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This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.

Made available in DSpace on 2015-03-04T19:59:49Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Nenhuma / A presente dissertação, “Para além do Silêncio; Outros olhares sobre a surdez e a educação de surdos”, traz para à discussão algumas recorrências enunciativas possíveis de serem lidas nas produções de um dos grupos de pesquisadores que marcou a história da educação de surdos no Estado do Rio Grande do Sul. O grupo formou o Núcleo de Pesquisa em Políticas Educacionais para Surdos (NUPPES) e, através de tal Núcleo, fez parcerias com a Secretaria de Educação do Estado, assumindo a partir daí a elaboração dos currículos, bem como a formação de professores nos cursos oferecidos pelo Estado. Além disso, o NUPPES também fez distintos movimentos para que a comunidade surda começasse a ter expressão na academia através da entrada de surdos na Universidade. A partir da produção intelectual e da inserção dos pesquisadores nas comunidades surdas, escolares e acadêmicas, podemos dizer que há muitas rupturas nas formas de ver e fazer a história surda acontecer. Considerando a grande contribuição acadêmica do grupo, materia / The present dissertation, “Para além do silêncio;Outros olhares sobre a surdez e a educação de surdos” (“Over the silence;Other views about deafness and the education of deaf people”), makes possible the quarrel of some existing enunciative recurrences in the productions of one of the groups of researchers that marked the history of the education of deaf people in the Rio Grande do Sul Brazilian state. This group was formed the “Núcleo de Pesquisa em Políticas Educacionais para Surdos” (NUPPES – Nucleus of Research in Educational Politics for Deaf People) which made partnerships with the State Secretariat of Education, assuming the elaboration of the curriculums, as well as the formation of professors in the courses offered for the State. Moreover, the NUPPES made distinct movements so that the deaf community started to have academic expression by the entrance of deaf people in the university. From the intellectual production and the insertion of the researchers in the deaf, education and academic communities

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The communicative interchanges of a congenitally deaf child who received a cochlear implant at 24 months of age were videotaped in fifteen hourly sessions over a nine month period while she participated in auditory-verbal therapy prior to and following implantation. The present study examined selected early communicative behaviors. Using Tait's (1993) protocol for charting communicative adult-child interaction, gestures, eye-gaze, and sound uttered either by the child or an adult during communicative interchanges were transcribed from the videotapes. Results corresponded with Tait's, revealing growth in the child's communicative interaction across sessions. In less than three months following implantation phonemic measures rose dramatically. Almost all phonemic measure correlations were significant, high, and positive.

A dissertation submitted in fulfilment of the requirements for the degree of Master of Arts in Audiology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg March 2016. / Only a small number of Deaf school-leavers in South Africa enter higher education institutions (DeafSA, 2009). There does not seem to be an incentive to encourage Deaf school-leavers to enter higher education which contributes to the 90% unemployment rate of Deaf adults in South Africa (DeafSA, 2009). Deaf learners do not always seem to have opportunities for further study due to poor literacy skills. Deaf school leavers appear inadequately prepared for further education and employment when they leave high school and experience difficulty with communication and socio-emotional adjustment in the hearing world. This study explored the preparedness of young deaf adults for further education and employment within the Western Cape by describing the reflections of Deaf school-leavers regarding their transition from school to higher education and vocation. Focus group interviews and in-depth individual interviews were conducted with 19 Deaf participants between the ages of 21 and 25 who use SASL as their primary mode of communication and have attended a signing school for the Deaf in the Western Cape. The services of two SASL interpreters were used and the data collected were analysed using a thematic analysis. The findings of this study point to possible strategies that may facilitate the transition of the Deaf school leaver to higher education and vocation in the Western Cape. The data obtained in this study indicated a need for improved academic preparation of Deaf learners; an increase in educators of the Deaf that are fluent in SASL; an increase in SASL interpreters at higher education institutions and stronger transition programs at schools for the Deaf in the Western Cape. Moreover, participants in this study indicated a need for financial assistance for Deaf students to further their education and expressed the need for Deaf awareness and sensitization training of employers, employees, lecturers and fellow students of the Deaf in the Western Cape. Furthermore, the findings of this study suggested assistance from job placement officers with regard to integration and socialization of deaf employees in the workplace. / GR 2017

This thesis examines the development of and interrelationships among organisations in the Australian Deaf community during the early part of the 20th Century, particularly during the 1920s and 1930s. It focuses on those organisations which Deaf people attempted to establish themselves, or with hearing supporters, in response to their rejection of the philosophy and practices of the existing charitable organisations such as Deaf Societies and Missions. It also analyses the responses of the Societies and Missions to these moves. The thesis adopts a social history perspective, describing events as much as possible from the perspective of the Deaf people of the time. These developments within the Deaf community were influenced by wider social movements in Australian society during these decades, such as the articulation of minority groups as 'citizens', and their search for 'advancement', autonomy and equal rights. Australia's first schools and post-school organisations for Deaf people were closely modelled on 19th Century British institutions. The thesis describes the development of these early Australian institutions and argues that Deaf people had active or contributing roles in many of them. During the early 20th Century most of these organisations came under closer control of hearing people, and Deaf people's roles became marginalised. During the late 1920s many Deaf adults began to resist the control of Societies and Missions, instead aspiring to 'manage their own affairs'. In two states, working with hearing supporters, they successfully established alternative organisations or 'breakaways', and in another state they engaged in protracted but unsuccessful struggles with the Deaf Society. Australian Deaf people established a national organisation in the 1930s, and this led to the creation of an opposing national organisation by the Societies. Most of these new organisations did not survive beyond the 1930s, but they significantly affected the power structures and relationships between Deaf and hearing people in Australia for several decades afterwards. These events have been largely ignored and even strategically suppressed by later generations, possibly for reasons which parallel other episodes of amnesia and silence in Australian history.