CHAPTER FOUR: Identity and Communication in the Deaf Community

Transcription

1 CHAPTER FOUR: Identity and Communication in the Deaf Community Chapter Summary Review this chapter in your textbook This chapter introduces a number of terms used to define identity and communication in the Deaf community. Successful communication requires that we understand the meaning and implication of these terms from the perspective of those with whom we are communicating. To Focus Your Study As you study this chapter, pay particular attention to the following ideas and information. 1. Labels used to indicate one s hearing status and the meaning of each from a Deaf and hearing perspective. 2. Types of communication within the category of sign supported speech. 3. The difference between deaf and Deaf. Learning Activities LEARNING ACTIVITY #1: Reflection on Learning In Your Own Words Reflect on and record the significance of new ideas and understandings you have gleaned from this chapter on your journey of learning. LEARNING ACTIVITY #2: Changing Places Write a descriptive paper on your perception of what the world would be like if Deaf people were the majority and the norms for interaction were Deaf, rather than hearing. What would schools, families, communities, and attitudes be like in such a world? Write in your journal H & H Publishing Co

2 Cultural Labels Look at video clip on CD In the file titled Cultural Labels on the companion CD for Chapter 4, there are a number of sub-files dealing with cultural labels used to refer to deaf and hearing individuals. Review those video segments as well as Chapter 4 in the text book. Based on your study: Describe at least five ways d/deaf and hard of hearing individuals may communicate and identify commonalities and differences of each Define code switching and explain why this phenomenon occurs Discuss cultural labels given to hearing people by members of the Deaf community Research the terms hearing impaired and early attitudes toward indigenous sign languages like ASL. Share your learning with your learning partner. LEARNING ACTIVITY #1: Review of Expert Preferences/Experiences Communication Preferences/Experiences Review the video clips on the CD showing different Deaf individuals discussing their communication preferences and experiences. Using the form on page 4.6, identify the similarities and differences in the communication experiences of our experts who are deaf. Do you find any patterns? Share your observations with your learning partner. Look at video clip on CD Work with your learning partner LEARNING ACTIVITY #2: Verifying Expert Experiences with Local Community Working with your learning partner, interview members of the local Deaf community to inquire about their experiences. Are they similar to those expressed by the experts on the CD? What are their feelings about early communication with family members and various types of communication experienced in their school years? What is their preference today? Do they generally believe interpreters modify their way of interpreting information to meet the deaf person s communication needs/preferences? H & H Publishing Co

3 LEARNING ACTIVITY #3: Reflection and Journaling In your journal, record how you will apply your understanding of these experiences and preferences in your work as an interpreter; as a member of the Deaf community. Write in your journal Study Questions Study Questions 1. When a deaf person interacting with hearing individuals changes her/his form of communication to a more English-like form, this is termed... (circle all that apply): Simultaneous communication Code switching Total communication Cross cultural adaptation CASE 2. If a client refers to her/himself as Deaf, an interpreter might assume this individual... (circle all that apply): Identifies with the majority language/culture and its norms of social interaction Uses and values American Sign Languages May or may not have enough residual hearing to talk on the telephone Socializes primarily within the Deaf community Has Deaf family members H & H Publishing Co

4 3. Prior to the early 1960 s, indigenous Sign Languages were... (circle all that apply): Considered critical as an instructional language in Deaf education Studied formally by linguists throughout the world Viewed as an inferior visual form of the country s dominant spoken language A required part of the curriculum for individuals seeking to become teachers working with Deaf children and youth Slowly becoming extinct like Latin because they failed to change with the life and times of those people who used them for communication 4. The term hearing impaired... (circle all that apply): Is considered by the media as the politically correct term to refer to individuals who are deaf and hard of hearing Is accepted widely within the deaf and hard of hearing communities Was invented by members of the hearing majority community Is offensive and generally not accepted within the deaf and hard of hearing communities None of the above 5. In print, deaf (with a lower case d ) refers to: Whereas Deaf (with an upper case D ) refers to: H & H Publishing Co

5 6. Match the following English-based forms of signed communication with the description that best fits each. ROCHESTER METHOD SIGNING EXACT ENGLISH TACTILE COMMUNICATION CONTACT VARIETIES CONCEPTUALLY ACCURATE SIGNED ENGLISH A combination of English-based grammar with ASL signs; used to facilitate communication between Deaf and hearing individuals A method of communicating with Deaf-Blind individuals who use sign language First developed by individuals working with developmentally delayed deaf individuals; later adapted as a communication system in schools Originated in New York; requires all terms to be fingerspelled except the word and. Uses non-audible English mouth movements and English grammatical structure; sign selection is based on the meaning of the word or phrase being communicated H & H Publishing Co

6 Observing Communication Preferences/Experiences (Print off multiple copies and take with you for your video and in-person observations) Expert Preferences/Experiences Notes/Observations H & H Publishing Co