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"A contemporary and vibrant Deaf culture is found within Deaf communities, including Deaf Persons of Color and those who are DeafDisabled and DeafBlind. Taking a more people-centered view, the second edition of Deaf Culture: Exploring Deaf Communities in the United States critically examines how Deaf culture fits into education, psychology, cultural studies, technology, and the arts. With the acknowledgment of signed languages all over the world as bona fide languages, the perception of Deaf people has evolved into the recognition and acceptance of a vibrant Deaf culture centered around the use of signed languages and the communities of Deaf peoples. Written by Deaf and hearing authors with extensive teaching experience and immersion in Deaf cultures and signed languages, Deaf Culture fills a niche as an introductory textbook that is more inclusive, accessible, and straightforward for those beginning their studies of the Deaf-World"--

In the ninth volume of the Deaf Lives series, Madan Vasishta picks up where he left off in his first memoir, Deaf in Delhi, to describe his life as a student at Gallaudet University, his observations of American life, and his convoluted rise to become a professor at his alma mater

This article examines developments surrounding the establishment of the school for the deaf in Madrid in the 19th century and the role played by Roberto Prádez, Spain's first deaf teacher of the deaf, during the school's first three decades of existence. Although he has been neglected historically, Prádez is a founding father of deaf education, a heroic figure who contributed crucially to the establishment and operation of Spain's first state-sponsored school. This study underscores the need to reexamine the historical record to recover Spanish deaf history.

A new program, Deaf Awareness Through Literature, at the Mississippi School for the Deaf promotes students' language development, positive self-concept, and mental health skills through fluent communication. A deaf student advisor leads weekly discussion/storytelling for students in kindergarten through high school. Teachers reported unexpected positive effects of this innovative program. An overwhelming majority of teachers found the deaf educator to be an excellent role model for classroom teaching techniques and everyday interaction with deaf students. The deaf adult is often an untapped resource at residential schools for the deaf.

This article is concerned with the alleged above-average IQ of deaf children with deaf parents. Data are reported which show that when the cognitive ability of such children is compared with that of genetically deaf children with hearing parents, no difference is evident. Since (a) deaf children free of additional handicaps are known to have a mean IQ of 100 and (b) no useful hypothesis has yet been proposed to account for the superior IQ of deaf children with deaf parents, we suggest that the supporting data are faulty.

In this gripping account, author Elizabeth Sandham sheds light on the often undesirable circumstances in which disabled children were raised in the early nineteenth century. Those who were lucky enough to be accepted into an asylum received some treatment, but those who remained at home often received minimal care and in some instances were treated poorly and subjected to abuse. This early tale of advocacy serves as powerful testimony in favor of fair treatment for children with special needs

Abstract: An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.