269 Exam 1

cultural model, deafness = difference, pro-ASL

medical/pathological model, audiologically deaf, technology focused

a group of people who share common goals and cooperate in achieving these goals

• live in particular location
• work toward achieving common goals
• may include people who are not Deaf (family members, teachers, etc)

• a set of learned behaviors of a group of people who have their own language, values, rules for behavior, and traditions
• American, Catholic, female, rural, etc

• Deafness is not a disability
• visual communication
• ASL is equal to spoken language
• education focuses on subject matter instead of communication method
• support socialization with deaf and larger communities
• work WITH Deaf people

• Cultural hearing
• Deafness = medical pathology
• hearing is better

• Culturally Marginal
• usually first identity developed by deaf children born into hearing families
• don't fit in with deaf of hearing world

• Immersion into the Deaf World
• Deaf is superior
• ASL is superior

• Bicultural
• cultural pride as a Deaf person
• some comfort in both Deaf and Hearing situations
• respect for spoken language and ASL

occurs before language is learned

occurs before adolescence

occurs before age 19

occurs after age 19

pre-lingual and childhood

cannot hear and understand speech through listening alone, with or without amplification

hearing loss has occurred, but speech can still be understood, sometimes only with amplification and sometimes without

• clinical term encompassing both deaf and hard-of-hearing
• many culturally Deaf people find this term offensive

90 dB+

71-90 dB

41-70

25-40 dB

• age at onset of deafness
• extent of hearing loss
• presence of other disabling conditions
• parental influence
• proximity to others who are Deaf

• hearing status of parents
• education level
• mental and emotional characteristics
• which experts get to them first

lack of knowledge about and denial of racial and cultural differences

• first exposure to deaf community
• effect is different in early and late deafened people

• characterized by anger, especially towards dominant groups in society
• rejection of everything pertaining to majority society
• embracing everything connected to the minority culture

• bicultural
• integrating cultural difference in an affirmative way
• intolerant of oppression
• proud of heritage and community
• but able to recognize limitations of community and positive aspects of majority society

28 million

made free education for all people with disabilities

many members of the Deaf-World would prefer having a Deaf child to having a hearing child

through exposure to adults who function normally as models for the child

encouraged by the positive responses of the family to its new member

Deaf parents treat their Deaf child as an extension of themselves

parental expectations are high

• immediate exposure
• cooing, babbling, and first-word stages of hearing children are paralleled in Deaf babies with their play in handshape and movement and first-signs
• Deaf babies also coo and babble orally, but eventually stop

• academic
• linguistic social

• influenced by values and instructions of hearing professionals
• knows that their deaf child must endure many arduous trials
• own experiences may have been negative

• educated below their capability
• emplyed below their capability
• viewed negatively by hearing world
• social workers seek to remove children
• question abilities to raise

families, dominant white culture, dominant Deaf culture, and minority Deaf culture

5-10%

• feel they produced a genetically defective child
• parents blame themselves

• seldom have personal experience as a resource
• leads to professionally guided identity development for child (otologists, audiologists, SLPs, special ed specialists)

• changed dramatically in the last 10 years
• hearing loss used to not be identified until close to the age of 2
• now most states require newborn screening

grief, mourning, denial, and anger

• something is very wrong with the child
• see parental acceptance that their child is Deaf as a reluctant last choice
• parents who choose not to have their child fitted with aids are often viewed as negligent

hearing aids, audiograms, the principles of hearing, the methods of speech therapy and aural rehabilitation, invented sign systems

• frustrations grow as child reaches eighteenth month
• unable to explain to child why he/she cannot have certain objects or do certain things
• may result in manipulation or over disciplining
• parents communicate less (mother left with most responsibilities)

Hearing Children with Deaf Parents

Children of Deaf Adults

Kid of Deaf Adults

88-92% of children born to deaf parents are hearing

• commonly learn two languages and two cultures
• commonly become ASL interpreters and mediators while children
• equal number do not learn ASL (parents were falsely told ASL inhibits learning English)

• oldest child will learn ASL, especially if female
• sometimes siblings do not learn ASL very well

• how hearing people live
• about sounds
• about English

• how do deaf use the phone?
• can deaf people drive?

• possess cultural part of being Deaf
• lack physical difference and experiences associated with it
• "am i hearing or Deaf?"

• visual awareness of environment
• eye contact
• often want they parents to be hearing

• 1. acquiring information through reading autobiographies and other resources
• 2. developing individual and group identities intentionally
• 3. forming support groups for parents and providing a variety of camping and other activities for hearing children
• 4. using humor to enhance the bond of parents
• 5. increasing opportunities for parent education and developing information resources

Aristotle says those "born deaf become senseless and incapable of reason"

• Pedro Ponce de Leon, Spanish monk, begins teaching the deaf
• he is believed to be first person in history to attempt to teach the deaf

• Samuel Heinicke, German educator, establishes first oral school for deaf (used speech, strong supporter of oralism)
• Charles Michel Abbe de l'Epee, French educator, establishes first free school for deaf (sign language as main method)

Charles Michel Abbe de l'Epee publishes Instruction of Deaf and Dumb by Means of Methodical Signs

• Thomas Braidwood opens first school for deaf in Britain
• advocated oral method

Alice Cogswell was born to Dr. Mason Cogswell (lost her hearing and speech capabilities at age of 2 due to illness)

• Thomas Gallaudet born in Philly, graduated from Yale, and member of Hartford community
• he was working toward becoming a minister when he met the Cogswells

Laurent Clerc and Thomas Gallaudet return to America

Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons opens in Hardford (Alice Cogswell was first student)

Edward Minor Gallaudet establishes Gallaudet College in Washington D.C. (the charter is signed by Lincoln)

Clark School- first oral school for deaf in US (sign language forbidden)

Alexander G. Bell opens a speech school for teachers of the deaf in Boston

International Congress on Education of the Deaf meets at Milan, Italy- decided oral method is best method for the education of deaf students

• ASL (american sign language)- facial features, eyebrow motion and lip-mouth movement
• English based systems- manually coded english, signed exact english, linguistics of visual english (LOVE), rochester method (finger spelling everything)
• cued speech- made up of a series of hand shapes and placements that allows the sounds of the phonemes to become visual
• oral

• parent/child tutorial
• cognitive academic preschool programs
• oral program
• signing program
• ASL program

• mainstream/inclusion
• resource room
• self-contained classroom
• day school
• residential school

children attend classes with hearing students

• integrated, not segregated
• one-to-one help if itinerant is available
• expectation is to stay on grade level
• "normal" school experience, living at home

• communication gap with teachers and peers
• lack of classroom participation
• may only receive help if a problem arises
• stigma, social isolation
• dependent relationships may develop
• limitations of personnel
• little access to Deaf role models

children attend some classes with hearing students, but use the resource room for some instruction, especially in language-based subjects such as english and reading

• child receives one-to-one instruction, usually with a qualified reading specialist
• partial integration with hearing students
• live at home

• may be pulled from regular classes
• may only be mainstreamed for gym, lunch, recess
• resource room personnel may or may not have expertise in deafness
• may still be isolated from other deaf students
• limited access to Deaf role models

classroom(s) in a public school set side for deaf students, with a separate teacher

• teacher is usually certified in Deaf education
• some contact with hearing peers
• live at home
• contact with other deaf students
• individualized instruction

• children of varying ages put together in the same class
• class may have children with varying degrees of hearing loss
• class may have children with varying communication preferences
• limited contact with hearing students
• little access to Deaf role models

separate school for deaf students, usually in large metropolitan areas with sufficient population base

• live at home
• parents can have close contact with school
• teacher certified in Deaf education
• may have specialized equipment for Deaf students
• contact with other Deaf students

• children may be bussed long distances from outlying areas
• less opportunity for enculturation than at residential school; out-of-class contact is limited
• segregated from hearing students
• possibly lower academic standards
• large numbers of disadvantaged inner-city children with little home support

• students usually live at the school during the week, spend weeneds at home
• many prelingually deaf students, students who have additional disabilities

• age appopriate peer group with similar hearing loss and communication preference
• social interaction and emotional growth
• some deaf role models available
• special equipment
• extracurricular activities
• exposure to Deaf culture, especially outside classroom
• parent outreach programs
• school-to-work transition programs

• may be viewed as an "institution"
• segregation, less exposure to hearing world
• separation from family