DOCSLIB.ORG

Jones, K. (1989) the Peculiar Needs of Deaf People: a Study of Selected Members of the Lincolnshire Deaf Social Group

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Jones, K. (1989) the Peculiar Needs of Deaf People: a Study of Selected Members of the Lincolnshire Deaf Social Group Jones, K. (1989) The peculiar needs of deaf people: a study of selected members of the Lincolnshire deaf social group. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/31005/1/256640_Vol%201.pdf Copyright and reuse: The Nottingham ePrints service makes this work by researchers of the University of Nottingham available open access under the following conditions. · Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. · To the extent reasonable and practicable the material made available in Nottingham ePrints has been checked for eligibility before being made available. · Copies of full items can be used for personal research or study, educational, or not- for-profit purposes without prior permission or charge provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. · Quotations or similar reproductions must be sufficiently acknowledged. Please see our full end user licence at: http://eprints.nottingham.ac.uk/end_user_agreement.pdf A note on versions: The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. For more information, please contact [email protected] THE PECULIAR NEEDS OF DEAF PEOPLE: A STUDY OF SELECTED MEMBERS OF THE LINCOLNSHIRE DEAF SOCIAL GROUP by K.Jones A THESIS SUBMITTED TO THE UNIVERSITY OF NOTTINGHAM FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, OCTOBER, 1989 CONTENTS Pages Page VOLUME I Abstract 1 2 Acknowledgements 3 5 INTRODUCTION 6 - 67 Chapter 1 'The Need For Research' 7 - 21 The Peculiar Needs Of Deaf People Not 9 Understood Deaf people's Lack Of Autonomy 13 Summary 18 References 20 Chapter 2 'Method' 22 - 40 The Guided Interviews With Deaf Respondents 25 The Use Of Respondent's ｃ ｯ ｭ ｭ ･ ｮ ｴ ｾ ｾ 28 Communication Assessment 29 Hearing 30 Speech Ability 30 Sign Language Ability 31 Survey Of Referrals 33 Observation Of And Participation In 35 Lincoln Deaf Club Social/Recreational Activities Survey Of Reports Of Agencies 35 Providing Specialist Services For Deaf People Other Reports 36 Postal Questionnaires To Members Of 36 The National Council Of Social Workers With Deaf People Summary 38 References 40 Pages Page Chapter 3 'Other Considerations 41 - 58 41 Relevant To The study' The Danger Of stereotyping 42 Electronic Aids To Hearing 45 Definition 47 Numbers 50 The Area 51 Summary 55 References 57 Chapter 4 'Salient Features Of The 59 - 67 Deaf Respondents' Summary 66 References 67 PART I 68 - 214 68 THE DEVELOPMENT OF SERVICES TO MEET THE PECULIAR NEEDS OF DEAF PEOPLE Introduction To Part I 69 Chapter 5 'Historical Background' 71 79 References 78 Chapter 6 'Main Features In The 80 - 112 Development Of Services To Deaf People The Need To Meet 80 Spiritual Ministration 82 The Involvement Of Deaf People And 84 Self Help "Deaf" And "Hearing" Perception Of 88 Need .. Sign Language Interpreting 94 The Paid Worker With Deaf People 95 Work 101 Identification Of Need 106 Pages Page Summary 108 References 110 Chapter 7 'Legislation And Services' 113 - 143 Ministry Of Health Circular 32/51 113 Failure To Secure A Deaf Person's 11 4 Act Voluntary Organisations Continue To 116 Provide Services Change In Delivery Of Services To 118 Deaf People Professionalisation 118 Bureaucratisation 121 Services Remain Unchanged 122 The Single Worker Service 123 Services Recommended By The National 124 Institute For The Deaf And The National Council Of Missioners And Welfare Officers To The Deaf Organisational Changes 127 Changes In The Paid Workers' 134 Attitudes Summary 138 References 140 Chapter 8 'Social Workers With Deaf 144 - 174 People: Background Information' Numbers In Sample 144 Total National Numbers 145 Experience 147 Experience Of Generic Social Work 147 Social Work Qualifications 154 Specialist Qualifications 154 Sign ,Language Qualifications 159 Employer 163 The Teams They Work In 165 Pages Page Consultation And Supervision 165 Policymaking And Consultation With 167 Deaf People Summary 172 References 174 Chapter 9 'Social Workers With Deaf 175 - 206 People: Their Duties' Casework/Counselling and Involvement 175 With Generic Social Workers Sing Language Interpreting 178 Deaf People's Employment 184 Respondents' Involvement In Social/ 189 Recreational Activities Small Group Work, Community Work And 192 Informal Involvement With Deaf People Getting To Know Deaf People Through 197 Social Activities Home Visiting 197 Other Duties And Public 202 Relations Summary 202 References 206 Conclusion To Part I 207 References 214 PART II 215 - 394 DEAF-"HEARING" SOCIAL INTERCOURSE AND DEAF PEOPLE'S SUB-CULTURAL ADAPTATIONS Introduction To Part II 216 References 219 Pages Page Chapter 10 'Impediments To Fluent 220 - 233 Inter-Personal Communication Between Deaf And "Hearing" People' Lipreading In Group Conversation 221 With "Hearing" People Lipreading As An Acquired Skill 222 Physical Strain Of Lipreading 222 Lipreading Limited To Speech 223 Lipreading Needs A Clear Sight Of 224 The Speaker's Lips Lipreading Does Not Record 224 Everything Said The Person Speaking Needs Skill In 225 Speaking To A Lipreader Repetition 226 Respondents' Speech Not Intelligible 226 Eye contact 227 Language And Lipreading 227 Lincoln Deaf Respondents' 229 Observations On Communication With "Hearing" People Summary 231 References· 232 Chapter 11 'The Involvement Of 234 - 244 Lincoln and Spalding Respondents In Social/ Recreational Organisations And Activities With "Hearing" people' Respondents' Membership of "Hearing" 234 Social/Recreational Organisations Means Of Commurlica tion With "Hearing" 238 People At Social/Recreational Organisations Withdrawal From "Hearing" 239 Organisations Pages Page Accumulated Wisdom Of Deaf Culture 241 The Need For Access To Mainstream 241 Services Through Sign Language Summary 242 References 244 Chapter 12 'Lincoln and Spalding 245 - 255 Respondents' Friendships With "Hearing" People' Means Of Communication With "Hearing" 246 Friends Frequency Of Going Out Socially With 247 "Hearing" Friends Closeness Of Friendships With 247 "Hearing" People Home Visits Between Deaf And "Hearing" 249 People Difficulties Of Communication Limit 250 Friendship Summary 253 References 255 Chapter 13 'Lincoln Respondents' 256 - 264 Inter-Personal Communication With Their Parental Families' Communication In The Parental Family 257 Inadequate Communication As A Cause 258 Of Separation Or Exclusion From The Parental Family Means 'Of Finding Out What Goes On At 258 Family Events Frustrations In Communication Lead 260 To Withdrawal From. Conversation At Family Events Passing As "Hearing" 261 Summary 262 References 264 Pages Page Chapter 14 'Lincoln Respondents' 265 - 275 Inter-Personal Communication At Work' The Means Of Communication and 265 Difficulties Encountered At Work Trade Union Membership And Attendance 269 At Meetings Communication At Dinner Breaks And 270 Rest Periods Respondents' Feelings Of Separation 272 Or Exclusion Due To Poor Communication At Work Summary 273 References 275 Chapter 15 'Discussion: Adaptations 276 - 286 To Life In "Hearing" Society: Sign Language' A Language For Socialisation 276 The Language Of The Deaf Social Group 277 Diglossia In British Sign Language 278 The Performance Of Sign Language 281 A Language In Its Own Right 281 Summary 283 References 285 Chapter 16 'Discussion: Adaptations 287 - 301 To Life In "Hearing" Society: The Deaf Social Group' Deaf Clubs 287 Attendance At Deaf Clubs And Its 288 Importance to Respondents Friendship And Marriage 291 First Meeting With Deaf Friends 292 Friendship And Marriage With Deaf 293 People Opportunity To Help 294 Pages Page Activities 295 Positive Self-Image And Acceptance 296 Of Deafness Summary 298 References 300 Chapter 17 'Discussion: Adaptations 302 - 322 To Life In "Hearing" Society: The "Hearing" Person As Communication Intermediary' The Communication Intermediary In 304 The Parental Family The Communication Intermediary At 307 Respndents' Work Interpreting In Official Or Formal 310 Situations Respondents' View Of "Deaf Welfare" 312 As Communication Help Referrals To Specialist Social 313 Welfare Agencies For Deaf People Casework 316 Sign Language Interpreting 317 General Communication Help 320 Summary 321 References 322 Chapter 18 'Features Of The Deaf 323 - 347 Community' A. Characteristics Of The Deaf Community 324 1. Introduction 324 2. Membership An Achieved Status 327 3. Deafness The Common Factor 330 4. Location 331 5. Deaf People Cannot Assimilate Into 332 The Majority Culture B. Membership Of the Deaf "Community" 333 C. Shared Characteristics Of Members 335 Of The Deaf "Community" Pages Page 1. Hearing Loss From Birth Or Early 335 Childhood 2. Sign Language 336 3. Common Educational Background 337 4. Shared Social Life 337 5. Marriage With Other Members Of 338 The Deaf "Community" 6. Low Economic Status" 339 7. Shared Life Experience 340 Summary 341 References 344 Chapter 19 'Deaf People's Sub- 347 - 373 Cultural Adaptations' Deaf "Community" Or Social Group 347 Deaf Social Group 348 Culture Too General A Concept To 349 Apply To The Deaf Social Group Culture Applies To Whole Societies 351 Or National Groups Deaf Way Of
Load more

Recommended publications
  • Poor Print Quality
    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.
    [Show full text]
  • In This Issue: Speech Day 10
    Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.ukmaryhare.org.uk In this issue: Speech Day 10 HRH Princess Royal visits 17 Sports Day 28 Ski Trip 44 Hare & Tortoise Walk 51 Head Boy & Head Girl 18 Primary News 46 SLT & Audiology 53 1 Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.uk Acknowledgements Contents Editors, Gemma Pryor and Sammie Wilkinson Looking back and looking forward The Mary Hare Year 4–20 by Peter Gale Getting Active 21–28 Cole’s Diner 29–30 Welcome to this wonderful edition of Soundwave – Mr Peter Gale a real showcase of the breadth and diversity of experiences Arts News 31–33 which young people at Mary Hare get to enjoy. I hope you Helping Others 34–35 will enjoy reading it. People News 35–39 This has been a great year but joined us for our whole school under strict control and while Our Principal one with a real sadness at its sponsored walk/run and a they are substantial, they only Alumni 40–41 heart – the death of a member recent visit from Chelsea allow us to keep going – to of staff. Lesley White made a Goalkeeper Asmir Begovic who pay the wages and heat the Getting Around 42–45 huge contribution to Mary Hare presented us with a cheque school and to try to keep on and there is a tribute to her on for £10,000 means that the top of the maintenance of two Mary Hare Primary School 46–48 page 39. swimming pool Sink or Swim complex campuses.
    [Show full text]
  • Deaf Culture Connections Day!!!
    Deaf Culture Connections Day!!! (TEST ROWS) PLEASE HAVE YOUR DESKS CLEARED OFF (EXCEPT YOUR COMPOSITION BOOK OR PAPER, PEN/PENCIL): ALL PHONES, MUSIC, AND OTHER MATERIALS PUT AWAY ---V O I C E D A Y --- POWERPOINT PRESENTATION - THIS MATERIAL WILL BE ON NEXT THURSDAY’S TEST, AND THE FINAL EXAM ASL in the USA: The 3rd/4th most used language in this country! Approx. 3 in 1000 have severe hearing loss Average deaf person 20-30+ millions of deaf graduates high school with a or hard of hearing 3-4th grade reading level people in this country While research shows English skills are best acquired through ASL, the 90% of deaf children majority of the medical are born to hearing community still encourages hearing parents to avoid parents signing!!! What is Language? --- A real language develops naturally, when people wish to communicate American Sign Language is a real language Deaf children need a REAL language beginning at a young age (ASL!) To force them into Oralism=similar to the story of forcing a child who only knows English to read lips and try to learn while the teacher speaks only Cantonese, while every class subject is written in German. Lip reading- 30% from lips at the MOST (also view “body language”, context, etc.) Speech Therapy- like piano lessons: can be great, but it depends on the individual. Saying “algebra” should not be more important than understanding algebra! Learning a language (whether your What are first, second, third, etc…) some Activates your brain!!! benefits of Awareness and appreciation of other
    [Show full text]
  • The Sources of Deaf Humor
    The Sources of Deaf Humor An Exploration of the Reasons Deaf Humor Differs from That of Hearing People by Erika Cancio-Bello Ted F emald, Advisor Bachelor Thesis in the Department of Linguistics Swarthmore College Swarthmore, Pennsylvania 2015 1 Table of Contents Section Page Title Page ................................................................... 0 Table of Contents .......................................................... 1 I. Introduction ................................................................. 2 II. Language-Related Jokes .................................................. 3 1. Sign Language Puns .................................................... 3 2. Bilingual Puns .......................................................... 8 3. Modality Jokes ........................................................ 11 III. Deaf Experience Jokes ................................................... 16 4. Zap Stories (Jokes About Hearing People) ........................ 16 5. Deaf Culture ........................................................... 19 6. Visual Humor .......................................................... 23 7. Jokes Circulated Within the Community .......................... 25 IV. Conclusion ................................................................ 27 Bibliography ..............................................................29 2 INTRODUCTION As a student of linguistics, I have been exposed to information about the particulars of many different languages, extant and historical. Many times the purpose of these
    [Show full text]
  • 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.
    [Show full text]
  • Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec
    Exceptionality Education International 2018, Vol. 28, No. 1, pp. 100–120 Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec Audrey Dupont, France Beauregard Université de Sherbrooke Hélène Makdissi Université Laval Abstract Six students and six parents were interviewed about the use of Cued Speech (CS) in an inclusive context in Quebec, Canada. The objective of the study was to describe their perceptions of the use of the French version of Cued Speech in high school and to identify factors that could influence these perceptions. The results of the semi-structured interviews showed that CS use is often temporary but that it is helpful for developing oral and written language. It also supports inclusion, so long as certain conditions for its application are met with respect to interpreter services and interactions at school. In some circumstances, the participants found Quebec Sign Language useful to complement Cued Speech. The inclusion of students who are deaf or hard of hearing has often been studied, but mainly from the angle of the use of sign language or of oralism (Angelides & Aravi, 2007; Xie, Potměšil, & Peters, 2014). However, the inclusion of students using Cued Speech (CS) has received very little research attention (Crain & LaSasso, 2010). Even though the French equivalent of CS—Langue française parlée complétée, LPC—is commonly used in francophone European countries, this communication mode is still not widely used or studied in Quebec (Office des personnes handicapées du Québec, 2005). The aim of the present study was to come to a better understanding of the inclusion of students who are deaf in Quebec who use CS.
    [Show full text]
  • The Pedagogy of Initial Reading at Sizwe School for the Deaf
    COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/ M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved from: https://ujdigispace.uj.ac.za (Accessed: Date). THE PEDAGOGY OF INITIAL READING AT SIZWILE SCHOOL FOR THE DEAF by BlAH REFILOE DIKONKETSO MOKGOBU Short Dissertation submitted in partial fulfilment of the requirements l for the degree of \'\ ~:';. MAGISTER EDUCATIONIS in EDUCATIONAL LINGUISTICS in the FACULTY OF EDUCATION at the RAND AFRIKAANS UNNERSITY SUPERVISOR: PROF. E. HENNING DR. R. E. SWART NOVEMBER 1995 (i) ACKNOWLEDGEMENTS I would like to express my gratitude towards the following people and institutions: • My Heavenly Father, for providing me with the physical strength and the mental ability to complete this study. • My supervisor, Prof. Elizabeth Henning, an erudite scholar in the paradigm of ": . qualitative research, for her priceless contributions and most valuable discussions during . the course of this study. • Sizwile School for the Deaf, for allowing me to do" my research in the school, most special Mr. T. Mdladla for allowing me to intrude and discover the Sub B pupils' valuable perceptions of reading in their class-room life.
    [Show full text]
  • Perception of the School Experiences of Five Generations of Deaf Students
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2015 Perception of the School Experiences of Five Generations of Deaf Students Charles DePew Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Educational Methods Commons Recommended Citation DePew, Charles, "Perception of the School Experiences of Five Generations of Deaf Students" (2015). Electronic Theses and Dissertations. 1292. https://digitalcommons.georgiasouthern.edu/etd/1292 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. Running head: PERCEPTION OF THE SCHOOL EXPERIENCES PERCEPTION OF THE SCHOOL EXPERIENCES OF FIVE GENERATIONS OF DEAF STUDENTS by CHARLES DEPEW (Under the Direction of Delores Liston) ABSTRACT The purpose of this study was to investigate deaf participants’ perspectives of their educational experiences within the last 50 years. The study was comprised of five deaf participants educated in the public school setting, and four deaf participants educated in the residential setting. The qualitative study utilized three in-depth interviews, a survey, and the researcher’s reflections/notes. The findings suggest deaf students’ educational experiences are impacted by low academic expectations. Sign language can be a powerful learning tool or a barrier for deaf students as deaf students depend on sign language and visuals to support their learning. Both spoken and written English are likely to be a struggle for deaf students.
    [Show full text]
  • Family Education Program for Families of Preschool Alaska
    DOCUMENT RESUME ED 085 981 EC 060 972 AUTHOR Berglund, Jean B.; And Others TITLE Family Education Program for Families of Preschool Hearing Impaired Children in Rural Alaska. INSTITUTION Alaska Treatment Center for Crippled Children and Adults, Inc., Anchorage. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. PUB DATE 73 GRANT OEG-0-9-110305-4701 (6A) NOTE 163p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Aurally Handicapped; Early Childhood Education; Eskimos; *Exceptional Child Education; *Home Instruction; Home Visits; Language Instruction; *Parent Education; *program Descriptions IDENTIFIERS Alaska ABSTRACT Presented are the guidelines of an Alaskan educational program for native and nonnative rural families of preschool hearing impaired children. The program is described as involving initial identification of the handicapped child, residence for 1 week by the family (at no cost) in a demonstration home in Anchorage at which time parents are instructed in ways to stimulate language development as a part of daily life, home visits, and teacher training. Discussed are program objectives (such as increase in language stimulation through home activities), functions and suggestions for staff members, and facility requirements. Provided in the section on identification and planning are a. list of agencies to contact, -:;.nd referral forms. Outlined is the one week program at the demonstration home. Included are ways to bring in language, a list of recommended toys, recommended content for teacher discussions with parents, forms for recording receptive and expressive language evaluation, and a yearly report form. Also outlined are guidelines f?r the home visits (at 3-month intervals).
    [Show full text]
  • The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956
    The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Octavian Elijah Robinson Graduate Program in History The Ohio State University 2012 Dissertation Committee: Susan Hartmann, Advisor Paula Baker Susan Burch Judy Tzu-Chun Wu Copyright by Octavian Elijah Robinson 2012 Abstract This dissertation examines deaf people’s anxieties about their place in American society and the political economy from 1880 to 1956. My study highlights how deaf people sought to place themselves within mainstream society through their activism to protect and advance their status as citizen-workers. Their activism centered on campaigns against peddling. Those campaigns sought to protect the public image of deaf people as worker-citizens while protecting their language and cultural community. The rhetoric surrounding impostorism and peddling reveals ableist attitudes; anxieties about the oral method supplanting sign language based education for the deaf; fears and insecurities about deaf people’s place in the American economy; class consciousness; and efforts to achieve full social citizenship. Deaf people’s notion of equal citizenship was that of white male citizenship with full access to economic opportunities. Their idea of citizenship extended to the legal and social right to employment and economic self-sufficiency. This is a historical account of the deaf community’s campaign during the late nineteenth and first half of the twentieth century to promote deaf people within American society as equal citizens and to improve their access to economic opportunities.
    [Show full text]
  • The Education of Deaf and Hard of Hearing Children in Ireland
    The Education of Deaf and Hard of Hearing Children in Ireland NCSE POLICY ADVICE PAPER NCSE POLICY ADVICE PAPER The Education of Deaf and Hard of Hearing Children in Ireland November 2011 © NCSE 2011 National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie Contents Index of tables .......................................................................................................vi Foreword .........................................................................................................vii Abbreviations ......................................................................................................viii Executive Summary ............................................................................................. 1 Introduction .......................................................................................................... 3 Findings of Relevant Research Studies and Policy Documentation ............................... 3 NCSE Policy Advice .................................................................................................. 4 Implications of Policy Advice for the Resources of the State ....................................... 11 1 Introduction ....................................................................................13 1.1 Context .............................................................................................15 1.2 National
    [Show full text]
  • Teacher Resistance to Oralism in the 1970S: a Case Study of a School for the Deaf
    Teacher Resistance to Oralism in the 1970s: A Case Study of a School for the Deaf Submitted by Mark Le Roy Fullwood to the University of Exeter As a thesis for the degree of Doctor of Philosophy In September 2018 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. 1 Abstract The central aim of this research was to investigate teacher resistance in a deaf school, in the South West of England, as they responded to contradictions in their careers during the oral method of deaf education. The most notable contradiction was that the oral methods failed a sizeable portion of deaf students who had no recourse to other methods. Other contradictions revolved around differences between the interpretation of deaf lives from a cultural or medical viewpoint and tensions between the influences of normalisation and the growing acceptance of diversity. Giddens’ (1984) ontological project of structuration is used as a sensitising lens for the study because of its focus on both structures, rules and resources for social actions, and individual agency blended in a recursive relationship. A bricolage of interviews and historical documents are used to create a history of the school outlining the dominant structures in deaf education and the development of the oral method through time, ultimately to the late 1970s when, in this case study, the oral method was augmented with Cued Speech and Sign Supported English.
    [Show full text]