Cognitive development National Technical Institute for the Deaf, RIT
Dr. Peter C. Hauser is a deaf clinical neuropsychologist. He provides neuropsychological, psychoeducational, and forensic evaluations for deaf & hard-of-hearing individuals in his part-time private practice. This requires him to keep up to date on current trends in Deaf Studies in order to appropriately choose, modify, and interpret psychological assessment instruments when working with the deaf & hard-of-hearing population. As a result, he spends most of his time conducting empirical studies.
Dr. Hauser founded the Deaf Studies Laboratory (DSL) in 2002 when he began teaching full-time in the Department of Psychology at the Rochester Institute of Technology (RIT). In the DSL, he supervises deaf, hard-of-hearing & hearing students who obtain hands-on experience developing, running, and analyzing experimental psychological studies. Since since began working at RIT, he has won the Eisenhart Award for Excellence in Teaching (Provost's award), the Exemplary myCourses Teaching Award (award for outstanding use of online educational technologies), and the Isaac L. Jordan, Sr. Pluralism Award (award for promoting diversity and pluralism inside and outside of RIT). He is now a facutly member in the Department of Research and Teacher Education where he spends most of his time in the DSL.
In the interdisciplinary field of Deaf Studies, Dr. Hauser studies the separate effects of (a) social, linguistic, and cultural influences on growing up in a predominantly visual but audistic world and (b) the influences of being deaf on cognitive organization, academic achievement, and vocational success. He also studies the appropriateness of using existing cognitive assessment tools with this population and develops ASL assessment tests. He collaborates with the Brain and Vision Laboratory in the Brain and Cogntive Science Department and the Sign Language Research Center, both at the University of Rochester, on many studies in the DSL. He is on the editorial board of Oxford University Press's Journal of Deaf Studies and Deaf Education.
The is material is based upon work supported by the National Science Foundation under grant number SBE-1041725. Any opinions, findings, and conclusions or recommendations expressed are those of the author and do not necessarily reflect the views of the National Science Foundation.