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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
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
Parents and their deaf children
To correct the paucity of information on deaf or hard of hearing children and their parents' experiences with early intervention services, researchers explored these relationships as part of the National Parent Project. From this investigation, Parents and Their Deaf Children details the experiences of a group of parents and their deaf children from the first identification of the latter's hearing loss through their early years in elementary school. Renowned scholars Kathryn Meadow-Orlans, Donna Mertens, and Marilyn Sass-Lehrer reveal here for the first time the goals and expectations of the parents, the children's achievements and troubles, and the families' satisfaction and disappointment with health and educational systems. Parents and their Deaf Children stems from a nationwide survey of parents with six-to-seven-year-old deaf or hard of hearing children, followed up by interviews with 80 parents. The authors not only discuss the parents' communication choices for their children, but also provide how parents' experiences differ, especially for those whose children are hard of hearing, have additional conditions, or have cochlear implants. Also, one chapter is devoted to families from minority cultures. The final section of this distinctive study offers solid advice for other parents of deaf children and also the professionals who serve them. Kathryn P. Meadow-Orlans is Professor Emerita at Gallaudet University and former Senior Research Scientist at Gallaudet Research Institute, Washington, DC. Donna M. Mertens is Professor in the Department of Educational Foundations and Research at Gallaudet University, Washington, DC. Marilyn A. Sass-Lehrer is Professor in the Department of Education at Gallaudet University, Washington, DC.
eBook
The legal recognition of sign languages : advocacy and outcomes around the world
This book presents the first comprehensive overview of national laws recognising sign languages, their impacts and the advocacy campaigns which led to their creation. Each chapter is grounded in a collaborative writing approach between deaf and hearing scholars and activists involved in legislative campaigns.
eBook