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ABSTRACT Hearing Humanities: a Holistic Approach to Audiology
ABSTRACT Hearing Humanities: A Holistic Approach to Audiology Education Callie M. Boren Director: Jason Whitt, Ph.D. This thesis explores the intersection of Deaf/disability identity and the practice of audiology, and has three aims: first, to establish broad background information about the common cultures, identities, and models that relate to disability; second, to connect this background information to the personal and social domains of the lives of people with hearing loss; and finally, to establish current problems and provide direction in training future audiologists in order to ensure clinicians provide care that is above and beyond minimum ethical standards. The first aim will be accomplished by outlining the history and development of Deaf culture and its key features, framing the parallel history and development of disability culture and identity, and comparing and contrasting Deaf culture and identity with disability culture and identity. The second aim of this work will be accomplished by revisiting the definition of disability models, introducing the models that might have bearing on the lives of people with disabilities, and applying these models to the social experience of a person with hearing loss. The final aim of this work will be accomplished by establishing a brief history of the field of audiology, examining the ethics that guide audiology practice, defining and describing audiological counseling, and introducing a new approach to training clinicians that incorporates the humanities. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________________________ Dr. Jason Whitt, Honors Program APPROVED BY THE HONORS PROGRAM: ______________________________________________________ Dr. Andrew Wisely, Interim Director DATE: _____________________________ HEARING HUMANITIES: A HOLISTIC APPROACH TO AUDIOLOGY EDUCATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Callie Michelle Boren Waco, Texas April 2021 TABLE OF CONTENTS Dedication. -
The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2. -
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 -
American Sign Language
tm American Sign Language 1. What is American Sign Language? In the 19th century, American Sign Language (ASL) evolved from a combination of French Sign Language and homemade signs from Mar- tha’s Vineyard and New England homes with deaf children. In the 1960’s, researchers William C. Stokoe, Dorothy S. Caster- line and Carl Croneberg noticed that ASL has linguistic parameters (phonology, morphology, syntax) found in other languages. They recognized ASL as a bona fide language with its own rules of grammar, sentence and sign formation. Like Spanish, French, Chinese and other languages, ASL is a language in and of itself, separate from English. The only difference is that ASL is visual rather than auditory. ASL users convey critical information with their hands through the use of handshapes, locations, movements, palm orientations and non- manual grammatical signals (eyes, face, head, shoulders). Providing full visual access to communication and language, ASL can convey subtle, complex, and abstract thoughts. In short, ASL can communicate anything. The English language has individual letters. Likewise, ASL and other signed languages consist of handshapes. In English, the letters must be arranged in specific ways to convey meanings. It is also true for ASL: handshapes are arranged syntactically. Often the first language for many Deaf North Americans, it is now the fourth most commonly used language in the United States (Nakamura, 2002). It is best learned from other Deaf persons or through interac- Communication Considerations A-ZTM American Sign Language tion with other competent ASL users. Research shows a strong correlation between fluency of ASL and written English, meaning highly skilled ASL users are often competent in written English (Strong & Prinz, 2000). -
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. -
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. -
Assessing Black Deaf History: 1980S to the Present
GLENN B. ANDERSON AND LINDSAY M. DUNN Assessing Black Deaf History: 1980s to the Present Abstract One of the challenges of gaining a broader appreciation of Deaf history is the need to examine the contributions of Deaf people of color. This article summarizes the contributions of black Deaf individuals to the scholarly and public history of the period from the 1980s to the present. We begin with the 1980s since that was the era when the landmark book by Ernest Hairston and Linwood Smith, Black and Deaf in America:Are We That Diferent? was published and the National Black Deaf Advocates organization was founded. We then progress through the 1990s and 2000s, noting historical developments such as the advancement of black Deaf individuals to key leadership positions, expanded collaborative eforts between Gallaudet University and the black Deaf community, and the growth of black Deaf history scholarship, which addresses a broad spectrum of topics. We conclude that these historical developments, among others, during these three and a half decades gave impetus to the emergence of a dynamic collective of black Deaf scholars, leaders, and artists to further contribute to our understanding and apprecia- tion of Deaf history. As the American Deaf community becomes increas- ingly multicultural, one of the challenges of gaining a broader and deeper appreciation of Deaf history is the need to examine the schol- arly and public history contributions of diverse groups of Deaf people Glenn B. Anderson is associate professor in the interpreter education program at the University of Arkansas at Little Rock. Lindsay M. Dunn is a lecturer in the Department of ASL and Deaf Studies at Gallaudet University,Washington, DC. -
A Sociolinguistic Study
Chapter 1 Introduction This volume is the result of a study that addressed several unknowns about a signed language contact phenomenon known as International Sign. International Sign (abbreviated IS) is a form of contact signing used in international settings where people who are deaf attempt to communi- cate with others who do not share the same conventional, native signed language (NSL).1 The term has been broadly used to refer to a range of semiotic strategies of interlocutors in multilingual signed language situa- tions, whether in pairs, or in small or large group communications. The research herein focuses on one type of IS produced by deaf leaders when they give presentations at international conferences, which I con- sider to be a type of sign language contact in the form of expository IS. There has been very little empirical investigation of sign language contact varieties, and IS as a conference lingua franca is one example of language contact that has become widely recognized for its cross-linguistic com- municative potential. The larger piece of this research examines comprehension of exposi- tory IS lectures created by deaf people for other deaf people from different countries. By examining authentic examples of deaf people constructing messages with lecture IS, one can uncover features of more or less effec- tive IS, and one can become better informed about IS as a sign language contact strategy. By investigating sociolinguistic features of IS contact, and identifying factors impacting its comprehension, one might ascertain optimal contexts for using IS as a means of linguistic accessibility. This research contributes to a limited literature about IS and aims to help 1. -
Deaf Culture's Impact on Educational Programs for the Deaf in Australia
DOCUMENT RESUME ED 395 405 EC 304 798 AUTHOR Paterson, John TITLE Deaf Culture's Impact on Educational Programs for the Deaf in Australia. PUB DATE Apr 96 NOTE 9p.; Paper presented at the Annual Convention of the Council for Exceptional Children (74th, Orlando, FL, April 1-5, 1996). PUB TYPE Speeches/Conference Papers (150) Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Bilingual Education; Cultural Awareness; *Cultural Context; *Deafness; Educational Practices; *Educational Trends; Elementary Secondary Education; Foreign Countries; Higher Education; Normalization (Disabilities); Sign Language; Special Education; Student Needs; Trend Analysis IDENTIFIERS "Australia; *Deaf Community ABSTRACT This paper discusses recent trends in provision of educational programs and services reflecting the Deaf community's recognition in Australia as a linguistic and cultural minority, focusing on the Bilingual/Bicultural program of the Thomas Pattison Schoot in Sydney (Australia). The history of Deaf culture, language, and education in Australia and the world at large is traced, leading up to the Deaf Pride movement. Education of Deaf students inlight of the recognition of Deafness as a culture is examined, with a special focus on the challenges of providing multilingual education in signed English, American Sign Language, or Auslan. Incorporation of aspects of Deaf Culture into classroom teaching activities is described, incuding Deaf role models, Deaf history, and Deaf sports opportunities. Programs being developed in adult education centers and Deaf Studies courses at major universities, that enable Deaf people to feel an identification and sense of community are noted. (Contains 17 references.) (PB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. -
Unit 9 Deaf People As a Minoritv Groutx the Political Process J Prepared for the Course Team by Paddy Ladd and Mary John
Unit 9 Deaf People as a Minoritv Groutx The Political Process J prepared for the course team by Paddy Ladd and Mary John Contents Aims 3 Study guide 3 Introduction 4 Cautionary tales 6 A tale of two perspectives 7 The Deaf activist's tale 8 Who are we? 8 The sources of disbelief 11 Dual category membership 16 The concept of Deaf culture 16 Agencies of oppression 20 Active dissent 23 Working for change 36 A political analyst's tale 41 Minority groups and the political process 41 Defining oneself: Deaf people's definitions of themselves 42 Unity, responsibility and the Deaf people's movement 43 The end of the pilgrimage 48 Suggestions for further reading 49 References 50 Acknowledgements 5 1 Associated study materials Reader One, Article 10, 'Making Plans for Nigel: The Erosion of Identity by Mainstreaming', Paddy Ladd. Reader Two, Article 6.7, 'Br~tishSign Language Tutor Training Course', A. Clark Denmark. Reader Two, Article 7.6, ' "We" Are Not Disabled, "You" Are', Vic Fmkelstem. D251 Issues in Deafness Unit 1 Perspectives on Deafness: An Introduction Block 1 Being Deaf Unit 2 The Deaf Community Unit 3 British Sign Language, Communication and Deafness Unit 4 The Other Deaf Community? Block 2 Deaf People in Hearing Worlds Unit 5 Education and Deaf People: Learning to Communicate or Communicating to Learn? Unit 6 The Manufacture of Disadvantage Unit 7 Whose Welfare? Block 3 Constructing Deafness Unit 8 The Social Construction of Deafness Unit 9 Deaf People as a Minority Group: The Political Process Unit 10 Deaf Futures Readers Reader One: Taylor, G. -
Deaf History Month and ASL • Keep ’Em Reading • by | Kathy Macmillan
Deaf History Month and ASL • Keep ’em Reading • by | Kathy MacMillan nterest in American Sign Language (ASL) has increased exponentially in recent years—the Modern Language Association reports that enrollment in ASL classes increased 433% between 1998 and 2002. Yet the average hearing person’s knowl- Iedge about ASL and Deaf Culture is sketchy at best. Use the resources below to acquaint your students with the proud history of this language and the people who use it. Fast Facts about ASL and from that island, which for two hundred years had a sizable deaf population. Deafness • Many deaf people do not like the term “hearing impaired.” Most prefer “deaf,” as this term does • The term “deaf” refers to being unable to not come from outside the community, and does hear. Uppercase “D”—“Deaf” refers to Deaf not imply brokenness of any kind. Culture, the collection of attitudes, experi- ences and views that make up the core of the deaf community. Members of Deaf Culture Resources are proud users of ASL, and see their deaf- Deaf Culture and Experience ness as a difference, not a disability. • Dad and Me in the Morning by Patricia Lakin, • American Sign Language is a language with illustrated by Robert Steele. Albert Whitman & Co., its own grammar, structure, vocabulary and 1994. 1–4. A deaf boy and his hearing father spend syntax. It is primarily used in the United a morning together watching the sunrise. Though States and Canada. Signed English, Manually Lakin slips in several details of the deaf experience, Coded English and other sign systems have such as a flashing alarm clock, hearing aids, signing been developed over the years to help deaf and speech-reading, this story shows how much students learn English, but these are not lan- deaf and hearing children have in common. -
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.