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Tuesday, February 28, 2006
Traveling a Different Path
A Young Boy Journeys from India to America
in the Fourth Volume in the Deaf Lives Series
“In the early morning hours of January 5, 1952,” reminisces Madan Vasishta,
author of Deaf
in Delhi: A Memoir, “my life changed forevermore.” It was at that time
that an 11-year-old Vasishta, who had been sick with the mumps and typhoid
fever for two weeks, became deaf. After waking suddenly during the middle of the
night, he called out to his mother. When she didn’t come right away, he called
again. Finally, she arrived. She lit a lamp and walked toward while him talking,
but he heard no sound. Vasishta recalls this life-altering moment: “‘Why
are you not using your voice?’ I began screaming. My mother, her face
bewildered, kept moving her lips without using any voice. My heart pounded and
my head hurt. My hands found my face and I felt it wet with tears. Suddenly, I
understood.”
Deaf in Delhi, the fourth volume in the
Deaf Lives series,
recounts the life of Madan Vasishta as a young boy in India, from his
experiences in Delhi to his journey to
America. You can read more about Vasishta’s life experiences in chapter 4
“Other Cures,” and
order Deaf in Delhi online now. By typing “FEB0620%” in the box marked “Comments or
Special Instructions” below your credit card information, you’ll be sure to
receive your exclusive 20% subscriber discount. You may also order by
mail.
 Traditionally,
education of the deaf has been separate from general education and even from what has
been considered special education. The primary focus in many deaf education
programs has been the development of articulate speech and of English skills,
predominantly through the spoken word but also to some extent through reading
and writing. In Deaf Learners: Developments in Curriculum and Instruction, 17
renowned international scholars address common issues and realities that deaf
children, their parents, and the professionals serving them must face in
improving educational services and outcomes. Among these realities are the facts
that most deaf children have the intellectual potential for high achievement but
usually start the educational process without mastery over either a spoken or
signed language. Read more about this
groundbreaking collection from the editors, Donald F. Moores and David S.
Martin, in the overview,
and
order Deaf Learners today.
 The
Journal of Deaf Studies and Deaf Education applauds Gina A. Oliva’s Alone
in the Mainstream: A Deaf Woman Remembers Public School: “It highlights for parents, educators, and Deaf people important
personal perspectives and the satisfaction that can be embodied in developing
and living a ‘Deaf life,’ while being effectively engaged in a largely hearing
world.” The full review is available
online. In the inaugural volume that launched the Deaf
Lives series, author Gina A. Oliva combines her personal experiences with
a survey of deaf and hard of hearing former public school students to describe
what it was like to be the only deaf pupil in the school. Matching her findings
from the project with current research on deaf students in public schools, Oliva 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. Read chapter
1 “Beginnings”,
and
order Alone in the Mainstream.
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