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Cover -- Title page -- Copyright page -- Contents -- Foreword -- Preface -- Acknowledgments -- Introduction -- Part 1: Seeing the Issues through Deaf Eyes -- 1-The Importance of Storytelling to Address Deaf Disempowerment -- 2- Deaf Dream Team -- 3- Accountability and Transparency: The Missing Link in Ensuring Quality in Interpreting -- Part 2: Understanding the Issues through Deaf Eyes -- 4- American Sign Language Interpreting in a Mainstreamed College Setting -- 5- The Heart of Interpreting from Deaf Perspectives -- 6- ASL Head Movements -- 7- Whose Professional Reputation Is at Stake? A Case Study -- 8- Harnessing Social Media as a Tool of Empowerment and Change -- Part 3: Exploring the Specialized Areas of Interpreting through Deaf Eyes -- 9 - Higher Education -- 10- Through the Eyes of Deaf Academics -- 11- Case Studies of International Conferences -- 12- Going Beyond Trust -- 13- Educational Interpreting from Deaf Eyes -- 14- Hey Listen -- 15- It Takes Two to Tango -- 16- Community Healthcare Interpreting -- Part 4: Moving Forward with Deaf Eyes -- 17- On Resolving Cultural Conflicts and the Meaning of Deaf-Centered Interpreting -- 18- The Ingredients Necessary to Become a Favorite Interpreter -- 19- Effectively Interpreting Content Areas Utilizing Academic ASL Strategies -- 20- Your Name What? You From Where? -- Afterword -- Bibliography -- Contributors -- Index

E gocentric language is a generalization of Piaget's egocentric speech concept (1926/1969) investigated by Vygotsky (1962). Behaviors of eight children ages 2 to 5 years with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. No child had received oral or sign language training. All attended videotaped play sessions. Events in which children engaged in "dialogue" with themselves or a toy, while pursuing a specific solution, were observed. Such extralinguistic behavior moves the thinking process toward problem solving like that of hearing children. Consequently, teachers should not interrupt when a deaf child is playing with or signing or vocalizing to a toy, because this behavior may be the manifestation of a reflexive moment and the generator of a decision process fundamental for cognitive development. Vocalization by a deaf child does not indicate willingness to speak; it merely manifests symbolic reasoning. Silent lips articulation and oral-facial mimics have the same effect and can also be interpreted.

The development of the deaf community in the mid-nineteenth century was intimately linked to schooling. Although a matrix of variables contributed, a major factor underlying the community's enduring strength was the alienation suffered by deaf persons in society. To counter this alienation, proposals emerged throughout the nineteenth century for the formation of a separate deaf state. The most significant of these was the plan of Flournoy in the late 1850s.

This study investigated the expressed attitudes of deaf people in India toward career choices for deaf and hearing people. Deaf adults from Pune, India rated the suitability of 12 professions for deaf and hearing people and gave written comments on the suitability of any other professions they could list. The results, in general, were consistent with those of other studies in the United States, England, Italy, South Africa, and India with hearing teachers and parents of deaf children, which indicated that the hearing status of imagined deaf and hearing advisees selectively influenced attitudes toward the suitability of certain professions. Some differences in profession preferences also emerged indicating that the deaf respondents' criteria for career choice appeared to be primarily based on the use of hearing, speech, and visual skills required for a particular career. There was some suggestion that culturally specific factors played a role in shaping attitudes. These findings underscore the importance of understanding the attitudes of deaf people.

This groundbreaking volume introduces readers to the key concepts and debates in deaf studies, offering perspectives on the relevance and richness of deaf ways of being in the world. In Open Your Eyes, leading and emerging scholars, the majority of whom are deaf, consider physical and cultural boundaries of deaf places and probe the complex intersections of deaf identities with gender, sexuality, disability, family, and race. Together, they explore the role of sensory perception in constructing community, redefine literacy in light of signed languages, and delve into the profound medical, soci

The music industry is an interesting phenomenon. It is a world that exists on image--and everyone has a say. For that very reason, the music industry is no stranger to critics. At its heart, they are what the industry is all about. Critics are the driving force in the business--their written and verbal exchange of ideas predicts the rise and fall of stars. Critics come in all shapes and sizes--they are the everyday consumer, the media at large, the hopeful artist, the record company executive, the legal scholar, and even our nation's government. This article will take you on a journey and show you what happens behind the scenes in the music industry. You will become a "fly on the wall" at a fictitious record company meeting where insiders are discussing the potential signing of a controversial artist, Sam Satyr. In this scenario, you will witness how the critics previously mentioned interact, and how their social and legal concerns are approached.

Differences in IQ between deaf children of hearing parents (HP), deaf children of deaf parents (DP) and hearing children (HC) may be due to differences in speed of information processing. The Hick paradigm was used to obtain reaction times (RT) and movement times (MT) from samples of HP ( N = 31), DP ( N = 31), and HC ( N = 37) adolescents. Results show that DP subjects have faster RTs and MTs than HP or HC subjects ( ts ≥ 2.43, ps < .01), and that greater sign language exposure is related to faster MT ( r 2 = .180, p < .0005). HC subjects have higher IQs than HP subjects ( t = 2.66, p < .01), but DP IQs are not different from either group ( ts < 1.96, NS). The results show that Performance IQs (PIQs) obscure important differences between HP, HC and DP groups. Results are discussed in light of their theoretical and educational implications.

Half Title Page -- Title Page -- Copyright Page -- Contents -- Acknowledgments -- Transcription Key -- 1 "Deaf People Can Beat Up Hearing People" -- 2 Deaf People, Identity, and Discourse -- 3 Personal Identity: Unification -- 4 Personal Identity: Marginalization -- 5 Positional Identity: Super Competence -- 6 Accessing Deaf Identities -- Appendix: Formal Interview Questions -- Notes -- References -- Index