By David S. Martin
Now on hand in paperback; ISBN 1-56368-110-2
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Extra resources for Advances in cognition, education, and deafness
Susan King Department of Curriculum and Instruction College of Education University of Maryland College Park, MD 20742 Dr. Edward S. Klima % Dr. Ursula Bellugi Laboratory for Language and Cognitive Studies The Salk Institute for Biological Studies San Diego, CA 92138 Dr. Thomas N. Kluwin Gallaudet Research Institute Gallaudet University Washington, DC 20002 Dr. Anna Knobloch-Gala Institute of Psychology Jagiellonian University Krakow, Poland Dr. Carol A. Kusché Department of Psychology University of Washington Seattle, WA 98195 Ms.
At the same time, a breakthrough was underway in the recognition and development of the language of signscommunication through movements of the hands and body. These two developments, pioneered simultaneously in Spain (by Pedro Ponce de Leone and Juan Pablo Bonet), France (by Charles Michel Abbé de l'Epée), Germany (by Samuel Heinicke), Italy (by Girolamo Cardano), and later in England (by George Dalgarno), demonstrated for the first time that deaf people were not retarded and were capable of intelligent thought and communication.
These efforts grow out of the belief that deaf learners have the same range of intellectual potential as the hearing population and can achieve that potential if the environment, instruction, and materials are appropriate. As we look back at the history of attitudes toward the cognitive potential of deaf persons, we can identify a trend that passes from outright bias and discrimination, through the several phases of comparing deaf and hearing learners on some specific measures but still overgeneralizing or oversimplifying the results, through a period of more systematic analyses that removed the tendency to overgeneralize but still confused the issues of thinking and language.
Advances in cognition, education, and deafness by David S. Martin