Deaf sport in the community

Abstract

Deaf sport is an integral part of the deaf community. Its development resulted from the community needs of the deaf and the negative attitudes of society toward the disabled. A discussion of these two factors explores the reason why deaf athletes participate in activities that exclude hearing participants. Implications are drawn for the deaf community and for the community at large.

Deaflympic: A Historical Perspective Since 1871 in Relation to Turkey and the World: Traditional Review

“…Ortaya çıkan oyunlar katılımcılara, seyircilere ve bir bütün olarak sosyal sisteme fayda sağlamaktadır. 20 Vurgulandığında "sağır kişiler" terimi, esas olarak işitme bozuklukları veya sağırlık durumu olan ve kendilerini bu şekilde tanımlayarak, sağırlığı kültürel bir kimlik olarak kabul eden kişileri belirtir. Sağırlık ve işitme engeli, 1997 tarihli Engelli Kişilerin Eğitimi Kanunu tarafından tanımlanmış olan engellerdir.…”

Deaflympians' Satisfaction With Athletic Training Services at the 2013 Deaflympic Summer Games

“…The literature suggests that athletes who are deaf or hard of hearing prefer to train and compete with athletes who are deaf or hard of hearing for reasons of easier communication. 40 Also, athletes who are deaf appear to prefer to communicate with their ATs via ASL. 41 The Deaflympic medical staff used the preferred mode of communication with the athletes throughout the Games.…”

Dual Cultural Negligence: The Education of Black Deaf Children

“…The term deaf can be defined from an audiological, educational, or cultural perspective (Stewart, 1986). Audiologically, the categories mildly deaf, moderately deaf, severely deaf, and profoundly deaf refer to degrees of hearing loss as measured in a hearing test by an audiologist.…”

“…It is unreasonable to expect English-based general education classrooms to accommodate the linguistic needs of those children for whom ASL is their first or preferred language. Likewise, from a cultural perspective, the deaf community has its o w n social functions, clubs, fraternities, educational institutions, sporting activities and attitudes towards deafness (Jacobs, 1974;Stewart, 1986) that serve as the preferred sources of socialization among deaf adults who use sign language as their primary means of communication. General education, on the other hand, is geared toward placement of students into a hearing and speaking world; therefore, specialized training is required before teachers are able to use their awareness of deaf culture to facilitate effective classroom teaching behaviors.…”