Gallaudet University Press

10:1 Tuesday, January 29, 2008

Success for Deaf Students in Inclusion Settings

Deaf Students, Their Interpreters and Teachers Share Experiences
of Mainstreaming in New Study

In her new study, Deaf Education in America: Voices of Children from Inclusion Settings, author Janet Cerney asserts that, “Since the communicative needs of deaf students are unlike those of other groups of students with disabilities, their plight cannot simply be an extension of the overall movement toward integration of students with disabilities. Instead, their fundamental human right to language must be examined, studied, and planned for in their daily lived experiences in school. In considering the quality of communication and relationship building in the learning environments for deaf students, it is useful to gain an understanding of the nature of the real-life communicative relationships of deaf students in inclusive settings. This information can be gleaned only through the perspectives of deaf students exposed to inclusive learning environments and the professionals who give them access to the voices beyond them.”

To this end, the data for her text comes from interviews with “10 deaf students, 5 deaf adults, 10 educational interpreters, 4 regular education teachers, and 2 deaf education teachers involved in the integrated experience of deaf students. Interviewing seemed particularly important for the population of deaf students in that it allowed them to communicate through their native language, American Sign Language (ASL), while removing the possible barrier of not understanding written English surveys or forms. This method also allowed a clearer understanding of the perspectives of these individuals while offering an opportunity to explore the themes embedded within their stories.”

Read what the deaf students have to say in chapter seven, Voices of Deaf Children, and order Deaf Education in America online today. Using your exclusive subscriber discount, you will receive 20% off by typing “JAN0820%” in the “Comments or Special Instructions” box below your credit card information. You may also order by mail.

Through Deaf Eyes: A Photographic History of an American Community continues to garner warm reviews, most recently from Wisconsin Bookwatch, the library newsletter from The Midwest Book Review: “The combined effort of Douglas C. Baynton, Jack R. Gannon, and Jean Lindquist Bergey, ‘Through Deaf Eyes: A Photographic History of an American Community’ is the companion volume to an acclaimed PBS television documentary based on a landmark photographic exhibition at the Smithsonian Institution in 2001 celebrating almost 200 years of United States Deaf History. The deaf have been a cultural and linguistic minority in America almost from its inception. The more than 200 photographs, the many quotes, and compelling stories compiled in ‘Through Deaf Eyes’ provides the reader with informed and informative insights into a fascinating and specialized aspect of American history with respect to deaf people in school settings, the workplace, during wartime, the development and impact of American Sign Language, and more. ‘Through Deaf Eyes’ is a superb and appreciated contribution to personal, academic, and community American history reference collections and supplemental reading lists.” View the table of contents, and read both the preface and chapter one online. Order Through Deaf Eyes here.

CHOICE magazine recommends Women and Deafness: Double Visions, the cross-disciplinary collection edited by Brenda Jo Brueggemann and Susan Burch:
“Although it seems odd to use vision or ‘double visions’ in a book title about women and D/deafness, the authors assert that ‘doubling our visions can mean many different ways of looking.’ The essays here explore contributor Sharon Barnartt’s notion, ‘With regard to educational attainment and occupational status, deafness is not the master status. Rather, gender is,’ with depth and complexity while putting D/deaf women at the center. The familiar refrain of sex role stereotyping of D/deaf women is found in more than one of the essays, ranging from education designed to train homemakers to D/deaf beauty pageants. Particularly noteworthy is ‘The Aesthetics of Linguistic Envy: Deafness and Muteness in Children of a Lesser God and The Piano’ by Jennifer Nelson, because of students’ puzzled and confused responses to these films as erotic, violent, and mysterious. Although some of the more theoretical essays may require an instructor’s assistance, the 21 essays and editors’ introductions in the books three sections—‘In and Out of the Community’ (identity issues), ‘(Women’s) Authority and Shaping Deafness’ (women’s agency), ‘Reading Deaf Women’ (culture and expression)—make for a richly accessible book for undergraduate students. Summing Up: Recommended. Upper-division undergraduates and above.” Read more about this collection in a chapter from part three, and order Women and Deafness.

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