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The Artificial Ear
When it was first developed, the cochlear implant was hailed as a \"miracle cure\" for deafness. That relatively few deaf adults seemed to want it was puzzling. The technology was then modified for use with deaf children, 90 percent of whom have hearing parents. Then, controversy struck as the Deaf community overwhelmingly protested the use of the device and procedure. For them, the cochlear implant was not viewed in the context of medical progress and advances in the physiology of hearing, but instead represented the historic oppression of deaf people and of sign languages.
Part ethnography and part historical study,The Artificial Earis based on interviews with researchers who were pivotal in the early development and implementation of the new technology. Through an analysis of the scientific and clinical literature, Stuart Blume reconstructs the history of artificial hearing from its conceptual origins in the 1930s, to the first attempt at cochlear implantation in Paris in the 1950s, and to the widespread clinical application of the \"bionic ear\" since the 1980s.
eBook
Cochlear Implants
The cochlear implant debate has changed, as evidenced in this cogent collection that presents 13 chapters by 20 experts, including several who communicate through sign language but also utilize cochlear implants. The impetus for this change stems from recognition that both visual and aural input can enhance the education of deaf children.
Divided into four sections, Cochlear Implants: Evolving Perspectives first focuses on the impact of implants in the Deaf community. Chapters in this section examine the issues driving the cochlear implant debate, the ethics of genetic engineering, experiences of implanted adult deaf signers, reflections of deaf mothers who have had their children implanted, and the effects of implants on deaf identity. The second section delves into the mechanics of bimodal processing, including listening strategies that can benefit signing children with cochlear implants. The third section surveys combined aural/visual educational approaches, such as teaching implanted children in an ASL/English bilingual classroom, and applying auditory rehabilitation to a signed communication context.
The final section challenges readers to reframe the debate first by exploring sensory politics, then by envisioning an emerging world that requires the Deaf community to connect with it to secure its future. With this information, readers will reach their own conclusions about cochlear implants and auditory and visual approaches to the mastery of both spoken and signed languages.
eBook
Health and Physical Education as an Important Part of School Curricula
The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and subsequent interviews were conducted with the principals and physical education teachers. Unique characteristics were exhibited by each of the 4 schools. The settings for extracurricular physical and sports activities varied by school type (residential or nonresidential). Findings indicated that the general trend in physical education has changed from a focus on sports performance to health- promoting activities. There were opportunities for teachers to revise curriculum programs to further promote the health and academic success of students who are deaf or hard of hearing.
Journal Article
Deafhood: A concept stressing possibilities, not deficits
Born-deaf, sign-language-using people have for the past two centuries been placed within a succession of externally constructed models, notably the traditional ``medical'' or pathological model. This perceives them primarily as biologically deficient beings in need of cures or charity in order to be successfully assimilated into society. This paper proposes that the concept of colonialism is the one that most appropriately describes the ``existential'' reality of deaf communities, and offers instead a deaf-constructed model. Utilizing recent confirmation of the existence of bona-fide feaf cultures, it highlights the extent to which these communities have resisted such models, maintaining their own beliefs concerning their validity and quality of their existence, and what they offer to non-deaf societies. This ``vulnerability as strength'' is manifested through the concept of deafhood, which is presented as the first move towards a formal narrative of decolonizing and liberatory possibilities.
Journal Article
Organization and Use of the Mental Lexicon by Deaf and Hearing Individuals
TWO EXPERIMENTS EXPLORED the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups’ lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students’. Hearing students’ responses reflected their lexical organization; deaf students’ did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts.
Journal Article
Conceptually Based Vocabulary Intervention
AN INSTRUCTIONAL STRATEGY was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6–8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students’ recognition, production, and comprehension of the vocabulary words and phrases.
Journal Article
Overcoming Hearing Aid Fears
There are dozens of misconceptions about hearing aids: \"\"They make you look old,\"\" \"\"They cause ear infections,\"\" \"\"They increase hearing loss,\"\" \"\"I can't afford one\"\". The misinformation impairs a person's quality of life by discouraging him or her from pursuing help. Technological advances have enable hearing aids to address a greater range of hearing losses, while making them smaller, better designed and easier to use than those of the past. More people than ever can benefit from a hearing aid, yet of the nearly 30 million people with a hearing impairment, only about 20 per cent choose to use one. In \"\"Overcoming Hearing Aid Fears\"\", audiologist John M. Burkey addresses common fears, concerns and misconceptions about hearing aids to help readers decide whether these devices will prove helpful. Using an informal, anecdotal style informed by years of clinical practice, Burkey provides practical information about hearing aid styles, options and costs. His expertise and experience in caring for more than 50,000 patients should assist people with hearing loss in addressing their own patients. Approximately ten per cent of Americans (and nearly one-third of people age 70 and older) have some degree of hearing loss that, if left untreated, causes frustration, isolation and depression. A hearing aid is a simple tool to improve careers, relationships and self-esteem, and to provide independence and security. The book aims to help readers take that first step to a better life.
eBook
Black Deaf Individuals’ Reading Skills
PREVIOUS RESEARCH on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptorBlackis used throughout the present article, as Black Deaf individuals prefer this term toAfrican American. For purposes of parallel construction, the termWhiteis used instead ofEuropean American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.
Journal Article