A SCHOLARLY BOOK REPOSITORY14 start with A start with A
The companion to Signs and Voices: Deaf Culture, Identity, Language, and Arts, this volume presents an accomplished group of contributors who address the major technological, institutional, and societal advances in access for deaf people, as well as the remaining hurdles. Part One: Assistive Technologies begins with Maggie Casteel’s description of the latest innovative hearing assistive technology. Al Sonnenstrahl discusses his career as a deaf engineer who segued into advocating for equal access in telecommunications. Robert C. O’Reilly, Amanda J. Mangiardi, and H. Timothy Bunnell outline the process of cochlear implantation in children.
Jami N. Fisher and Philip J. Mattiacci open Part Two: Education and Literacy by examining civil rights issues in education. Michael Stinson considers the conflict that inclusion creates in developing a deaf identity. Lisa Herbert discusses her identity as a signing deaf person who also has a cochlear implant. Grace Walker focuses on her experiences with a cochlear implant that eventually led her to stop using it.
In the final section, Part Three: Civil Rights, Christy Hennessey describes her work as an advocate and job placement counselor with deaf and hard of hearing people. Tony Saccente discusses HIV/AIDs counseling to the deaf gay community. Leila Monaghan follows by reviewing recent studies of deaf attitudes towards HIV/AIDs. Greg Hlibok concludes with his commentary on leading the Deaf President Now! movement and its subsequent effects on deaf civil rights.
For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families.
Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.
The Second International Symposium on Cognition, Education, and Deafness in 1989 broadened and deepened the scope of investigation initiated at the first conference held five years earlier. Advances in Cognition, Education, and Deafness provides the results in a single integrated volume. The 39 scholars from 14 nations who attended offered consistent progress from the first symposium and new areas of research, especially in the study of applications in education and the new field of neuro-anatomical dimensions of cognition and deafness.
This important book has been organized under six major themes: Cognitive Assessment; Language and Cognition; Cognitive Development; Neuroscientific Issues; Cognitive Processes; and Cognitive Intervention Programs. This useful study also features programs designed to facilitate the learning of deaf individuals in cognitive realms, and questions about methodological problems facing researchers in deafness.
Advances in Cognition, Education, and Deafness also synthesizes this wealth of data with the added value of the objective perspective of a cognitive psychologist not directly involved in the field of deafness. Teachers, students, scholars, and researchers will consider this an indispensable reference for years to come.
Winston and Fitzmaurice argue massive systemic paradigm shifts in interpreted educations are as needed now as they were when the first volume was published, and that these changes require the collaborative efforts of everyone on the educational team, including: administrators, general education teachers, teachers of the deaf, interpreters, and counselors. The contributors to this volume address research-based challenges and make recommendations for how interpreting practitioners, and all members of the educational team, can enact meaningful changes in their work towards becoming part of a more comprehensive solution to deaf education.
Confident in his identity as a Deaf “mute,” he notes with wry humor the varied perceptions of deafness that he encounters. As a signing Deaf person from a prominent multigenerational Deaf family, he counters negative stereotypes with generosity and a smart wit. He takes pride in his physical abilities, which he showcases through various stunts and arduous treks in the wilderness. However, Swett’s writing also reveals a deep awareness of the fragility and precariousness of life. This is a portrait of a man testing his physical and emotional limits, written from the vantage point of someone who is no longer a young man but is still very much in the prime of his life.
This collection also includes “Mr. Swett and His Diorama,” an article from 1859 in which Swett describes his miniature recreation of the Battle of Lexington, as well as Manual Alphabets, a pamphlet published in 1875 on the history of manual alphabets that includes short biographies of Thomas Hopkins Gallaudet and Laurent Clerc, two pioneers of Deaf education in the United States. The work is accompanied by a new introduction that offers a reflection on Swett’s life and the time in which he lived.
Throughout her life, Agatha Tiegel Hanson worked to advance the rights of Deaf people and women, and she was a passionate advocate of sign language rights. Her contributions include creative written works as well as influential treatises. She served in leadership positions at several Deaf organizations and, along with her husband, noted Deaf architect Olof Hanson, she played a vital role in the Deaf cultural life of the time. In Agatha Tiegel Hanson: Our Places in the Sun, author Kathy Jankowski presents a portrait of this trailblazer, and celebrates her impact on the Deaf community and beyond. This biography will be of interest to those already familiar with Tiegel Hanson’s legacy as well as to readers who are discovering her extraordinary life for the first time.
When Gina Oliva first went to school in 1955, she didn’t know that she was “different.” If the kindergarten teacher played a tune on the piano to signal the next exercise, Oliva didn’t react because she couldn’t hear the music. So began her journey as a “solitary,” her term for being the only deaf child in the entire school. Gina felt alone because she couldn’t communicate easily with her classmates, but also because none of them had a hearing loss like hers. It wasn’t until years later at Gallaudet University that she discovered that she wasn’t alone and that her experience was common among mainstreamed deaf students. Alone in the Mainstream recounts Oliva’s story, as well as those of many other solitaries.
In writing this important book, Oliva combined her personal experiences with responses from the Solitary Mainstream Project, a survey that she conducted of deaf and hard of hearing adults who attended public school. Oliva matched her findings with current research on deaf students in public schools and confirmed that hearing teachers are ill-prepared to teach deaf pupils, they don’t know much about hearing loss, and they frequently underestimate deaf children. The collected memories in Alone in the Mainstream add emotional weight to the conviction that students need to be able to communicate freely, and they also need peers to know they are not alone.
In Alone in the Mainstream, author Gina A. Oliva documents her experience as a “solitaire,” the only deaf or hard of hearing student in her school. Oliva felt alone because she couldn’t communicate easily with her classmates and because she had no peers who shared a similar experience. As an adult, when she began her career at Gallaudet University, she realized that she wasn’t alone and that her experience was widely shared with other mainstreamed students. She decided to write about this commonality and invited other solitaires to reflect on their own experiences in emails and essays. Collective themes of isolation, low expectations, and low self-esteem emerged. Alone in the Mainstream blends Oliva’s personal narrative with the reflections of sixty other solitaires and makes the case that deaf and hard of hearing children need each other.
This twentieth anniversary edition is a reminder that little has changed for deaf and hard of hearing students in public school settings. Oliva brings this new edition up to date with observations, resources, and discussion questions that accompany her appeal for all deaf and hard of hearing children and their families to have access to sign language, to develop a deaf identity, and to be part of a deaf community.
The American Sign Language Handshape Puzzle Book features 54 different puzzles to help students learn, review, and strengthen their signing vocabulary. Inspired by the bestselling dictionary, this unique workbook offers a variety of puzzles at three different levels — easy, medium, and difficult. Author Linda Lascelle Hillebrand provides a concise explanation of the basic handshapes used in American Sign Language (ASL), then invites readers to have fun while solving all sorts of sign puzzles.
Users can practice sign identification with Crossword and Word Search puzzles that have signs as clues rather than words. Easy puzzles show as few as six signs while advanced puzzles contain as many as 30 signs each. Some of the crossword puzzles provide spaces both across and down for the multiple meanings that many signs can represent.
Handshape Order puzzles require users to identify the handshape of the sign in an illustration, then list the sign’s meaning in English. Match puzzles also challenge readers to find corresponding signs for English glosses. Solutions to It Doesn’t Belong and Sign Description puzzles depend upon knowing the parameters of ASL signs—handshape, orientation, location, and movement—to deduce which word in a list doesn’t belong, and to write the English word for the described signs. The American Sign Language Handshape Puzzle Book is a new, different, and entertaining way to practice ASL that students of all ages are sure to enjoy.
Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
Born in 1950s Australia, McDonald was placed in an oral deaf school when she was five. There, she was trained to communicate only in spoken English. Afterwards, she attended mainstream schools where she excelled with speechreading and hard work. Her determination led to achievements that proved her to be “the deaf girl that had made good.” Yet, despite her constant focus on fitting in the hearing world, McDonald soon realized that she missed her deaf schoolmates and desired to explore her closed-off feelings about being deaf.
When she reconnected with her friends, one urged her to write about her experiences to tell all about “the Forgotten Generation, the orally-raised deaf kids that no one wants to talk about.” In writing her memoir, McDonald did learn to reconcile her deaf-self with her “hearing-deaf” persona, and she realized that the art of being deaf is the art of life, the art of love.
Section I frames the contexts facing deaf and hard of hearing individuals and those who test them, including a telling historical perspective. In Section II, chapters explore how deaf and hard of hearing candidates can meet the rigors of test-taking, how to level the playing field with a new approach to assessment, and what to consider to develop fully accessible licensing tests. The final chapter in this part examines the psychometric properties of intellectual assessments when used with deaf and hard of hearing people. Administrative Issues constitute Section III, beginning with legal considerations related to equity testing for deaf adults. An exploration of the potential of sign language interpretation in the testing environment follows.
Section IV provides case studies of deaf and hard of hearing adults from a variety of professions, including certification testing for therapeutic recreation, preparation strategies for university students, and ways to maximize access to licensure for social workers. A separate chapter addresses the impact of recent federal mandates on assessment of deaf and hard of hearing teachers and teaching candidates. The final section summarizes the current situation and presents recommendations to manage it, concluding with an epilogue on directions for the future.
At Home Among Strangers presents an engrossing portrait of the Deaf community as a complex, nationwide social network that offers unique kinship to deaf people across the country. Schein depicts in striking detail the history and culture of the Deaf community, its structural underpinnings, the intricacies of family life, issues of education and rehabilitation, economic factors, and interaction with the medical and legal professions. This book is a fascinating, provocative exploration of the Deaf community in the United States for scholars and lay people alike.
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