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Deafness vs. Blindness, 2007.
This paper discusses the two physical impairments of deafness and blindness.
1,992 words (approx. 8.0 pages), 4 sources, MLA, $ 63.95
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Abstract
In this article the writer reviews and contrasts two physical impairments, blindness and deafness, using scholarly research on the subject of blindness and visual impairment as well as Nora Ellen Groce's "Everyone Here Spoke Sign Language: Hereditary Deafness on Martha's Vineyard". The writer maintains that most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Further, the writer points out, not only are people uninformed about eyesight during aging, but they tend to be ignorant of local resources available to them. The writer maintains that according to a study, the most effective tools for informing people about eyesight issues are newspapers for adults and the Internet for younger people.
Outline:
Introduction
Blindness, Low Vision, and the Search for a Model
Deafness on Martha's Vineyard
Deafness in Two Swedish Counties
Blindness - "Promoting a Message on Vision Loss..."
Works Cited
From the Paper
"To be deaf, or blind; if a hundred people were given that choice, hypothetically, how many would choose deafness over being sightless? Ninety? Ninety-five? All one hundred? It would likely be most, if not all, one hundred, because vision offers so much to the brain, the senses, and the heart."
"That is not to discount the impact of serious hearing loss, but clearly, most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Approaching a train crossing in reckless fashion without the aid of auditory support is potentially suicidal, of course; but approaching a train crossing with no auditory abilities and yet using keen eyesight for oncoming train traffic is making the best of an impaired situation - and also it is just the use of good sound human judgment."
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Deafness and The Counseling Relationship, 2001.
An examination the language and cultural aspect of deafness.
1,506 words (approx. 6.0 pages), 13 sources, MLA, $ 49.95
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Abstract
This paper provides an insight into the condition of deafness. It discusses how the deaf population is severely under-served, especially those that suffer some form of mental illness and require attention from the counseling profession. It also examines the issues that arise when formulating a counseling relationship between a deaf client and a counselor in view of the language and cultural differences.
From the Paper
"Specialization in counseling the deaf person is a recent development. Many issues arise when formulating a counseling relationship between a deaf client and a counselor. These issues include communication mode, cultural differences and language deficits. Communication difficulties pose the biggest barrier to counseling. Most psychologists agree that they should conduct sessions in the mode of communication that the client who is hearing impaired prefers (Happ & Altmaier, 1982)."
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Deafness and Substance Abuse, 2001.
This paper discusses deafness, substance abuse and the counseling relationship.
2,750 words (approx. 11.0 pages), 15 sources, MLA, $ 82.95
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Abstract
This paper examines the language and cultural aspect of deafness. The author discusses the effect these have on the deaf substance abuser?s therapeutic relationship and on the treatment. It is also stressed that more research is needed to aid deaf and hearing impaired people.
From the Paper
"According to Robert Pollard (1996) approximately about 40,000 deaf Americans suffer from serious psychopathology. Only 2% of Deaf Americans in need of mental health services receive them. The Deaf population is severely underserved, proven by this fact. Individuals who are deaf constitute a special subgroup of the disabled population for whom counseling services are insufficiently provided (Tucker, 1981).According to Johnson and Locke (1978), research on substance abuse among deaf people is meager. Enough drug and alcohol abuse in a residential school for the deaf was present to justify special intervention and prevention programs (cited in McCrone, 1982). The deaf alcoholic is not only isolated from society because of his/her alcoholism, but the deaf community is normally an isolated group of people and there is the painful awareness of isolation for a person who is not only deaf but also ill with the disease of alcoholism (Hetherington, 1979). It is evident, as I will show in the following paper, more research is needed to allow mental health centers to provide services for hearing impaired and deaf individuals. This paper will focus on one of the reasons the mental health community has not fully served this cultural population."
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Overcoming Head Injuries and Resultant Deafness, 2008.
A case study analysis of a rehabilitation plan and training plan for a male who suffered head injuries and resultant deafness.
1,648 words (approx. 6.6 pages), 7 sources, APA, $ 53.95
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Abstract
This paper presents a case study of John Q., a twenty-five year old male who suffered head injuries as the result of a roadside bomb in Iraq. The paper discusses the subject's medical problems and the procedures that he underwent. It then discusses a plan of rehabilitation and training and a plan for education to teach John Q. the art of sign language. It also looks at how John Q.'s progress will be monitored and evaluated over the upcoming months.
Table of Contents:
Introduction
Rehabilitation
Learning to Live with Deafness
Family and Social
Researcher Thoughts
From the Paper
"There are other therapeutic considerations that should be made to assist John Q in accomplishing his independence: a specially trained dog can, for instance, relieve the family of the burden of worry and concern about leaving John Q alone in his state of diminished functioning as a result of his loss of hearing and, hopefully temporary, ability to speak. A trained dog can serve as the alert mechanism to John Q. (Walls, Hendricks, Dowler, Hirsch, Orslene and Fullmer, 2002). The animal will serve as a vital link between John Q and the world around him, helping to be independent and to have quality time to himself and allow him to travel on his own."
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 2 sources, $ 44.95
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Abstract
An analysis of heredity deafness in Martha's Vineyard and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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Deafness and Hearing Impairment, 2009.
This paper explores how the deaf and hearing impaired face limitations in their employment.
1,930 words (approx. 7.7 pages), 14 sources, APA, $ 61.95
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Abstract
The paper discusses the incidence of deafness and its classification as a disability. The paper then reveals statistics on the increasing unemployment rate for the deaf that shows how, although European countries have passed laws and policies to ensure equal opportunities, discrimination against the hearing impaired is still rampant. The paper discusses a solution that is being popularly advocated, that would allow the deaf to use sign language in the workplace. The paper concludes that, providing employment, which generates income and self-respect, is the key issue for the full integration of all people with disabilities, particularly the deaf.
From the Paper
"According to the World Health Organization, deafness is defined as the complete loss of the ability to hear from one or both ears (WHO, 2008). An individual may have primarily been born with this disability, being unable to hear sound ever since he was born. Factors that may affect a person's development in the prenatal or postnatal stages may affect hearing. While the fetus grows in the mother's womb, a malformation may occur in the auditory apparatus (Online Encyclopedia, 2008). A mother who acquires measles during the time of pregnancy may result in a permanent disability of the child. Postnatally, deafness may result from an event that may likewise permanently damage the ears. Deafness may be caused by complications such as acquiring an infectious disease, intake of ototoxic drugs, or exposure to noise that is beyond tolerance. Hearing impairment is the partial loss of hearing ability from one or both ears."
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 1 source, $ 44.95
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Abstract
An analysis of heredity deafness in Martha's Vineyard, and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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"A Journey into the Deaf-World", 2002.
A review of the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan about Deaf-World culture.
1,725 words (approx. 6.9 pages), 1 source, MLA, $ 55.95
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Abstract
The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).
From the Paper
"Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."
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Improvements in Communication For Deaf Children, 2004.
Examines how current psychology provides support for disabled children, focusing on deafness.
2,224 words (approx. 8.9 pages), 7 sources, APA, $ 69.95
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Abstract
Using deafness as an example, this paper discusses how psychological knowledge has influenced the support provided for children with disabilities and their families. The paper examines issues focused upon by psychologists, namely language development, attainment, and topics of identity and self-esteem.
From the Paper
"Linked to attainment levels is the development of identity and self-esteem. Deafness is an integral part of a child?s identity. Deaf children, too, need to be able to make sense of the world, and to feel part of it. For deaf children, there needs to be an equalisation of expectations and attainments. A child who has high expectations and reaches these attainments will have a much higher self-esteem than an under-achiever. Self-esteem must be taken into account when looking at identity."
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Deaf Students, 2006.
This paper discusses the historical and socio-cultural effects of the Individuals with Disabilities Act (IDEA) and the subsequent least restrictive environment (LRE) provision on deaf students.
2,965 words (approx. 11.9 pages), 6 sources, APA, $ 87.95
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Abstract
This paper first explains the historical and legal background of the Individuals with Disabilities Act (IDEA) and the least restrictive environment (LRE) provision, as they apply to the general population. The author stresses the problems created when, by mandate, deaf students are put into mainstream classes, which most often results in more socio-cultural damage than good to the deaf community because it separates the deaf individuals from each other through language. The paper states that, if IDEA is properly implemented, deaf students and all special needs students could afford the opportunity to be placed in special education situations based on the fact that the conventional classroom cannot adequately meet their needs. The paper includes examples of court cases and personal experiences of students.
Table of Contents
Introduction
Historical Framework of Least Restrictive Environment (LRE)
Early Court Interpretations of the LRE Mandate
Recent Court Interpretations of the LRE Mandate
Socio-cultural Framework of LRE
Are Deaf Students Suffering in Silence?
Conclusion
From the Paper
"Cost arguments against specialized education for deaf students in favor of LRE also fail to make a valid point. Ostensibly, proponents of LRE claim that the provision of special education is cost prohibitive in an era of restrictive school budgets and an aging population that generates lower tax revenues which are needed to finance public education. However, when the cost of special education is weighed against the cost of institutionalizing, imprisoning, hospitalizing or keeping a special needs individual on the rolls of the welfare system because they cannot support themselves after high school, the investment in special education is a far better value from a multitude of points of view."
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Inclusion for the Deaf, 2007.
The paper analyzes the efficacy of the least restrictive environment (LRE) mandate for the deaf.
2,531 words (approx. 10.1 pages), 7 sources, MLA, $ 76.95
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Abstract
This study examines the inclusion programs adopted by LRE mandates for students who are deaf to be integrated within the traditional classroom. The researcher adopts a qualitative approach to the research using narrative analysis to provide observations regarding deaf students' achievement in direct communication vs. interpreted learning environments. The study results suggest that deaf students perform better in direct communication environments. Information gathered from the literature review, however, suggests that LRE limits deaf students' opportunities for direct communication learning. The paper concludes that as a result, the researcher assumes that in many instances LRE may prove more damaging than beneficial to the deaf community.
Outline:
Abstract
Problem Statement
Research Methodology
Conclusions
From the Paper
"In recent years there has been significant support among government agents for total inclusion programs within educational institutions throughout the nation. Along with this push has been much controversy and indecision regarding the efficacy of such programs, particularly among parents, educators and administrators working with special needs populations. The purpose of this research study is an analysis of the Least Restrictive Environment (LRE) Mandate for the deaf, which suggests that children with disabilities be provided regular classroom interaction to the greatest extent possible. Inclusion programs adopted by LRE mandates may include use of various services including interpreters, teacher aids and consultants for students who are deaf within the traditional classroom."
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"Deaf Like Me" ( Thomas & James Spradley ), 1997.
Critical review of brothers' book on painful discovery of & coping with Thomas' daughter's deafness.
1,125 words (approx. 4.5 pages), 1 source, $ 39.95
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From the Paper
"Thomas S. Spradley and James P. Spradley, in Deaf Like Me chronicle the experiences of a parents coming to grips with their daughter's deafness and learning much not only about that handicap but about human love. The Spradleys are brothers, Thomas is the father of Lynn, who was born deaf, and James is an anthropologist and uncle to Lynn. Louise, Lynn's mother, is an integral part of the book, and Lynn herself, at 19 years old in 1985, writes the book's Epilogue, making the work a truly family effort.
Perhaps one reason that the parents felt such pain at the discovery of "their daughter's deafness was that the mother Louise felt partly responsible because she had German measles during her pregnancy. Before their daughter's deafness is confirmed, their greatest fear seems to be that she will appear to be..."
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A Review of Multicultural Issues in Deaf Education, 2008.
This paper gives an overview of multicultural issues relating to deaf education in the U.S., identifying relevant issues and citing practical implication of the current research.
4,649 words (approx. 18.6 pages), 19 sources, APA, $ 120.95
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Abstract
This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.
Outline:
Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms
From the Paper
"In recent years, as deaf adults began participating in and directing the policymaking deliberations concerning the education of deaf children, these longstanding concepts and erroneous assumptions concerning the needs of deaf students were transformed somewhat, but the process has taken longer and required more effort than anyone might have expected. For instance, in recent years, 'Descriptions of deaf children as disabled persons needing auditory and speech rehabilitation began to fade. In their place, descriptions of deaf people as an ethnolinguistic group arose, where the young need 'bilingual education' using ASL as the medium of instruction, not 'special education' using invented or artificial languages or mechanistic methods. This cultural view of deaf people, existing alongside recent realizations of the multicultural nature of contemporary American life, has given rise to a new deaf education pedagogy, termed bilingual-bicultural (or bi-bi) education' (Flood et al., 2005, p. 313). The introduction of these educational techniques has also introduced yet another misconception concerning the education of deaf children. The implications of these trends on education in an increasingly multicultural deaf classroom are discussed further below."
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Trends in Deaf Education, 2008.
A discussion of the challenges facing those who are active in deaf education.
1,173 words (approx. 4.7 pages), 7 sources, APA, $ 40.95
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Abstract
This paper discusses the difficulties and challenges educators may face when teaching deaf children. In particular, the paper enumerates the key issues regarding special needs teachers and then examines them from an internal and external perspective. The paper accomplishes this via a thorough examination of available academic literature. In examining the literature, the writer takes into account the internal and external factors that will influence future trends in deaf education in order to provide an overview of how deaf education will appear in the future.
Outline:
Shortage of Qualified/Certified Sign Language Interpreters
Closure of State Schools for the Deaf Due to Special Education Funding Issues
Appropriate Education in the Age of Distance Technology vs Vygotsky's Theory
From the Paper
"The shortage of teachers for the deaf is an extension of an overall shortage of teachers that is affecting education on a national basis. There are many reasons for these shortages including low salaries and increased stress due to the shortages themselves. The growing shortage is self-perpetuating. The fewer teachers there are to perform daily duties, the more stressed those that are in the profession become. This scenario has prompted several states, such as Wyoming to mandate increased teacher salaries statewide (NEA, 2006). However, salaries alone are not likely to be the single answer to the problem."
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Deaf Children in the Classroom, 2000.
This paper outlines the effects of mainstreaming deaf children. It considers the effects on child, parent, teacher and classroom.
4,200 words (approx. 16.8 pages), 8 sources, APA, $ 112.95
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Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.
From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), ?a rich history of art, humour, literature and customs?. Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique ?deaf-abilities? these children bring to the classroom."
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