Suchergebnisse

Intro -- Contents -- Dedication -- Foreword -- Preface 2012 -- Acknowledgement -- Introduction -- Prologue -- Chronology -- Chapter 1 - The Early Years -- Chapter 2 - The 1880s -- Chapter 3 - The 1890s -- Chapter 4 - Artists -- Chapter 5 - The 1900s -- Chapter 6 - The 1910s -- Chapter 7 - The 1920s -- Chapter 8 - Humor -- Chapter 9 - The 1930s -- Chapter 10 - The 1940s -- Chapter 11 - Publications of the Deaf -- Chapter 12 - The 1950s -- Chapter 13 - Sports -- Chapter 14 - The 1960s -- Chapter 15 - American Sign Language: Our Natural Language -- Chapter 16 - The 1970s -- Chapter 17 - The National Association of the Deaf -- Appendix -- Special Acknowledgment -- About the Author -- Chapter Notes -- Bibliography -- Index.

The standard epistemology requires the use of hard science to gain knowledge and discover the truth. In contrast, Deaf epistemology relies heavily on personal testimonies, personal experiences, and personal accounts to document knowledge. In recent years, a number of deaf schools have adopted deaf-centric policies shaped by Deaf epistemology in an effort to improve academic performance of deaf students. Because of federal laws, all schools are now expected to show accountability in the performance of their students, with data becoming increasingly available for public scrutiny. The preliminary data from three well-known deaf schools are beginning to show that the effectiveness of deaf-centric approaches can be substantiated by the standard epistemology. For this reason, Deaf epistemology and the standard epistemology should not always be viewed as having an oxymoronic relationship.

This report was developed under a jointly funded grant through the US Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), #HD326D160001. However, the contents do not necessarily represent the positions or policies of the federal government. ; National Deaf Center on Postsecondary Outcomes

"Like many sisters, Jade and Marla don't have much in common aside from their dog, Beezley. Jade can hear; Marla is deaf. ... When Marla and Jade end up on the same [softball] team one summer, it looks as if it's going to be a long, painful season"--Flap p. 1 of dust jacket

"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"--

Deaf teachers and their impact on the education of the American deaf / by Jack R. Gannon -- The deaf civil rights movement : from the Gallaudet protest to the present / by I. King Jordan -- Parents of deaf children : educational implications / by T. Alan Hurwitz and Vicki T. Hurwitz -- Deafness and intelligence : a multiperspective viewpoint / by Howard R. Busby -- Legislation and how it affects deaf people / by Michael Bienenstock -- Educational placement options and the unwritten curriculum / by Mervin Garretson -- Early intervention programs : the critical time for deaf children / by Petra Rose -- Teachers of young deaf adults : should we be sages or guides? / by Gerald C. Bateman -- Bilingual education and the deaf child / by Cynthia Neese Bailes and Lillian Buffalo Tompkins -- The role of the residential program in the education of the deaf child / by Michael Finneran -- Other modes of communication / by Madan Vasishta and Heather Kendrick

Foreword / Tom Humphries and Carol Padden -- Innovations in deaf studies : critically mapping the field / Annelies Kusters, Dai O'Brien, and Maartje De Meulder -- Developments and directions in deaf studies -- Deaf-led deaf studies : using Kaupapa Maori principles to guide the development of deaf research practices / Dai O'Brien -- Academic and community interactions in the formation of deaf studies in the United States / Joseph Murray -- The emergence of a deaf academic professional class during the British deaf resurgence / Maartje De Meulder -- Doing deaf studies in the global South / Michele Friedner -- Rejecting the talkies : Charlie Chaplin's language politics and the future of deaf studies in the humanities / Rebecca Sanchez -- Deaf ontologies -- A dialogue on deaf theology : deaf ontologies seeking theology / Hannah Lewis and Kirk VanGilder -- Sign language peoples' right to be born : the bioethical debate in Karawynn Long's "of silence and slow time" / Rachel Mazique -- Cripping deaf studies and deaf literature : deaf queer ontologies and intersectionality / Rezenet Moges -- Intergenerational responsibility in deaf pedagogies / Marieke Kusters -- Ethnographic methodologies -- Visual methods in deaf studies : using photography and filmmaking in research with deaf people / Dai O'Brien and Annelies Kusters -- Writing the deaf self in autoethnography / Noel O'Connell -- When inclusion excludes : deaf, research : either, none or both / Hilde Haualand -- Negotiating language practices and language ideologies in fieldwork : a reflexive meta-documentation / Lynn Y-S Hou -- Authenticating ownership : claims to local deaf ontologiesdeaf ontologies in the global South / Erin Moriarty Harrelson -- Afterword / Paddy Ladd

Deaf anthropology is a field that exists in conversation with but is not reducible to the interdisciplinary field of deaf studies. Deaf anthropology is predicated upon a commitment to understanding deafnesses across time and space while holding on to "deaf" as a category that does something socially, politically, morally, and methodologically. In doing so, deaf anthropology moves beyond compartmentalizing the body, the senses, and disciplinary boundaries. We analyze the close relationship between anthropology writ large and deaf studies: Deaf studies scholars have found analytics and categories from anthropology, such as the concept of culture, to be productive in analyzing deaf peoples' experiences and the sociocultural meanings of deafness. As we note, however, scholarship on deaf peoples' experiences is increasingly variegated. This review is arranged into four overlapping sections titled Socialities and Similitudes; Mobilities, Spaces, and Networks; Modalities and the Sensorium; and Technologies and Futures.

Intro -- Contents -- Introduction / Bob Buchanan -- Hartford, Connecticut: The Universal Magic of Sign Language -- New York, The First Visit: To Every Man His Due -- Albany: On Advances Made by Deaf Americans -- Buffalo: A Charming and Friendly Welcome -- Akron: Mecca of Opportunity -- Pittsburgh: With the Warmest Memories -- Philadelphia: For Our Little World -- Washington, D.C.: What the Deaf Are Capable Of -- New York, The Second Visit: His Magical Sleight of Hand -- Jersey City: A Self-Made Man -- On Board the Transatlantic Steamships: The Glorious Future -- Appendix: Speech by M. Edwin A. Hodgson -- Index.

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a significant difference also exists in motor development between Deaf children with Deaf parents and Deaf children with hearing parents. In the locomotor area, 78.6% of Deaf children of Deaf parents and 73.3% of Deaf children of hearing parents reached or surpassed average performance levels. In regard to object control, 92.9% of Deaf children of Deaf parents and 93.3% of Deaf children of hearing parents reached or surpassed average performance levels. The study results show no significant difference between the motor development of Deaf children of Deaf parents and Deaf children of hearing parents.