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Stack #4679224
| Question | Answer |
|---|---|
| What happened in 1817? | first formal school for the deaf (now called American School for the Deaf) was established in the US |
| International Congress on the Education of the Deaf | an 1880 conference in Milan, Italy, in which participants voted that spoken language was better for the education of deaf people than sign language; caused deaf schools to begin banning sign language and punish students for signing |
| What happened in 1973? | the Rehabilitation Act was enacted |
| Rehabilitation Act | a federal law enacted in 1973 that formalized civil rights for people with disabilities, and prohibited government agencies from discriminating against people with disabilities in education and employment; introduced ideas of LRE and FAPE |
| What happened in 1988? | Deaf President Now (DPN) Movement |
| Deaf President Now (DPN) | a Deaf protest movement in 1988 to GU's selection of a hearing president that became internationally publicized, causing the hearing president to resign and I King Jordan to be selected as the first Deaf Gallaudet president |
| What happened in 1990? | the ADA was enacted |
| What percentage of deaf children have hearing parents? | 95% |
| Least Restrictive Environment (LRE) | an idea established in Section 504 and Part A of IDEA that all students be placed in the least modified educational setting possible based on their strengths and needs |
| What is the interpretation of LRE for deaf students? | when possible students stay in the classroom with others when possible; this includes mainstreaming Deaf children when possible instead of them having a specialized education |
| Individuals with Disabilities Education Act (IDEA) | a federal law passed in 1975 that provides protections for children and students with disabilities in education and learning, including LREs, IEPs, and early childhood services |
| Americans with Disabilities Act (ADA) | a landmark federal law that passed in 1990 that provides civil rights and protections for people with disabilities in education, employment, public services/spaces, and transportation |
| Individualized Family Service Program (IFSP) | included in Part C of IDEA; plan developed by professionals with families of disabled children, that provide strategies and communication opportunities in order to work with the child’s unique learning needs and strengths, and avoid language deprivation |
| National Black Deaf Advocates (NBDA) | a group that advocates for civil rights and equal access to education, employment, and social services for BlackDeaf individuals |
| Language Equality and Acquisition for Deaf Kids (LEAD-K) | a Deaf-led and Deaf-centric grassroots movement that advocates for state legislation that helps language development for Deaf children and tries to lower their risk of language deprivation |
| I King Jordan | a famous Deaf activist; first deaf president of Gallaudet University |
| Laurent Clerc | Deaf teacher who worked at the first deaf school in the world, the National Institute for Deaf Youths of Paris, and was brought over by Gallaudet to teach at American School for the Deaf; part of the reason why ASL has so many connections to FSL |
| Thomas Gallaudet | an American minister who was hired by the father of a deaf girl (Cogswell) to travel Europe and learn about their deaf school system in order to bring the info back to open an American deaf school; brought Clerc back and helped set up ASD |
| Alexander Graham Bell | created the AG Bell Philosophy which believes and teaches that sign language is inferior to spoken language, and that being deaf was a medical problem; encouraged deaf people to assimilate into hearing society; mother and wife were deaf |
| Andrew Foster | a BlackDeaf American who traveled to Africa and established 32 deaf schools (which taught ASL) in 13 nations |
| 5 values of US Deaf Culture | info sharing, autonomy, deaf space, community & connection, visual learning and language |
| 8 Deaf groups within Deaf Culture | Deaf people of color, DoD, DoH, late-deafened, HoH, DeafBlind, DeafDisabled, Deaf organizations |
| How have all Deaf people been historically and currently marginalized? | audism, ableism, linguicism, eugenics, Milan Conference and subsequent banning of sign language (caused a large chunk of Deaf history and culture to be lost) |
| How have specific groups with Deaf community been historically and currently marginalized? | - DeafBlind and DeafDisabled can face discrimination & bullying from other Deaf groups - DeafDisabled and LGBTQ+ Deaf are more likely to be bullied - BASL and BlackDeaf experiences have been suppressed & erased by white Deaf people |
| Social Model of Disability (SMD) | the concept that the physical condition is less responsible for the barriers and challenges a disabled person faces, and more caused by the social perception of disability and the way society is overwhelmingly designed for a single type of person |
| Dinner Table Syndrome | allegory for when Deaf people are surrounded by communication/language they do not have access to, causing language deprivation and feelings of isolation |
| Language Deprivation | the lack of full access to language experienced during a child’s critical period of language acquisition (0-5) |
| What are the consequences of language deprivation? | missing out on incidental learning, harder to learn basic language skills like reading, harder to develop cognitive skills like theory of mind and executive function, harder to develop social and conversational language, harder to develop reasoning skills |
| 3 parts of ASL phonology | phonemes (PHELM), morphemes, discourse structures |
| PHELM | palm orientation, handshape, expression, location, movement |
| Morphemes in ASL | movements, facial expressions, and use of space |
| Discourse Structure in ASL | (conversational elements used to convey meaning) eye gaze, blinking, and body movement |
| What are some ways cognition is different in Deaf children? | stronger visual and spatial memories, better at scanning material, better at detecting motion and changing attention, better at recognizing faces, can take longer to develop cognitive and language skills due to language deprivation |
| Deaf View/Image Art (De'VIA) | artwork by Deaf creators that show Deaf experience and perspective, typically along the lines of affirming their Deaf identity and/or resisting hearing discrimination |
| ASL Literature | stories and lessons passed down generation-to-generation through ASL |
| 2 main types of deaf identity development frameworks | Deaf Social Identity Framework and Disability Framework |
| Deaf Social Identity Framework | understands Deaf identity as a social identity as formed based on cultural, environmental, and social factors; occurs when people begin to view their minority status as empowering |
| Disability Framework | understands being deaf as disability or a lack, and thus a disability identity |
| 3 types of deaf social identity frameworks | DIDF, Acculturation Model, and Narrative Model |
| Deaf Identity Development Framework (DIDF) | based on how people of color develop a social identity; proposed by Glickman; has 4 stages: culturally hearing, marginal, immersion identity, & bicultural |
| Acculturation Model | the idea that deaf people adjust to deaf and hearing cultures in the same ways as immigrants adjust to their new country’s culture; 5 strategies: identification, involvement, preference, language competence, and knowledge |
| Narrative Model | seeks to understand Deaf identity (specifically how formed by DoH) through talking with people instead of measuring through a scale; 4 phases of development: taken-for-granted, alienation, affiliation, deaf-in-my-own-way |
| 5 challenges Deaf people face in education? | alternative learning & communication needs, mainstreaming can cause isolation, lack of qualified interpreters, less likely to attend higher education, more likely to have hearing, white teachers |
| 4 challenges Deaf people face in the legal system? | more likely to be victimized, language barrier in all steps of process, in jails and prison often don't have full communication access, harder to report crimes or access support services |
| 3 challenges Deaf people face in employment? | higher rates of unemployment, underrepresentation of deaf people in certain white collar fields (business, law, med), overrepresentation in certain blue collar fields (maintenance) |
| 4 challenges Deaf people face with mental health? | hard to get accommodations and/or qualified interpreters, life experience less likely to be understood by therapists/doctors, increased bias and barriers so more likely to face mental health struggles, higher rates of untreated health problems and DV |
Created by:
MeadowM