Examines the use of sign language by the deaf and discusses the education and social conditions of deaf people in the United States

Suggests that deaf education should be absorbed into regular schools to allow deaf individuals an opportunity to accommodate themselves to a hearing world

Argues that the best way to educate the deaf is to teach the English-based sign language

Traditionally, deaf education has been treated as the domain of special educators who strive to overcome the difficulties associated with hearing loss. Recently, the sociocultural view of deafness has prompted research and academic study of Deaf culture, sign language linguistics, and bilingual education. Linda Komesaroff exposes the power of the entrenched dominant groups and their influence on the politics of educational policy and practice in Disabling Pedagogy: Power, Politics, and Deaf Education.Komesaroff suggests a reconstruction of deaf education based on educational and social theory. First, she establishes a deep and situated account of deaf education in Australia through interviews with teachers, Deaf leaders, parents, and other stakeholders. Komesaroff then documents a shift to bilingual education by one school community as part of her ethnographic study of language practices in deaf education. She also reports on the experiences of deaf students in teacher education. Her study provides an analytical account of legal cases and discrimination suits brought by deaf parents for lack of access to native sign language in the classroom. Komesaroff confronts the issue of cochlear implantation, locating it within the broader context of gene technology and bioethics, and advocates linguistic rights and self-determination for deaf people on the international level. Disabling Pedagogy concludes with a realistic assessment of the political challenge and the potential of the “Deaf Resurgence” movement to enfranchise deaf people in the politics of their own education.

Looks at the history and development of American Sign Language.

The author describes her life and experiences as the only deaf child in her public schools.

Provides language development theories and practices for teachers of deaf children.

This book is a comprehensive, developmentally organized overview of the process of interpreting in educational settings. Issues and methods are presented from a practical orientation, with representative cases that illustrate the topics. Students learn about the changing needs of the hearing impaired student as he/she moves from primary school through college. (view table of contents)

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Discusses the culture of the modern deaf community, the oppression of sign language, and the failure of educational programs that rely exclusively on oral language to teach deaf children

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Product Description: Book by English, Kristina M., Ph.D.