Inside Deaf Culture
... Deafness as a disability focuses on what a student is incapable of doing (Lane, 1999). In contrast, deafness as a culture contends that being Deaf is not a hindrance; Deaf culture is something to be proud of and celebrated (Lane, 1999;Padden & Humphries, 2006). The common transmission of Deaf culture happens through the schools for the deaf and the deaf community (Padden & Humphries, 2006) as 90% of deaf children are born to hearing parents (Lane, 1999). ...
... In contrast, deafness as a culture contends that being Deaf is not a hindrance; Deaf culture is something to be proud of and celebrated (Lane, 1999;Padden & Humphries, 2006). The common transmission of Deaf culture happens through the schools for the deaf and the deaf community (Padden & Humphries, 2006) as 90% of deaf children are born to hearing parents (Lane, 1999). ...
... Schein also observed that, in addition to ASL, members of Deaf culture share similar morals, values, and beliefs (see also , Baynton, et al., 2007;Lane, 1999;Lane, et al., 1996;Padden & Humphries, 2006). ...
This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The findings highlighted the complexities of culture and the ways that administrators embraced or knowingly or unknowingly overlooked the cultures that the students brought to the schools. Finally, the leadership decisions made by administrators were also tied to their own cultural proficiency.
... Within deaf studies literature, there is much debate about Deaf identity and the ways in which culturally Deaf people form a cultural and linguistic minority group that differs from dominant hearing perceptions of deaf people as disabled. In incorporating cultural Deaf discourse, I write about the distinct Deaf communities who refer to themselves less as disabled as is the dominant hearing articulation, rather their own lived reality is that of members of a cultural and linguistic minority who share a pride in their signed language and cultural norms that are distinct and in some cases in opposition to that of the majority hearing society (Ladd, 2003;Lane, 2005;Bahan, 2008;Padden & Humphries, 2005;Bauman & Murray, 2014). Deaf pride in their culture and the efforts made to maintain and nurture it are absent from the dominant constructions of Deaf people as disabled. ...
... The emancipatory elements of Africanist Sista-hood in Britain have built within them recognition of the need to validate counter constructions to that of the majority. In Deaf cultural discourse, Ladd (2003), Padden and Humphries (2005), Hole (2007), Bahan (2008) and Young and Hunt (2011) have written about the way that majority hearing constructions of Deaf people as disabled are privileged over those articulated by Deaf people themselves. ...
The chapter discusses issues of identity in research. It does this by examining the impacts of the identity of the researcher, participants and the various identity interchanges that take place. This chapter draws on the perspectives and experiences of participants and researcher in a PhD study with five 1 culturally Deaf (white) women and twenty five Black (hearing) women discussing their world of work in UK public sector organizations. The theoretical framework of 'Africanist Sista-hood in Britain' is that which underpins the positioning of the research and researcher. The chapter provides a reflexive account of the research but in a way that centralizes participant perspectives. Two goals have been achieved; firstly, it adds further contribution to the insider/outsider debate by adding participant perspectives on the issue, and secondly, it demonstrates the ways in which the theoretical framework of 'Africanist Sista-hood in Britain' can be used in research not just with Black women but also via collaborative approaches with other social groups. In so doing, the chapter raises a number of important questions: Should researchers seek out participant perspectives on the insider/outsider debates in research? In what ways does the identity interchange between researcher and researched have an impact on the research process? What does Africanist Sista-hood in Britain have to offer to Black women and others carrying out research in the field?
... To pokazuje, jaką moc ma technologia: umieszczona w ciele danej osoby może wpływać na jej system wartości i tożsamość. (Leigh, 2010: 203-204) Kolejną istotną kwestią jest implantowanie małych dzieci, o którym decyzję podejmują ich rodzice, a nie one same -z racji młodego wieku, co może być widziane jako szczególnie dotkliwe dla tworzenia się tożsamości dzieci jako osoby Głuchej (Padden, Humphries, 2005). Niektórzy autorzy, wyrażając sprzeciw wobec implantacji w stosunku do małych dzieci, uważają, że poddać się operacji mogą raczej tylko osoby pełnoletnie, które mogą na własną odpowiedzialność podjąć świadomą decyzję o zabiegu (Lane, Bahan, 1998). ...
... Rodzice Głusi z badań Mitchiner (2015: 60) wyrazili zdanie, iż dla nich i ich dzieci z CI angielski to "survival językowy", czyli język zapewniający przeżycie, zaś ASL jako "język kulturowy". W ich opinii biegłość w języku angielskim -nie tylko w formie pisanej, ale też mówionej (sic!) -jest konieczna dla przetrwania i osiągnięcia sukcesu w kraju z dominującym językiem angielskim, a ASL jest konieczny do budowy i rozwoju tożsamości społeczno-kulturowej. Do tego rozwiązania dąży też coraz więcej dorosłych Głuchych, którzy są przychylni łączeniu CI z nauką języka migowego, aby zmaksymalizować swoje kompetencje językowe w obu modalnościach: słuchowo-głosowej oraz wizualno-gestowej (Padden, Humphries, 2005). Podsumowując: wielu badaczy uważa, że nauczanie dzieci z CI w duchu bimodalnej dwujęzyczności o charakterze migowo-mówionym może optymalnie zapewnić im maksimum możliwości rozwoju języka, a tym samym -szansy na osiągniecie kompetencji poznawczej i dobrostanu psychospołecznego (Cormier, Schembri, Vinson i in., 2012;Nussbaum, Scott, Simms, 2012;Humphries i in., 2014;De Quadros, Lillo-Martin, Pichler, 2016;Leigh i in., 2016). ...
This study discusses the ethical issue of the development of hearing technology in the form of cochlear implants that are used by an ever-growing number of deaf and hard of hearing people. The development of this kind of technology has progressed so quickly all over the world, including Poland, that the deafness paradigms have drastically changed. This may affect, to a greater or lesser degree, not only the implementation of early support programmes, but also the image of the Deaf communities using their respective sign languages on a daily basis. It is therefore necessary to create an eclectic model of education for deaf and hard of hearing people which would allow for the ethical option to integrate the conflicting approaches on the proper procedure for deciding on the language (spoken or signed) and the culture (the hearing or the Deaf one) for the development of deaf and hard of hearing students with cochlear implants or hearing aids.
... Во другите области на холандскиот здравствен систем се ограничени институциите за ГОС лицата. Знаковниот јазик на Холандија не е признат како официјален јазик, јавните информации се многу ретко преведувани на овој јазик и во рамките на здравствениот систем и општеството, интерпретацијата од говор во текст и интерпретацијата на знаковниот јазик многу ретко се користат во медицински ситуации (17). ...
... In other areas of the Dutch healthcare system facilities for DHH are restricted. Sign language of the Netherlands (NGT) is not recognized as an official language, public information is hardly ever translated into NGT and within the healthcare system and society in general, speech-to-text interpreters and NGT interpreters are rarely used in medical situations (17). ...
Purpose: Patient groups and healthcare workers report
that people who are deaf or hard of hearing (DHH),
have poorer health and wellbeing. The aim of this
study is to gain insight into the health of DHH people
in the Netherlands.
Methods: The physical and mental health of
participants was measured using the World Health
Organization Quality of Life- Bref scale (WHOQoLBREF).
Participants filled out an epidemiological questionnaire
and questions about the mode of language they
generally use. All questionnaires were translated into
two versions of Sign Language of the Netherlands
(NGT) according to a forward- backward translation
protocol, a written version and a sign supported Dutch
(SSD) version of the questionnaire were also provided.
Results: The questionnaires were completed by 274
DHH people. Both deaf and hard of hearing people,
regardless of the age of onset, reported having poorer
physical health than their hearing peers. Hard of
hearing people reported more psychological difficulties
than control group.
Conclusions: It is important that DHH people are
recognized as a patient group with specific health
problems. More research into the nature and effects of
this specific health problems is needed. The creation of
more awareness of these health problems among DHH
people and their healthcare workers essential.
... We use 'Deaf' throughout. For more information, please refer to the works of Lucas, 1995;Padden and Humphries, 2009;Woodward, 1989. 2. Ableism ...
This chapter focuses on the young Deaf1 LGBT+ community. We draw parallels to Third Culture Kids who are raised in a culture other than their parents which is often the case for Deaf children and almost entirely the case with young Deaf LGBT+ people. This community has a shared experience of growing up Deaf and LGBT+ which means that very often, meeting new people requires a degree of trust. Once that trust is built, there is strong support and acceptance from within the community. Certain cultural markers are examined within this chapter; these cultural markers identify a person as being involved with the Deaf LGBT+ community, including a sense of community, Gay Sign Variation, supporting other members of the community when access to information in a signed language is limited, keeping in touch, meeting up and acceptance of difference. We also look at the impact of how a lack of discussion around gender identity and sexual orientation can affect the identity of the young Deaf LGBT+ people and how their lives may have been different if discussions were conducted earlier on their life.
... As we once noted in a book about the modern deaf community in the United States, we live in times of enormous possibilities and prejudices (Padden and Humphries 2009). The rapid rise of ASL classes in the US, not only in universities, but in high schools and even middle and elementary schools, is nothing short of astonishing. ...
The development of CRISPR technology has catapulted the issue of germline editing to the forefront of a debate between the goals of medical advancement and promotion of human diversity. The US National Academy of Sciences and the National Academy of Medicine recommended in a joint report that germline editing should be tightly regulated and pursued only for "serious diseases." A follow-up statement from an international summit on human genome editing emphasized a more general point that "the risks [are] too great to permit clinical trials of germline editing at this time." Here we review their recommendations in the context of genetic deafness, a condition that historically has been viewed by the medical community as a pathology. Deafness does not meet the standard of "serious disease" for experiments with human germline editing, but there is a real concern that scientists may soon begin to do germline editing with deaf individuals because, as we will discuss, they are in many ways ideal subjects for a clinical study of CRISPR, though their condition is neither fatal nor debilitating. In light of this, we worry about the potential for medical overreach and expediency. Drawing from examples of living deaf communities around the world, we propose an expansive view of human diversity that recognizes the value of genetic, linguistic, and cultural diversity to the future health of humankind.
... In part because PSD had no high school from 1984-2000, many deaf children from the area opted to attend high school outside of the city in a federally sponsored program in Washington D.C. on Gallaudet University's campus, where they were exposed to the signing of deaf children and adults from around the country. Meanwhile, employment opportunities for deaf people expanded and deaf people became more mobile and interconnected (Padden and Humphries 2009). These combined shifts have led to greater adoption of a pan-regional variety of ASL by younger signers while older Philadelphian signers are aging and dying. ...
In this pilot study of variation in Philadelphia ASL, we connect two forms of weak hand variability to the diachronic location asymmetries that Frishberg 1975 observed for changes between one- and two-handed sign realizations. We hypothesize that 1) variable weak hand involvement is a pathway for change from one- to two-handed and thus should be more frequent for body signs than head signs, and 2) variable weak hand lowering is a pathway for change from two- to one-handed and thus should be more frequent for head signs than body signs. Conversational data from four signers provides quantitative support for hypothesis (1) but not (2). We additionally observe differences in weak hand height based on sign location and one/two-handedness. The results motivate further work to investigate the possibility that weak hand involvement is a mechanism for diachronic change in sign languages.
... Scant data exists on HIV screening uptake among deaf American Sign Language (ASL) users, who represent a medically underrepresented linguistic and cultural group [14]. One ASL adaptation of the BRFSS survey given to 282 (mean age 44.6 years) deaf adults in Rochester, New York, reported a lifetime screening rate of 47.5% in 2008, though this sample reflected primarily Caucasian, higher-educated, deaf adults and did not include diverse members from other regions in the United States [15]. ...
BACKGROUND: About 46% of US adults obtain recommended HIV screening at least once during their lifetime. There is little knowledge of screening rates among deaf and hard-of-hearing adults who primarily use American Sign Language (ASL), or of social media as a potentially efficacious route for HIV prevention outreach, despite lower HIV/AIDS-specific health literacy and potentially higher HIV seropositivity rates than hearing peers. OBJECTIVE: We investigated both the likelihood of HIV screening uptake among deaf adults in the past year and over one year ago, and the relationship between social media use and HIV screening uptake among deaf adult ASL users. METHODS: The Health Information National Trends Survey in ASL was administered to 1340 deaf US adults between 2015-2018. Modified Poisson with robust standard errors was used to assess the relationship between social media usage as a predictor and HIV screening as an outcome (screened more than one year ago, screened within the past year, and never been screened), after adjusting for sociodemographics and sexually transmitted disease (STD) covariates. RESULTS: The estimated lifetime prevalence of HIV screening uptake among our sample was 54% (719/1340), with 32% (429/1340) in the past year. Being of younger age, male gender, black, lesbian, gay, bisexual, or queer, or having some college education or a prior STD were associated with HIV screening uptake. Adjusting for correlates, social media use was significantly associated with HIV screening in the past year, compared to either lifetime or never. CONCLUSIONS: Screening falls well short of universal screening targets, with gaps among heterosexual, female, Caucasian, or older deaf adults. HIV screening outreach may not be effective because of technological or linguistic inaccessibility, rendering ASL users an underrecognized minority group. However, social media is still a powerful tool, particularly among younger deaf adults at risk for HIV.
... Como recorte da pesquisa e como posicionamento frente às diferentes discussões no campo da Deficiência, Surdez e Movimentos Surdos, a utilização do termo Surdo com sua letra inicial maiúscula foi escolhida, seguindo uma convenção estabelecida por um grupo de lideranças Surdas envoltas nos espaços acadêmicos. Em específico, identificação refere-se aos grupos de pessoas surdas que utilizam a Libras como primeira língua e usufruem dessa como meio político, cultural e identitário de reconhecimento (Padden & Humphries, 2006). No presente trabalho, Surdo é definido (em oposição a surdo) como uma categoria êmica, ou seja, utilizamos a nomenclatura conforme o estabelecido e considerado pelos próprios sujeitos. ...
... Como recorte da pesquisa e como posicionamento frente às diferentes discussões no campo da Deficiência, Surdez e Movimentos Surdos, a utilização do termo Surdo com sua letra inicial maiúscula foi escolhida, seguindo uma convenção estabelecida por um grupo de lideranças Surdas envoltas nos espaços acadêmicos. Em específico, identificação refere-se aos grupos de pessoas surdas que utilizam a Libras como primeira língua e usufruem dessa como meio político, cultural e identitário de reconhecimento (Padden & Humphries, 2006). No presente trabalho, Surdo é definido (em oposição a surdo) como uma categoria êmica, ou seja, utilizamos a nomenclatura conforme o estabelecido e considerado pelos próprios sujeitos. ...
... However, most members of the Deaf community use ASL as their preferred means of communication with other people who know ASL. ASL is a language of limited diffusion, and while mainstream society often views deafness from a disability perspective, many deaf individuals consider themselves as members of a linguistic and cultural minority group with specific norms and values (Obasi 2008;Padden and Humphries 2005). Of paramount importance to the Deaf community in North America is the use and maintenance of ASL. ...
We investigated linguistic codability for sensory information (colour, taste, shape, touch, taste, smell, and sound) and the use of iconic labels in American Sign Language (ASL) by deaf native signers. Colour was highly codable in ASL, but few iconic labels were produced. Shape labels were highly iconic (lexical signs and classifier constructions), and touch descriptions relied on iconic classifier constructions that depicted the shape of the tactile source object. Lexical taste-specific signs also exhibited iconic properties (articulated near the mouth), but taste codability was relatively low. No smell-specific lexical signs were elicited (all descriptions were source-based). Descriptions of sound stimuli were elicited through tactile vibrations and were often described using classifier constructions that visually depicted different sound qualities. Results indicated that iconicity of linguistic forms was not constant across the senses; rather, iconicity was most frequently observed for shape, touch, and sound stimuli, and least frequently for colour and smell.
... Sign Language (ASL) users, who represent a medically underrepresented linguistic and cultural group. [14] One ASL adaptation of the BRFSS survey given to 282 (mean age: 44.6 years) deaf adults in Rochester, New York, reported a comparable lifetime screening rate of 47.5% in 2008, though this sample reflected primarily White, higher-educated deaf adults and did not include diverse members from other regions in the U.S. [15] In the general population, people are increasingly using social networking websites (e.g.; ...
BACKGROUND
About 46% of U.S. adults obtain recommended HIV screening at least once during one’s lifetime. There is little knowledge of testing rates among deaf and hard-of-hearing adults who primarily use American Sign Language (ASL), or of social media as a potentially efficacious route for HIV prevention outreach, despite lower HIV/AIDS-specific health literacy and potentially higher HIV seropositivity rates than hearing peers.
OBJECTIVE
We investigated the likelihood of HIV screening uptake among deaf adults in the past year and over one year ago, and the relationship between social media use and HIV screening uptake among deaf adult ASL users.
METHODS
The Health Information National Trends in ASL (HINTS-ASL) was administered to 1340 deaf U.S. adults between 2015- 2018. The relationship between HIV screening and social media use was evaluated using multinomial regression.
RESULTS
The estimated lifetime prevalence of HIV screening uptake among our sample is 54%, with 32% in the past year. Being younger age, male, Black, LGBTQ, or having some college education or a prior STD were associated with HIV screening uptake. Adjusting for correlates, social media use was significantly associated with HIV testing in the past year, compared to either lifetime or never.
CONCLUSIONS
Despite higher screening rates in our sample, screening falls well short of universal, with gaps among heterosexual, female, White, or older deaf adults. HIV testing outreach may not be effective because of technological or linguistic inaccessibility, rendering ASL users an underrecognized minority group. Social media remains a powerful tool particularly among younger deaf adults.
... The embodied dimensions are an integral part of the linguistic practices of the deaf and hearing participants in my overarching study; participants draw on a complex range of semiotic resources included pointing, eye gaze, facial expression, and bodily stance as acts of identities. Deaf studies researchers note that institutional, societal, and cultural norms have privileged the auditory/speech experience in research on language, culture, and identity (Baynton, 2008;Lane, Hoffmeister, & Bahan, 1996;Padden & Humphries, 2005). Further, norms continue to foster notions of 'culture' that are void of physical and sensory depth, and systematically exclude visual, spatial, and modal dimensions of making meaning, which we know to be critical to communication and development. ...
... SL presents a linguistic organization different from that of the spoken languages. SL is not universal, but varies according to the country or geographic region (Campos, 2016;Padden & Humphries, 2005;Humphries & Humphries 2010;Ladd P, 2003;De Meulder, 2015), and is recognized in more than 30 countries (De Meulder, 2015). ...
Negative attitudes mean a barrier for People with Disability (PwD), but attitudes towards Deaf people are structurally different from the rest of the PwD. The aim of this study is to evaluate the factorial structure and internal reliability of the Attitudes towards Deafness Scale (ADS) applied in health professionals from Concepcion, Chile. The ADS was translated to Spanish and back-translated to English, then reviewed by public health experts, and a pilot application was carried out to 15 health professional to make final modifications. The Chilean ADS version was applied to 182 health professional from primary care centers and academics working in health schools. Reliability analysis with estimation of the Cronbach’s alpha coefficient, and exploratory factor analysis were made. The data presented adequate values to perform exploratory factor analysis (KMO=0.73; Bartlett’s sphericity test p <0.00001). A maximum likelihood extraction method and a Quartimax rotation method with Kaiser standardization were used for a four-factor model, in which 11 items presented loads of less than 0.5, so the final model was left with 11 items. A Cronbach’s alpha coefficient of 0.70 was determined in the final model, with an alpha of 0.77 for the first factor, 0.55 for the second, 0.77 for the third, and 0.61 for the fourth. The exploratory factor analysis suggested a four-dimensional structure for ADS Chilean version. The four subscales and the scale in general presented an adequate Cronbach’s alpha, suggesting acceptable internal consistency.
... Deaf individuals have historically been characterized as deaf and dumb and are often thought to be mute even though most deaf individuals are verbal (Branson & Miller, 2002). Deaf individuals are often referred to as hearing impaired even though the Deaf community does not approve of this characterization, as it perpetuates the stereotype that deaf individuals are broken, in need of repair and inferior to the hearing majority population (Padden & Humphries, 2005). Consistent with these false stereotypes, most research conducted with the Deaf community takes a glass half empty approach focusing solely on their "inability to hear" and the challenges associated with being a deaf individual in our society. ...
This article considers ways to enhance the conceptualization of Black deaf women's lived experiences through an intersectional lens. An intersectional framework places emphasis on how social constructions of Blackness, gender and deafness shape the identity and experiences of Black deaf women. To outline the need for such a theory, this article first examines social constructions of Black deaf women in the intersections of race, gender and deafness in comparison to current research. Second, I discuss the relevancy of social theories (i.e., critical race feminism, feminist disability theory, and theoretical approaches prominent in critical deaf studies) in providing a conceptual framework for an analysis of identity in relation to race, gender, and disability. Finally, I introduce the tenants of Black Deaf feminism and discuss the ways Black Deaf feminism enhances intersectionality by centering the lived experience from the standpoint of Black deaf women.
... Holmes (1985) and Junger (2010) provided insight into the society and culture of military personnel during combat operations. Ladd (2003), Lane et al. (1996) and Padden and Humphries (2006) are three examples which closely examine deaf culture and society. Venkatesh (2006) examined an underground economy in a marginalized Chicago society that operated outside established economic practices. ...
This book presents a general social theory that explains social, cultural, and economic ontology and as a by-product the ontology of other social institutions and structures. It is intended to fill a gap in the literature of many social disciplines.
Using the framework of the complex adaptive systems model, this transdisciplinary social theory proposes that society, culture, and economy are emergent from social and environmental transaction and negotiation. Each transaction contains an element of interpretation, evaluation, and negotiation. With each transaction, there is continual renegotiation, however small or large. Even if the status quo is maintained renegotiation still takes place. Thus, there is a constant emergence of social constructions and a continuous reconstruction of society in the ‘specious present.’ Practices, beliefs, explanations, myths, and traditions become part of the accepted canon of a group through continual renegotiation. Deviations from canon and expected outcomes are managed through narrative. Narrative can be either rejected or accepted into the social canon of a group or society.
This transdisciplinary social theory utilized Peircean logic and Bhaskar’s critical realism to refine the several theoretical works into the final product. These include complex adaptive systems as developed by complexity science, Mead’s social theory, Dewey and Bentley’s transactional strategy, Maslow’s hierarchy of needs, Strauss’ negotiated order theory, Bruner’s narrative and folk psychology, Giddens structuration theory, and Ricoeur’s interpretation theory.
... Given the focus of the present study on Deaf-hearing professional teams, we now turn to related literature from Deaf Studies for background on how Deaf professionals who are bilingual in English and ASL (American Sign Language) engage in predominantly hearing environments. Individuals who identify as culturally Deaf embrace visual communication instead of spoken communication [5,14,23,24,78,79], which affects how a Deaf individual chooses to interact with hearing collaborators. Further, signers have unique ways of interacting in DeafSpace [24], where everyone is expected to use sign language and other forms of visual communication. ...
Although accessibility in academic and professional workplaces is a well-known issue, understanding how teams with different abilities communicate and coordinate in technology-rich workspaces is less well understood. When hearing people collaborate around computers, they rely on the ability to simultaneously see and hear as they start a shared document, talk to each other while editing, and gesture towards the screen. This interaction norm breaks down for teams of people with different sensory abilities, such as Deaf and hearing collaborators, who rely on visual communication. Through interviews and observations, we analyze how Deaf-hearing teams collaborate on a variety of naturalistic tasks. Our findings reveal that Deaf-hearing teams create accessibility through their moment-to-moment co-located interaction and emerging team practices over time. We conclude with a discussion of how studying co-located Deaf-hearing interaction extends our understanding of accessibility in mixed-ability teams and provides new insights for groupware systems.
... Tam, gdzie kultura Głuchych jest rozwinięta, np. w USA, występują elementy zdecydowanie ją wyróżniające (Holcomb, 2013;Padden, Humphries, 2005;Tomaszewski, 2015;Tomaszewski, Wieczorek, 2016). W Polsce dla niektórych badaczy kontrowersyjną sprawą staje się odniesienie tego terminu do lokalnej społeczności g/Głuchych (zob. ...
... Because Deaf American communities exist within the United States, most hearing American students assume that this culture is similar to their own. Yet, Deaf American culture is quite unique and follows its own set of communication rules (Padden, Humphries, & Padden, 2009;Sparrow, 2005). As such, this activity is designed to help students appreciate how drastic, yet subtle cultural differences can be, and help students be more culturally competent when dealing with Deaf Americans at work. ...
This single-class activity introduces students to intercultural communication for business with an introduction to American Sign Language (ASL) and Deaf American culture. Students are introduced to information about Deaf culture, learn the ASL alphabet, and then learn an appropriate business greeting in ASL. The purpose of the activity is ultimately to help students recognize their own assumptions about what is culturally "normal" in communication. As a bonus, at the end of the activity, students are better able to avoid common intercultural faux pas in addition to having the ASL language competence for a business-appropriate greeting.
This review article examines how different types of communication technologies, from the specialized medical to generic social devices, influence belonging and sociality among deaf and hard‐of‐hearing (DHH) people. The emphasis is on DHH adolescents and young adults who may be impacted differently across countries, given state‐specific policies regarding the status of sign language and deaf education, and based on different availability, affordability, and accessibility of communication technologies. We introduce different perspectives on deafness, ranging from pathological to cultural, a heuristic on which we build to explore DHH socialities as complex and evolving. We then analytically review ethnographic research on how cochlear implants impact DHH people's belonging to the “deaf world” and/or the “hearing world,” and how they navigate between these worlds. Then we move on to technologies such as text messages and social media, which enable DHH people to extend their socialities beyond local communities. Belonging is a fluid phenomenon, and technologies which are in a constant process of innovation and development may influence it in complex ways. We argue that to explore questions of belonging, identity, and sociality among DHH people, and how they are shaped by technologies, (visual) ethnographic methods are particularly productive.
Following the publication of William Stokoe’s Sign Language Structure in 1960, there was a proliferation of linguistic research addressing different aspects of sign languages. The emergence of this research had implications not only for linguistics as an academic discipline, but also for the deaf community itself. One area in which the study of sign languages and the growing activism of deaf communities overlapped in powerful ways was in calls for the official recognition of sign languages – that is, with respect to status planning. In addition to status planning, there have also been clear examples of corpus planning, acquisition planning, and prestige planning with respect to sign languages. Although efforts to engage in language planning for sign languages, and to develop and implement language policies for such languages, share many characteristics with language planning targeting spoken languages, in other ways they are quite distinctive. In this article, an overview of language planning and policy for sign languages is provided, followed by discussions of the linguistic human rights of sign language users and the role of language policies for sign languages in efforts to ensure civil rights for deaf individuals and communities.
The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.
Face coverings have been key in reducing the spread of COVID-19. At the same time, they have hindered interpersonal communication, particularly for those who rely on speechreading to aid communication. The available research indicated that deaf/hard of hearing (HoH) people experienced great difficulty communicating with people wearing masks and negative effects on wellbeing. Here we extended these findings by exploring which factors predict deaf/HoH people’s communication difficulties, loss of information, and wellbeing. We also explored the factors predicting perceived usefulness of transparent face coverings and alternative ways of communicating. We report the findings from an accessible survey study, released in two written and three signed languages. Responses from 395 deaf/HoH UK and Spanish residents were collected online at a time when masks were mandatory. We investigated whether onset and level of deafness, knowledge of sign language, speechreading fluency, and country of residence predicted communication difficulties, wellbeing, and degree to which transparent face coverings were considered useful. Overall, deaf/HoH people and their relatives used masks most of the time despite greater communication difficulties. Late-onset deaf people were the group that experienced more difficulties in communication, and also reported lower wellbeing. However, both early- and late-onset deaf people reported missing more information and feeling more disconnected from society than HoH people. Finally, signers valued transparent face shields more positively than non-signers. The latter suggests that, while seeing the lips is positive to everyone, signers appreciate seeing the whole facial expression. Importantly, our data also revealed the importance of visual communication other than speechreading to facilitate face-to-face interactions.
Automatic Text Simplification (ATS) software aims to automatically rewrite complex text to make it simpler to read. Prior research has explored the use of ATS as a reading assistance technology, identifying benefits from providing these technologies to different groups of users, including Deaf and Hard-of-hearing (DHH) adults. However, little work has investigated the interests and requirements of specific groups of potential users of this technology. Considering prior work establishing that computing professionals often need to read about new technologies in order to stay current in their profession, in this study, we investigated the reading experiences and interests of DHH individuals with work experience in the computing industry in ATS-based reading assistance tools, as well as their perspective on the social accessibility of those tools. Through a survey and two sets of interviews, we found that these users read relatively often, especially in support of their work, and were interested in tools to assist them with complicated texts; but misperceptions arising from public use of these tools may conflict with participants’ desired image in a professional context. This empirical contribution motivates further research into ATS-based reading assistance tools for these users, prioritizing which reading activities users are most interested in seeing application of this technology, and highlighting design considerations for creating ATS tools for DHH adults, including considerations for social accessibility.
In interaction or user-centered design practices, it is common to employ interviews and think-aloud techniques to gather data about user behavior. These techniques enable researchers to learn about how users think and use technologies during the design and user testing process. However, such techniques involve accessing audio feedback, which may require workarounds if the researcher identifies as deaf or hard of hearing (DHH). We report on a project led by a DHH researcher in which workarounds to audio access resulted in methodological changes. We discuss the implications of these adjustments.
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.
The anatomy curriculum is a place where professionalism can be learned and practiced, including training in cultural competence and communication skills for working with diverse populations. One population that has received little attention in terms of medical education are d/Deaf and hard of hearing patients, although there is much evidence to support health care disparities in this population. Several major contributing factors include differing views of deafness between medical professionals and those who are culturally Deaf, a lack of understanding of Deaf Culture and American Sign Language (ASL) by medical professionals, a lack of educational resources in ASL, and poor experiences in health care. To address this need, a Deaf Culture Applied Anatomy session was incorporated into the first‐year curriculum at Morehouse School of Medicine while medical students were studying anatomy of the ear and hearing. Panelists, who were culturally Deaf, hard of hearing, and hearing children of deaf adults, shared their experiences in healthcare, including challenges they faced with communication and care. Surveys were provided to students before and after the panel session. Surveys indicated a lack of knowledge prior to this session, while also demonstrating that this 90‐minute session improved students' understanding of effective communication with future patients and issues related to deafness. Qualitative feedback also suggested that the students found the session to be personally and professionally beneficial. Implementing the Deaf Culture session was an effective means for introducing students to Deaf culture and working with d/Deaf and hard of hearing patients.
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This study examined the conceptualisation of disability in a teacher education textbook. Drawing on Norman Fairclough’s post-structurally informed approach to critical discourse analysis, I deconstructed the language used in a science teacher education textbook to portray disability, and examined relationships to broader socio-political contexts in pre-K-12 education and teacher education. The medical and social models of disability served as conceptual lenses for this analysis because they represent the principal paradigms in the fields of special education and disability studies in education respectively. The analysis showed the textbook’s conceptualisation of disability was imbued with the medical model, representing disability as a finite, knowable deficit that resides in individual learners, and portraying students with disabilities as needy and passive. The textbook’s medicalised conceptualisation of disability is further analysed in relationship to the hegemony of the medical model and the emancipatory ideology of the social model. Implications are discussed for teacher educators seeking to engage preservice teachers in sophisticated thinking about their legal and ethical professional responsibilities toward a more just and equitable education for learners with disabilities.
This small‐scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants’ narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf‐centric community hubs.
Critical pedagogy and social justice education have gained increasing attention in recent years in many subject matters, and world language education has been no exception to this trend. There are a number of works dedicated to critical pedagogy in world language education. At the same time that such concerns have gained attention, another parallel development has been taking place: the increasing number of courses and programs in American Sign Language (ASL) that are being offered as foreign language options at both the secondary and tertiary levels. In this article, we discuss a curriculum development project to bring these two developments together. Specifically, we are interested in the creation of a curriculum for a beginning ASL course that both introduces students to ASL as a foreign language and which provides an introduction to the Deaf culture—and which does so through the lens of critical pedagogy and social justice education.
This research examined the determining factors in participating in Physical education/sports activities by the Deaf in Savelugu School for the deaf in the Northern region of Ghana. A survey research design was used for the study. A questionnaire and an observation guide were used to solicit information on the determinants of participating in Physical education/sports by the Deaf in Savelugu School for the Deaf. The questionnaire was administered to one hundred and fifty (150) students. One hundred and twenty-four (124) were retrieved. 91% of the respondents indicated that participating in physical education activities improves on their lifestyles, promotes fundamental motor skills and physical fitness. However, the results indicated that an unsafe environment, family factors, and sports facilities/equipment determined the participation of students in physical activities. The study recommends that adequate modern and modified sports facilities and equipment should be provided to special schools. The Ministry of Education (Special Education Unit) should monitor the allocation of funds and the utilization of physical education programmes. Well trained and qualified physical education professionals must be sent to Deaf schools. The study provides us an opportunity to gain insight into how exposed or porous schools for the Deaf are in Ghana in terms of physical/sports activities.
Navigating a phonocentric and audistic society can be challenging for Deaf people, yet some of them adapt and exhibit resilience. Although there is a plethora of resilience studies, Deaf people's narratives are largely unexplored. This phenomenological study explored from a Deaf cultural-linguistic lens 10 Deaf professionals who use American Sign Language in the United States and their observation of other Deaf people's lived experience. The study focused particularly on their experiences in overcoming significant barriers in their lives and the factors that strengthen Deaf people's resilience. Based on qualitative data gathered from narrative interviews, three main themes emerged from this study: (a) Barriers to Incidental Learning: The Dinner Table Syndrome; (b) Importance of Family Involvement; and (c) Protective Role of the Deaf Community as a Second Family. The stories in this study highlight how Deaf professionals and other Deaf people navigate barriers and manifest resilience.
Esta pesquisa, vinculada à linha de pesquisa: Práticas Docentes e Formação Profissional, toma como tema a proliferação discursiva acadêmica recente dentro dos clusters discursivos (CD) dos Estudos Surdos (DS) e da Internacionalização do Currículo (IoC) no campo educacional. Fundamentada em uma perspectiva pós-colonial, as principais teorizações mobilizadas foram a teoria social de Pierre Bourdieu (2017), a teoria político-filosófica do discurso do argentino Ernestro Laclau (1985) e a análise de discurso da brasileira Eni Orlandi (2005). A tese sustentada é de que é possível aproximar os DS e a IoC em uma perspectiva pós-colonial produzindo uma articulação epistêmica alicerçada na confluência discursiva pertinente ao tratamento conferido à relação entre cultura e educação. Logo, explicar como é possível articular a episteme de DS e IoC em uma perspectiva pós-colonial se molda como o objetivo principal e produzir tal articulação epistêmica como o objetivo operacional principal; cinco objetivos específicos de pesquisa foram elencados, quais sejam: descrever a base teórica de cada CD; analisar os enunciados que circulam entre os CD; demonstrar a confluência discursiva no que diz respeito ao tratamento da cultura. O método de construção e análise de clusters discursivos foi inspirado pela Linguística de Corpus, Graph e Grounded Theory; essa modelagem metodológica pode ser considerada inovadora e servir de subsídio para outros pesquisadores no campo educacional. O corpus foi constituído por dados extraídos de textos obtidos através de duas revisões sistemáticas de literatura. As necessidades de insumo analítico requeridas para sustentar a tese foram supridas pela Variável Teórica Articuladora (VTA) intitulada EDUCULTURA. Essa VTA é central e articula sentidos dentro dos CD desencadeando um movimento discursivo subversivo com efeito contra hegemônico da ordem social; tal movimento faz circular nos CD, em trajetos imprevisíveis, problematizações que tomam os próprios enunciados produzidos nos CD como objeto de crítica. Pela VTA EDUCULTURA o estudo confirmou cinco pressupostos que amparam a sustentação e o ineditismo da tese: que DS e IoC ainda não foram epistêmicamente aproximados; que a aproximação entre DS e IoC em uma perspectiva pós colonial representa ganhos à sociedade; que há confluência discursiva no que diz respeito ao tratamento da relação entre educação cultura; que a base teórica, na qual DS e IoC se aportam para produzir os seus insumos discursivos, difere; e que a articulação epistêmica alicerçada na confluência discursiva pertinente ao tratamento conferido à relação entre cultura e educação produz uma aproximação entre DS e IoC pela perspectiva pós-colonial. A revisão sistemática realizada em língua inglesa, que provê para pesquisadores monolíngues acesso a material produzido em vários países, é outra contribuição oferecida por esta investigação que, além de preencher a lacuna percebida nas revisões, também contribuiu revelando a escassez desse tipo de revisão no âmbito da pesquisa educacional nacional, bem como, explicou e justificou a necessidade e a importância da realização e atualização destas.
The onslaught of neoliberalism, austerity measures and cuts, impact of climate change, protracted conflicts and ongoing refugee crisis, rise of far right and populist movements have all negatively impacted on disability. Yet, disabled people and their allies are fighting back and we urgently need to understand how, where and what they are doing, what they feel their challenges are and what their future needs will be.
This comprehensive handbook emphasizes the importance of everyday disability activism and how activists across the world bring together a wide range of activism tactics and strategies. It also challenges the activist movements, transnational and emancipatory politics, as well as providing future directions for disability activism.
With contributions from senior and emerging disability activists, academics, students and practitioners from around the globe, this handbook covers the following broad themes:
• Contextualising disability activism in global activism
• Neoliberalism and austerity in the global North
• Rights, embodied resistance and disability activism
• Belonging, identity and values: how to create diverse coalitions for rights
• Reclaiming social positions, places and spaces
• Social media, support and activism
• Campus activism in higher education
• Inclusive pedagogies, evidence and activist practices
• Enabling human rights and policy
• Challenges facing disability activism
The Routledge Handbook of Disability Activism provides disability activists, students, academics, practitioners, development partners and policy makers with an authoritative framework for disability activism.
Taylor & Francis 2019 Outstanding Handbook - Social Sciences - Award Winner
http://www.routledge.com/The-Routledge-Handbook-of-Disability-Activism-1st-Edition/Berghs-Chaitaka-El-Lahib-Dube/p/book/9780815349303
http://www.taylorfrancis.com/books/e/9781351165082
http://www.disabilityactivism.com/
p>Niniejszy artykuł stanowi próbę ukazania przeobrażeń, którym podlegają osoby niesłyszące i społeczności Głuchych na tle technologicznych zmian zachodzących w obszarze komunikacji w okresie od ostatnich dwóch dekad XIX w. po pierwsze dwie dekady XXI w. Analizując zarys dziejów niesłyszącej mniejszości, możemy się przekonać, że technologie z natury nie są ani dobre, ani złe, a wynalazki mające dobroczynny wpływ na jedne grupy, wśród członków innych grup mogą wywoływać negatywne skojarzenia. Świat Głuchych i świat słyszących zawsze oddzielała wyraźna granica wyznaczona przez możliwości komunikacyjne. Spoglądając z perspektywy czasu na kolejne rewolucje technologiczne w tym obszarze, można zaobserwować, jakim przemianom granice te ulegały pod ich wpływem. Wraz z kolejnymi innowacjami dochodzi do ich przeobrażeń: uszczelnienia, przesunięcia, zacierania.</p
Deaf education professionals are regularly challenged by the linguistic and cultural diversity of deaf youth. The present article focuses on how young deaf people residing in France who are migrants or the children of migrants define themselves, and how parents and professionals perceive their linguistic and cultural diversity. The theoretical frameworks of interactionism and intersectionality were both used to analyze deafness and ethnicity. Qualitative data were collected in French schools through interviews with different members of the school community: students, parents, and professionals. The results show that deafness prevails over ethnicity in regard to self-identification, even if linguistic and cultural diversity can also be taken into account in an inclusive education.
This dissertation contends speech is indispensable to politics. It begins with Aristotle, whose conception of political speech grounds our modern understanding. I argue the Aristotelian position is colonizing insofar as it essentializes speech as sound. The consequence is that speech becomes phonocentric, privileging a particular mode of communication. This raises the issue of Deaf subjects who engage politics in non-phonocentric ways. That is, their speech is seen in what I contend is a visual vernacular. Subsequently, I turn to the issue of race. If Deaf subjects raise questions about what it means to speak, Black subjects, who speak audibly and are still unheard, raise a correspondent question: What does it mean to be heard? Within Euromodernity, I contend political speech becomes essentialized and racialized. Here, particular human beings (whites) are deemed as deserving of being heard, while others (Blacks) are silenced and thus, rendered speechless. In response to these conditions, I argue Black and Deaf subjects do speak and their speech challenges existing hegemonic, colonized forms. Black and Deaf political speech allow for the creation of Black and Deaf lifeworlds, an articulation of their own ways of existing in the social world. The result is a project actualizing freedom. Ultimately, I posit a creolizing of political speech, a mixing of Deaf and Black existential articulations, such that what engenders is a reconceptualizing of political speech towards a meeting of wills, ideas, and ways of being, grounded in generality. Under such a project, political lives and futures for the colonized emerge.
Analizom odgovora sudionika na česticama Skale akulturacije gluhih (Maxwell-McCaw i Zea, 2011) željeli smo steći detaljniji uvid u osjećaj pripadnosti zajednici Gluhih odnosno čujućih, u sklonosti gluhih i nagluhih osoba prema svakoj od dviju kultura, aktivnostima sudjelovanja u životima dviju kultura, kulturalnim znanjima o jednoj odnosno drugoj kulturi i samoprocjeni ovladanosti jezikom svake od njih, posebno u odnosu i na različite stupnjeve oštećenja sluha (laka, umjerena i teška nagluhost te gluhoća). U istraživanje su bile uključene 443 osobe, u dobi od 18 do 87 godina, oba spola, iz 17 gradova u Republici Hrvatskoj (31 lako nagluha osoba, 57 umjereno nagluhih, 69 teško nagluhih, 256 gluhih te 30 osoba s umjetnom pužnicom). Ispitivanje razine akulturacije gluhih i nagluhih osoba u kulturu Gluhih odnosno čujućih, provedeno je primjenom Skale akulturacije gluhih DAS (Deaf Acculturation Scale, Maxwell-McCow i Zea, 2011). Analiza odgovora pokazuje da i gluhe i nagluhe osobe značajno više teže identifikaciji sa zajednicom Gluhih nego sa zajednicom čujućih, osim lako nagluhih osoba, kod kojih ne postoje razlike u identifikaciji. I gluhe i nagluhe osobe (osim onih s umjetnom pužnicom) u značajno većoj mjeri sudjeluju u aktivnostima zajednice Gluhih nego čujućih. Međutim, društvo drugih gluhih i nagluhih osoba preferiraju gluhe osobe, a kod nagluhih osoba i osoba s umjetnom pužnicom nisu utvrđene značajne razlike u kulturnim preferencijama. Svi sudionici posjeduju više znanja o kulturi čujućih nego o kulturi Gluhih, no značajno više lako i umjereno nagluhe osobe. Gluhe osobe značajno su boljom procijenile svoju kompetenciju u znakovnom nego u govornom jeziku, a nagluhe osobe i osobe s UP svoje kompetencije u dvama jezicima procjenjuju podjednakima. Ovi rezultati idu u prilog i dodatno objašnjavaju rezultate prethodnih istraživanja, po kojima nagluhe osobe i osobe s umjetnom pužnicom u većoj mjeri od gluhih osoba tendiraju dvokulturnom i čujućem identitetu. Razmatraju se praktične implikacije dobivenih rezultata te se elaborira trenutna situacija u kulturi Gluhih u Hrvatskoj.
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