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Deaf people negotiate their embodiment through corporeal experiences to provide a perception of what it means to be human. Some deaf people search for a framework where being deaf is human, not a disability. Other deaf people experience their deafness as a disability and use technology as a means to negotiate their embodiment and experiences. The role of technology or cybernetics, particularly cochlear implants, for the deaf will be examined as a way to understand cultural identities and diverse ideological perspectives concerning what it means to be deaf and normal. Then, this paper focuses on social constructed 'bodies' for the deaf using embodied theory and action as a part of a theoretical framework to showcase theoretical ideas and actualities of some deaf people's lives and experiences. These discussions are ways to open dialogues and collaborative inquiries on larger important issues such as what it means to be deaf and, in essence, human.

While the literature frequently reports deficits among the deaf in memory tasks, there is some evidence that memory for figural content is comparable to hearing subjects. Additionally, deaf may experience more difficulty with successive perception than with simultaneous perception. Both of these suppositions were tested using a series of 10 motion picture tests mostly involving abstract geometric figures. The findings suggest that deaf and hearing children are comparable on visual memory tasks and that there is no special deficit among the deaf for tasks involving temporal order.

Co-enrollment in the education of deaf and hard-of-hearing learners / Shirin Antia, Harry Knoors, and Marc Marschark -- TRIPOD : seeds of discontent / Carl J. Kirchner -- Co-enrollment in Toowong, Australia / Michelle Baker, Cameron Miller, Elizabeth Fletcher, Caroline Gamin, and Breda Carty -- Learning together by deaf and hearing students in a Japanese primary school / Takashi Torigoe -- Essential ingredients for sign bilingualism and co-enrollment education in the Hong Kong context / Chris Kun-man Yiu, Gladys Tang, and Chloe Chi-man Ho -- Co-enrollment models of preschool for deaf and hard-of-hearing children in Israel / Dalia Ringwald-Frimerman, Sara Ingber, and Tova Most -- Bilingual, inclusive, mixed age schooling in Vienna / Silvia Kramreiter and Verena Krausneker -- Establishing the first bimodal-bilingual co-enrollment program in Germany : preconditions, policy, and preliminary data / Johannes Hennies and Kristin Hennies -- Include to grow : prospects for bilingual and bicultural education for both deaf and hearing students / Lucrezia Di Gregorio, Vincenzina Campana, Maria Lavecchia, and Pasquale Rinaldi -- The best of both worlds : a co-enrollment program for DHH children in The Netherlands / Annet de Klerk, Daan Hermans, Loes Wauters, Lilian de Laat, Francien Kroon, and Harry Knoors -- Conditions for effective co-enrollment of deaf and hearing students : what may be learned from experiences in Namur (Belgium) / Magaly Ghesquière and Laurence Meurant -- Four co-enrollment programs in Madrid : differences and similarities / Mar Pérez, Begoña de la Fuente, Pilar Alonso, and Gerardo Echeita -- Willie Ross School for the deaf and partnership campus : a dual-campus model of co-enrollment / Louis Abbate -- The growth and expansion of a co-enrollment program : teacher, student, graduate and parent perspectives / Kathryn H. Kreimeyer, Cynthia Drye, and Kelly Metz -- The Tucker Maxon story : mainstreaming in place / Jennifer M. Hoofard, Glen Gilbert, Linda Goodwin, and Tamala Selke Bradham -- Visions of co-enrollment in deaf education / Marc Marschark, Harry Knoors, and Shirin Antia.

Code switching is a complex and pervasive part of the everyday communication of deaf individuals. Seven deaf subjects who acquired a signed language at different times in their lives were asked to relate a signed story under different listener conditions. Listeners were deaf and hearing persons who also learned to sign at different ages. These signed videotaped segments were then rated for use of American Sign Language and English-like sign behavior. Results indicate that deaf signers who have deaf parents and learned ASL at a very early age evidenced the most code switching behavior. Their signed segments were also rated as most English like. Least likely to vary were early signers with hearing parents. These deaf adults preferred to communicate in ASL across most conditions. Parental hearing status, age of acquisition of signed language, setting, listener hearing status and story were all important in influencing code switching in deaf individuals.

D eaf culture has become an enormously popular term and its presence in deaf education has become much more visible, particularly in relation to the teaching of reading and writing to young deaf children. Likewise, although the term functional literacy is familiar, the word literacy used by itself is new and powerful. This term is being used in public, academic, and educational discourse to mark a phenomenon that is different from reading and writing. It is possible to think about the new ideas of Deaf culture and literacy as part of a new educational enterprise, but the connections between the two are not always easy to sort out. We think it would be worthwhile to identify the key elements of these new ideas and sort out how they might be brought together. Let us begin with a few basic questions. • What is "literacy?" How is it different from just "reading and writing?" • What is Deaf culture? • What is the relationship between culture and literacy?—and between Deaf culture and literacy? • What is the relationship between literacy and face-to-face language?—and between literacy and American Sign Language (ASL)? • How can we move from theory to practice? What new research is needed to help us understand the relationships among literacy, Deaf culture, and language?

Social Identity Theory (Tajfel, 1981) posits that members of minority groups achieve positive social identity by (a) attempting to gain access to the mainstream through individual mobility or (b) working with other group members to bring about social change. Some people may use a combination of both strategies. Through the use of cluster analysis, the existence of three identities associated with these strategies was discerned in a sample of 267 deaf adults: culturally hearing identity, culturally deaf identity, and bicultural identity, each comprising about a third of the sample. A subset of 56 people were interviewed in depth; excerpts are presented to illustrate the identity types. Qualified support was found for the prediction that people with culturally deaf and bicultural identities would have higher self-esteem.

Cover -- Contents -- Acknowledgments -- 1. Silent Morning -- 2. Panic -- 3. Looking for a Cure -- 4. Other Cures -- 5. Home Remedies -- 6. Schooling -- 7. My Childhood Before Becoming Deaf -- 8. Working on the Farm -- 9. Back to Study -- 10. The High School Examination -- 11. Travels and Other Adventures -- 12. Careers or the Lack of Them -- 13. My First Camera -- 14. Becoming a Sadhu -- 15. Moving to Delhi -- 16. Why Are They Flailing Their Hands? -- 17. New Discoveries -- 18. Visit to a Deaf Club -- 19. Making Deaf Friends -- 20. Me, a Teacher! -- 21. Working in the Photo Studio -- 22. Learning about Leadership -- 23. Life Becomes Busier -- 24. Goyle's Death -- 25. Changes in School and Work -- 26. Have Tongue, Will Speak! -- 27. New Teachers -- 28. Adventures in Signing -- 29. The Interview of a Lifetime -- 30. Getting Engaged -- 31. The Air-Conditioned Darkroom -- 32. Working with Hearing People -- 33. What Is Gallaudet? -- 34. Working at the NPL -- 35. Looking for a New Career -- 36. Marriage -- 37. Wedding Ceremonies in Lohara -- 38. Back in Delhi -- 39. The Elusive Visa -- Epilogue: Life in America

This study examined the self-esteem of two groups of deaf late adolescents: those with parents who are deaf (dD) and those with parents who are hearing (dH). Adolescents' self-esteem was measured on the Self-Description Questionnaire III (SDQ III) (Marsh & O'Neill, 1984), which taps both global and component measures of self-esteem. Parents of the adolescents also completed the SDQ III but reported perceptions of their adolescent instead of self-perceptions. The procedure yielded three sets of parallel data (adolescent, mother, father). Results showed that dD adolescents gave higher self-esteem ratings than dH adolescents on a global measure of self-esteem and on two out of seven component areas of self-esteem. Patterns of discrepancies between adolescent self-ratings and parent ratings of the adolescents are discussed.

In order to investigate the empathic development of deaf preadolescents, 21 deaf subjects, ages 9-0 and 14-2, were equally divided into three groups matched for age and mental ability. Group A (congenitally deaf), Group B (prelingually deaf), and Group C (postlingually deaf) were compared on their ability to recognize emotions. The results demonstrate that deaf preadolescents have more difficulty with empathy development than hearing children, and this ability is related to onset of deafness. The implications for social development and treatment intervention are discussed.