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Words made flesh
During the early nineteenth century, schools for the deaf appeared in the United States for the first time. These schools were committed to the use of the sign language to educate deaf students. Manual education made the growth of the deaf community possible, for it gathered deaf people together in sizable numbers for the first time in American history. It also fueled the emergence of Deaf culture, as the schools became agents of cultural transformations. Just as the Deaf community began to be recognized as a minority culture, in the 1850s, a powerful movement arose to undo it, namely oral education. Advocates of oral education, deeply influenced by the writings of public school pioneer Horace Mann, argued that deaf students should stop signing and should start speaking in the hope that the Deaf community would be abandoned, and its language and culture would vanish. In this revisionist history, Words Made Flesh explores the educational battles of the nineteenth century from both hearing and deaf points of view. It places the growth of the Deaf community at the heart of the story of deaf education and explains how the unexpected emergence of Deafness provoked the pedagogical battles that dominated the field of deaf education in the nineteenth century, and still reverberate today.
eBook
Estimating Early Language Input in Deaf and Hard of Hearing Children With the Language Access Profile Tool
Supplemental Material: https://doi.org/10.23641/asha.20669001
Journal Article
Estimating Early Language Input in Deaf and Hard of Hearing Children With the Language Access Profile Tool
Supplemental Material: https://doi.org/10.23641/asha.20669001
Journal Article
Deaf education beyond the western world : context, challenges, and prospects
This volume disseminates academically informed knowledge about deaf education constructed by scholars and practitioners in countries in Central and Eastern Europe, Africa, Asia, and Latin America in order to identify the strengths and needs of deaf learners and deaf educators in those countries and to help move deaf education forward. It includes chapters about best practices and challenges from nineteen countries across the world, countries in Africa, Asia, Latin America, and Central and Eastern Europe. The chapters are written by scholars and practitioners who live and work in these countries, sometimes co-authored by colleagues from Western countries. The volume thus offers a picture of deaf education beyond the Western world from the perspective of local scholars associated with educating deaf and hard-of-hearing learners, the people who live it and know it best. The picture that emerges about deaf education in mostly vast countries is one that often reflects considerable regional and local variation. The chapters in this volume are embedded in discourses about international knowledge exchange, international development support, and the ambition to realize Goal 4 of the worldwide Sustainable Development Goals of the United Nations: to ensure by 2030 inclusive and equitable education and promote lifelong learning opportunities for all, including deaf and hard-of-hearing children and adults.
eBook
American annals of the deaf and dumb
Quarterly Began with v. 1, no. 1 (Oct. 1847). -v. 31, no. 3 (July 1886). Published in: Washington, D.C., -1886. Publication suspended Oct. 1849-July 1850 and Sept. 1861-June 1868. Issued Oct. 1847-July 1849 by the American Asylum for the Deaf and Dumb; Oct. 1850-July 1886 by the Convention of American Instructors of the Deaf and Dumb. Indexes: Vols. 1 (1847)-20 (1875) in 1 v.; v. 21 (1876)-30 (1886) in 1 v.; v. 31 (1886)-40 (1895) of later title in 1 v. Description based on: Vol. 1, no. 2 (Jan. 1848); title from caption. American annals of the deaf 0002-726X (DLC) 15014404 (OCoLC)5695496
Journal