Marc Marschark is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He was founding editor of the Journal of Deaf Studies and Deaf Education.Venetta Lampropoulou is a Professor of deaf education, founder and director of the Deaf Studies Unit of the University of Patras, Greece. Her research includes subjects related to literacy and the learning environments of deaf students, the families with deaf members, the use of technology by deaf people, and the linguistics of Greek sign language.Emmanouil K Skordilis is an Associate Professor in Adapted Physical Activity (APA) within the School of Physical Education and Sport Science, in the National and Kapodistrian University of Athens, Greece. He received his undergraduate degree in the National and Kapodistrian University of Athens, Greece, and his Master's and Doctorate degrees from Springfield College. He has been an active researcher with more than 40 publications in the field during the last decade.

"Diversity in Deaf Education is a treasure chest for every scholar, and every person working in the field of deaf education. The book addresses many of the most urgent topics in current discussions on deaf education. I enjoyed reading it because each chapter gives the reader both an overview on the current state of art and recent empirical data from the contributors' own studies. This book is a must-read!" --Manfred Hintermair, Professor, University of Education, Heidelberg"Diversity in Deaf Education is a paean to the concept of diversity in deaf education. Yes, it focuses on the types of diversity most familiar to many of us. But not only that, the book alerts us to the multiple layers of diversity that being deaf or hard of hearing brings to the fore... This book highlights the mantra that there is no 'one size fits all' solution because of all the complexities emanating from the multiple diverse aspects manifested indeaf children. Despite the lack of simplistic solutions, this book reveals the passion of its contributors in continuing to explore possibilities that will create deaf and hard-of-hearing children and adultswho are fully able to maximize their potential in life." --Irene W. Leigh, Professor Emerita, Gallaudet University"This impressive volume takes a direct approach in a new way--rather than advocate one or another position, it makes the powerful point that great diversity exists (and always has) among deaf learners in terms of their needs and the techniques which will enable them to respond to fulfill their individual potentials; there can be no one best way for all. Growing from a series of presentations at the 2015 International Congress on Education of the Deaf (ICED) inAthens, Greece, the book encompasses a wide range of factors which comprise global diversity among deaf learners today-psychological, linguistic, ethnic, cognitive, and much more. The work is inspiredby the continuing significant research work and leadership of Prof. Marc Marschark, who has assembled international experts in many topics; together they have produced what should become a watershed publication in the field for years to come." --David S. Martin, Professor/Dean Emeritus, Gallaudet University

• Preface Chapter 1. Recognizing Diversity in Deaf Education: From Paris to Athens with a Diversion to Milan - Greg Leigh and Marc Marschark Chapter 2. Evidence Based-Practice in Early Intervention: The Proof of the Pudding is in the Eating - Marilyn Sass-Lehrer and Alys Young Chapter 3. The Transition from Early Intervention to School for Deaf and Hard-of-Hearing Children - Brenda T. Poon, Janet R. Jamieson, Anat Zaidman-Zait, Deirdre Curle, Nancy Norman, and Noreen Simmons Chapter 4. School as a Site for Natural Language Learning - Marlon Kuntze, Debbie Golos, Kimberly Wolbers, Catherine O'Brien, and David Smith Chapter 5. On the Home Front: Parent Personality, Support, and Deaf Student Success - Patrick Brice, Rachael Plotkin, and Jennifer Reesman Chapter 6. High Standard Competencies for Teachers of the Deaf and Other Qualified Professionals: Always Necessary, Not Always Guaranteed - Guido Lichtert, Kevin Miller, Areti Okalidou, Paul Simpson, and Astrid van Wieringen Chapter 7. Exploring Signed Language Assessment Tools in Europe and North America - Charlotte Enns, Tobias Haug, Rosalind Herman, Robert Hoffmeister, Wolfgang Mann, and Lynn McQuarrie Chapter 8. Language use in the classroom: Accommodating the needs of diverse DHH learners - Harry Knoors Chapter 9. The Development of Pragmatic Skills in Children and Young People Who Are Deaf and Hard of Hearing - Dianne Toe, Pasquale Rinaldi, Maria Cristina Caselli, Louise Paatsch, and Amelia Church Chapter 10. Addressing Diversity in Teaching Deaf Learners to Write - Connie Mayer Chapter 11. Many Languages, One Goal: Interventions for Language Mastery by School-Age Deaf and Hard of Hearing Learners - Susan R. Easterbrooks, Joanna E. Cannon, and Jessica W. Trussell Chapter 12. From Social Periphery to Social Centrality: Building Social Capital for Deaf and Hard-of-Hearing Students in the 21st Century - Gina A. Oliva, Linda Risser Lytle, Mindy Hopper, and Joan Ostrove Chapter 13. The Inclusion of Deaf and Hard of Hearing Students in Mainstream Education: Classroom Participation and its Relationship to Communication, Academic and Social Skills - Naama Tsach, and Tova Most Chapter 14. Mental Health Problems in Deaf and Severely Hard-of-Hearing Children and Adolescents: An Overview - Tiejo van Gent and Ines Sleeboom-van Raaij Chapter 15. A Comprehensive Reading Intervention: Positive Postsecondary Outcomes and a Promising Practice for Students Who Are Deaf or Hard of Hearing - Greta Palmberg and Kendra Rask Chapter 16. Considering Critical Factors Towards the Inclusion of Deaf Students in Higher Education - Merv Hyde, Magda Nikolaraizi Denise Powell, and Michael Stinson Chapter 17. 21st Century Deaf Workers: Going Beyond Just Employed to Career Growth and Entrepreneurship - Ronald R. Kelly, Andrew B. Quagliata, Richard DeMartino, and Victor Perotti Chapter 18. Recognizing Diversity In Deaf Education: Now What Do We Do With It?! - Marc Marschark and Greg Leigh

Marc Marschark is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He was founding editor of the Journal of Deaf Studies and Deaf Education.Venetta Lampropoulou is a Professor of deaf education, founder and director of the Deaf Studies Unit of the University of Patras, Greece. Her research includes subjects related to literacy and the learning environments of deaf students, the families with deaf members, the use of technology by deaf people, and the linguistics of Greek sign language.Emmanouil K Skordilis is an Associate Professor in Adapted Physical Activity (APA) within the School of Physical Education and Sport Science, in the National and Kapodistrian University of Athens, Greece. He received his undergraduate degree in the National and Kapodistrian University of Athens, Greece, and his Master's and Doctorate degrees from Springfield College. He has been an active researcher with more than 40 publications in the field during the last decade.

"Diversity in Deaf Education is a treasure chest for every scholar, and every person working in the field of deaf education. The book addresses many of the most urgent topics in current discussions on deaf education. I enjoyed reading it because each chapter gives the reader both an overview on the current state of art and recent empirical data from the contributors' own studies. This book is a must-read!" --Manfred Hintermair, Professor, University of Education, Heidelberg"Diversity in Deaf Education is a paean to the concept of diversity in deaf education. Yes, it focuses on the types of diversity most familiar to many of us. But not only that, the book alerts us to the multiple layers of diversity that being deaf or hard of hearing brings to the fore... This book highlights the mantra that there is no 'one size fits all' solution because of all the complexities emanating from the multiple diverse aspects manifested indeaf children. Despite the lack of simplistic solutions, this book reveals the passion of its contributors in continuing to explore possibilities that will create deaf and hard-of-hearing children and adultswho are fully able to maximize their potential in life." --Irene W. Leigh, Professor Emerita, Gallaudet University"This impressive volume takes a direct approach in a new way--rather than advocate one or another position, it makes the powerful point that great diversity exists (and always has) among deaf learners in terms of their needs and the techniques which will enable them to respond to fulfill their individual potentials; there can be no one best way for all. Growing from a series of presentations at the 2015 International Congress on Education of the Deaf (ICED) inAthens, Greece, the book encompasses a wide range of factors which comprise global diversity among deaf learners today-psychological, linguistic, ethnic, cognitive, and much more. The work is inspiredby the continuing significant research work and leadership of Prof. Marc Marschark, who has assembled international experts in many topics; together they have produced what should become a watershed publication in the field for years to come." --David S. Martin, Professor/Dean Emeritus, Gallaudet University

• Preface Chapter 1. Recognizing Diversity in Deaf Education: From Paris to Athens with a Diversion to Milan - Greg Leigh and Marc Marschark Chapter 2. Evidence Based-Practice in Early Intervention: The Proof of the Pudding is in the Eating - Marilyn Sass-Lehrer and Alys Young Chapter 3. The Transition from Early Intervention to School for Deaf and Hard-of-Hearing Children - Brenda T. Poon, Janet R. Jamieson, Anat Zaidman-Zait, Deirdre Curle, Nancy Norman, and Noreen Simmons Chapter 4. School as a Site for Natural Language Learning - Marlon Kuntze, Debbie Golos, Kimberly Wolbers, Catherine O'Brien, and David Smith Chapter 5. On the Home Front: Parent Personality, Support, and Deaf Student Success - Patrick Brice, Rachael Plotkin, and Jennifer Reesman Chapter 6. High Standard Competencies for Teachers of the Deaf and Other Qualified Professionals: Always Necessary, Not Always Guaranteed - Guido Lichtert, Kevin Miller, Areti Okalidou, Paul Simpson, and Astrid van Wieringen Chapter 7. Exploring Signed Language Assessment Tools in Europe and North America - Charlotte Enns, Tobias Haug, Rosalind Herman, Robert Hoffmeister, Wolfgang Mann, and Lynn McQuarrie Chapter 8. Language use in the classroom: Accommodating the needs of diverse DHH learners - Harry Knoors Chapter 9. The Development of Pragmatic Skills in Children and Young People Who Are Deaf and Hard of Hearing - Dianne Toe, Pasquale Rinaldi, Maria Cristina Caselli, Louise Paatsch, and Amelia Church Chapter 10. Addressing Diversity in Teaching Deaf Learners to Write - Connie Mayer Chapter 11. Many Languages, One Goal: Interventions for Language Mastery by School-Age Deaf and Hard of Hearing Learners - Susan R. Easterbrooks, Joanna E. Cannon, and Jessica W. Trussell Chapter 12. From Social Periphery to Social Centrality: Building Social Capital for Deaf and Hard-of-Hearing Students in the 21st Century - Gina A. Oliva, Linda Risser Lytle, Mindy Hopper, and Joan Ostrove Chapter 13. The Inclusion of Deaf and Hard of Hearing Students in Mainstream Education: Classroom Participation and its Relationship to Communication, Academic and Social Skills - Naama Tsach, and Tova Most Chapter 14. Mental Health Problems in Deaf and Severely Hard-of-Hearing Children and Adolescents: An Overview - Tiejo van Gent and Ines Sleeboom-van Raaij Chapter 15. A Comprehensive Reading Intervention: Positive Postsecondary Outcomes and a Promising Practice for Students Who Are Deaf or Hard of Hearing - Greta Palmberg and Kendra Rask Chapter 16. Considering Critical Factors Towards the Inclusion of Deaf Students in Higher Education - Merv Hyde, Magda Nikolaraizi Denise Powell, and Michael Stinson Chapter 17. 21st Century Deaf Workers: Going Beyond Just Employed to Career Growth and Entrepreneurship - Ronald R. Kelly, Andrew B. Quagliata, Richard DeMartino, and Victor Perotti Chapter 18. Recognizing Diversity In Deaf Education: Now What Do We Do With It?! - Marc Marschark and Greg Leigh

Marc Marschark is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He was founding editor of the Journal of Deaf Studies and Deaf Education.Venetta Lampropoulou is a Professor of deaf education, founder and director of the Deaf Studies Unit of the University of Patras, Greece. Her research includes subjects related to literacy and the learning environments of deaf students, the families with deaf members, the use of technology by deaf people, and the linguistics of Greek sign language.Emmanouil K Skordilis is an Associate Professor in Adapted Physical Activity (APA) within the School of Physical Education and Sport Science, in the National and Kapodistrian University of Athens, Greece. He received his undergraduate degree in the National and Kapodistrian University of Athens, Greece, and his Master's and Doctorate degrees from Springfield College. He has been an active researcher with more than 40 publications in the field during the last decade.

"Diversity in Deaf Education is a treasure chest for every scholar, and every person working in the field of deaf education. The book addresses many of the most urgent topics in current discussions on deaf education. I enjoyed reading it because each chapter gives the reader both an overview on the current state of art and recent empirical data from the contributors' own studies. This book is a must-read!" --Manfred Hintermair, Professor, University of Education, Heidelberg"Diversity in Deaf Education is a paean to the concept of diversity in deaf education. Yes, it focuses on the types of diversity most familiar to many of us. But not only that, the book alerts us to the multiple layers of diversity that being deaf or hard of hearing brings to the fore... This book highlights the mantra that there is no 'one size fits all' solution because of all the complexities emanating from the multiple diverse aspects manifested indeaf children. Despite the lack of simplistic solutions, this book reveals the passion of its contributors in continuing to explore possibilities that will create deaf and hard-of-hearing children and adultswho are fully able to maximize their potential in life." --Irene W. Leigh, Professor Emerita, Gallaudet University"This impressive volume takes a direct approach in a new way--rather than advocate one or another position, it makes the powerful point that great diversity exists (and always has) among deaf learners in terms of their needs and the techniques which will enable them to respond to fulfill their individual potentials; there can be no one best way for all. Growing from a series of presentations at the 2015 International Congress on Education of the Deaf (ICED) inAthens, Greece, the book encompasses a wide range of factors which comprise global diversity among deaf learners today-psychological, linguistic, ethnic, cognitive, and much more. The work is inspiredby the continuing significant research work and leadership of Prof. Marc Marschark, who has assembled international experts in many topics; together they have produced what should become a watershed publication in the field for years to come." --David S. Martin, Professor/Dean Emeritus, Gallaudet University

• Preface Chapter 1. Recognizing Diversity in Deaf Education: From Paris to Athens with a Diversion to Milan - Greg Leigh and Marc Marschark Chapter 2. Evidence Based-Practice in Early Intervention: The Proof of the Pudding is in the Eating - Marilyn Sass-Lehrer and Alys Young Chapter 3. The Transition from Early Intervention to School for Deaf and Hard-of-Hearing Children - Brenda T. Poon, Janet R. Jamieson, Anat Zaidman-Zait, Deirdre Curle, Nancy Norman, and Noreen Simmons Chapter 4. School as a Site for Natural Language Learning - Marlon Kuntze, Debbie Golos, Kimberly Wolbers, Catherine O'Brien, and David Smith Chapter 5. On the Home Front: Parent Personality, Support, and Deaf Student Success - Patrick Brice, Rachael Plotkin, and Jennifer Reesman Chapter 6. High Standard Competencies for Teachers of the Deaf and Other Qualified Professionals: Always Necessary, Not Always Guaranteed - Guido Lichtert, Kevin Miller, Areti Okalidou, Paul Simpson, and Astrid van Wieringen Chapter 7. Exploring Signed Language Assessment Tools in Europe and North America - Charlotte Enns, Tobias Haug, Rosalind Herman, Robert Hoffmeister, Wolfgang Mann, and Lynn McQuarrie Chapter 8. Language use in the classroom: Accommodating the needs of diverse DHH learners - Harry Knoors Chapter 9. The Development of Pragmatic Skills in Children and Young People Who Are Deaf and Hard of Hearing - Dianne Toe, Pasquale Rinaldi, Maria Cristina Caselli, Louise Paatsch, and Amelia Church Chapter 10. Addressing Diversity in Teaching Deaf Learners to Write - Connie Mayer Chapter 11. Many Languages, One Goal: Interventions for Language Mastery by School-Age Deaf and Hard of Hearing Learners - Susan R. Easterbrooks, Joanna E. Cannon, and Jessica W. Trussell Chapter 12. From Social Periphery to Social Centrality: Building Social Capital for Deaf and Hard-of-Hearing Students in the 21st Century - Gina A. Oliva, Linda Risser Lytle, Mindy Hopper, and Joan Ostrove Chapter 13. The Inclusion of Deaf and Hard of Hearing Students in Mainstream Education: Classroom Participation and its Relationship to Communication, Academic and Social Skills - Naama Tsach, and Tova Most Chapter 14. Mental Health Problems in Deaf and Severely Hard-of-Hearing Children and Adolescents: An Overview - Tiejo van Gent and Ines Sleeboom-van Raaij Chapter 15. A Comprehensive Reading Intervention: Positive Postsecondary Outcomes and a Promising Practice for Students Who Are Deaf or Hard of Hearing - Greta Palmberg and Kendra Rask Chapter 16. Considering Critical Factors Towards the Inclusion of Deaf Students in Higher Education - Merv Hyde, Magda Nikolaraizi Denise Powell, and Michael Stinson Chapter 17. 21st Century Deaf Workers: Going Beyond Just Employed to Career Growth and Entrepreneurship - Ronald R. Kelly, Andrew B. Quagliata, Richard DeMartino, and Victor Perotti Chapter 18. Recognizing Diversity In Deaf Education: Now What Do We Do With It?! - Marc Marschark and Greg Leigh