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European Journal of Special Needs Education Volume 26, 2011 - Issue 1: Reviewing Research - for Academics and Practitioners
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Articles

Evidence‐based practice in educating deaf and hard‐of‐hearing children: teaching to their cognitive strengths and needs

Marc Marschark Center for Education Research Partnerships, National Technical Institute for the Deaf – Rochester Institute of Technology, Rochester, New York, USA; Moray House School of Education, University of Edinburgh, Edinburgh, UKCorrespondence[email protected]
,
Patricia Elizabeth Spencer PSpencer Consulting LLC, Rockport, TX, USA
,
Jennifer Adams Center for Education Research Partnerships, National Technical Institute for the Deaf – Rochester Institute of Technology, Rochester, New York, USA
&
Patricia Sapere Center for Education Research Partnerships, National Technical Institute for the Deaf – Rochester Institute of Technology, Rochester, New York, USA
Pages 3-16 | Received 12 Jul 2010, Published online: 10 Mar 2011

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Lindsey Jones, Helen Chilton & Anna Theakston. (2022) The impact of science intervention on caregiver attitudes and behaviours towards science for deaf and hearing children. Deafness & Education International 24:2, pages 100-126.
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Mekonnen Mulat, Elina Lehtomäki & Hannu Savolainen. (2019) Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia. International Journal of Inclusive Education 23:6, pages 609-623.
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Brittany Dorn. (2019) The Changing Role of Teachers of Students Who are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job. Journal of Educational and Psychological Consultation 29:2, pages 237-254.
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Kholoud Adeeb Al-Dababneh, Eman K. Al-Zboon & Mutasem Mohammad Akour. (2016) Competencies that Teachers Need for Teaching Children Who Are Deaf and Hard-of-Hearing (DHH) in Jordan. Deafness & Education International 18:4, pages 172-188.
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Ola Hendar & Rachel O’Neill. (2016) Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes. Deafness & Education International 18:1, pages 47-56.
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Noel Patrick O'Connell & Jim Deegan. (2014) ‘Behind the teacher's back’: an ethnographic study of deaf people's schooling experiences in the Republic of Ireland. Irish Educational Studies 33:3, pages 229-247.
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Articles from other publishers (24)

Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel & Christopher Osterhaus. (2024) Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. Journal of Experimental Child Psychology 239, pages 105806.
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Christina M. Krause. (2023) Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages. ZDM – Mathematics Education 55:6, pages 1173-1185.
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Petra Potměšilová, Miloň Potměšil & Miloslav Klugar. (2023) The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review. Children 10:8, pages 1383.
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Raschelle Neild. 2023. Cases on Teacher Preparation in Deaf Education. Cases on Teacher Preparation in Deaf Education 146 164 .
Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki & Paweł Grygiel. (2022) Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. Research in Developmental Disabilities 127, pages 104261.
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Julie GettmanGisele Grenon & Robert Whitaker. 2022. Best Practices in School Neuropsychology. Best Practices in School Neuropsychology 285 300 .
Sofia Tancredi, Rachel S.Y. Chen, Christina Krause, Dor Abrahamson & Filippo Gomez. (2021) Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion. EDUCATION SCIENCES AND SOCIETY:1, pages 114-136.
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Chonggao Wang, Wangqian Fu, Li Cheng, Yan Wang & Shifei Duan. (2021) Teaching With Picture Books on Deaf and Hard-of-Hearing Students’Creativity. The Journal of Deaf Studies and Deaf Education 26:2, pages 278-295.
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Elizabeth A Lam, Kristen L McMaster & Susan Rose. (2020) Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf. The Journal of Deaf Studies and Deaf Education 25:4, pages 398-410.
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Elizabeth A Lam, Susan Rose & Kristen L McMaster. (2020) Technical Characteristics of Curriculum-Based Measurement With Students Who Are Deaf. The Journal of Deaf Studies and Deaf Education 25:3, pages 318-333.
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Mabel GonzalesMabel Gonzales. 2020. Systems Thinking for Supporting Students with Special Needs and Disabilities. Systems Thinking for Supporting Students with Special Needs and Disabilities 237 253 .
Maryam Salehomoum & P. David Pearson. (2019) Becoming a Great Reader: One Deaf Student's Journey. Journal of Adolescent & Adult Literacy 63:4, pages 425-432.
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Candida C. Peterson & Henry M. Wellman. (2018) Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children. Child Development 90:6.
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Ying Zhao, Peng Sun, Ruibo Xie, Hongjun Chen, Jie Feng & Xinchun Wu. (2019) The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese. Research in Developmental Disabilities 92, pages 103444.
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Khaloob Kawar, Joel Walters & Jonathan Fine. (2019) Narrative Production in Arabic-speaking Adolescents with and without Hearing Loss. The Journal of Deaf Studies and Deaf Education 24:3, pages 255-269.
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Rebecca Bull, Marc Marschark, Emily Nordmann, Patricia Sapere & Wendy A. Skene. (2018) The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss. British Journal of Developmental Psychology 36:2, pages 236-254.
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Saul Taylor & Howard Youngs. (2018) Leadership Succession: Future-proofing Pipelines. The Journal of Deaf Studies and Deaf Education 23:1, pages 71-81.
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María Rosa Lissi, Cristián Iturriaga, Christian Sebastián, Martín Vergara, Catalina Henríquez & Sergio Hofmann. (2016) Deaf and hard of Hearing Students’ Opportunities for Learning in a Regular Secondary School in Chile: Teacher Practices and Beliefs. Journal of Developmental and Physical Disabilities 29:1, pages 55-75.
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Deirdre Curle, Janet Jamieson, Marla Buchanan, Brenda T. Poon, Anat Zaidman-Zait & Nancy Norman. (2017) The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives. Journal of Deaf Studies and Deaf Education 22:1, pages 131-140.
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I. Garramiola-Bilbao & A. Rodríguez-Álvarez. (2016) Linking hearing impairment, employment and education. Public Health 141, pages 130-135.
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Petra Scherer, Kim Beswick, Lucie DeBlois, Lulu Healy & Elisabeth Moser Opitz. (2016) Assistance of students with mathematical learning difficulties: how can research support practice?. ZDM 48:5, pages 633-649.
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Hannah Anglin-Jaffe. 2015. Rethinking Disability Theory and Practice. Rethinking Disability Theory and Practice 76 97 .
Stacey L. Tucci, Jessica W. Trussell & Susan R. Easterbrooks. (2014) A Review of the Evidence on Strategies for Teaching Children Who Are DHH Grapheme–Phoneme Correspondence. Communication Disorders Quarterly 35:4, pages 191-203.
Crossref
Lulu Healy & Arthur B. Powell. 2013. Third International Handbook of Mathematics Education. Third International Handbook of Mathematics Education 69 100 .

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