LEADER 01740nam 2200445 n 450 001 996390562503316 005 20221108105540.0 035 $a(CKB)1000000000655517 035 $a(EEBO)2264230850 035 $a(UnM)99854600 035 $a(EXLCZ)991000000000655517 100 $a19920728d1628 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 12$aA plaine and familiar exposition of the Ten commandements$b[electronic resource] $eWith a methodicall short catechisme, containing briefly the principall grounds of Christian religion 205 $aThe eighteenth edition. Newly corrected and amended by the author. 210 $aLondon $cPrinted by I.D. for the assignes of Thomas and Ionas Man$d1628 215 $a[6], 338, [24] p 300 $aDedication signed: Iohn Dod, Robert Cleaver. 300 $aActual printer's name from STC. 300 $aIncludes "Comfortable meditations gathered out of a sermon of the author" by John Gyll. 300 $aIncludes index. 300 $aImperfect; last leaf, Z8, torn. 300 $aReproduction of the original in the Union Theological Seminary (New York, N.Y.). 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Mathews 210 $aWashington $cGallaudet University Press$d2017 215 $a1 online resource (x, 173 pages) 311 $a1-944838-04-X 320 $aIncludes bibliographical references and index. 330 $a"The current policy of educating deaf and hard of hearing students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step. Author explores this claim through qualitative research with DHH children in the Republic of Ireland"--$cProvided by publisher. 330 $a"The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness.Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. 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