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Deaf-History-Part-1
[from The HeART of Deaf Culture: Literary and Artistic Expressions of Deafhood by Karen Christie and Patti Durr, 2012] The Chain of Remembered Gratitude: The Heritage and History of the DEAF-WORLD in the United States PART ONE Note: The names of Deaf individuals appear in bold italics throughout this chapter. In addition, names of Deaf and Hearing historical figures appearing in blue are briefly described in "Who's Who" which can be accessed via the Overview Section of this Project (for English text) or the Timeline Section (for ASL). "The history of the Deaf is no longer only that of their education or of their hearing teachers. It is the history of Deaf people in its long march, with its hopes, its sufferings, its joys, its angers, its defeats and its victories." Bernard Truffaut (1993) Honor Thy Deaf History © Nancy Rourke 2011 Introduction The history of the DEAF-WORLD is one that has constantly had to counter the falsehood that has been attributed to Aristotle that "Those who are born deaf all become senseless and incapable of reason."1 Our long march to prove that being Deaf is all right and that natural signed languages are equal to spoken languages has been well documented in Deaf people's literary and artistic expressions. The 1999 World Federation of the Deaf Conference in Sydney, Australia, opened with the "Blue Ribbon Ceremony" in which various people from the global Deaf community stated, in part: "...We celebrate our proud history, our arts, and our cultures... we celebrate our survival...And today, let us remember that many of us and our ancestors have suffered at the hands of those who believe we should not be here. -
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. -
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DOCUMENT RESUME ED 476 841 FL 027 697 AUTHOR Kontra, Miklos TITLE British Aid for Hungarian Deaf Education from a Linguistic Human Rights Point of View. PUB DATE 2001-00-00 NOTE 9p.; An earlier version of this paper was presented at the Biennial Conference of the Hungarian Society for the Study of English (4th, Budapest, Hungary, January 28-30, 1999). Some parts contain light or broken text. PUB TYPE Journal Articles (080) Reports Descriptive (141) JOURNAL CIT Hungarian Journal of Applied Linguistics; vl n2 p63-68 2001 EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Deafness; Educational Discrimination; Elementary Secondary Education; Foreign Countries; Higher Education; *Oral Communication Method; *Sign Language; Speech Communication; Teaching Methods IDENTIFIERS *Hungary; United Kingdom ABSTRACT This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf people into mainstream Hungarian society. A recent news report describes how the British. Council is giving children's books to a Hungarian college for teachers of handicapped students, because the college believes in encouraging hearing impaired students' speaking skills through picture books rather than allowing then to use sign language. One Hungarian researcher writes that the use of Hungarian Sign Language hinders the efficiency of teaching students who are hard of hearing, because they often prefer it to spoken Hungarian. This paper suggests that the research obscures the difference between medically deaf children, who will never learn to hear, and hearing impaired children, who may learn to hear and speak to some extent. -
The Two Hundred Years' War in Deaf Education
THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/146075 Please be advised that this information was generated on 2020-04-15 and may be subject to change. THE TWO HUNDRED YEARS* WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy EEN WETENSCHAPPELIJKE PROEVE OP HET GEBIED VAN DE SOCIALE WETENSCHAPPEN PROEFSCHRIFT TER VERKRIJGING VAN DE GRAAD VAN DOCTOR AAN DE KATHOLIEKE UNIVERSITEIT NIJMEGEN, VOLGENS BESLUIT VAN HET COLLEGE VAN DECANEN IN HET OPENBAAR TE VERDEDIGEN OP 5 DECEMBER 1995 DES NAMIDDAGS TE 3.30 UUR PRECIES DOOR AGNES ELIZABETH JACOBA MARIA TELLINGS GEBOREN OP 9 APRIL 1954 TE ROOSENDAAL Dit onderzoek werd verricht met behulp van subsidie van de voormalige Stichting Pedon, NWO Mediagroep Katholieke Universiteit Nijmegen PROMOTOR: Prof.Dr. A.W. van Haaften COPROMOTOR: Dr. G.L.M. Snik 1 PREFACE The methods controversy in deaf education has fascinated me since I visited the International Congress on Education of the Deaf in Hamburg (Germany) in 1980. There I was struck by the intemperate emotions by which the methods controversy is attended. This book is an attempt to understand what this controversy really is about I would like to thank first and foremost Prof.Wouter van Haaften and Dr. -
Deaf History Notes Unit 1.Pdf
Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44 -
The Development of Education for Deaf People
1 Chapter 2: The development of education for deaf people The development of education for deaf people Legacy of the Past The book Legacy of the Past (Some aspects of the history of blind educa- tion, deaf education, and deaf-blind education with emphasis on the time before 1900) contains three chapters: Chapter 1: The development of education for blind people Chapter 2: The development of education for deaf people Chapter 3: The development of education for deaf-blind people In all 399 pp. An internet edition of the whole book in one single document would be very unhandy. Therefore, I have divided the book into three documents (three inter- netbooks). In all, the three documents contain the whole book. Legacy of the Past. This Internetbook is Chapter 2: The development of education for deaf people. Foreword In his Introduction the author expresses very clearly that this book is not The history of blind education, deaf education and deaf-blind education but some aspects of their history of education with emphasis on the time before 1900. Nevertheless - having had the privilege of reading it - my opinion is that this volume must be one of the most extensive on the market today regarding this part of the history of special education. For several years now I have had the great pleasure of working with the author, and I am not surprised by the fact that he really has gone to the basic sources trying to find the right answers and perspectives. Who are they - and in what ways have societies during the centuries faced the problems? By going back to ancient sources like the Bible, the Holy Koran and to Nordic Myths the author gives the reader an exciting perspective; expressed, among other things, by a discussion of terms used through our history. -
The Challenges of Deaf Women in Society: an Investigative Report
Ouachita Baptist University Scholarly Commons @ Ouachita Honors Theses Carl Goodson Honors Program Spring 2020 The Challenges of Deaf Women in Society: An Investigative Report Megan Harris Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/honors_theses Part of the Disability Studies Commons Recommended Citation Harris, Megan, "The Challenges of Deaf Women in Society: An Investigative Report" (2020). Honors Theses. 772. https://scholarlycommons.obu.edu/honors_theses/772 This Thesis is brought to you for free and open access by the Carl Goodson Honors Program at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. SENIOR THESIS APPROVAL This Honors thesis entitled “The Challenges of Deaf Women in Society: an Investigative Report” written by Megan Harris and submitted in partial fulfillment of the requirements for completion of the Carl Goodson Honors Program meets the criteria for acceptance and has been approved by the undersigned readers. __________________________________ Mrs. Carol Morgan, thesis director __________________________________ Dr. Kevin Motl, second reader __________________________________ Dr. Benjamin Utter, third reader __________________________________ Dr. Barbara Pemberton, Honors Program director June 5, 2020 THE CHALLENGES OF DEAF WOMEN IN SOCIETY 2 The Challenges of Deaf Women in Society: An Investigative Report Megan Harris Department of Communication Sciences and Disorders Ouachita Baptist University Mrs. Carol Morgan HNRS 4982: Honors Thesis THE CHALLENGES OF DEAF WOMEN IN SOCIETY 3 Abstract History has recorded the mistreatment of both Deaf people and women across time and cultures. The discrimination, struggle for rights, and the strides of progress thus far are congruent themes in both narratives, but neither expressly acknowledges the experiences of Deaf women, who encounter prejudice for both labels. -
The Methods Debate Within Deaf Education in Historical Perspective
Signs versus Whispers: The Methods debate within Deaf Education in Historical Perspective with the Florida School for the Deaf and the Blind (FSDB) as a case study. Melissa Klatzkow Klatzkow 2 Table of Contents: Introduction: 3 Chapter One: Prelude to the oralist movement: 9 Chapter Two: The Changes In Sentiments: 16 Chapter Three: The “Rise” of Oralism: 23 Chapter Four: The Florida School for the Deaf and the Blind; St. Augustine: 33 Epilogue: 51 Conclusion: 57 Glossary: 63 Bibliography: 64 Klatzkow 3 Introduction Mr. and Mrs. Cole were like any couple, living in a typical town at the turn of the century. They lived in an average house and worked normal jobs. They attended church and were, for all intents and purposes, model citizens. Several years into their marriage, they had a daughter they named Susan. At first, the Coles’ were delighted—they had wanted a child for some time now—but soon they began noticing that their daughter was developmentally behind. Mrs. Cole noticed it first. She realized that, where her friend’s babies had begun to babble, her own was silent. At first, she brushed it off and decided to ignore it, but as Susan grew older and no speech became apparent, the Coles’ concern grew. Eventually, they took Susan to a doctor, only to have their worst fears confirmed—Susan was deaf. This shocked the Coles—neither had a deaf relative and Susan had always been very healthy. Their doctor began telling them about how their daughter would enter a residential school, where she would have little contact with them for most of the year. -
A Constant Struggle (Introduction)
Introduction Despite developments in legislation, policy, advocacy, and technology, all designed to improve deaf education and its delivery, deaf students still face a raft of issues from their early years of education through sec- ondary high school. While there have been improvements, that situa- tion continues due largely to fragmentation within the deaf movement based on advocacy efforts for competing approaches to deaf educa- tion. This has occurred in the context of growing corporatization and privatization. The main area of difference has centered on how young deaf peo- ple should learn, be it informally—in the home, the playground, and the like—or formally, such as in the classroom. Should they be taught using oralism (spoken language) or manualism (sign language)? The debate between oralists and manualists has persisted for centuries and has had a signifcant impact on the type of education delivered to deaf students in NSW. Since the 1960s, this situation has become more contested and increasingly pronounced. Different models of disability have come and gone. The fndings of various inquiries and reports have stimulated various exchanges, though they have been implemented either in an ad hoc manner or not at all. New technologies have been introduced, heralding different methods of educating deaf students with particu- lar regard to their individual abilities and to their differing degrees of hearing loss. The debate further deepened with the introduction of bilingualism as another educational method in the early 1990s. Dis- ability discrimination legislation and the United Nations’ Convention on the Rights of Persons with Disabilities served to further drive the deaf education debate. -
American Sign Language: Why It Has Become a Fallback Foreign Language Credit
Yale College Education Studies Program Senior Capstone Projects Student Research Spring 2017 American Sign Language: Why It Has Become a Fallback Foreign Language Credit Jessica Liang Yale College, New Haven Connecticut Abstract: Counselors often refer high school students who struggle to complete foreign language requirements to take American Sign Language (ASL) instead. Yet this practice implies that ASL is a somehow “easier” language, diminishing its value by insinuating a fallback status and unwittingly affirming the perception of deaf education’s subpar curriculum. This aspect of ASL’s reputation is not just one derived anecdotally from my own experience; Jacobowitz (2005) found that many students sign up for ASL courses because they believe that signs are representative of English words and that the class will lead to an “easy A.” Since the continuation of this practice of substituting ASL as an “easier” foreign language would make no sense without scientific evidence, in this paper I explore whether ASL really is more conducive to learning than are other foreign languages. ASL ought to be treated as the equivalent of a foreign language when implemented in schools and not simply as an “easier” substitute. Suggested Citation: Liang, J. (2017). American Sign Language: Why It Has Become a Fallback Foreign Language Credit (Unpublished Education Studies capstone). Yale University, New Haven, CT. This capstone is a work of Yale student research. The arguments and research in the project are those of the individual student. They are not endorsed by Yale, nor are they official university positions or statements. Jessica Liang Professor Hersh EDST 400 Capstone Project 8 May 2017 American Sign Language: Why Is It a Fallback Language? INTRODUCTION Counselors often refer high school students who struggle to complete foreign language requirements to take American Sign Language (ASL) instead. -
Intersections of Deaf History with Deaf Studies
How the Past Informs the Present: Intersections of Deaf History with Deaf Studies Joseph J. Murray, Ph.D. & Brian H. Greenwald, Ph.D. Historians look to the past to understand people and society. Historian William H. McNeill, in a refection paper for the American His- torical Association, wrote: “Historical knowledge is no more and no less than carefully and critically constructed collective memory. As such it can both make us wiser in our public choices and more richly human in our pri- vate lives.”1 Human behavior is not static and historians track change over time to help understand how people act and think. What factors lead to change? How did things change? What is the result of this change? Perhaps there was an efort to resist change. What does this tell us about a group’s persistence? One value of studying history is a reafrmation of one’s identity. Te lessons we can learn from an individual or group efort’s to mobilize against an injustice or standing for one’s rights can teach us about values, courage, and morality. Citizenship is one of the most of cited examples for study- ing history, especially at educational institutions. Even those who seek to become naturalized citizens of this country needs to demonstrate some his- torical knowledge in order to demonstrate they can be good citizens. His- torians have the skills to identify and locate primary sources. How, for example, can we study war if we are living in peaceful times?2 Historians can use primary sources to help provide interpretations. -
Communication Controversy in Deaf Education
Communication Controversy in Deaf Education Presentation by: Irene Tunanidas, M.Ed., M.S. Retired Deaf Educator, Deaf Advocate, Tutor Speech interpreted by: Karen Steed, Librarian Poland Branch Library Painting Credit: Nancy Rourke May 10, 2019 3-26-2019 History of Deaf Education The history of deaf education dates back to ancient Greece where the deaf were harshly oppressed and were denied fundamental rights such as: not permitted to own a property or marry. They were considered a burden to society and were sent to a sanitarium or put to the mountains to die. (Winefield, 1987) Aristotle’s Perspective of Deaf Children Aristotle (384-322 B.C.), ancient Greek philosopher, spent considerable time interacting with deaf children in Greece and determined that those born deaf were incapable of speech and reasoning. His words echoed throughout Europe until the 1500s. https://www.britannica.com/biography/Aristotle Aristotle Definitions of Deafness Hard-of-Hearing – refers to persons who experience a slight to moderate hearing loss. Although some may be able to understand speech, they may be prevented from conversing with those who are soft-spoken, and may be prevented from comprehending messages expressed over the telephone. Deaf – In 1972 the term “Deaf” began appearing in the literature pertaining to deafness. During that time, James Woodward proposed the idea that the word, “deaf” be capitalized when referring to a particular group of people who share a language – American Sign Language (ASL) and a culture. deaf – Audiologists use the term “deaf” to identify individuals who have varying degrees of hearing loss. This medical term means the individual’s hearing needs to be “fixed” through hearing devices https://lhac.com/hearing-loss/ such as: hearing aids or cochlear implants.