This list includes a selection of the resources that the Cochlear Implant Education Center has found useful when working with students and families in our demonstration schools. This does not represent a complete list of the many resources that may be available. The absence of a resource on this list does not indicate that we do not support it; it may never have come our way. We are always in the process of trying out new things.
Christiansen, J., & Leigh, I. (2002). Cochlear implants in children: Ethics and choices. Washington, DC: http://gupress.gallaudet.edu/bookpage/CIICbookpage.html
Written by two deaf professionals (one with a cochlear implant), this book provides a balanced look at many of the issues surrounding cochlear implants. Much of the information discussed was gathered from the findings of a 1999 Gallaudet University research survey of several hundred parents of children with implants, as well as information from interviews of Dr. Leigh and Dr. Christiansen with several dozen parents of implanted children. The book also includes an excellent chapter, "The Deaf Community: Perceptions of Parents, Young People, and Professionals," as well as an excellent chapter on language development of children with cochlear implants written by Patricia Spencer.
Chute, P., & Nevins, M. E. (2002). The Parents' Guide To Cochlear Implants. Washington, DC: http://gupress.gallaudet.edu/excerpts/PGCIfive8.html
Written by respected professionals in the field of deaf education and the authors of Children with Cochlear Implants in Educational Settings, this book provides a guide for parents that reflects authors with many years of experience working with implanted children and their families. The book addresses many issues that families may or may not have thought about related to the process of obtaining an implant. The book is honest in highlighting the limitations as well as the benefits of implants, and the controversies related to communication, language, and Deaf cultural issues for children with implants. One chapter is dedicated to quotes from families and provides valuable insights into parent perspectives related to their decision to obtain a cochlear implant for their child.
Easterbrooks, S & Baker, S. Language Learning In Children Who Are Deaf And Hard Of Hearing: Multiple Pathways. (2002) Allyn and Bacon, Boston, Mass.http://www.ablongman.com/catalog/academic/product/0,1144,0205331009,00.html
This book provides comprehensive insights and tools related to evaluating and planning for language learning with deaf and hard of hearing children. The book acknowledges that deaf/hard of hearing children are diverse and use multiple pathways for language learning based on their residual hearing and learning styles. Included in this book are many useful resources including a checklist of emerging ASL skills and a list of available language tests.
Seal, B.C. Best Practices in Educational Interpreting. (2003) Allyn and Bacon, Boston, Mass. http://www.ablongman.com/catalog/academic/product/0,1144,0205386024,00.html
This book is a comprehensive overview of the process of interpreting in educational settings. It is a practical guide to the many issues and practices required to provide optimum access to the over 22, 000 deaf and hard of hearing students enrolled in local schools who are dependent upon an interpreter. It emphasizes the changing needs of deaf and hard of hearing students as they move from primary school through college. It is applicable for interpreters who use sign language, cued speech, and oral interpreting. This book is an excellent resource for anyone working with deaf and hard of hearing students including, interpreters, regular teachers, parents, speech-language pathologists, and deaf educators.
French, M.M., Starting With Assessment: A Developmental Approach to Deaf Children's Literacy. (1999) Pre-College National Missions Programs, Gallaudet University, Washington, D.C. http://clerccenter2.gallaudet.edu/products/B598.html
This book, including the separately bound appendices in The Toolkit, is about assessing the literacy development of children who are deaf. The book examines assessment philosophies and tools that can be used to guide educational planning during the preschool and elementary years. It describes a model of assessment for written language--reading and writing--that covers multiple areas of learning and stresses the importance of conversational language to literacy development. An important premise for this model is that assessment should guide instruction according to the developmental needs of individual children.
Mahshie, J., Moseley, M.J., Scott, S., & Lee, J. Enhancing Communication Skills: Deaf and Hard of Hearing Children in the Mainstream. (2006). Thomson-Delmar Learning, Clifton Park, N.Y. http://www.delmarlearning.com/browse_product_detail.aspx?catid=10834&isbn=0769300995
This book is designed to help clinicians who may have little or no experience working with deaf and hard of hearing students (including students with cochlear implants) to understand their unique communication needs and develop clinical skills for working with them. This book provides a useful framework for viewing and assessing children's communication abilities and goals at all stages of language development. It also includes specific assessment and treatment techniques to help develop and improve communication skills and maximize learning.
Oliva, G.A. Alone in the Mainstream: A Deaf Woman Remembers Public School. (2004) Washington, DC: http://gupress.gallaudet.edu/bookpage/AITMbookpage.html
Gina Oliva writes about her experiences being the only hard of hearing student in the entire school, as she refers to as a "solitary". She felt alone because she couldn't communicate easily with her classmates, but also because none of them had a hearing loss like hers. Years later at Gallaudet University, Gina discovered that she wasn't alone and that her experience was common among mainstream deaf students. This book recounts Gina's story, as well as those of many other solitaires.
Chute, P. & Nevins, M.E.. School Professionals Working with Children with Cochlear Implants. (2006)San Diego, CA: Plural Publishing (http://www.pluralpublishing.com)
This book is a comprehensive resource guide for school-based professionals working with children with cochlear implants. It provides critical background information including the history, technology, and functionality of cochlear implants. The authors discuss the changes seen in the population of children now using cochlear implants and describe how the impact of having an implant can affect a child. They also highlight how the clinician and team providing services can best address the child’s individual needs.
Spencer, P.E. & Marschark, M. Advances in the Spoken Language Development of Deaf and Hard-of-Hearing Children. (2006). New York, New York: Oxford University Press. http://www.amazon.com/Advances-Spoken-Language-Development-Hearing-Perspectives/dp/0195179870
This book presents a comprehensive array of topics related to speech and language development. The contributors to this volume are recognized leaders in research, and here they present the latest information on both the new world evolving for deaf and hard-of-hearing children and the improved expectations for their acquisition of spoken language. Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language. The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision.
Schick, B., Marschark, M., & Spencer, P.E. Advances in the Sign Language Development of Deaf and Hard-of-Hearing Children. (2006). New York, New York: Oxford University Press.
This book brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well applied questions and provide cogent summaries about what is known about early gestural development, interactive processes adapted to visual communication, linguistic structures, modality effects, and semantic, syntactic, and pragmatic development in sign.
Books for Children:
This book illustrates the process of how Abby gets a cochlear implant. The story shows that Abby has a hearing loss wears purple hearing aids, has a progressive hearing
loss, and her family chooses a cochlear implant. The story goes on to describe hearing testing, an introduction to cochlear implants, and the steps a family would take to explore this option of habilitation for their child