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1.
Deafness affects many social interactions. The impact of deafness depends on several factors, e.g., the type of social environment in terms of the particular Deaf community a person lives in. The authors recorded the birthrate and the proportions of married and divorced people among deaf people in two Swedish counties: Narke, which had a strong Deaf community, and Varmland, whose Deaf community was weak. In both counties, the authors found that deafness was associated with low marriage rates and low birthrates. Further, in Narke, 99% of the people in the sample were married to another deaf person; only 10% were in Varmland. In Narke, the divorce rate among deaf people was about the same as that of the reference population (i.e., the county's marriage-age population). In Varmland, deaf people had a relatively low divorce rate. The findings are discussed from medical and social perspectives. 相似文献
2.
Kvam MH 《Child abuse & neglect》2004,28(3):241-251
OBJECTIVE: North American studies conclude that deaf children may have a 2-3 times greater risk of sexual abuse than hearing children. No comparative studies are available in the Nordic countries. The present study was initiated to estimate the prevalence of childhood sexual abuse among deaf children in Norway, describe the nature of the abuse, and to examine risk factors. METHOD: A self-administered questionnaire was sent in 1999 to all 1150 adult deaf members of the Norwegian Deaf Register. The Deaf Register includes all deaf Norwegians. The questionnaire, which was also available videotaped in sign language, was an adapted version of a questionnaire used in a Norwegian survey among the general adult population in 1993. The results from this earlier study were used as a comparison group. RESULTS: Deaf females aged 18-65 who lost their hearing before the age of 9 (N = 177) reported sexual abuse with contact before the age of 18 years more than twice as often as hearing females, and deaf males more than three times as often as hearing males. The abuse of the deaf children was also more serious. Very few cases were reported to parents, teachers, or authorities. CONCLUSIONS: Deaf children are at greater risk of sexual abuse than hearing children. The special schools for the deaf represent an extra risk of abuse, regardless of whether the deaf pupils live at home or in boarding schools. 相似文献
3.
The study explored the beliefs of 100 residents of Greece about the capabilities of deaf people living in that country. Participants included deaf adults who communicated in Greek Sign Language (GSL), deaf adults who communicated orally, hearing adults who attended GSL courses, and hearing adults who did not attend such courses. Beliefs were explored through the ODP (Opinions About Deaf People) scale (Berkay, Gardner, & Smith, 1995) and an open-ended interview. All participant groups viewed deaf people's capabilities positively, but Deaf users of GSL expressed the most positive beliefs. The findings suggest that less positive beliefs reflect diverse ideological views toward GSL and Deaf culture or an awareness of the obstacles preventing deaf people from developing their potential. The Deaf community's role in empowering deaf people and the role of GSL courses in promoting awareness regarding deaf people are also discussed. 相似文献
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The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19-54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf people's lives, unity, and prospects for future progress. 相似文献
5.
Deafness in sub-Saharan Africa 总被引：1，自引：0，他引：1
Deaf education in sub-Saharan Africa originated in the 19th century, primarily through efforts by hearing European missionaries who typically followed their homelands' oral-only practices. But education became available to only a fraction of the deaf population. In the 20th century, Andrew Foster, a deaf African American missionary and Gallaudet University's first African American graduate, had unparalleled impact on deaf education in the region, establishing 31 schools for the Deaf, training a generation of deaf leaders, and introducing his concept of Total Communication, which embraced both American and indigenous signs. Nigeria, Kenya, Uganda, and South Africa have provided leadership in deaf education, but throughout the region there is growing acceptance of sign language use in school, and secondary and postsecondary education for the Deaf is increasingly available. Some national constitutions safeguard the rights of citizens with disabilities and even recognize indigenous sign languages. International disability organizations, particularly the World Federation of the Deaf, have helped change attitudes and train leaders. Despite some grim present realities, prospects for continued progress are good. 相似文献
6.
Debbie B. Golos Annie M. Moses Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249
Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world. 相似文献
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The increasingly sedentary American lifestyle has resulted in a growing number of overweight and out-of-shape school-age children. Deaf children are not exempt from this trend, yet there is little evidence that public school programs for these children are doing anything to counter it. Much can be done to assist deaf students, not only in becoming more active movers but in gaining knowledge of opportunities and benefits associated with Deaf sport. The authors provide an argument for schools that expose deaf children to the role of sports in the Deaf community and for designing programs that will enable these children to become active participants in Deaf sport activities as athletes and organizers, or, later in life, when they no longer have the inclination or ability to compete, as spectators, with all the socialization benefits that form of involvement provides. 相似文献
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10.
Self-esteem and coping strategies among deaf students 总被引：1，自引：0，他引：1
Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed. 相似文献
11.
The intergenerational connectedness that has traditionally bound members of the Deaf community to each other is changing amidst the current technological and cultural landscape. This study explores perceptions of Deaf retirees concerning their usefulness to younger generations and their need to stay connected to each other despite increasing isolation due to implications of aging. Factors such as communication networks, transportation availability, proximity to families and friends, technology, and vital connections to the local residential school for children who are deaf are discussed as emergent themes from two focus groups conducted with 14 Deaf retirees. This exploratory study sought to discover how the dynamics between the generations have evolved and the positive and negative impact of such changes. The voices of the retirees in this study shed light on the complicating issues surrounding communication as a lifeline between generations of Deaf people who are native users of American Sign Language. Additionally, the traditions of social connectedness upheld by the Deaf community are similar to those of other collectivist cultures that also may experience shifting social networks within their own communities. 相似文献
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13.
Hellinger D 《World education reports》1985,(24):7-9
This article traces the trends in the aid community towards income generation and small business projects in developing countries since the 1950s. 1 of the great weakness of the development assistance community in the area of income generation remains the lack of analysis of population differentiation in the communities in which they work. A very different approach to the problem of the informal sector and income generation is one that responds directly to the needs of poor communities. Institutions working within poor communities and supporting multi-sectoral development while strengthening local organizations are much better situated to respond to the diverse needs of the community than are single-sector organizations with only 1 skill or service to offer. To assist significant numbers of poor people, particularly women, grouping of some sort is essential. This is not to say that group enterprise development is an easy process. The intensive and costly organizational and management assistance required to prepare a poor group for credit must be weighed along with the potential for creating a basis of long-range change within the community. To work with individual family enterprizes in a community can also have important social and economic effects, although the long-range impact may be more limited. Today, more than ever, the poor face the challenge of creating new survival mechanisms within their communities. Development agencies and assistance programs have the responsibility to help rather than hinder this process. 相似文献
14.
This study examined demographic and clinical data from a specialty deaf inpatient unit so as to better understand characteristics of severely and chronically mentally ill deaf people. The study compares deaf and hearing psychiatric inpatients on demographic variables, psychiatric discharge diagnoses, a language assessment measure, a cognitive ability measure, and a measure of psychosocial functioning and risk of harm to self and others. Overall, findings indicate a broader range of diagnoses than in past studies with posttraumatic stress disorder being the most common diagnosis. Compared with hearing patients in the same hospital, deaf patients were less likely to be diagnosed with a psychotic or substance abuse disorder and more likely to be diagnosed with a mood, anxiety, personality, or developmental disorder. Psychosocial functioning of the deaf patients was generally similar to hearing psychiatric patients. Deaf patients presented significantly higher risks than hearing patients in areas of self-harm and risk of sexual offending. Cognitive scores show that both the deaf and hearing inpatient population is skewed toward persons who are lower functioning. An additional surprising finding was that 75% of deaf individuals fell into the nonfluent range of communication in American Sign Language. 相似文献
15.
Parents with deaf children face many challenges in making educational choices, developing language and a sense of belonging. Other key aspects of life including concept development and social competency are also critical decision points faced by parents. Developing language, whether it is through spoken or signed modalities, is of utmost importance during the formative years and for many families with deaf children, there are no prior experiences with deafness, American Sign Language, Deaf culture, or the deaf community. This study aims to understand the educational and familial experiences of older deaf citizens by examining the meaning of being deaf and members of biological and cultural families, and the concern for education of young deaf children as constructed by deaf senior citizens from both deaf and hearing families. For the purpose of obtaining both childhood and educational experiences of older deaf citizens and examining what advice they would offer to families of today with deaf children, a qualitative design was implemented in which 13 participants participated in focus group and individual interviews. Themes that emerged from the data include, but are not limited to, community-based learning, the value of communication, involvement with other deaf individuals, importance of family communication and signing, sibling involvement and including deaf children as true members of a family. One recommendation made by the deaf senior adults was that families with deaf children engage with deaf seniors more frequently as a valuable resource. 相似文献
16.
Jason A. Ellis 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):371-389
This article is about the deaf education methods debate in the public schools of Toronto, Canada. The author demonstrates how pure oralism (lip-reading and speech instruction to the complete exclusion of sign language) and day school classes for deaf schoolchildren were introduced as a progressive school reform in 1922. Plans for further oralist reforms in 1945 brought significant opposition from a deaf political organisation – the Ontario Association of the Deaf (OAD).
The author situates the Toronto battle over methods between progressive educators and deaf people in the longer historical and larger transnational context of debates over oral and manual methods. The author’s examination of the Toronto methods debate raises and answers crucial critical questions about the contested nature of progressive school reforms by examining grassroots responses to reform. The author also places significant emphasis on the effects of reforms on deaf young people who received instruction. The pure oralist method was never as successful for deaf young people as oralists claimed it could be. Yet deaf youngsters felt more ambivalent about the methods than hearing school officials and parents, and deaf adults, did. Historical issues in deaf education that the author examines continue to be controversial today. 相似文献
17.
A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in access to such procedures in western countries; inequities that give rise to the need for informed public policy discussions. It has also found that parents of newly diagnosed deaf children are not provided with access to all the possibilities for their children-including that of a "Deaf life." How this information can be provided to parents and the public via widespread discussions in the media and elsewhere and involving Deaf people in the implantation counseling process is an issue that needs to be addressed by those responsible for implantation programs. 相似文献
18.
McDermid C 《Journal of deaf studies and deaf education》2009,14(1):105-130
Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning. 相似文献
19.
One way of enhancing appreciation of cultural diversity within the American Deaf community is by collecting and analyzing stories about Deaf people of color. The authors examined biographical profiles in national print and visual media published since 1988. The materials focused on life stories of individuals identified as Deaf persons of color (e.g., Deaf and identified as Black/African American, Hispanic/Latino, Asian/Pacific Islander, or American Indian/Alaskan Native). Anecdotes were selected that provided a sociocultural rather than medical or pathological perspective and reflected the featured individual's viewpoint. Four categories of shared experiences emerged: experiences related to overcoming obstacles to educational opportunities, stories about individuals who influenced the direction the featured individual took in life, childhood and family experiences, and experiences relating to stereotypes, cultural conflicts, or discrimination. The authors conclude by discussing lessons and messages derived from the stories. 相似文献
20.
Evidence suggests that minority ethnic people in general and minority ethnic deaf people (MEDP) in particular face numerous formidable obstacles in their attempts to gain access to services in the community. Deaf people from minority ethnic groups who have no English and/or American Sign Language (ASL) skills have particular difficulty gaining access to services. The study therefore was concerned with identifying some of the special needs and difficulties of MEDP who are trying to gain access to services in multiethnic communities. Qualitative approaches were used in data gathering and analysis. The results indicated six areas of difficulty for MEDP in gaining access to services: (a) communication barriers, (b) a lack of recognition of the needs of MEDP, (c) inappropriate service delivery and a lack of information on available services, (d) insufficient cultural sensitivity on the part of service providers, (e) issues of user involvement, and (f) a lack of specific programs for MEDP. 相似文献