Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-04T12:32:52Z No. of bitstreams: 1 educacao_surdos.pdf: 890477 bytes, checksum: d2e71975553c9c6fd186e9626e5e90fb (MD5) / Made available in DSpace on 2015-05-04T12:32:52Z (GMT). No. of bitstreams: 1 educacao_surdos.pdf: 890477 bytes, checksum: d2e71975553c9c6fd186e9626e5e90fb (MD5) Previous issue date: 2011-02-25 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / A pesquisa tem como objetivo analisar os saberes/conhecimentos sobre os surdos que circularam e circulam nos currículos dos cursos de formação de professores para trabalhar com surdos no Estado do Rio Grande do Sul, no período entre 1984 a 2004. O material de pesquisa analisado é composto por dois currículos de cursos de graduação e três currículos de cursos de capacitação. A pesquisa insere-se no campo dos Estudos Pós-Estruturalistas e dos Estudos Surdos. As ferramentas analíticas de norma e normação/normalização, pensadas a partir das teorizações dos Estudos Foucaultianos, possibilitaram identificar conhecimentos clínico-terapêuticos e culturais atuando nos currículos de formação. O exercício analítico sobre o material de pesquisa mostrou que: 1) o olhar dos professores, mesmo daqueles que dizem estar preparados para trabalhar com surdos, ainda está alicerçado na necessidade de comparação entre surdos e ouvintes; 2) a forte presença do ouvinte nos currículos de formação fez com que os surdos, ao falarem de si, tivessem sempre como referência o ouvinte; 3) os discursos instituídos pelas práticas da Educação Especial colocam em funcionamento estratégias que visam à normalização dos surdos; 4) deslocamentos estão ocorrendo frente à inserção de saberes que problematizam a surdez cultural, tendo como base autores que abordam a cultura surda num viés antropológico-cultural; 5) mesmo que nos currículos de formação apareçam outras formas de olhar para os surdos, produzidas a partir de práticas discursivas que visam a dizer de um surdo cultural, de língua e identidade próprias, constituídas a partir de sua diferença, os surdos continuam capturados dentro da Educação Especial e na oposição binária entre surdos e ouvintes, derivada dos processos de normalização típicas da Modernidade. / This research aimed at analyzing knowledges about the deaf that were spread in curricula of courses offered from 1984 to 2004 to teachers that work with deaf students in Rio Grande do Sul. The material analyzed was composed of two curricula of under-graduation courses and three of habilitation courses. The research was grounded on both post-structuralist studies and Deaf Studies. The analytical tools used - norm and normalization -, thought from the theorizations of Foucauldian Studies, allowed for the identification of both clinical-therapeutic and cultural knowledges acting in the teacher education curricula. The analysis showed that: 1) teachers' positioning, even of those who claimed to be prepared to work with the deaf, is still grounded on the necessity of comparison between deaf and hearing people; 2) the strong presence of hearing people in the teachers' education curricula has led the deaf to have hearing people as a reference when they talk about themselves; 3) discourses instituted by Special Education practices trigger strategies that aim at normalizing the deaf; 4) displacements caused by the insertion of knowledges that problematize the cultural deafness have been based on authors that have approached the deaf culture from an anthropological-cultural perspective; 5) the deaf are still captured by Special Education as well as by the binary opposition between deaf and hearing people which is derived from the processes of normalization that are typical of Modernity, despite the emergence of other forms of regarding the deaf in the curricula, which were produced from discursive practices aiming at talking about the cultural deaf, i.e. those who have their own language and identity constituted from their difference.

This dissertation research investigates the experience of deafness among deaf youth, adults, and their families in Mexico City, Mexico. Deaf children cannot fully access the spoken languages of their hearing families and mainstream society. Hence, participating families embarked upon extensive treatment-seeking pilgrimages, encountering myths about deaf lifeways and the promise of miracle cures that formed Mexico City's cultural system for coping with childhood deafness. This ethnography uncovers persistent misconceptions in medical and mainstream discourse, including strong recommendations against exposure to sign language, which directly impacted participants' access to relevant communities of practice, the social networks that proved most significant to these families. I used visual data collection methods, including photovoice and personal history timelines, to examine deaf identity. I contrast participants' lived experiences with the effects of the medicalization of deafness to empirically demonstrate the value of sign-based communities of practice for language socialization and the impact of restricted information and stigma. My research outlines the limitations of therapeutic approaches to language and challenges the notion that all children predictably acquire language. My contribution of "treatment-seeking pilgrimages" provides a new concept for examining therapy management as a social practice and I use "ad hoc communities of practice" to illustrate how participants formed social groupings in response to the unanticipated discovery of deafness in their families. Applied outcomes include recommendations suitable for educating medical personnel, public policy actors, educators, and families in early stages of treatment seeking.

The purpose of this study was to investigate the effect of trained hearing peer tutors on the physical activity levels of deaf students in integrated elementary physical education classes. This study utilized a single subject multiple baseline design across subjects. Eight deaf 4th and 5th grade students and eight hearing 4th and 5th grade peer tutors participated in the study. The students were observed during their physical education class and data were analyzed on physical activity levels and peer tutor behavior. The deaf students and peer tutors were first observed during a baseline period of 4-6 classes with no intervention. The peer tutors were trained toward the latter part of the baseline period. The peer tutor intervention lasted from 11-13 classes. During the intervention, the peer tutor and deaf student participated in pairs for the fitness portion of the class. The results of the intervention demonstrated that the implementation of trained hearing peer tutors improved the physical activity levels of both the deaf students and peer tutors. The training of the peer tutors consisted of signs pertaining to: instruction, physical fitness, and teaching techniques in the areas of: cueing, feedback and reinforcement. The cueing approach followed the system of least prompts and included verbal cueing, modeling, and physical assistance. Feedback consisted of positive general and positive specific reinforcement. Peer tutors were trained over four to five 30 minutes sessions. Pre-established criteria required the peer tutors to implement the teaching behaviors with the researcher a minimum of 4 out of 5 times, and receive a score of 90% or better on the peer tutor quiz. All peers were successful at meeting this criteria. Data were collected on the peer tutors tutoring behavior throughout the study by systematic observation. The results of the peer tutor data revealed that the tutors were able to implement the tutor training program. The results of this study demonstrate that elementary aged deaf students and their hearing peers can improve their physical activity levels upon intervention of trained hearing peer tutors. It was also shown that elementary aged peer tutors can be trained to provide assistance to deaf students in integrated physical education classes. Recommendations for future research are provided based on the results of the study. / Graduation date: 1996

This study, which utilized a mixed methods approach, is the first research study in Ukraine which explored the experiences of parents raising deaf or hard of hearing children. The outcome of the study includes a documented analysis and synthesis of the perceptions held by Ukrainian-hearing parents raising young deaf or hard of hearing children regarding the emotional and communicational impact of the diagnosis on their family functioning, their perceptions of existing services and/or programs, and their perceptions of the relationships with professionals. Three hundred and twenty-five families whose young children were enrolled in grade 0/1 in 48 residential schools for children with hearing loss across the country were sampled in a survey of the study and 17 families from among this number volunteered for follow-up interviews. The emotional impact of the diagnosis on the parents and other family members as well as such factors as communication mode, availability and accessibility of professional services, access to information on deafness, and educational choices were explored along with demographic and other characteristics. Parental thoughts and views in this study were consistent with international perspectives of parents that are documented in the literature: the need for informational support, guidelines and communication options for families were seen to be key factors. The responses of the participants of this study confirmed that greater access to educational options, support for overcoming stress and improving emotional well-being, as well as support for families in establishing healthy family interactions and empowering parents were among their most important requirements. Additionally, the findings of this study, stress the importance of focusing on family resources and family appraisal as key factors in the hearing family adaptation process to having children who are deaf or hard of hearing. / Special Education

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published_or_final_version / Education / Master / Master of Education

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The author argues that religion has provided the deaf community with a powerful language to convey their authority in struggles to preserve sign language. Employing religious rhetoric, the American deaf community historically overcame the oppression of a dominant hearing community that suppressed the use of sign language. Grounding his arguments for educating deaf Americans in his Protestant theology, the Reverend Thomas Gallaudet garnered support for the school by appealing to the Christian convictions of the citizens of Hartford - intertwining Protestantism with the emerging American deaf community. By exploring the school, sanctuary, and social activism of the American deaf community, the author provides evidence of deaf community rhetoric that includes religious themes and biblical references. For example, in the latter half of the nineteenth century, arguments for methods of how to teach deaf students divided on ideological grounds. Manualists who supported the use of sign language often grounded their arguments in Protestant theology, while oralists who were influenced by Charles Darwin’s The Origin of Species grounded arguments in evolutionary thinking. The influence of biblical teachings was evident in the schools for the deaf. The chapel services perpetuated the use of sign language even in times when sign language was under attack. From these chapel services came a social purpose for the church sanctuary in the lives of deaf Americans in late nineteenth- and early twentieth-century America. The sanctuary also provided the deaf community with a political platform advocating sign language use. The social activism of the deaf community has taken on many forms. In the early twentieth century, the National Association of the Deaf president, George Veditz, used film to capture his fiery Preservation of the Sign Language, which is filled with religious rhetoric advocating the deaf community’s use of sign language. More recently, Deaf West Theatre’ production of Big River is an example of how artful expression is used to support the values of the deaf community. This dissertation concludes with the suggestion that technology has replaced many of the functions of religion in the lives of deaf Americans and the author encourages further research in specific areas.

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