DOCSLIB.ORG

DISABILITY STUDIES QUARTERLY Irving Kenneth Zola, Editor

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DISABILITY STUDIES QUARTERLY Irving Kenneth Zola, Editor disability Vol 8 No 3 studies Summer 1988 quarterly Irving Kenneth.Zola Managing Edi.tor: Joanne Seiden DEAR READER, We are ·particularly FOCUS pleased with this issue because Needs and Opportunities: it represents a theme directly The History of People suggested by our readership. with Disabilities: , As you can see, many people have a lot to say _about by Paul K. Longmore H~storical Aspects of Dis- (historian, 1437-Avenue 47 #7; ability, and like the previous Los Angeles, CA 90042) issue on Self Help and Indepen- dent Living, we have had some· Social scientists have / stimulating editorial thoughts. been reconceptualizing· "dis- The Fall 1988 DSQ (dead- ability" as primarily a line September 1) will em- socially constructed. condi- phasize School-Age Children and tion, a social ~ole and themes such.as "mainstreaming." identity, rather than a series The Winter 1989 issue (deadline of medical phenomeha. Despite December 1) will be a generic considerable differences in one. Spring 1989 - (deadline etiology, people with a March 1) will deal with variety of disabilities have "accounts of the experience of shared a common social _· and chronic illness and dis- historical experience and have ability." In the pipeline confronted· a common set of are topics dealing with stigmatizing values. Yet "communication technology," little has been written about "religion and spirituality," the history of people with _and "sexuality." Some readers disabilities. ; -~ have suggested that it is time We need a comprehensive to do another issue on "aging examination of the social, and disability" ·and "media ideological, and political depictions." Please let us history of disabled people. know. And, to a·11 those who On one level, that, study have been sending us material should look at how policies, for these issues, a hearty institutional practices, and thanks! professiorial ideologies reflected and reinforced The Editors social values about disability. and prescribed disabled 1 persons' social roles. the triumph of . oralism coin- · It is probable that in the cided with intensified· '.pias. ·18th· century a majo~. shift in . against people with other beliefs about. "disal;,ility" and disabilities. By the late in societal responses to people 19th century, non-disabled with disabilities began in professionals had concluded. western Europe as one aspect of that the required degree of the age of enlightenment and normalization was impossible .. revolution. · Schools, institu- . for all but a few. People tions, ·and professions began to with disabiiities,increasingly be established to ameliorate came to be regarded as a not only their medical but also burden to themselves and their their social condition. Early families, an unproductive 19th century American reformers element of society, a drain on followed their lead. Schools, social resources. .societies, and professions "Expertsl' not only. ·proliferated to deal with adopted, but· promoted, a people with disabilities. pseudoscientific linkage Ultimately, ·their aim was to between disability and a wide "normalize" or control these range of social problems. The socially deviant groups. · statement quoted above at- . For instance, Harlan Lane tributing to deaf people a has recounted the paternalistic lack of moral or emotional assumptions of many 19th self-control expressed that century hearing "benefactors" bias. Other professionals of · deaf people. During the spoke of the "menace of the 1880s and. 1890s the .struggle feeble-minded," blaming them between oralism and sign for poverty, vice, and crime•. language became particularly· Likewise, an .influential ferocious, exposing the textbook in orthopedic virulence ·of prejudice against medicine had this.to say about deaf.people. Said one oralist: physically disabled people: "A "The deat-mute is by nature failur·e in the moral training fickle or improvident, subject of a cripple· mean~ the to idleness, drunkenness, and evolution of an individual debauchery, easily duped and detestable in character, a readily corrupted." Deaf menace and burden to. the .groups protested the assault on community, who is oniy too apt their language in vain. One to graduate .into the mendicant . opponent of sign asked: "Since and criminal classes." when do. we consult the patient Since normalization of on the nature of his treat- most disabled people proved to ment?" By 1900 the oralists be impossible, society must had triumphed throughout the protect itself by segregating western world. Schools purged all of the "defective", deaf teachers. Students were classes. Some were permanent- punished for signing. Worse, ly sequestered in institu- they were taught t9 feel tions. Others were shut out ashamed of being deaf. of society by means. of such Academic instruction gave way ordinances as Chicago's "ugly" to teaching speech. law which prohibited any The prejudice that lead to "person who is diseased, 2 . maimed, mutilated, or . in any Pennsylvania. Because of ·the way deformed so. as to be . an novelty of a. blind . peddler, unsightly or disgusting object ·customers initially bought· his or improp~r person to be goods, but .on his subsequent allowed in or on the public trips he frequently en~ ways or other public places in countered the view that he _this city"· _from e~posing should go on poor relief "himself to public view.II More rather -than 'trying to support disturbing, eugenicists lobbied hims~lf. His pamphlet '.fo~ state laws compelling attempted to counter that ·' sterilization of· deaf· people, attitude and to promote · blirtd people~ peo~le with education of blind people. developmental and other Courtney also sought out other disabilities. By 1931, more · blind· people and reported on than half of the U.S. had their activities and occupa- . adopted sterilization statutes - tions. His tract . offers. a . affecting some of· these groups. glimpse of a ' segment .of tne Professionals even suggested social landsca~e virtually that keeping some disabled unknown to historians. p•ople alive violated the laws Example #2: ·contrary. to and · processes· of nature which the intentions of hearing worked to weed 'out the unfit. · philanthropists, the graduates Proposals for euthanasia failed of 19th century manualist in the u. s. , -·· but· · iri Nazi schools created for themsel~es Germany tens of thousands of a signing· subculture with its disabled people' were~ put to own schools,· churches, newspa- death. pers, and political organiza- We need a ~horough tions. D~af leaders in France · expiotation· ~f this socio- and America debated proposals . political and ideological to establish separatist d~af history of disability~ But townships in order to ·escap.e that research must focus not hearing oppression once and only on the ittitudes and for all. Subsequently, · 'the . practices ~f th~ majorit~ of National Association of the nonpisabled people,· it must· Deaf was founded in the u. S. als.o recount the ways in which to safeguard sign language an<i people with disabilities-define the .signing community from thems~lves, the sociai roles oralist assaults. and identities they attempt to Example #3t In. the create for themselves, their 1930's, New York City's League · efforts to reshape societal of th~ Physically Haridicapped, perceptions· of. them. ·Three an organization of disabled brief examples suggest the· .young adults, protested job possibilities for·this sort of discrimination in the munici- history. · pal· government and 'federal Example #1: Abram · Court- Works Progress Administration ney's Anecdotes of the Blind projects. (1835) recounted his adjustment.· Courtney, the . deaf · to complete · blindness in his groups, and the . League · ·. were teens and twenties·. He became all attempting to fashion a a peddl~r who travelled through new social identity. They upstate New. York, Ohio·, . and were redefining "disability" 3 as: a social, economic, and even the Hidc,len ·History of ·Dis.abled · . political· condition, rather People," Reviews in American than simply a medical· or History. 15:3, September 1988, physical phenomenon. · As with pp. 355-364. other minorities, we tend to Lane, Harlan. When the Mind see disabled people as passive Hears: A History of the Deaf. ·victims of fate or history. New Yo+k, · NY: Random· :Hous·e, ·. These.. examples indicate the 1985. importance of examining ways in. Tyor, Peter ,and Bell, Leland. which, individually or collec- caring· for the Retarded· in tively, they have been actors America: A History. Westport, in their. own history·. CT: Greenwood Press, 1984. · All of ·this represents a · vast and neglected nistory involving major changes in ~ocial · values and practices. COMING EVENTS We need to examine the inter- section of individual lives and A. July 11-22, 1988, 4th grogp histories with social ·Annual summer Series on Aging values and ideologies. How of the American soeiety on have values and ideologies Aging, Berkeley· Conference sh~ped the in~ividual and center,_ Berkeley, CA. 74 full- collective social careers of and half-day intensives in the people with disabilities? How following areas.: Concepts and have·. the disability minorities Issues in Gerontology, Alzhei- carved out maneuvering· room for mer's Disease, Family and themselves within the con- Caregiver Issues, Mental strai~ts of societal ideo1ogies Health, Health Pro;motion and and arrangements pertaining to Wellness, Administration and. them? How have they attempted Management, Long-term. Care, to modify social beliefs in Legal and Ethical Issues, order .. to · expand their social Clinical Issues in Geriatric power? Care, Special Topics in Aging. The recent work in deaf Contact: American ·Society on history by Harlan Lane . and in Aging, 833 Market St., San the history of people with Francisco,. CA 94103; 415/543~ mental retardation by Peter 2617. Tyer and Leland Bell draws upon the. voluminous published and B. July 20-25, .1988 ,. ii·cele..;, unpublished records ·of a. brate in 1 88 AHSSPPE and All variety of organizations, That J~zz," The· Assoc. of institutions, and individuals. Handicappe~ Student Services That m~terial comprises an Program in Post Secondary enormous body of untapped data. Edtication's 11th Annual In short, a wealth of.
Load more

Recommended publications
  • MEMOIR UPON the FORMATION of a VISUAL VARIETY of the HUMAN Racei Benjamin Bahan Gallaudet University
    MEMOIR UPON THE FORMATION OF A VISUAL VARIETY OF THE HUMAN RACEi Benjamin Bahan Gallaudet University In New York City, a father and daughter sat in a cafe people watching out the window and drinking coffee. “Look across the street,” signed the father. His daughter quickly scoped the busy street packed with people hustling to and fro before quizzically looking back at her dad. “One of them is deaf… which one is it?” he asked. She looked back and scanned the crowd. She noticed one man’s eyes glancing from side to side. “The one with the brown overcoat,” she guessed. “I agree. Let’s watch and see,” he suggested. The man in the brown overcoat was about to cross the street, but sensed the sudden shift in the crowd of people around him as they simultaneously looked in the same direction. He decided he too should check in that direction and saw sirens and flashing lights accompanying a speeding ambulance. After the commotion subsided, he crossed the street and continued walking past the cafe. The father waved his hands in the man’s periphery. In the middle of a bustling city, the man in the brown overcoat noticed a flutter of hands through the window and quickly turned to see the father and his daughter. “You deaf?” signed the father. The man was astounded and asked, “How did you know?” Page 1 © Ben Bahan People of the Eye The characters in this short story are unique in that they inhabit a highly visual world. They use a visual language to communicate and have developed a visual system of adaptation to orient them in the world that defines their way of being.ii This is not an unusual story.
    [Show full text]
  • Deaf American Historiography, Past, Present, and Future
    CRITICAL DISABILITY DISCOURSES/ 109 DISCOURS CRITIQUES DANS LE CHAMP DU HANDICAP 7 The Story of Mr. And Mrs. Deaf: Deaf American Historiography, Past, Present, and Future Haley Gienow-McConnella aDepartment of History, York University [email protected] Abstract This paper offers a review of deaf American historiography, and proposes that future scholarship would benefit from a synthesis of historical biography and critical analysis. In recent deaf historical scholarship there exists a tendency to privilege the study of the Deaf community and deaf institutions as a whole over the study of the individuals who comprise the community and populate the institutions. This paper argues that the inclusion of diverse deaf figures is an essential component to the future of deaf history. However, historians should not lapse in to straight-forward biography in the vein of their eighteenth and nineteenth-century predecessors. They must use these stories purposefully to advance larger discussions about the history of the deaf and of the United States. The Deaf community has never been monolithic, and in order to fully realize ‘deaf’ as a useful category of historical analysis, the definition of which deaf stories are worth telling must broaden. Biography, when coupled with critical historical analysis, can enrich and diversify deaf American historiography. Key Words Deaf history; historiography; disability history; biography; American; identity. THE STORY OF MR. AND MRS. DEAF 110 L'histoire de «M et Mme Sourde »: l'historiographie des personnes Sourdes dans le passé, le présent et l'avenir Résumé Le présent article offre un résumé de l'historiographie de la surdité aux États-Unis, et propose que dans le futur, la recherche bénéficierait d'une synthèse de la biographie historique et d’une analyse critique.
    [Show full text]
  • Yann Cantin Les Sourds-Muets De La Belle Epoque, Une Communauté En Mutation
    ECOLE DES HAUTES ETUDES EN SCIENCES SOCIALES ÉCOLEÉCOLE DES DESHAUTES HAUTES ÉTU DESÉTU DESEN SCIENCES EN SCIENCES SOCI SOCIALESALES ÉcoleÉcole doctorale doctorale en sciences de sciences sociales sociale (ED (ED 286) 286) École doctorale de sciences sociale (ED 286) CentreCentre de Recherches de recherches Historiques historiques (UMR (UMR 8558) 8558) Centre de recherches historiques (UMR 8558) ÉmilienÉmilien RUIZ R UIZ Yann Cantin TLesROPT Sourds-MuetsROP DE DE FONCTIONNAIRE FONCTIONNAIRE de la Belle Epoque,S ?S ? ContributionContributionune communauté à une à une histoire en histoire mutation. de l’Étatde l’État parpar ses seseffectifs effectifs (France, (France, 1850 1850-1950-1950) ) Thèse présentée pour l’obtention du doctorat en histoire, tel-00863780, version 1 - 19 Sep 2013 présentée et soutenue publiquement le 10 décembre 2014, tel-00863780, version 1 - 19 Sep 2013 devant un jury composé de : Thèse présentée pour l’obtention du doctorat en histoire, soutenance le 16 septembre Thèse présentée pour l’obtention du doctorat en histoire, soutenance le 16 septembre 2013 devant un jury composé de : •2013Philippe devant BOUTRY,un jury composé professeur de : des universités - Panthéon Sorbonne Paris 1 (Rapporteur) • Jean GARRIGUES, professeur des universités - Université d’Orléans ñ Marc Olivier BARUCH, directeur d’études – EHESS (directeur de la thèse) •ñ MarcGabrielle Olivier HOUBRE, BARUCH, directeurmaîtresse d’études des conférences – EHESS (HDR) (directeur - Paris de Diderot la thèse) Paris 7 (Rapporteure) ñ Philippe BEZES, chargé de recherche au CNRS – CERSA, Université Paris II •ñ PhilippeGerard B JORLAND,EZES, chargé directeur de recherche d’études au CNRS - EHESS – C (DirecteurERSA, Unive de thèse)rsité Paris II ñ Claire LEMERCIER, directrice de recherche au CNRS – CSO, Sciences Po.
    [Show full text]
  • Completed Research, Studies, and Instructional Materials for Language Development Under the National Defense Education Act of 1958, Title VI, Section 602. a Bibliography, List No. 6
    DOCUMENT RESUME ED 036 213 FL 001 429 AUTHOR PETROV, JULIA A., COLE. ITTLE COMPLETED BESEAiCH, STUDIES, AND INSTRUCTIONAL MATLEIALS BC R LANGUAGE DEVELOPMENT UNDER THE NATIONAL DEFENSE EDUCATION ACT OF 1958, TITLE VI, SECTION 602.A BIBLIOGRAPHY, LIST NO. 6. INSTITUTION OFFICE CF EDUCATION (DhEW), WASHINGTON, D.C. INST. OF INTERNATIONAL STULIES. REPORT NO 0E-12016-69 PUB LATE 69 NOTE 144P. AVAILABLE FRU. SUPERINTENDENT CF DOCUFENTS, U.S. GOVERNMENT PRINTING OIFICL, WASHINGTON, D.C. 20402 (GPO FS-5.212:12016-69, $1.25) EDRS PRICE EDES PRICE MF-4,0.75 EC NOT AVAILABLE FROM EDRS. DESCRIPTORS *ANNOTATED BIBLIOGRAPHIES, AREA STUDIES, BIBLIOGRAPHIC CITATIONS, CONFERENCE REPORTS, *DIRECTORIES, GOVERNMENT PUELICATIONS, INDEXES (LOCATERS) , *INSTRUCTIONAL MATERIALS, *LANGUAGE DEVELOPMENT, *LANGUAGE RESEARCH, LIBRARY SERVICES, RESEARCH, SURVEYS, TEACdING METHODS, UNCOMMONLY TAUGHT LANGUAGES AESIRACT THIS CUMULATIVE BIBLIOGRAPHY, CONTAINING 542 ENTRIES, CCVIES PRIMAR_LIY THE NINE-YEAR FISCAL PERIOD PRIOR TC JULY 1, 1968. AlEXTENSIVE INDEX ChCSS REFERENCES AUTHORS AND THEIR ORGINILATICNthi AFFILIATIONS, LANGUAGES, TYeES CF TEXT MATERIALS, RESEAECH SUBJECTS, AND GEOGRAPHICAL AREAS. COPSIDELABLE ATTENTION IS DEVOTED TO SPECIALIZED MATERIALS, INCLUDING COMMONLY AND UNCOMMONLY TAUGHT LANGUAGES AND FOREIGN AREA STULlES. CONFERENCES, STUDIES, SURVEYS, AND METHODS CF INSTRUCTION ARE GROUPED TOGETHER. EACH ENTRY LISTS THE MAJCR SOURCES FCR THE ITEM AND THE PUBLISHER'S OR AUTHGE'S ADDRESS.A DIRECTORY OF THOSE LIBRARIES TAKING PART IN THE INTEEIIBRARY LCAN SERVICE IS FURNISHED. SOME REPOEIS AND MATERIALS COMPLETED AMER JULY 1968 ARE INCLUDED. (AT) U.S. DEPARTMENT Of HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION rwmi 0E-12016-69 REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN N POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING IT, O REPRESENT OFFICIAL OFFICE OfEDUCATION STATED DO NOT NECESSARILY r'r\ POSITION OR POLICY.
    [Show full text]
  • Ethnicity, Ethics and the Deaf-World
    Volume 27, No. 2, Summer/Fall 2011 IN THIS ISSUE: Ethnicity, Ethics and the Deaf-World .................................................................................................................... 1 WASLI 2011 ........................................................................................................................................................ 14 Deaf Wellness Conference 2011, Saint John, NB ................................................................................................. 16 Leona Parr-Hamel - Certifi cate of Recognition ....................................................................................................18 Leona Parr-Hamel Scholarship ............................................................................................................................. 19 Douglas College David Still Memorial Award ...................................................................................................... 20 Canadian Evaluation System ................................................................................................................................ 21 From Your Board… ............................................................................................................................................. 22 One of several erroneous constructs encountered by professional sign language practitioners is the commonly held belief that Deaf people are disabled. As professionals, we recognize the importance of incorporating new fi ndings from the fi eld of sign language studies
    [Show full text]
  • Deaf Services Commission of Iowa Library on Deafness
    Deaf Services Commission of Iowa Library on Deafness BIBLIOGRAPHY TABLE OF CONTENTS Audiology and Speech ...................................................... 3 - 4 Children .............................................................................. 5 - 8 Education ........................................................................... 9 - 13 Employment ....................................................................... 14 Fiction ................................................................................. 15 - 16 General ............................................................................... 17 - 23 Interpreting......................................................................... 24 - 26 Interpreting – NIC Test Study Materials ........................... 27 - 30 Juvenile Fiction and Non-Fiction ..................................... 31 - 32 Multi-Handicapped ............................................................ 33 Non-Fiction ......................................................................... 34 - 35 Parenting ............................................................................ 36 - 38 Psychology and Mental Health ......................................... 39 - 40 Resources .......................................................................... 41 - 42 Sign Language ................................................................... 43 - 51 Videocassettes .................................................................. 52 - 63 NEW CD - Roms ............................................................
    [Show full text]
  • RIT ASL Lectures
    RIT ASL Lectures How the Eyes “Read” Sign Language: An Eye 2018 Rain Bosworth Tracking Investigation of Children and Adults During Sign Language Processing Status of Civil Rights for Deaf and Hard-of- 2018 Howard Rosenblum Hearing People in 21st Century USA International Issues on Accessibility for People 2018 Soya Mori with Disabilities: Focus on the Philippines and Japan Louise Stern & Oliver 2018 Interpreting the Communicative Interpreted Pouliot 2018 Johanna Lucht “Flying” through Barriers at NASA Chasing your Dream, One Step at a Time: A 2018 Michael Conrad 4,463,779 Step Appalachian Trail Journey The Importance of Being a Visionary Leader in 2018 Linsay Darnall Today’s Deaf America 2017 Norma Moran Crossing Over Fighting in the Shadows: The Untold Story of 2017 Harry Lang Deaf People in the Civil War 2017 Roslyn Rosen LEAD-K: Getting Kids Kindergarten-Ready 2017 Storm Smith The Naked Truth: Reclaim the Power of Self The Effects of Language Experience on the 2017 Marie Coppola Development of Number Representations in Deaf, Hard-of-Hearing and Hearing Children 2017 Nancy Hlibok Ammon The Value of Deaf Elders 2016 Ben Bahan The Value of ASL Literature From Stimulus to Shared Representation: Non- 2016 Robert Sirvage representational Convergence as a Foundation Wakening Deaf Culture & Bringing Values Back 2016 Kathleen Brockway to the Deaf Community ASL in Academics: Citing and Referencing 2016 Raychelle Harris Bilingually 2016 Trudy Suggs Deaf Disempowerment and Today’s Interpreter 2016 Takiyah Harris Black Deaf View/Image Art Tapping into the Cognitive Processes: Use of 2015 Debra Russell Think Aloud Protocols with Educational Interpreters Deaf Citizens: Perspectives from Sub-Saharan 2015 Khadijat Rashid Africa Andrew Foster: the Courageous Life of a Black 2015 Isaac Agboola Missionary, Educator, Mentor, and Advocate Dr.
    [Show full text]
  • Deaf Culture & Community
    tm Deaf Culture & Community What is Deaf Culture? The American Deaf community values American Sign Language as the core of a culturally Deaf identity. Through ASL, members are given a unique medium for personal expression, a spatial and visual language that does not require the use of sound and emphasizes hands, faces, bodies and eyes. Members of this community share a common history, values, mor- als and experiences. Deaf individuals come from diverse backgrounds and influences, and as a result that variation is reflected in the community. Different types of sign systems are used to varying degrees, and the Deaf community welcomes this variety. Deaf culture focuses on the stimulation of the eyes and the enhanced vi- sual perceptiveness of Deaf individuals. This has resulted in a great history of rich ASL literature and storytelling. The oral tradition of storytelling has allowed members of the Deaf community to pass down the histories of great Deaf men and women, providing for Deaf children access to role models that enable them to feel rooted in history, while also giving them mentors with common experiences. The American Deaf community is different from many thriving cultural groups around the world because it is not commonly recognized as dis- tinct and discrete. Most people are born within an existing cultural group gaining direct access to their family and community cultural traditions, norms and values that are passed down from parent to child. Most deaf children, on the other hand, are born to hearing parents. For most Deaf children transmission of the culture of the family or that of the deaf com- munity does not automatically occur.
    [Show full text]
  • Speech Communication
    Speech Communication Sponsors C.J. Lebel Fellowship Dennis Klatt Memorial Fund Donald North Memorial Fund National Institutes of Health (Grants R01-DC00075, R01-DC01291, R01-DC01925, R01-DC02125, R01-DC02978, R01-DC03007, 1 R29 DC02525, T32-DC00038, and National Science Foundation (Grants INT-9615380 (US-France Cooperative Research), and INT- 9821048 (US-Germany Cooperative Research)) Academic and Research Staff Professor Kenneth N. Stevens, Professor Jonathan Allen, Professor Morris Halle, Professor Samuel J. Keyser, Dr. Joseph S. Perkell, Dr. Stefanie Shattuck-Hufnagel, Dr. Marilyn Chen, Dr. Jeung-Yoon Choi, Dr. Mark Tiede, Dr. Reiner Wilhelms-Tricarico, Dr. Lisa Lavoie, Jennell Vick, Majid Zandipour, Seth Hall, John Gould. Visiting Scientists and Research Affiliates Dr. Takayuki Arai, Department of Electrical and Electronics Engineering, Sophia University, Tokyo, Japan. Dr. Corine A. Bickley, Department of Communication Sciences and Disorders (IHP), Massachusetts General Hospital, Boston, Massachusetts, and Voice Services Division, Comverse, Cambridge, Massachusetts. Dr. Suzanne E. Boyce, Department of Communication Disorders, University of Cincinnati, Cincinnati, Ohio. Dr. Carol Y. Espy-Wilson, Department of Electrical Engineering, Boston University, Boston, Massachusetts. Dr. Krishna Govindarajan, SpeechWorks International, Boston, Massachusettts. Dr. David Gow, Department of Psychology, Salem State College, Salem, Massachusetts, and Department of Neuropsychology, Massachusetts General Hospital, Boston, Massachusetts. Dr. Frank Guenther, Department of Cognitive and Neural Systems, Boston University, Boston, Massachusetts. Dr. Helen M. Hanson, Sensimetrics Corporation, Somerville, Massachusetts. Dr. Robert E. Hillman, Mass Eye and Ear Infirmary, Boston, Massachusetts. Dr. Caroline Huang, SpeechWorks International, Boston, Massachusettts. Aaron Im, Department of Neuropsychology, Massachusetts General Hospital, Boston, Massachusetts. Dr. Harlan Lane, Department of Psychology, Northeastern University, Boston, Massachusetts. Dr.
    [Show full text]
  • RIT ASL Lectures
    RIT ASL Lectures 2017 Roslyn Rosen LEAD-K: Getting Kids Kindergarten-Ready 2017 Storm Smith The Naked Truth: Reclaim the Power of Self The Effects of Language Experience on the 2017 Marie Coppola Development of Number Representations in Deaf, Hard-of-Hearing and Hearing Children 2017 Nancy Hlibok Amann The Value of Deaf Elders 2016 Ben Bahan The Value of ASL Literature From Stimulus to Shared Representation: Non- 2016 Robert Sirvage representational Convergence as a Foundation Wakening Deaf Culture & Bringing Values Back 2016 Kathleen Brockway to the Deaf Community ASL in Academics: Citing and Referencing 2016 Raychelle Harris Bilingually 2016 Trudy Suggs Deaf Disempowerment and Today’s Interpreter 2016 Takiyah Harris Black Deaf View/Image Art Tapping into the Cognitive Processes: Use of 2015 Debra Russell Think Aloud Protocols with Educational Interpreters Deaf Citizens: Perspectives from Sub-Saharan 2015 Khadijat Rashid Africa Andrew Foster: the Courageous Life of a Black 2015 Isaac Agboola Missionary, Educator, Mentor, and Advocate Dr. Kim Kurz and Dr. Jason Resilience of Deaf Students in Postsecondary 2015 Listman Education America’s Constructed Image of Deaf People as 2015 Dr. Flavia S. Fleischer Drawn from Newspaper Articles on Cochlear Implant A Long Strange Journey: More Than A Decade of 2014 Paddy Ladd Deafhood 2014 Arnaud Balard Deaf Union Flag and Vexillology The Animated Life of Filmmaker and Animator 2014 Braam Jordaan Braam Jordaan 2014 Dr. Curt Radford Exploring the Efficiency of Teaching ASL Online 2014 Melissa Malzkuhn The Science of ASL Storytelling World Federation of the Deaf and Language 2014 Dr. Liisa Kauppinen Rights Scott Farrell and the Legacy 2014 A Deaf Athlete’s Success Through Obstacles of Dummy Hoy 2013 Chris Kurz and Albert Hlibok Laurent Clerc’s Perspectives of Sign Language 2013 Thomas K.
    [Show full text]
  • Tingting Gao Among the Many Different Types of Physical
    A NEGLECTED CULTURE: HOW COCHLEAR IMPLANTS AFFECT DEAF CHILDREN’S SELF-ESTEEM Tingting Gao Among the many different types of physical impairments, hearing impairment represents one of the most common but also one of the least understood in terms of its social, linguistic, and cultural aspects in the United States. While the idea of deafness as a disability remains open to discussion, one thing is quite clear: deafness is an invisible condition that evolved into a socially-constructed and labeled state translated into a type of flaw. When thinking about deaf people, what are the thoughts that come to your mind? If the answer were to be an honest one, it would probably show the general social attitude towards deafness, one that is politically incorrect and offensive. Today, the main contemporary options of communication available for infants and children diagnosed as deaf are hearing aids as exterior sound amplifiers combined with the oral or spoken language, and cochlear implant, a sophisticated technological device that is surgically implanted into the cochlea of the inner ear. In these cases, the oral language is usually the main form of communication. There is also American Sign Language (ASL), a nonverbal language with its own syntax and grammar which can either be the primary method of communication or be used in combination with the first two technological alternatives. Although the cochlear implant, in particular, promotes a significant improvement in deaf people’s hearing capabilities and facilitates their immersion in mainstream society, it also brings about unforeseen controversies. First, this technological advancement poses a social threat to the Deaf community, a cultural group representing American Sign Language users.
    [Show full text]
  • The Deaf History Reader
    1 Genesis of a Community: The American Deaf Experience in the Seventeenth and Eighteenth Centuries Harry G. Lang Editor’s Introduction Most histories of the American deaf community start with the immediate events leading to the founding of the American School for the Deaf in 1817, but deaf biographer and historian Harry Lang goes farther back into his- tory. In this essay, Lang identifies deaf children, deaf adults, and deaf cou- ples in the seventeenth and eighteenth centuries, and he uses textual evi- dence to evaluate their lives and their communication methods. He concludes that sign communication was recognized long before Laurent Clerc introduced French Sign Language to the United States, and his evi- dence suggests that many deaf people lived fully and autonomously in colo- nial America. Lang also argues, however, that other deaf colonists suffered from oppression because of their deafness. The learned...are not unapprized, that for two hundred years past there have appeared...Deaf...persons more or less instructed; which was then regarded as a species of miracle; but the rest of mankind did not imagine that this attempt had ever been made, and much less that it had been made with success. Abbé Charles-Michel de l’Epée1 I n American Colonies, Allan Taylor wrote that “the traditional story of American uplift excludes too many people.”2 He described a narrow cast 1 2 Harry G. Lang that showcased male English colonists in the East and seldom satisfac- torily covered the interplay of colonial and native people or the regional explorations and “human places” of other cultures, even those of other Europeans.
    [Show full text]