Journal of Deaf Studies and Deaf Education 5:4 2000
© 2000 Oxford University Press
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A Developmental Model Applied to Problems of Deafness
From the Editors: This article represents another in our series of "classics" that helped to shape the field of deaf studies and deaf education. The article first appeared as Chapter Two in Sound and Sign: Childhood Deafness and Mental Health, H. S. Schlesinger and K. P. Meadow (1972), Berkeley: University of California Press. The book reported pioneering research and clinical mental health services at the Langley Porter Neuropsychiatric Institute, University of California, San Francisco. For current readers, some of the language may seem out of date, and the Editors have made several minor modifications to ensure that readers fully recognize the original intention of the author. (Such modifications are indicated by square brackets or ellipses for contemporary purposes, but the intentions of the original all have been maintained, and Editors’ notes are indicated as such to distinguish them from the Authors’ notes.) Nevertheless, many of the ideas are fresh and important. Indeed, some passages serve as particular reminders of significant changes in opportunities for and attitudes about Deaf people over the past three decades. Many of these changes resulted directly from the work of Dr. Schlesinger and her colleagues.
Correspondence should be sent to Kathryn P. Meadow-Orlans, 8202 Kenfield Court, Bethesda, MD 20817-3147 (e-mail: horlans{at}erols.com).
Received July 26, 1999; revised December 6, 1999; accepted January 7, 2000
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