25 References

References

All Children Reading. (2021). All Children Reading. All Children Reading:  A Grand Challenge for Development. https://allchildrenreading.org/

Allen, T. E. (2015). ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children. Sign Language Studies15(3), 233–265. https://doi.org/10.1353/sls.2015.0006

Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., Conole, G., Kairamo, A.-K., & Holmberg, C. (2011). Beyond OER: Shifting focus to open educational practices. Open Education Quality Initiative. https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/OPAL2011.pdf

Andrews, J. F., & Rusher, M. (2010). Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom. American Annals of the Deaf155(4), 407–424. https://doi.org/10.1353/aad.2010.0036

Caldwell-Harris, C. (2021). Theoretical Underpinnings of Acquiring English via Print. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in Honor of Robert Hoffmeister.

Caldwell-Harris, C., Goodwin, K. S., Chu, E., & Dahlen, K. (2014). Examining the advantage of a live instructor vs. Video in a laboratory study. Innovation in Language Learning and Teaching8(3), 191–204. https://doi.org/10.1080/17501229.2013.793690

Canadian Association of the Deaf. (2015, July). Universal Design [Website]. Canadian Association of the Deaf/Association Des Sourds Du Canada. http://cad.ca/issues-positions/universal-design/

CAST. (2021). About Universal Design for Learning [Website]. CAST. https://www.cast.org/impact/universal-design-for-learning-udl

Cheng, Q., Roth, A., Halgren, E., & Mayberry, R. I. (2019). Effects of Early Language Deprivation on Brain Connectivity: Language Pathways in Deaf Native and Late First-Language Learners of American Sign Language. Frontiers in Human Neuroscience13, 320. https://doi.org/10.3389/fnhum.2019.00320

Commonwealth of Learning. (2011). Guidelines for open educational resources (OER) in higher education.

eKitabu, LLC. (n.d.). EKitabu. Accessible Digital Content for Inclusive and Quality Education. https://www.ekitabu.com/

Enns, C., Henner, J., & McQuarrie, L. (2021). Discussing bilingualism in deaf children: Essays in Honor of Robert Hoffmeister.

Fajardo, I., Parra, E., & Cañas, J. J. (2010). Do Sign Language Videos Improve Web Navigation for Deaf Signer Users? The Journal of Deaf Studies and Deaf Education15(3), 242–262. https://doi.org/10.1093/deafed/enq005

Gentry, M. M., Chinn, K. M., & Moulton, R. D. (2004). Effectiveness of Multimedia Reading Materials When Used With Children Who Are Deaf. American Annals of the Deaf149(5), 394–403. https://doi.org/10.1353/aad.2005.0012

Glickman, N. S., & Hall, W. C. (Eds.). (2019). Language deprivation and deaf mental health. Routledge/Taylor & Francis Group.

Golos, D. (2010). Deaf Children’s Engagement in an Educational Video in American Sign Language. American Annals of the Deaf155(3), 360–368. https://doi.org/10.1353/aad.2010.0014

Golos, D. B., & Moses, A. M. (2013). Developing Preschool Deaf Children’s Language and Literacy Learning from an Educational Media Series. American Annals of the Deaf158(4), 411–425. https://doi.org/10.1353/aad.2013.0039

Gulati, S. (2019). Language Deprivation Syndrome. In N. S. Glickman & W. C. Hall (Eds.), Language deprivation and deaf mental health. Routledge/Taylor & Francis Group.

Hall, M. L. (2020). The Input Matters: Assessing Cumulative Language Access in Deaf and Hard of Hearing Individuals and Populations. Frontiers in Psychology11, 1407. https://doi.org/10.3389/fpsyg.2020.01407

Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language39(4), 367–395. https://doi.org/10.1177/0142723719834102

Hamraie, A. (2017). Building access: Universal design and the politics of disability. University of Minnesota Press.

Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. EDUCATIONAL TECHNOLOGY, 12. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf

Hladík, P., & Gůra, T. (2012). The Hybrid Book – One Document for All in the Latest Development. In K. Miesenberger, A. Karshmer, P. Penaz, & W. Zagler (Eds.), Computers Helping People with Special Needs (pp. 18–24). Springer. https://doi.org/10.1007/978-3-642-31522-0_3

Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference—Inclusive learning and teaching in higher education through open educational resources. Distance Education33(2), 237–252. https://doi.org/10.1080/01587919.2012.692066

Howerton-Fox, A., & Falk, J. L. (2019). Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education. Education Sciences9(2), 133. https://doi.org/10.3390/educsci9020133

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., & Smith, S. (2016). Avoiding Linguistic Neglect of Deaf Children. Social Service Review90(4), 589–619. https://doi.org/10.1086/689543

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., & Rathmann, C. (2020). Global Regulatory Review Needed for Cochlear Implants: A Call for FDA Leadership. Maternal and Child Health Journal24(11), 1345–1359. https://doi.org/10.1007/s10995-020-03002-5

Hunter, L. (2015). The Embodied Classroom: Deaf Gain in Multimodal Composition and Digital Studies. The Journal of Interactive Technology and Pedagogy, 8(December). https://jitp.commons.gc.cuny.edu/the-embodied-classroom-deaf-gain-in-multimodal-composition-and-digital-studies/

Ikasari, B., Drajati, N. A., & Sumardi, S. (2019). The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners. Pedagogy: Journal of English Language Teaching7(2), 95. https://doi.org/10.32332/pedagogy.v7i2.1661

Jenkins, H., Kelley, W., Clinton, K., McWilliams, J., Pitts-Wiley, R., & Reilly, E. (2013). Reading in a participatory culture: Remixing Moby-Dick in the English classroom. https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=979805

Karipi, S., & Kourbetis, V. (2021). How can you talk about bilingual education of the deaf if you do not teach sign language as a first langauge? In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in Honor of Robert Hoffmeister. 113-131.

Keck, T., & Wolgemuth, K. (2020). American Sign Language Phonological Awareness and English Reading Abilities: Continuing to Explore New Relationships. Sign Language Studies20(2), 334–354. https://doi.org/10.1353/sls.2020.0004

Kourbetis, V. (2013). Design and Development of Accessible Educational and Teaching Material for Deaf Students in Greece. In C. Stephanidis & M. Antona (Eds.), Universal Access in Human-Computer Interaction. Applications and Services for Quality of Life (Vol. 8011, pp. 172–178). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-39194-1_20

Kourbetis, V., Boukouras, K., & Gelastopoulou, M. (2016). Multimodal Accessibility for Deaf Students Using Interactive Video, Digital Repository and Hybrid Books. In M. Antona & C. Stephanidis (Eds.), Universal Access in Human-Computer Interaction. Users and Context Diversity (Vol. 9739, pp. 93–102). Springer International Publishing. https://doi.org/10.1007/978-3-319-40238-3_10

Kuntze, M., Golos, D., & Enns, C. (2014). Rethinking Literacy: Broadening Opportunities for Visual Learners. Sign Language Studies, 14(2), 203–224. https://doi.org/10.1353/sls.2014.0002

Kuntze, M., & Golos, D. (2021). Revisiting Revisiting Literacy. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in Honor of Robert Hoffmeister. (pp. 99–112). Routledge.

Kusters, A., & O’Brien, D. (2017). Visual Methods in Deaf Studies: Using Photography and Filmmaking in Research with Deaf People. In Innovations in Deaf Studies (Perspectives on Deafness) (pp. 57–76). Oxford University Press.

Laurent Clerc National Deaf Education Center. (2015). Shared Reading Project. Our Resources. https://clerccenter.gallaudet.edu/national-resources/resources/our-resources/shared-reading-project.html

Mayberry, R. I., & Lock, E. (2003). Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis. Brain and Language87(3), 369–384. https://doi.org/10.1016/S0093-934X(03)00137-8

McKeown, C., & McKeown, J. (2019). Accessibility in Online Courses: Understanding the Deaf Learner. TechTrends, 63(5), 506–513. https://doi.org/10.1007/s11528-019-00385-3

McQuarrie, L., & Abbott, M. (2013). Bilingual Deaf Students’ Phonological Awareness in ASL and Reading Skills in English. Sign Language Studies14(1), 80–100. https://doi.org/10.1353/sls.2013.0028

Messier, J., & Wood, C. (2015). Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks. Journal of Deaf Studies and Deaf Education20(4), 356–373. https://doi.org/10.1093/deafed/env031

Mich, O., Pianta, E., & Mana, N. (2013). Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children. Computers & Education65, 34–44. https://doi.org/10.1016/j.compedu.2013.01.016

Mohammed, N. (2021). Deaf students’ linguistic access in online education: The case of Trinidad. Deafness & Education International23(3), 217–233. https://doi.org/10.1080/14643154.2021.1950989

Motion Light Lab. (n.d.). Literacy Development for Deaf Children with Bilingual Storybook Apps. Motion Light Lab. https://www.motionlightlab.com/literacydevelopment

National Deaf Center Postsecondary Outcomes. (2021). Making Online Learning Accessible for Deaf students: A guide for Disability Services. Resources. https://www.nationaldeafcenter.org/resource/making-online-learning-accessible-deaf-students-guide-disability-services

Nikolaraizi, M., Vekiri, I., & Easterbrooks, S. R. (2013). Investigating Deaf Students’ Use of Visual Multimedia Resources in Reading Comprehension. American Annals of the Deaf157(5), 458–473. https://doi.org/10.1353/aad.2013.0007

North Carolina State University, C. for U. D. (1997). The Principles of Universal Design. North Carolina State University. https://projects.ncsu.edu/ncsu/design/cud/about_ud/udprinciplestext.htm

O’Brien, D. (2017). Deaf-led Deaf Studies: Using Kaupapa Māori Principles to Guide the Development of Deaf Research Practices. In Innovations in Deaf Studies (Perspectives on Deafness) (pp. 57–76). Oxford University Press.

Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis9(2), 125. https://doi.org/10.5944/openpraxis.9.2.519

Pénicaud, S., Klein, D., Zatorre, R. J., Chen, J.-K., Witcher, P., Hyde, K., & Mayberry, R. I. (2013). Structural brain changes linked to delayed first language acquisition in congenitally deaf individuals. NeuroImage66, 42–49. https://doi.org/10.1016/j.neuroimage.2012.09.076

Pressbooks. (2021). Pressbooks [Website]. Pressbooks. https://pressbooks.com/

Raike, A., Pylvanen, S., & Raino, P. (2014). Co-design from Divergent Thinking. In H.-D. L. Bauman & J. J. Murray (Eds.), Deaf gain: Raising the stakes for human diversity (pp. 402–420). University of Minnesota Press.

Rogers, K. D., & Sutherland, H. (2014). The Hidden Gain: A New Lens of Research with d/Deaf Children and Adults. In H.-D. L. Bauman & J. J. Murray (Eds.), Deaf gain: Raising the stakes for human diversity (pp. 269–284).

Secora, K., & Smith, D. (2021). The Benefit of the “And” for Considerations of Language Modality for Deaf and Hard-of-Hearing Children. Perspectives of the ASHA Special Interest Groups6(2), 397–401. https://doi.org/10.1044/2021_PERSP-20-00267

Shakespeare, T. (2014). Disability rights and wrongs revisited (Second edition). Routledge, Taylor & Francis Group.

Skyer, M. E. (2012). Aesthetic Dimensionalities of Deaf Pedagogies in College; Literacy Education as Artistry. https://www.academia.edu/14825167/Aesthetic_Dimensionalities_of_Deaf_Pedagogies_in_College_Literacy_Education_as_Artistry_Or._Embracing_the_Visual_Nature_of_Deaf_Education_in_College_Literacy_Classrooms

Skyer, M. E. (2019). Critical Cartography: Mapping Deaf Research. American Annals of the Deaf, 164(1), 158–161. https://doi.org/10.1353/aad.2019.0013

Skyer, M. E. (2021). Pupil—Pedagogue: Grounded Theories about Biosocial Interactions and Axiology for Deaf Educators [Unpublished dissertation].

Stone, A. (2014). New Directions in ASL-English Bilingual Ebooks. Critical Inquiry in Language Studies11(3), 186–206. https://doi.org/10.1080/15427587.2014.936242

Thoutenhoofd, E. (2001). Print culture and deaf readers. Deaf Worlds, 17(3).

Thoutenhoofd, E. (2010). Science, Technologies, and Deafness: An Introduction to Organized Knowledge as Social Problem. Sign Language Studies, 10(2), 143–154.

UNICEF. (n.d.). Accessible Digital Textbooks for All Initiative [Website].

UNICEF For Every Child. https://www.accessibletextbooksforall.org/accessible-digital-textbooks-all-initiative

Wiley, D. (2013).  What is Open Pedagogy? Iterating toward openness blog.  http://opencontent.org/blog/archives/2975.

License

Icon for the CC0 (Creative Commons Zero) license

To the extent possible under law, Joanne Weber has waived all copyright and related or neighboring rights to Deaf Education, except where otherwise noted.

Share This Book