The personal is political in<i>The Deaf Mute Howls</i>: deaf epistemology seeks disability justice

Robinson, Octavian; Henner, Jonathan

doi:10.1080/09687599.2017.1313723

Cited by 20 publications

(18 citation statements)

References 65 publications

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“…A Deaf epistemology focuses on socially constructed knowledge that is culturally responsive and sees Deaf infants, children, and adults as positively contributing to society (Robinson & Henner, 2017). These authors state that the embodied knowledge that Deaf people have developed and transmitted within the Deaf community is overlooked within traditional assessments of Deaf children.…”

Section: Deaf Epistemologymentioning

confidence: 99%

Assessment in deaf education: Perspectives and experiences linking it all together

Neild

Clark

2020

Psychology in the Schools

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This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment.This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles recognize that academic success in all areas and performance on assessments is related to many complex factors and variables. These are significant factors that influence the assessments of DHH and how those involved in the assessment process need to consider each of the factors.Deaf students are assessed for various reasons and numerous individuals look at the results to determine success, progress, additional disabilities, or interests.accommodations, assessment, deaf, deaf epistemology Assessments have a critical role in the education system, teaching, learning, and evaluation process. There are numerous individuals who assess students for various reasons and have a role in the assessment process. However, it is important to keep in mind the purpose behind assessments and assessing students, which is to gather relevant and needed information related to student performance, their progress, interests, as well as to diagnose any additional disabilities. These results are then used to make decisions related to their learning processes (Bennett, Gardner, & Rizzi, 2014). Educators are then able to reflect on the information, that is, gained or given to them, so that teaching plans can be customized and IEP goals individualized to create a positive and safe learning environment.First, for those that are not familiar with Deaf culture, it is important to understand how culturally Deaf versus nonculturally deaf individuals refer to themselves and each other. The use of uppercase "D" and lowercase "d" makes this distinction between a cultural ("Deaf") and an audiological ("deaf") view of one's hearing status (Lane, Hoffmeister, & Bahan, 1996). "Deaf" indicates a cultural membership in a community with a shared language and

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Section: Deaf Epistemologymentioning

confidence: 99%

Assessment in deaf education: Perspectives and experiences linking it all together

Neild

Clark

2020

Psychology in the Schools

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“…Comprender la realidad de los sordos desde una mirada antropológica, implica entender las diferencias como diversidad y proveer espacios educativos que reconozcan las múltiples dimensiones de la existencia humana, las similitudes y diferencias culturales y la interculturalidad. Esta mirada realza las experiencias de vida de los sordos desde una realidad visual y gestual, que los lleva a construir conocimientos diferentes de los que construyen los no sordos (Hauser et al, 2010;Holcomb, 2010;Marschark, Tang y Knoors, 2014;Robinson y Henner, 2017).…”

Section: Revisión De La Literaturaunclassified

“…Para Robinson y Henner (2017), la construcción social que define a las personas sordas como discapacitados auditivos, los invalida para contribuir al corpus de conocimientos, debido a la creencia general de que son inherentemente menos inteligentes o capaces. En este sentido, señalan que comprender de qué modo la discapacidad y la lengua sitúan los saberes y a quienes conocen, permite evaluar y reformar las estructuras de autoridad epistemológica.…”

Section: Revisión De La Literaturaunclassified

“…La visualidad y gestualidad de la LSCH son elementos constitutivos de la identidad y el bilingüismo de los sordos, fundamentales en su desarrollo emocional, social y académico. En este sentido, comprender la sordera como una enfermedad o una limitación a subsanar conduce a prácticas colonizadoras fonocéntricas (Robinson y Henner, 2017), que conciben la enseñanza del español a los sordos como la enseñanza de una primera lengua, la lengua oral, dificultando aún más su aprendizaje.…”

Section: Conclusionesunclassified

“…En general, las prácticas pedagógicas y las estrategias de enseñanza usadas por los profesores de sordos, parecen reproducir las teorías, modelos y didácticas usadas con estudiantes oyentes (Herrera et al, 2014;Paul y Moores, 2010;Robinson y Henner, 2017). En el caso de la enseñanza de la lectura y la escritura, esta reproducción niega las características de aprendizaje visual de los sordos y subvalora su lengua y cultura al no incorporarlas en el currículum escolar (Cummins, 2002).…”

Section: Conclusionesunclassified

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