The deaf child as a linguistic minority

Charrow, Veda R.; Wilbur, Ronnie Β.

doi:10.1080/00405847509542599

Cited by 30 publications

(11 citation statements)

References 8 publications

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“…In particular, these comments apply to deaf children who have been reported to know or to have been exposed to ASL as a first language (Charrow & Wilbur, 1975;Hoffmeister & Wilbur, 1980;Kantor, 1982). The idea that ASL is a first language for some deaf children is still open to question.…”

Section: The Populationmentioning

confidence: 92%

ASL and ESL?

Quigley

Paul

1984

Topics in Early Childhood Special Education

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This article examines research on various language and communication systems used with deaf children, and concludes that the two major approaches presently in use, oral English (OE) and manually coded English (MCE), have produced only limited results. A program of research to examine the effects of a third approach, American Sign Language (ASL), is proposed. The approach advocates the instructional use of ASL as a first language and the teaching of English as a second language to deaf children.

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Section: The Populationmentioning

confidence: 92%

ASL and ESL?

Quigley

Paul

1984

Topics in Early Childhood Special Education

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“…18 The deaf community is a sociolinguistic phenomenon where deaf individuals use signed language and are part of a cultural and linguistic minority. [18][19][20][21][22][23][24] The apparent isolation of the deaf community is largely attributed to society's ignorance of the needs of deaf people, and the subsequent lack of accommodation provided. Society's heavy reliance on spoken language 13 , 25 supports the myths that people can lipread, [26][27][28][29] and that writing notes is an effective form of communication with deaf people.…”

Section: Communitymentioning

confidence: 99%

Emergency Preparedness with People Who Sign: Toward the whole community approach

Cripps¹,

Cooper²,

Austin³

2016

JEM

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The concept of the "whole community" involves including everyone in the community in preparing for emergencies, including members of often-overlooked groups. Deaf people who sign are one example of this type of group. An innovative model based on the whole community approach, Emergency Preparedness with People Who Sign (EPPS), is introduced in this article. This model focuses on members of the deaf community directly training first responders using a variety of techniques for effective communication and cultural understanding to achieve safety for all. This model was developed and field tested by a university Deaf Studies program through student service-learning activities and faculty involvement including on-site role-playing. Through the reciprocal awareness training for both professionals and community members, deaf individuals become actively empowered to participate in developing culturally and linguistically sensitive public safety services. Response to the concurrent training of first responders and deaf community members has been positive, and it is hoped that this model can be replicated with deaf people and first responders in other locations, as well as with other often-overlooked groups.

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“…The deaf community is a sociolinguistic phenomenon where deaf individuals use signed language and consider themselves part of a cultural and linguistic minority rather than a disability group (Charrow & Wilbur, 1989;Johnston & Erting, 1989;Padden, 1980;Reagan, 1985Reagan, , 1995Rutherford, 1988). Historically, people have held negative attitudes toward individuals with hearing loss and those who use signed language (e.g., Bauman, 2004;Eckert & Rowley, 2013;Humphries, 1977;Lane, 1999).…”

Section: Attitudes Toward Individuals With Speech-language Disordersmentioning

confidence: 99%

Diagnosing and Treating Signed Language Disorders: A New Perspective

Cripps¹,

Cooper²,

Evitts³

et al. 2016

CICSD

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This study surveyed graduate students of speech-language pathology to determine their awareness of signed language disorders, opening the door to a possible discussion of the need for signed language pathology, including the potential for future signing-based diagnoses and therapies. Method: Thirty-two graduate speech-language pathology students completed a questionnaire identifying (a) their attitudes toward the use of signed language, (b) their awareness of signed language disorders, (c) opportunities for treatment in signed language, and (d) a need for this type of training in graduate education. Results: The majority of the students recognized American Sign Language as a human language; however, respondents lacked prior knowledge of the existence of organic disorders that could impact T

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The deaf child as a linguistic minority

Cited by 30 publications

References 8 publications

ASL and ESL?

ASL and ESL?

Emergency Preparedness with People Who Sign: Toward the whole community approach

Diagnosing and Treating Signed Language Disorders: A New Perspective

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