Suchergebnisse

"You are about to enter the realm of Deaf culture, a world that may be completely new to you. Intriguingly, insiders and outsiders to this world may regard it in two completely different fashions. Let us examine this contradiction with the proverbial glass of water that can be viewed as either half-full or half-empty"--

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.

Based on Epstein's model of self-theory, the importance of providing deaf children with opportunities to develop a solid deaf identity at an early age is discussed. Seven categories of possible identities for deaf people are outlined and the stages of developing a bicultural awareness presented. Case studies detailing these stages are discussed.

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

The Rochester Institute of Technology is a unique environment; a large number of hearing-impaired students are enrolled on a predominately hearing campus. The authors of this article explored the integration of deaf and hearing students on the campus and the attitudes surrounding deaf-hearing relationships. The major factors that hearing students identified as contributors to positive interaction between the two groups included awareness of cultural diversity, communication sensitivity and development of effective communication skills, structured opportunities for interaction, and mutual accommodation and respect.