Spelling suggestions: "subject:"deal"" "subject:"dead""
121 |
Managing Their Own Affairs: The Australian Deaf Community During the 1920s and 1930sCarty, Bridget Mary, n/a January 2005 (has links)
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.
|
122 |
In mid-stream a qualitative case study of a young deaf woman--becoming 'Leigh' /Getty, Ann Darby. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vi, 137 p. Includes abstract. Includes bibliographical references (p. 117-128).
|
123 |
Sign and speech in family interaction : language choices of deaf parents and their hearing childrenPizer, Ginger Bianca, 1972- 31 August 2012 (has links)
Hearing children whose parents are deaf live between two linguistic and cultural communities. As in other bilingual families, parents and children make choices in their home language use that influence the children’s competence in the minority language--ASL--and language maintenance across generations. This dissertation presents 13ethnographic interviews of hearing adults with deaf parents and case studies of three families, two with two deaf parents and three hearing sons (ages 3-16) and one with a deaf mother and her hearing 2-year-old daughter. Analysis of the adult interviews reveals that--despite variation in community affiliation and sign language ability and practice--these adult children of deaf parents share a functional language ideology in which family communication potentially involves effort; putting in such effort is appropriate only to the degree that it overcomes communication barriers. Analysis of the family members’ code choices in two hours of videotaped naturalistic interaction at home was supplemented by observation and interviews. The families’ children behaved in a manner consistent with the interviewed adults’ functional language ideology, restricting their signing to times of communicative necessity. Using an analytical framework based on Bell’s (1984; 2000) theory of audience design, I coded every communicative turn for the role of each family member (speaker/signer, addressee, participant, bystander) and for the communication medium (sign, gesture, mouthing, speech, etc.). The children consistently adjusted their code choices to their addressees, occasionally signing to their siblings, but always for an obvious purpose, e.g., keeping a secret. Only the oldest brother in each family showed any tendency to accompany speech to a sibling with signing when a deaf parent was an unaddressed participant. Between these fluent bilingual children, signing was available as a communicative resource but never the default option. Given that the hearing children even in these culturally Deaf families tended toward speech whenever communicatively possible, it is no surprise that children whose deaf parents have strong skills in spoken English might grow up with limited signing skills--as did some of the interviewed adults--and therefore restricted access to membership in the Deaf community. / text
|
124 |
Language acquisition in a deaf child: the interaction of sign variations, speech, and print variationsMaxwell, Madeline Margaret January 1980 (has links)
No description available.
|
125 |
PERCEPTIONS OF SELECTED VARIABLES OF THE COUNSELING RELATIONSHIP IN GROUP COUNSELING WITH DEAF COLLEGE STUDENTSStewart, Larry G. January 1970 (has links)
No description available.
|
126 |
ATTITUDES TOWARDS SERVICES FOR THE ADULT DEAFJohnson, Richard Kent, 1932- January 1971 (has links)
No description available.
|
127 |
LANGUAGE UNDERSTANDING OF DEAF STUDENTS UNDER THREE AUDITORY-VISUAL STIMULUS CONDITIONSKlopping, Henry Walter Edward, 1941- January 1971 (has links)
No description available.
|
128 |
THE RELATIONSHIP OF SHORT-TERM VISUAL MEMORY AND INTELLIGENCE TO THE MANUAL COMMUNICATION SKILLS OF PROFOUNDLY DEAF CHILDRENFunderburg, Ruth Seth, 1930- January 1975 (has links)
No description available.
|
129 |
Speaking hands and silent voices : exploring the identities of d/Deaf teachers through narratives in motion.Ram, Ansuya. January 2010 (has links)
Recently, in the South African and the international context, teacher identity investigations have
dominated the landscape of transformation in education, in an attempt to understand the
relationship between teachers’ identities and their practice of teaching. However the dearth of
research on deaf education and D/deaf teachers has created a gap in our comprehensive
understanding and this study has aimed to address this void and advance existing theory.
This project focused individually and collectively on five Deaf teachers and how they experienced
their deafness in widely differing circumstances at various stages in their lives from childhood to
adulthood. The project explored firstly, how the participants constructed their identities as people
living with deafness; how they understood and interpreted their lives in the context of deafness.
The second component of the investigation addressed how they negotiated their deafness related
identities in their practice as teachers. My purpose was to know through their personal stories how
they have come to explain and know themselves as Deaf persons, how deafness gives character to
their lives and how this image guides their practice as teachers.
The participants, who teach in schools for D/deaf learners in KwaZulu-Natal, were drawn from a
larger cohort of Deaf teachers that qualified from a three-year pilot teacher education programme
designed to train D/deaf teachers to teach D/deaf learners. At the time of the research, participants
were in their eighth year of teaching. Through unstructured interviews, conducted via the medium
of South African Sign Language, data was obtained in the form of narratives of participants’ lives
which were captured in three seamless phases that included their childhood, schooling and their
experiences as teachers. The signed data was transcribed into written English text. The written text
which was collaborated by participants, was used for the analysis
This study has examined their individual life stories and the construction of their identities as
D/deaf persons, against the backdrop of proclaimed Deaf cultural identity, where difference rather
than disability is highlighted. In the analysis I argue from a post-structural perspective that the
participants’ claim to positioning in either Deaf or deaf or hearing discourses is not fixed and
rigid. Instead positioning overlaps fluidly and continuously between the three discourses with participants taking on character and conventions from Deaf, deaf and hearing discourses. They
transition consciously or unconsciously between the systems and create multiple and contradictory
identities. In addition I argue that cohesiveness and coherence in the conceptualization of a Deaf
cultural community and Deaf identity is non-existent, when viewed from a post-structural lens.
The institutional resources that shape their teacher identity constructions include colleagues,
learners, the parent community, the curriculum, and other micro-interactions. The institutional
resources intersect with biographical resources of race, religion, gender, social class, childhood
and later experiences, relationships, recollections, role-models and other signifiers. A multitude of
intersections and permutations emerge, to create an inexhaustible inventory of teacher positions
embedded in the general discourse of teaching and discoursed by teaching.
In both instances, that is, as D/deaf person and as D/deaf teacher, the school is the site that
instantiated the D/deaf identity and the teacher identity and the cultural discourses that prevail in
schools are the sites of resistance, acceptance and negotiation of identities. Here identity emerges
in the space where subjectivities intersect with narratives of social, cultural and political
discourses. This research which draws from the Deaf educators’ personal and professional
experiences and is articulated through the medium of South African Sign Language, hopes to
bring the educators’ histories together, and through these reflect on their lives, visualizing new
possibilities for understanding deafness in an educational and cultural context. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
|
130 |
Deaf education teachers' perceptions of issues in deaf education in Botswana / Title on signature form: Deaf education teachers' perceptions of deaf education in BotswanaMpuang, Kerileng D. January 2009 (has links)
Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Special Education
|
Page generated in 0.0342 seconds