Targeting Theory of Mind in Deaf and Hard of Hearing Children
18: Glynis Haines;Susan Ebbels: Using the SHAPE CODING(TM) System to Develop Understanding and Use of English Grammar
19: Karin Schamroth;Martina Curtin: Using smiLE Therapy to Develop Pragmatic Skills
20: Jacqueline Leybaert; Cecile Colin;Stephanie Colin: Development of Sensori-Motor Language Representations in Children with Cochlear Implants and Cued Speech Experience
21: Susan Easterbrooks;Amy R. Lederberg;Brenda Schick;Nancy Bridenbaugh;M. Christina Rivera: Evidenced-Based Language and Literacy Interventions
22: Lynn McQuarrie;Charlotte Enns: Using Sign-Symbol Aptitude to Support Word Reading Acquisition
23: Loes Wauters;Hille van Gelder: Literacy Interventions for Deaf and Hard of Hearing Adolescents
Part V. Epilogue
24: Charlotte Enns;Rosalind Herman Gelbart: Communication Interventions with Deaf People: Future Directions