Pub Date : 2019-11-12DOI: 10.1080/14643154.2019.1688531
Jessica Rice Aberth, Krystal L. Werfel
ABSTRACT Objectives: The two-fold purpose of this feasibility study was to determine if (a) self-regulated strategy development intervention would improve the writing skills of a child who uses cochlear implants and (b) if self-regulated strategy development intervention would improve the reading comprehension skills of a child who uses cochlear implants. Methods: One eleven year-old child with bilateral sensorineural hearing loss who utilised bilateral cochlear implants participated in this single-subject, multiple baseline across behaviours design treatment study which examined the effectiveness of using writing intervention to improve reading comprehension in children who are deaf. The participant completed three seven-week writing interventions focused on narratives, opinion essays, and persuasive essays. The participant also completed progress monitoring in baseline, intervention, and maintenance conditions for each behaviour. Intervention was delivered one-on-one for 60 min one day per week. Results: Visual analysis of progress monitoring data indicated that writing performance improved in two out of the three styles of writing throughout the intervention and that the improvement for those two areas was maintained after intervention was complete. Comparison of pre- and post-test measures of reading comprehension indicated that the writing intervention was effective for improving reading comprehension for the participant. Conclusion: Self-regulated strategy development writing intervention may be a beneficial intervention strategy to improve writing skills, and potentially reading comprehension skills, in children who are deaf and use cochlear implants.
{"title":"The effectiveness of self-regulated strategy development instruction for improving writing abilities in a school-age child with cochlear implants: A single subject research design study","authors":"Jessica Rice Aberth, Krystal L. Werfel","doi":"10.1080/14643154.2019.1688531","DOIUrl":"https://doi.org/10.1080/14643154.2019.1688531","url":null,"abstract":"ABSTRACT Objectives: The two-fold purpose of this feasibility study was to determine if (a) self-regulated strategy development intervention would improve the writing skills of a child who uses cochlear implants and (b) if self-regulated strategy development intervention would improve the reading comprehension skills of a child who uses cochlear implants. Methods: One eleven year-old child with bilateral sensorineural hearing loss who utilised bilateral cochlear implants participated in this single-subject, multiple baseline across behaviours design treatment study which examined the effectiveness of using writing intervention to improve reading comprehension in children who are deaf. The participant completed three seven-week writing interventions focused on narratives, opinion essays, and persuasive essays. The participant also completed progress monitoring in baseline, intervention, and maintenance conditions for each behaviour. Intervention was delivered one-on-one for 60 min one day per week. Results: Visual analysis of progress monitoring data indicated that writing performance improved in two out of the three styles of writing throughout the intervention and that the improvement for those two areas was maintained after intervention was complete. Comparison of pre- and post-test measures of reading comprehension indicated that the writing intervention was effective for improving reading comprehension for the participant. Conclusion: Self-regulated strategy development writing intervention may be a beneficial intervention strategy to improve writing skills, and potentially reading comprehension skills, in children who are deaf and use cochlear implants.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82146331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-05DOI: 10.1080/14643154.2019.1685756
R. Swanwick, J. Elmore, J. Salter
ABSTRACT This research examined the educational inclusion of children who are deaf or hard of hearing (DHH) and from Roma families who have migrated to England. The study was co-developed with practitioners in the field and involved: a demographic survey of deaf education services; five institutional case studies of local authority services and four individual case studies of children who are DHH and from Roma families. An intersectional approach to the analysis of the data revealed the different vulnerabilities associated with being a child who is DHH and being from a migrant Roma family in England. The study provides the first estimate of the numbers of children who are DHH and from Roma families in England. It also documents an overview of the support offered to Roma children by local authority services and offers insights into the experiences of families and children. In conclusion, it considers the implications for multi-professional practice.
{"title":"Educational inclusion of children who are deaf or hard of hearing and from migrant Roma families: Implications for multi-professional working","authors":"R. Swanwick, J. Elmore, J. Salter","doi":"10.1080/14643154.2019.1685756","DOIUrl":"https://doi.org/10.1080/14643154.2019.1685756","url":null,"abstract":"ABSTRACT This research examined the educational inclusion of children who are deaf or hard of hearing (DHH) and from Roma families who have migrated to England. The study was co-developed with practitioners in the field and involved: a demographic survey of deaf education services; five institutional case studies of local authority services and four individual case studies of children who are DHH and from Roma families. An intersectional approach to the analysis of the data revealed the different vulnerabilities associated with being a child who is DHH and being from a migrant Roma family in England. The study provides the first estimate of the numbers of children who are DHH and from Roma families in England. It also documents an overview of the support offered to Roma children by local authority services and offers insights into the experiences of families and children. In conclusion, it considers the implications for multi-professional practice.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83979288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/14643154.2018.1481594
D. Fobi, Alexander M. Oppong
ABSTRACT This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH students at West African Senior Secondary Certificate Examination (WASSCE) over the past ten years, types of communication approaches for the DHH in Ghana, as well as legislation and relevant policy documents on educating DHH children in Ghana. The paper recommends the sign communication approach and other strategies which the authors believe will aid Ghana achieve the Sustainable Development Goal 4 for all DHH individuals.
{"title":"Communication approaches for educating deaf and hard of hearing (DHH) children in Ghana: historical and contemporary issues","authors":"D. Fobi, Alexander M. Oppong","doi":"10.1080/14643154.2018.1481594","DOIUrl":"https://doi.org/10.1080/14643154.2018.1481594","url":null,"abstract":"ABSTRACT This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH students at West African Senior Secondary Certificate Examination (WASSCE) over the past ten years, types of communication approaches for the DHH in Ghana, as well as legislation and relevant policy documents on educating DHH children in Ghana. The paper recommends the sign communication approach and other strategies which the authors believe will aid Ghana achieve the Sustainable Development Goal 4 for all DHH individuals.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77313122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/14643154.2019.1673075
{"title":"International Congress on the Education of the Deaf International Committee","authors":"","doi":"10.1080/14643154.2019.1673075","DOIUrl":"https://doi.org/10.1080/14643154.2019.1673075","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80075291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/14643154.2019.1668114
{"title":"2020 Special Issue Announcement Otitis Media in Children with an Indigenous Heritage","authors":"","doi":"10.1080/14643154.2019.1668114","DOIUrl":"https://doi.org/10.1080/14643154.2019.1668114","url":null,"abstract":"","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86589300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1080/14643154.2019.1672912
Rachel O’Neill, Jill Duncan
Inside the front cover of this Deafness and Education International (D&EI) issue you will see our newly established Editorial Board with Executive Editors from five global regions: Africa, Americas North and South, Asia, Europe and the Middle East, and Oceania. For each region we now welcome Associate Review Editors chosen through a process supported by D&EI’s two professional associations the British Association of Teachers of the Deaf (BATOD) and the National Association of Australian Teachers of the Deaf (NAATD). In early 2020, we will seek additional Associate Review Editors to make up a full Board of five Executive Editors and five Associate Review Editors from each global region. Additionally, we are very pleased to welcome Joy Rosenberg as D&EI’s newly appointed Book Review Editor; if you would like to represent a global region as a book reviewer, please see the expression of interest in D&EI’s next issue. In this issue, we have articles or book reviews from all five global regions. Colourful Semantics is an example of an intervention often used with children who are deaf but so far scarcely evaluated. From Sri Lanka, Shyamani Hettiarachchi and Mahishi Ranaweera’s article explores its use in two deaf schools in an intervention implemented by class teachers. A team of researchers from Ottawa in Canada, Vivian Grandpierre and colleagues, investigate the views of audiologists and speech and language therapists working in early years health services in relation to their work with children who are deaf from minority community backgrounds. The article raises important issues; practitioners who are not culturally aware may make assumptions about these families or neglect to engage services such as interpreters. Daniel Fobi and Alexander Oppong introduce an overview of historical developments in deaf education in Ghana, looking at colonial and post-colonial influences on communication approaches and secondary exam results. Khalid Alasim and Peter Paul investigate the views of both teachers of deaf children and ordinary class teachers in Saudi Arabia towards the inclusion of students who are deaf, with findings suggesting neutrality towards inclusion, as at present most class teachers have little experience of teaching deaf children. Becoming skilled in a country’s sign language is perhaps the most noteworthy challenge facing hearing teachers of children who are deaf globally. Denise Powell, Anita Boon and John Luckner report on research evaluating the improving New Zealand Sign Language (NZSL) skills of teachers of children who are deaf in New Zealand. The individual coaching approach where teachers identify their own NZSL learning goals has much to offer other countries. Finally, we review a book about deaf education from Latin America. There is a vibrant deaf education research culture and are many pedagogical innovations in South America, particularly around bilingual education, although not often discussed in written English Journals. Linking
{"title":"Internationalising Deafness & Education International","authors":"Rachel O’Neill, Jill Duncan","doi":"10.1080/14643154.2019.1672912","DOIUrl":"https://doi.org/10.1080/14643154.2019.1672912","url":null,"abstract":"Inside the front cover of this Deafness and Education International (D&EI) issue you will see our newly established Editorial Board with Executive Editors from five global regions: Africa, Americas North and South, Asia, Europe and the Middle East, and Oceania. For each region we now welcome Associate Review Editors chosen through a process supported by D&EI’s two professional associations the British Association of Teachers of the Deaf (BATOD) and the National Association of Australian Teachers of the Deaf (NAATD). In early 2020, we will seek additional Associate Review Editors to make up a full Board of five Executive Editors and five Associate Review Editors from each global region. Additionally, we are very pleased to welcome Joy Rosenberg as D&EI’s newly appointed Book Review Editor; if you would like to represent a global region as a book reviewer, please see the expression of interest in D&EI’s next issue. In this issue, we have articles or book reviews from all five global regions. Colourful Semantics is an example of an intervention often used with children who are deaf but so far scarcely evaluated. From Sri Lanka, Shyamani Hettiarachchi and Mahishi Ranaweera’s article explores its use in two deaf schools in an intervention implemented by class teachers. A team of researchers from Ottawa in Canada, Vivian Grandpierre and colleagues, investigate the views of audiologists and speech and language therapists working in early years health services in relation to their work with children who are deaf from minority community backgrounds. The article raises important issues; practitioners who are not culturally aware may make assumptions about these families or neglect to engage services such as interpreters. Daniel Fobi and Alexander Oppong introduce an overview of historical developments in deaf education in Ghana, looking at colonial and post-colonial influences on communication approaches and secondary exam results. Khalid Alasim and Peter Paul investigate the views of both teachers of deaf children and ordinary class teachers in Saudi Arabia towards the inclusion of students who are deaf, with findings suggesting neutrality towards inclusion, as at present most class teachers have little experience of teaching deaf children. Becoming skilled in a country’s sign language is perhaps the most noteworthy challenge facing hearing teachers of children who are deaf globally. Denise Powell, Anita Boon and John Luckner report on research evaluating the improving New Zealand Sign Language (NZSL) skills of teachers of children who are deaf in New Zealand. The individual coaching approach where teachers identify their own NZSL learning goals has much to offer other countries. Finally, we review a book about deaf education from Latin America. There is a vibrant deaf education research culture and are many pedagogical innovations in South America, particularly around bilingual education, although not often discussed in written English Journals. Linking ","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77714378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-10DOI: 10.1080/14643154.2019.1664795
Elaine Gale, Michele Berke, B. Benedict, S. Olson, Karen Putz, C. Yoshinaga-Itano
ABSTRACT Family-Centred Early Intervention (FCEI), an international congress that meets biannually, concurred that programmes serving young deaf and hard of hearing (D/HH) children and their families should include D/HH adults when offering family social and emotional support (Principle 4) and engaging in collaborative teamwork with D/HH adults (Principle 8) (Moeller, Carr, Seaver, Stredler-Brown, & Holzinger, 2013). However, to date, there is no known published research investigating roles of D/HH adults in such programmes. This article discusses results from an online exploratory survey distributed internationally with the focus on the support and roles of deaf adults working in programmes serving young deaf children and their families. Forty-eight respondents completed the survey. Findings indicate that the support provided by deaf adults includes educational information and communication support, and that the major roles provided by deaf adults are as role models and language providers. Additionally, respondents reported that families do not have a diverse range of deaf professionals to connect with in early intervention programmes. This article concludes with a call to action for infusing deaf adults in programmes that include Formalisation, Collaboration, Education, and Infusion. For the purpose of this manuscript, the term “deaf” is an inclusive term representing all individuals with various hearing levels and cultural experiences.
{"title":"Deaf adults in early intervention programs","authors":"Elaine Gale, Michele Berke, B. Benedict, S. Olson, Karen Putz, C. Yoshinaga-Itano","doi":"10.1080/14643154.2019.1664795","DOIUrl":"https://doi.org/10.1080/14643154.2019.1664795","url":null,"abstract":"ABSTRACT Family-Centred Early Intervention (FCEI), an international congress that meets biannually, concurred that programmes serving young deaf and hard of hearing (D/HH) children and their families should include D/HH adults when offering family social and emotional support (Principle 4) and engaging in collaborative teamwork with D/HH adults (Principle 8) (Moeller, Carr, Seaver, Stredler-Brown, & Holzinger, 2013). However, to date, there is no known published research investigating roles of D/HH adults in such programmes. This article discusses results from an online exploratory survey distributed internationally with the focus on the support and roles of deaf adults working in programmes serving young deaf children and their families. Forty-eight respondents completed the survey. Findings indicate that the support provided by deaf adults includes educational information and communication support, and that the major roles provided by deaf adults are as role models and language providers. Additionally, respondents reported that families do not have a diverse range of deaf professionals to connect with in early intervention programmes. This article concludes with a call to action for infusing deaf adults in programmes that include Formalisation, Collaboration, Education, and Infusion. For the purpose of this manuscript, the term “deaf” is an inclusive term representing all individuals with various hearing levels and cultural experiences.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82014861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-12DOI: 10.1080/14643154.2019.1627737
Anne M. P. Michalek, S. Raver, Corrin Richels, K. Murphy, Rakan Alshammari
ABSTRACT Preschoolers who are deaf or hard of hearing (DHH) generally do not acquire grammatical forms at the same ages or rates of children who are not DHH. The purpose of this study was to investigate treatment intensity using a variation of enhanced conversational recast (Encinas & Plante [2016]. Feasibility of a recasting and auditory bombardment treatment with young cochlear implant users. Language, Speech, and Hearing Services in Schools, 47, 157–170 ), auditory bombardment, and attentional focus to improve the use of grammatical verb forms in preschoolers who are DHH. Three preschoolers (2 male and 1 female) between the ages of 3 and 4 years and enrolled in a public preschool which used an oral communication approach participated in this study. Results indicate that combined focused conversational recasting, auditory bombardment, and attentional focus during a 5-minute intervention session produced an effect size (Tau-U) of .70 for Child 1; .91 for Child 2; and .67 for Child 3, representing moderate to strong effects of the treatment for Child 1 and 2 and strong effects of the treatment for Child 3. The results suggest that the combination of focused conversational recasting, auditory bombardment, and attentional focus can be implemented by classroom teachers in a 1:1 setting and can yield improved grammatical skills in young children.
{"title":"Using focused recasting and auditory bombardment to teach child-specific morphosyntactical skills to preschoolers who are deaf or hard of hearing","authors":"Anne M. P. Michalek, S. Raver, Corrin Richels, K. Murphy, Rakan Alshammari","doi":"10.1080/14643154.2019.1627737","DOIUrl":"https://doi.org/10.1080/14643154.2019.1627737","url":null,"abstract":"ABSTRACT Preschoolers who are deaf or hard of hearing (DHH) generally do not acquire grammatical forms at the same ages or rates of children who are not DHH. The purpose of this study was to investigate treatment intensity using a variation of enhanced conversational recast (Encinas & Plante [2016]. Feasibility of a recasting and auditory bombardment treatment with young cochlear implant users. Language, Speech, and Hearing Services in Schools, 47, 157–170 ), auditory bombardment, and attentional focus to improve the use of grammatical verb forms in preschoolers who are DHH. Three preschoolers (2 male and 1 female) between the ages of 3 and 4 years and enrolled in a public preschool which used an oral communication approach participated in this study. Results indicate that combined focused conversational recasting, auditory bombardment, and attentional focus during a 5-minute intervention session produced an effect size (Tau-U) of .70 for Child 1; .91 for Child 2; and .67 for Child 3, representing moderate to strong effects of the treatment for Child 1 and 2 and strong effects of the treatment for Child 3. The results suggest that the combination of focused conversational recasting, auditory bombardment, and attentional focus can be implemented by classroom teachers in a 1:1 setting and can yield improved grammatical skills in young children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78894520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-28DOI: 10.1080/14643154.2018.1561782
Giulia Messina Dahlberg, Sangeeta Bagga-Gupta
ABSTRACT In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies.
{"title":"On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018","authors":"Giulia Messina Dahlberg, Sangeeta Bagga-Gupta","doi":"10.1080/14643154.2018.1561782","DOIUrl":"https://doi.org/10.1080/14643154.2018.1561782","url":null,"abstract":"ABSTRACT In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and representational techniques that, while seeking to “go beyond” boundaries across language-varieties and modalities, may, in fact, deploy and even reinforce such boundaries. Empirical studies across the last 20 years that focus on analyses and representations seeking to contribute to such a “going beyond” agenda are identified and scrutinised here. The concepts of Languaging, and its neologism Translanguaging, are focused upon in this study, with the aim of shedding light on how such a “going beyond” agenda is conceptualised and adopted in the research on Bilingual Education of Deaf Individuals, BEDI. The findings of this systematic search illustrate the fragmentation of the fields related to languaging and BEDI, highlighting that the “going beyond” agenda has, in fact, still not managed to reach beyond its own boundaries in terms of disciplinary epistemologies and ontologies.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90866304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-28DOI: 10.1080/14643154.2018.1561783
P. Kermit
ABSTRACT Critical theoretical approaches to the concept of recognition emphasise the Hegelian concept of a morally motivated struggle to obtain an identity that can be characterised as authentic. This paper takes the concept of a struggle for recognition, Erwing Goffman’s concept of “passing”, and the cross-disciplinary concept of languaging as its theoretical points of departure. Data from two empirical studies – one of children with cochlear implants in a school for the deaf and one of these children languaging with typically hearing peers – are presented. The data show that the deaf children in the mainstream kindergarten and school frequently display the behaviour that Goffman coined passing: they pretend to understand, strive to appear as if they were typically hearing, and deploy a range of strategies designed to conceal that they have trouble understanding their peers. Goffman’s work on passing is combined with the data at hand in order to understand passing both as a challenging and exhausting activity and as a symptom indicating that the deaf children experience stigma in Goffman’s sense. Passing can be understood as a struggle for recognition, but since passing is a strategy at odds with the idea of an authentic identity presupposed in Critical Theory, behaviours of passing might be understood as a moral problem that can be displayed and analysed in various ways. The paper concentrates on questions of what Axel Honneth calls “solidary recognition” and suggests that the methodological implications of the way that children’s languaging practices are approached should be subjected to further investigation.
{"title":"Passing for recognition – deaf children’s moral struggles languaging in inclusive education settings","authors":"P. Kermit","doi":"10.1080/14643154.2018.1561783","DOIUrl":"https://doi.org/10.1080/14643154.2018.1561783","url":null,"abstract":"ABSTRACT Critical theoretical approaches to the concept of recognition emphasise the Hegelian concept of a morally motivated struggle to obtain an identity that can be characterised as authentic. This paper takes the concept of a struggle for recognition, Erwing Goffman’s concept of “passing”, and the cross-disciplinary concept of languaging as its theoretical points of departure. Data from two empirical studies – one of children with cochlear implants in a school for the deaf and one of these children languaging with typically hearing peers – are presented. The data show that the deaf children in the mainstream kindergarten and school frequently display the behaviour that Goffman coined passing: they pretend to understand, strive to appear as if they were typically hearing, and deploy a range of strategies designed to conceal that they have trouble understanding their peers. Goffman’s work on passing is combined with the data at hand in order to understand passing both as a challenging and exhausting activity and as a symptom indicating that the deaf children experience stigma in Goffman’s sense. Passing can be understood as a struggle for recognition, but since passing is a strategy at odds with the idea of an authentic identity presupposed in Critical Theory, behaviours of passing might be understood as a moral problem that can be displayed and analysed in various ways. The paper concentrates on questions of what Axel Honneth calls “solidary recognition” and suggests that the methodological implications of the way that children’s languaging practices are approached should be subjected to further investigation.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82617039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：