What would living in a world without sound feel like? How would the educational experience be different if you were the only one in a classroom who could not hear the instructions from your teacher? What would the emotions be of someone experiencing all of this? These questions are crucial to the understanding of deaf culture (as an entity) and in relation to the majority-hearing world. Deafness, similar to homosexuality, is more than a disease or a condition – medically diagnosed or not. Deafness is indicative of an experience particular to a specific marginalized group. How can anyone attempt to answer the beginning questions if they have not been exposed to those who fall into said categories (in this case deafness)? Similar to any beginning
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How does this force then apply to those who fall outside the norm, who deviate from the expected situation? The research I have conducted, altogether shows that the teaching of sign language- through the use of narrative storytelling, and trained teachers- creates awareness for deaf children to feel accepted and understood. Furthermore, the teaching and training of these deaf children allows them to be socialized so that they can be productive members of a society. Ultimately, I hope to utilize this information in order to educate others and myself on the importance of deaf culture. According to Rachel Sutton-Spence’s research on British deaf children, deaf teachers often utilized storytelling in order to help children develop identity and foster connection to certain material (265). On the topic of deaf children, Spence mentions how the majority of deaf children come from hearing families- therefore we can conclude that deaf people are not instantly members of the deaf community (266). Involvement in a community (at least earning member status) would likely come out of interaction, not mere birth. In using Sign language to craft and show narratives, Spence rightfully …show more content…
Social, economic, religious, psychological, religious, and political factors influence how individuals (particularly families) thrive in a society. These same factors likely influence those who are blind, deaf, amputated, or marginalized in some capacity. The first stage in order to make significant policy must begin with identification. Deafness is often seen as a medical problem, an impairment bound by some biological defect, according to doctors (Higgins and Lieberman 11). According to Michael Higgins and Amy Lieberman, “[d]eaf children were often not identified until two and a half or three years (10). This would present problems specifically because a child has already begun developing social and behavior cues. Rachel Sutton Spence connects this development to arrested development leading to latent problems in adulthood (pg. 285). For example, “Deaf children learn how to do things from teachers, but are never explained why certain behaviors are good- that leads to kids transitioning into adulthood who then feel stuck because they’re communication skills are not recognized. (285). The lack of explaining, rationalizing, and identifying of specific actions taken by teachers only leads to deaf children developing ways of interacting that may not serve them in the future; particularly
How does this force then apply to those who fall outside the norm, who deviate from the expected situation? The research I have conducted, altogether shows that the teaching of sign language- through the use of narrative storytelling, and trained teachers- creates awareness for deaf children to feel accepted and understood. Furthermore, the teaching and training of these deaf children allows them to be socialized so that they can be productive members of a society. Ultimately, I hope to utilize this information in order to educate others and myself on the importance of deaf culture. According to Rachel Sutton-Spence’s research on British deaf children, deaf teachers often utilized storytelling in order to help children develop identity and foster connection to certain material (265). On the topic of deaf children, Spence mentions how the majority of deaf children come from hearing families- therefore we can conclude that deaf people are not instantly members of the deaf community (266). Involvement in a community (at least earning member status) would likely come out of interaction, not mere birth. In using Sign language to craft and show narratives, Spence rightfully …show more content…
Social, economic, religious, psychological, religious, and political factors influence how individuals (particularly families) thrive in a society. These same factors likely influence those who are blind, deaf, amputated, or marginalized in some capacity. The first stage in order to make significant policy must begin with identification. Deafness is often seen as a medical problem, an impairment bound by some biological defect, according to doctors (Higgins and Lieberman 11). According to Michael Higgins and Amy Lieberman, “[d]eaf children were often not identified until two and a half or three years (10). This would present problems specifically because a child has already begun developing social and behavior cues. Rachel Sutton Spence connects this development to arrested development leading to latent problems in adulthood (pg. 285). For example, “Deaf children learn how to do things from teachers, but are never explained why certain behaviors are good- that leads to kids transitioning into adulthood who then feel stuck because they’re communication skills are not recognized. (285). The lack of explaining, rationalizing, and identifying of specific actions taken by teachers only leads to deaf children developing ways of interacting that may not serve them in the future; particularly