Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities

Murray, Joseph J.; Snoddon, Kristin; Meulder, Maartje De; Underwood, Kathryn

doi:10.1080/13603116.2018.1482013

Cited by 47 publications

(36 citation statements)

References 22 publications

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“…It is argued by the WFD, deaf academics, and activists that this can be achieved through the recognition of group rights in terms of access to linguistic and cultural accessibility. In these terms an inclusive society is one that recognises sign language as an equal language (Kusters 2015, Murray et al 2020.…”

Section: Resultsmentioning

confidence: 99%

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

Swanwick¹,

Oppong²,

Offei³

et al. 2020

JBA

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This paper investigates the impact of the COVID-19 pandemic on deaf adults, children, and their families in Ghana, focusing on issues of inclusion. We ask what it takes to �make cities and human settlements inclusive, safe, resilient and sustainable� (United Nations Strategic Development Goal 11) for deaf people in the context of the global pandemic in a low-resource context. The exceptional challenge to inclusion posed by COVID-19 is examined in terms of issues for deaf children and their families, and from the point of view of deaf adults in advocacy and support organisations. The pivotal language and communication issues are shown through a bioecological analysis that illuminates the interdependent dynamics of development and context, and their influence on access to, and understanding of, crucial information. It is argued that the global crisis of COVID-19 exposes and deepens issues of societal exclusion for deaf adults, children, and their families, and provokes wider questions about what inclusion means and how it can be realised, in different cultural contexts.

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Section: Resultsmentioning

confidence: 99%

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

Swanwick¹,

Oppong²,

Offei³

et al. 2020

JBA

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“…To ensure deaf children’s access to their rights, there exists a specific requirement in the Convention that they should be educated in languages that are fully accessible to them and in environments that maximize their physical, cognitive, academic and social development. Such educational settings are required to promote deaf children’s linguistic identity and facilitate their learning of a signed language with deaf teachers who are themselves fluent signers 31 …”

Section: Access To Bilingual Educationmentioning

confidence: 99%

Education and health of children with hearing loss: the necessity of signed languages

Murray

Hall

Snoddon

2019

Bull. World Health Organ.

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Medical and educational interventions for children with hearing loss often adopt a single approach of spoken language acquisition through the use of technology, such as cochlear implants. These approaches generally ignore signed languages, despite no guarantees that the child will acquire fluency in a spoken language. Research with children who have a cochlear implant and do not use a signed language indicates that language outcomes are very variable and generally worse than their non-deaf peers. In contrast, signing children with cochlear implants have timely language development similar to their non-deaf peers that also exceeds their non-signing peers with cochlear implants. Natural signed languages have been shown to have the same neurocognitive benefits as natural spoken language while being fully accessible to deaf children. However, it is estimated less than 2% of the 34 million deaf children worldwide receive early childhood exposure to a signed language. Most deaf children are, therefore, at risk for language deprivation during the critical period of language acquisition in the first five years of life. Language deprivation has negative consequences for developmental domains, which rely on timely language acquisition. Beyond the adverse effects on a child’s education, language deprivation also affects deaf people’s mental and physical health and access to health care, among others. Therefore, policies in accordance with the United Nations Convention on the rights of persons with disabilities are needed. Such policies would ensure early intervention and education services include signed languages and bilingual programmes where the signed language is the language of instruction.

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“…Schools are not neutral places; their language ideologies and language policies come from dominant professional and medical viewpoints, affecting relationships with children and families, and asserting the expectation of normalization. Even at an international level, like Murray, Snoddon, De Meulder and Underwood (), despite principles in the United Nations Convention on the Rights of Persons with Disabilities (UNRCPD) to respect sign languages in the education system, the result has been their systematic exclusion.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring alternative assessments for signing deaf candidates

O'Neill

Cameron

Burns³

et al. 2019

Psychology in the Schools

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Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes.Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.

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Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities

Cited by 47 publications

References 22 publications

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

Education and health of children with hearing loss: the necessity of signed languages

Exploring alternative assessments for signing deaf candidates

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