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From the Journal of Deaf Studies and Deaf Education
There are at least two reasons why this review might not to be as unbiased as it should be. First, I have known the two editors, Power and Leigh, for quite a long time and highly respect them, professionally and personally. Second, the book is based on lectures that were presented at the 19th International Congress on Education of the Deaf (ICED) in Sydney, Australia, in 2000. Since I edited a volume based on the 1995 ICED, we have traveled similar roads.
Right after the 2000 ICED, a CD of the proceedings of the Congress was produced. The CD made the material widely available and affordable. The CD and the present book are very good examples of the impact that the ICEDs have on the field.
The 19 chapters of the book are organized into four main parts—contemporary issues for all learners, the early years, the school years, and contemporary issues in postsecondary education. The book is organized in chronological or developmental order, and it covers all the main issues that are on the agenda of the field of Deaf Education: from support to families with deaf children to services to hard-of-hearing students in postsecondary education; from education of deaf students with multiple disabilities to educational choices for children with cochlear implants; from bilingualism of deaf children to literacy development; and from Sign Language interpretation in classrooms to inclusion. What is missing? Because the book is subtitled ‘‘Global Perspectives’’ and given the fact that the educational services in developing countries are far less advanced than those in developed ones, a chapter or two about the situation in the former would do better justice to the title.
The authors of the chapters are well-known authorities in the research on education of the deaf. So if the reader wants to know what is currently going on in this field, this volume will be a very useful resource. The chapters are based on the contributors’ lectures at the 2000 ICED, and this seems to have affected the resulting collection in some positive ways. First, in the process of adjusting the lectures to article format, most of the texts, although not all of them, were updated and more recent information and findings were integrated. Second, the chapters are short, up to 10 pages each. Third, the texts are not overloaded with technical and methodological details. Fourth, there is a personal tone to most of the chapters, and more personal arguments and opinions are presented than in similar edited books. All these make for a very readable book that covers a wide spectrum of significant information. Professionals in the field of Deaf Education and researchers who would like to broaden their view beyond their relatively narrow research interest, as well as advanced students, should have this book on their shelf. And they should read it too.
-- Amatzia Weisel,
School of Education, Tel Aviv University, Israel
Des Power is Emeritus Professor at the Centre for Deafness Studies and Research, Griffith University, Southport, Queensland, Australia.
Greg Leigh is Assistant Chief Executive (Educational Services), Royal Institute for the Deaf and Blind Children, and Associate Professor, University of Newcastle, New South Wales, Australia.
ISBN 978-1-56368-308-4, 6 x 9 casebound, 248 pages, figures, tables, references, index
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