Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students

Abstract

This chapter discusses the cognitive foundations of learning by deaf or hard-of-hearing (DHH) students. Topics covered include the link between cognitive functioning and language; language as a foundation of learning; science, technology, engineering, and mathematics education for DHH students; the importance of early intervention in raising and educating deaf children; and school placement. It is shown that compared to hearing children, deaf children have different language and social experiences, different opportunities for learning incidentally and through reading, and qualitatively different educational histories. In the area of educational studies, and special education in particular, it is important to understand the cognitive underpinnings of learning and the tools that students bring to the classroom in order to optimize academic achievement.

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