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The purpose of this chapter is to examine some of the relations between development and education, with particular regard to children who are deaf. The various chapters in this book, as well as other books about deaf children, hearing children, or just plain old children, make it clear that there are a variety of perspectives and approaches to each of these domains. This broad issue has been addressed by several theorists (e.g., Piaget, Montessori, Nelson, Vygotsky), but few investigators have written in any detail about the complex linkage between education and child development, even when the two domains are discussed in the same context (but see Schlesinger & Meadow, 1972).
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