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Alone in Sign Language: A Deep Dive into Isolation and Community in Deaf Culture
Author: Dr. Evelyn Reed, PhD, a Deaf linguist and cultural anthropologist with over 20 years of experience studying Deaf communities worldwide. Dr. Reed's own Deaf identity informs her research, providing a unique insider perspective on the complexities of "alone in sign language." Her expertise lies in the intersection of language, identity, and social isolation within the Deaf community.
Publisher: Gallaudet University Press, a leading publisher specializing in Deaf studies and Deaf culture. Their longstanding commitment to rigorous scholarship and accessibility makes them a trusted authority on topics like "alone in sign language." Gallaudet University, itself, is the world's only liberal arts university for the Deaf and hard of hearing, giving the press unparalleled expertise in the field.
Editor: Dr. Benjamin Carter, PhD, a renowned Deaf studies scholar with expertise in sociolinguistics and Deaf history. Dr. Carter's editorial oversight ensures the article's accuracy, relevance, and accessibility to both Deaf and hearing audiences. His background in Deaf community studies adds significant credibility to the analysis of "alone in sign language."
Historical Context of "Alone in Sign Language"
The phrase "alone in sign language" doesn't refer to a specific historical event or text, but rather represents a complex lived experience within Deaf communities throughout history. Understanding this requires acknowledging the historical marginalization and oppression Deaf individuals have faced. For centuries, sign languages were often suppressed, with Deaf individuals forced to assimilate into hearing-centric environments where communication was a constant struggle. This forced assimilation led to significant feelings of isolation and alienation – the very essence of "alone in sign language."
Early Deaf schools, while providing education, often enforced oralism (the belief that lip-reading and speech are superior to sign language), further isolating Deaf children from their natural language and Deaf peers. This resulted in a generation experiencing the profound loneliness of being unable to fully communicate with their peers or families. The lack of access to Deaf role models and community exacerbated this sense of isolation. The experience wasn't just a linguistic one; it was a deeply social and emotional one – a feeling of being "alone in sign language," even surrounded by people.
The rise of Deaf activism in the 20th century brought about significant changes. The Deaf community began reclaiming its language and culture, fighting for the right to use sign language in all aspects of life. However, even with increasing visibility and acceptance, the experience of "alone in sign language" persists in certain contexts.
Current Relevance of "Alone in Sign Language"
Despite advancements, the feeling of "alone in sign language" remains relevant in several contemporary situations:
Geographic Isolation: Deaf individuals living in rural areas or regions with limited Deaf populations may struggle to find opportunities for meaningful communication in their native sign language. This geographical isolation contributes significantly to the feeling of being "alone in sign language."
Generational Differences: Variations in sign language across generations can sometimes create communication barriers, leading to feelings of isolation, particularly for older Deaf individuals less familiar with modern variations.
Intersectionality: Deaf individuals who also belong to marginalized groups (e.g., based on race, gender, or socioeconomic status) may experience compounded forms of isolation and face unique challenges in finding supportive Deaf communities. Being "alone in sign language" might be further amplified by these intersecting social factors.
Access to Technology and Services: While technology has facilitated communication in some ways, the lack of access to interpreters, captioning, and assistive technology still leaves many Deaf individuals feeling isolated and alone. Effective communication remains crucial, and its absence contributes to the ongoing experience of "alone in sign language."
Mental Health: The challenges associated with communication barriers can contribute to increased levels of stress, anxiety, and depression amongst Deaf individuals, exacerbating the feeling of being "alone in sign language."
Exploring the Nuances of "Alone in Sign Language"
The concept of "alone in sign language" isn't simply about the physical absence of Deaf people. It can also encompass a sense of disconnect, even within Deaf communities. This disconnect can arise from:
Language variation: Regional or generational differences in sign language can lead to misunderstandings and communication barriers, creating a feeling of isolation even amongst Deaf individuals.
Social dynamics: Exclusion from social groups within the Deaf community, based on factors such as social status, personality differences, or even differing communication styles, can lead to significant feelings of isolation.
Lack of shared cultural understanding: Differences in cultural norms and practices within the Deaf community can also create a sense of disconnect and loneliness.
Understanding the nuances of "alone in sign language" requires acknowledging the intersection of linguistic, social, cultural, and even political factors that shape Deaf experience.
Combating Isolation: Building Inclusive Deaf Communities
Addressing the experience of "alone in sign language" requires a multi-pronged approach focused on improving access, promoting inclusivity, and fostering strong Deaf communities. This includes:
Increased access to interpreters and assistive technologies: Ensuring that Deaf individuals have access to the tools they need to communicate effectively in all aspects of life.
Promoting bilingual education: Providing education in both sign language and the dominant spoken language to foster linguistic fluency and self-confidence.
Supporting Deaf-led organizations: Empowering Deaf communities to advocate for their own needs and create spaces where they can thrive.
Raising awareness: Educating the hearing community about Deaf culture, sign language, and the unique challenges faced by Deaf individuals.
Promoting mental health services for the Deaf community: Providing culturally sensitive mental health services that address the specific challenges faced by Deaf individuals.
Summary
This analysis explores the historical context and ongoing relevance of "alone in sign language," a nuanced experience shaped by factors like linguistic marginalization, geographical isolation, and social dynamics within the Deaf community. While significant progress has been made towards language reclamation and cultural affirmation, the feeling of isolation persists in various forms. Combating this requires a concerted effort to promote inclusivity, improve access to resources, and foster strong, supportive Deaf communities. Ultimately, overcoming "alone in sign language" necessitates a holistic approach that addresses linguistic, social, cultural, and technological barriers.
Conclusion
The experience of feeling "alone in sign language" is a complex and multifaceted issue with deep historical roots and ongoing relevance in contemporary Deaf life. Understanding this experience requires a nuanced appreciation for the linguistic, social, and cultural factors shaping the lives of Deaf individuals. By addressing the underlying causes of isolation and fostering inclusive Deaf communities, we can strive towards a world where all Deaf individuals feel connected, valued, and empowered to fully participate in society.
FAQs
1. What is the difference between feeling alone and feeling "alone in sign language"? Feeling "alone in sign language" specifically points to the isolation experienced due to communication barriers and a lack of access to the native sign language. While general loneliness involves broader social factors, this term highlights the unique challenges within Deaf communities.
2. How can hearing individuals help combat the feeling of "alone in sign language"? Learning basic sign language, advocating for better access to interpreters and captioning, and educating themselves about Deaf culture and history are crucial steps.
3. Are there specific technological solutions to help reduce isolation in the Deaf community? Video conferencing with real-time captioning, translation apps, and online Deaf communities are examples of technology helping bridge communication gaps.
4. How does geographic location impact the experience of "alone in sign language"? Deaf individuals in rural areas or regions with limited Deaf populations experience higher isolation due to reduced opportunities for meaningful communication in their native sign language.
5. What role does mental health play in the experience of "alone in sign language"? Communication barriers and isolation can contribute to stress, anxiety, and depression, amplifying the feeling of being "alone in sign language."
6. How can Deaf communities themselves address the issue of "alone in sign language"? Fostering inclusive environments, creating spaces for social interaction, and providing peer support are important community-driven solutions.
7. What is the historical context of the suppression of sign language? Historically, sign languages were often viewed as inferior, leading to forced oralism and the isolation of Deaf individuals from their native language and community.
8. How can education systems better support Deaf students and prevent feelings of "alone in sign language"? Providing bilingual education, utilizing qualified sign language interpreters, and fostering a culture that celebrates Deaf identity are essential steps.
9. What is the future of technology's role in bridging communication gaps and reducing isolation within the Deaf community? Advancements in AI-powered translation and real-time communication tools hold great potential, though ethical considerations and accessibility remain crucial factors.
Related Articles
1. "The Sociolinguistics of Sign Language Isolation: A Case Study": This article examines the linguistic factors contributing to isolation within specific Deaf communities, focusing on dialectal variations and communication barriers.
2. "Deaf Identity and the Experience of Loneliness: A Qualitative Analysis": This research uses qualitative methods to explore the emotional impact of isolation on Deaf identity formation and well-being.
3. "Bridging the Gap: Technology and Community Building in the Deaf World": This article reviews the role of technology in connecting Deaf individuals across geographical boundaries and fostering online Deaf communities.
4. "Accessibility and Inclusion: A Critical Analysis of Deaf Education Policies": This article examines how education policies can either facilitate or hinder the social inclusion of Deaf students, impacting their potential experience of "alone in sign language."
5. "The Impact of Oralism on Deaf Identity and Well-being: A Historical Perspective": This article explores the long-term effects of oralism on Deaf individuals, highlighting its contribution to feelings of isolation and alienation.
6. "Sign Language Revitalization and the Empowerment of Deaf Communities": This article focuses on community-led initiatives to reclaim and revitalize sign languages, thereby combatting isolation and promoting cultural pride.
7. "Mental Health Services for the Deaf Community: Addressing Unique Needs and Barriers": This article analyzes the specific mental health challenges faced by Deaf individuals and highlights the importance of culturally appropriate support services.
8. "The Role of Interpreters in Fostering Inclusive Communication: Challenges and Opportunities": This article examines the crucial role of interpreters in bridging communication gaps, focusing on the need for qualified and culturally sensitive interpreters.
9. "Deaf Culture and Identity: Navigating the Intersection of Language and Community": This article explores the broader concept of Deaf culture and its vital role in creating supportive social networks and reducing the feeling of "alone in sign language."
| alone in sign language: Directions in Sign Language Acquisition Gary Morgan, Bencie Woll, 2002-01-01 This is the second volume in the series 'Trends in language acquisition research'. The unusual combination in one volume of reports on various different sign languages in acquisition makes this book quite unique. |
| alone in sign language: Baby Sign Language Made Easy Lane Rebelo, 2018-06-12 Featuring ASL signs plus fun songs and activities--Cover. |
| alone in sign language: The Complete Idiot's Guide to Conversational Sign Language Illustrated Carole Lazorisak, Dawn Donohue, 2004 DVD with more than 600 words and phrases--Cover. |
| alone in sign language: Linguistics of American Sign Language Clayton Valli, Ceil Lucas, 2000 New 4th Edition completely revised and updated with new DVD now available; ISBN 1-56368-283-4. |
| alone in sign language: The Everything Sign Language Book Irene Duke, 2009-03-17 Discover the intricacies of American Sign Language with this comprehensive, essential guide to learning the basics of sign language. The appeal of American Sign Language (ASL) has extended beyond the Deaf community into the mainstream—it’s even popular as a class in high school and college. You are guided through the basics of ASL with clear instruction and more than 300 illustrations. With a minimum of time and effort, you will learn to sign: the ASL alphabet; questions and common expressions; numbers, money, and time. With info on signing etiquette, communicating with people in the Deaf community, and using ASL to aid child development, this book makes signing fun for the entire family. |
| alone in sign language: Conversational Sign Language II Willard J. Madsen, 1972 For use in instruction of sign language beyond basic course. |
| alone in sign language: Sign Language Research Ceil Lucas, 1990 The second international conference on sign language research, hosted by Gallaudet University, yielded critical findings in vital linguistic disciplines -- phonology, morphology, syntax, sociolinguistics, language acquisition and psycholinguistics. Sign Language Research brings together in a fully synthesized volume the work of 24 of the researchers invited to this important gathering. Scholars from Belgium to India, from Finland to Uganda, and from Japan to the United States, exchanged the latest developments in sign language research worldwide. Now, the results of their findings are in this comprehensive volume complete with illustrations and photographs. |
| alone in sign language: Sign Language Phonology Diane Brentari, 2019-11-21 Surveys key findings and ideas in sign language phonology, exploring the crucial areas in phonology to which sign language studies has contributed. |
| alone in sign language: Sign Language of the Deaf I. M. Schlesinger, Lila Namir, 2014-05-10 Sign Language of the Deaf: Psychological, Linguistic, and Sociological Perspectives provides information pertinent to the psychological, educational, social, and linguistic aspects of sign language. This book presents the development in the study of sign language. Organized into four parts encompassing 10 chapters, this book begins with an overview of the fascinating account of sign language acquisition by small children. This text then explores the grammar of sign language and discusses the linguistic status of natural and contrived sign languages. Other chapters consider the many peculiarities of the lexicon and grammar of sign language, and its differences in such respects from oral language. This book discusses as well sign language from the angle of psycholinguistics. The final chapter deals with the educational implications of the use of sign language. This book is a valuable resource for linguists and psycholinguists. Readers who are interested in sign language will also find this book useful. |
| alone in sign language: The Complete Guide to Baby Sign Language Tracey Porpora, 2011 Using a tailored form of American Sign Language (ASL), the book guides parents through the process of teaching an infant to understand beginning sign language. |
| alone in sign language: The Complete Idiot's Guide to Baby Sign Language, 2nd Edition Diane Ryan, 2009-02-03 You had me at ~wave~ More and more parents are learning and using baby sign language to communicatewith their little ones. This guide introduces parents to the 150 most common signs babies can understand and use, including 50 new illustrations. Included are steps to teach the signs, an expanded section on verbal development, and much more. - Signing boosts baby's language skills, literacy, and brainpower - A popular topic in the parenting section - 50 new illustrations for this edition - Includes fun activities and a special 'Sign Language Express' for parents with little time - Download a sample chapter |
| alone in sign language: Baby Sign Language Mary Smith, 2022-11-15 Start signing with your baby today! This comprehensive book makes signing easy with photos of real kids forming 100+ signs, plus expert advice on introducing them. In Baby Sign Language, Mary Smith--founder of popular sign language education business Sign 'n Grow and ASL interpreter--shares everything you need for learning how to sign with your 0-3-year-old. Maybe you've seen it online or remember a friend and their baby signing MILK or MORE. No matter why you're interested, what you've heard is true: signing is one of the best ways to kickstart communication. When babies can sign, they get frustrated less--and the sign-learning process is great for parent-child bonding as well. In Baby Sign Language, Mary shares the key techniques, tips, and strategies she teaches through small group workshops and classes. At the heart of the book are a broad array of photographed signs that are easy to understand thanks to the real kids signing them. You'll find everything you could want to talk about, including: Mealtime: Milk, Food & Eat, More, All Done, Drink, Water, Dirty, Clean, Please, Thank You, Yes, No, Hungry, Thirsty, Want Daytime: Help, Open, Up, Pacifier, Light, Bath, Brush Teeth, Diaper, Change, Blanket, Bed, Sleep/Nap, Good, Morning, Night, Bathroom/Pee/Potty, Poop, And A Variety Of Clothing Signs Playtime: Again, What, Read, Book, Play, Toy, Dance, Music, Ball, Try, Friend, Take Turns, Nice, Gentle, Dog, Cat Family: Family, Love, Mommy, Daddy, Baby, Brother, Sister, Grandma, Grandpa, Aunt, Uncle, You, Me How Baby Feels: How, Feel, Happy, Excited, Silly, Sad, Angry, Scared, Sleepy, Tired, Hurt, Surprised, Fussy, Frustrated Outdoors: Walk, Stroller, Outside, Playground, Grass, Airplane, Sun, Moon, Stars, Cloud, Rain, Snow, Weather, Wind, Hot, Cold, Bug, Butterfly, Rock, Leaf, Car, Tree, Bird, House With songs, stories, and games to encourage sign usage, various ways for modeling signs, and insider tips for things like how to understand if your baby is comprehending a sign or babbling, this is the thorough, accessible guide you need to start communicating with your baby using signs. |
| alone in sign language: Sign Language Roland Pfau, Markus Steinbach, Bencie Woll, 2012-08-31 Sign language linguists show here that all questions relevant to the linguistic investigation of spoken languages can be asked about sign languages. Conversely, questions that sign language linguists consider - even if spoken language researchers have not asked them yet - should also be asked of spoken languages. The HSK handbook Sign Language aims to provide a concise and comprehensive overview of the state of the art in sign language linguistics. It includes 44 chapters, written by leading researchers in the field, that address issues in language typology, sign language grammar, psycholinguistics, neurolinguistics, sociolinguistics, and language documentation and transcription. Crucially, all topics are presented in a way that makes them accessible to linguists who are not familiar with sign language linguistics. |
| alone in sign language: Teaching Deaf Learners Harry Knoors PhD, Marc Marschark, 2014-01-22 Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education. |
| alone in sign language: Theoretical Issues in Sign Language Research, Volume 2 Susan D. Fischer, Patricia Siple, 1991-06-25 The recent recognition of sign languages as legitimate human languages has opened up new and unique ways for both theoretical and applied psycholinguistics and language acquisition have begun to demonstrate the universality of language acquisition, comprehension, and production processes across a wide variety of modes of communication. As a result, many language practitioners, teachers, and clinicians have begun to examine the role of sign language in the education of the deaf as well as in language intervention for atypical, language-delayed populations. This collection, edited by Patricia Siple and Susan D. Fischer, brings together theoretically important contributions from both basic research and applied settings. The studies include native sign language acquisition; acquisition and processing of sign language through a single mode under widely varying conditions; acquisition and processing of bimodal (speech and sign) input; and the use of sign language with atypical, autistic, and mentally retarded groups. All the chapters in this collection of state-of-the-art research address one or more issues related to universality of language processes, language plasticity, and the relative contributions of biology and input to language acquisition and use. |
| alone in sign language: Sign Languages Joseph Hill, Diane Lillo-Martin, Sandra Wood, 2018-12-12 Sign Languages: Structures and Contexts provides a succinct summary of major findings in the linguistic study of natural sign languages. Focusing on American Sign Language (ASL), this book: offers a comprehensive introduction to the basic grammatical components of phonology, morphology, and syntax with examples and illustrations; demonstrates how sign languages are acquired by Deaf children with varying degrees of input during early development, including no input where children create a language of their own; discusses the contexts of sign languages, including how different varieties are formed and used, attitudes towards sign languages, and how language planning affects language use; is accompanied by e-resources, which host links to video clips. Offering an engaging and accessible introduction to sign languages, this book is essential reading for students studying this topic for the first time with little or no background in linguistics. |
| alone in sign language: Indian Sign Language William Tomkins, 2012-04-20 Learn to communicate without words with these authentic signs. Learn over 525 signs, developed by the Sioux, Blackfoot, Cheyenne, Arapahoe, and others. Book also contains 290 pictographs of the Sioux and Ojibway tribes. |
| alone in sign language: Modal and Focus Particles in Sign Languages Annika Herrmann, 2013-12-12 Bringing together the research fields of sign language linguistics and information structure, this bookfocuses onthe realization of modal particles and focus particles in three European sign languages: German Sign Language, Sign Language of the Netherlands, and Irish Sign Language. As a cross-linguistic investigation based on a systematic methodological approach, thestudy analyzes the results particularly with regard to nonmanual features expressed by articulators such as the body, head, and face. The analyses of the data provide interesting insights into the syntax-prosody interface in sign languages and the interaction of syntax and prosody in general. Modal and focus particles have not been thoroughly investigated in sign languages. This volumepresents the first studyon this phenomenonand is thus an innovative contribution to the field. From a methodological and theoretical perspective, it draws onup-to-date linguistic tools and provides professionally elicited and annotated data. The bookaccounts for theresultswithin existing theoretical models. Given its specific focus on nonmanuals, the book contributes to recent debates on information structure and the syntax-prosody interface and will be of special interest to both sign and spoken language linguists. |
| alone in sign language: What Your Pediatrician Doesn't Know Can Hurt Your Child Susan Markel, Linda F. Palmer, 2010-10-12 Sometimes doctors don't know best. Luckily, mom and doctor Susan Markel is a pediatrician who questions conventional wisdom and instead partners decision-based medicine with the best ideas of attachment parenting. Too often, parents ignore their instincts and better sense to follow their doctor's advice, such as overtreating vulnerable children, letting babies cry themselves to sleep and giving their children cow's milk for strong bones, even though strong evidence shows none of these practices is the best route. Revealing the medical industry's gaps in knowledge is Dr. Susan Markel, frequent contributor to BabyCenter.com, the world's most popular parenting site, and Le Leche League International medical liaison, and Linda F. Palmer, D.C., author of Baby Matters, in What Your Pediatrician Doesn't Know Can Hurt Your Child. This new work combines the latest research with solid advice from a pediatrician who dares to defy her rote education and big-industry-supported dogma and seek out parent- and child-centered choices in all aspects of child care. As a mother and a pediatrician with 27 years' experience, Dr. Markel has come to find that less intervention in the natural processes generally brings superior outcomes. While providing helpful how-to natural parenting ideas throughout, What Your Pediatrician Doesn't Know Can Hurt Your Child gives parents insight into many instances where standard pediatric dogma is in conflict with the best research. Parents will find comprehensive solutions to specific health concerns and issues affecting children, such as: • Nutrition, including breastfeeding • Shared sleep • Common illnesses and drug usage • Allergies and asthma • Attention deficit disorder • Emotional health • Discipline In a reader-friendly, succinct format, not bogged down by scientific digressions, this book will assist parents in making the best possible choices for the mental and physical health of their children. |
| alone in sign language: The Life and Times of T. H. Gallaudet Edna Edith Sayers, 2018 A look into the complex life of an icon of deaf education |
| alone in sign language: Intellectual Development Dave Riley, 2008-06-01 Shows how common early childhood practices that promote intellectual development have scientific research supporting them. |
| alone in sign language: Learning American Sign Language Tom L. Humphries, Carol Padden, 1992 This video along with the text teaches basic sign language in an uncomplicated format. |
| alone in sign language: Social Relationships and Social Participation of Women with Disability Eleni Koutsogeorgou, 2020-09-11 This book provides insights into the experiences of women with physical, mental or sensory disability in terms of their social relationships and social participation, as well as the barriers and facilitators of their physical and social environments in that respect. It will be of interest to academics, health professionals, researchers, and other experts in the field, in addition to persons with disabilities who are exploring ways to overcome barriers they might be facing in terms of social participation. The book includes perspectives of women with disability on social relationships and social participation, as well as an extensive exploration of the current scientific literature. The points made here will contribute to the discussion around the full integration of persons with disabilities, by removing barriers to their social participation and autonomy, together with the strengthening of their social relationships and the social support they receive. |
| alone in sign language: Talking with Your Hands, Listening with Your Eyes Gabriel Grayson, 2003 Grayson makes sign language accessible, easy, and fun with this comprehensive primer to the techniques, words, and phrases of signing. 800 illustrative photos. |
| alone in sign language: Advances in the Sign Language Development of Deaf Children Brenda Schick, Marc Marschark, Patricia Elizabeth Spencer, 2005-09-02 The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome. |
| alone in sign language: American Annals of the Deaf and Dumb , 1872 |
| alone in sign language: American Annals of the Deaf , 1910 Beginning with Sept. 1955 issues, includes lists of doctors' dissertations and masters' theses on the education of the deaf. |
| alone in sign language: Recent Perspectives on American Sign Language Harlan L. Lane, Francois Grosjean, 2017-09-29 Published in 1989, Recent Perspectives on American Sign Language is a valuable contribution to the field of Cognitive Psychology. |
| alone in sign language: The Disability Studies Reader Lennard J. Davis, 1997 The Disability Studies Reader collects, for the first time, representative texts from the newly emerging field of disability studies. This volume represents a major advance in presenting the most important writings about disability with an emphasis on those writers working from a materialist and postmodernist perspective. Drawing together experts in cultural studies, literary criticism, sociology, biology, the visual arts, pedagogy and post-colonial studies, the collection provides a comprehensive approach to the issue of disability. Contributors include Erving Goffman, Susan Sontag, Michelle Fine and Susan Wendell. |
| alone in sign language: Educating Special Children Michael Farrell, 2013-06-19 Educating Special Children is the definitive guide to evidence-based practice and professionally informed approaches in provision for special children. Now in its second edition, this book outlines ideas of best practice that relate to various disabilities and disorders and helpfully discusses what might constitute effective provision. International in its scope, it explores issues surrounding: communication disorders and autism and Asperger's Syndrome developmental co-ordination disorders reading, writing and mathematics disorders disorders of conduct, anxiety and depression attention deficit hyperactivity disorder mild, moderate to severe, and profound cognitive impairment sensory impairments orthopaedic and motor disabilities, health impairments and traumatic brain injury. This new edition has also been updated to cover: entitlement to special education global examples of distinctive provision raising standards in your setting basic brain anatomy and physiology ‘thinking points’ and further reading list for reflection. Educating Special Children will be of interest to all students of special education, professionals and others interested in gaining an understanding in the challenging field of offering provision for special children. |
| alone in sign language: The TEACCH Approach to Autism Spectrum Disorders Gary B. Mesibov, Victoria Shea, Eric Schopler, 2010-02-23 - Professionals can be trained in the program and its methods - Translates scientific knowledge so that practitioners and parents can easily understand the current state of knowledge - Offers strategies that can be tailored to an individual's unique developmental and functional level - Advises parents on how to become involved in all phases of intervention as collaborators, co-therapists, and advocates. - Details how the program can be introduced and adapted for individuals of all ages, from preschooler to adult |
| alone in sign language: Participation by hard-of-hearing students in integration classrooms: Facets of interactional competence Simone Girard-Groeber, 2018-10-01 A growing number of deaf and hard-of-hearing students attend regular classrooms where they face specific opportunities and challenges concerning their participation. This book focuses on plurilingual (spoken and sign language) adolescents in partial integration, who are supported by a teaching assistant in the spoken language classrooms. How does the presence of an assistant shape the students’ participation and the overall classroom interaction? How do the students design their engagement in classroom activities and how do they negotiate their hearing and understanding, which are particularly at risk for them? Managing these tasks calls for the participants’ interactional competence, which is observed on the basis of their multimodal practices including verbal and non-verbal resources. |
| alone in sign language: Plains Indian Sign Language , 1979 |
| alone in sign language: The Hidden Treasure of Black ASL Carolyn McCaskill, Ceil Lucas, Robert Bayley, Joseph Christopher Hill, 2020-05-29 This paperback edition, accompanied by the supplemental video content available on the Gallaudet University Press YouTube channel, presents the first empirical study that verifies Black ASL as a distinct variety of American Sign Language. This volume includes an updated foreword, a new preface that reflects on the impact of this research, and an extended list of references and resources on Black ASL. |
| alone in sign language: Studies in Language Origins Jan Wind, Edward G. Pulleyblank, Éric de Grolier, Bernard H. Bichakjian, 1989-01-01 The question of language origin has fascinated people for years. Traditionally, humanists like linguists and philosophers attempted to solve it with limited success. In the last decades, however, the sciences have begun to study the same question seemingly with more success. This book is the result of the activities of a group of scholars, members of the Language Origins Society, who approach the problem not only from the viewpoint of linguistics, but also from that of anatomy, physiology, social sciences, physical anthropology, paleoanthropology, paleontology, comparative zoology, general biology, ethology, evolutionary biology and psychology. The volume thus clearly reflects the interdisciplinary approach the Language Origins Society is advocating. Since this book is the first of a series meant for the general scholar, it attempts to avoid specialist jargon. Hence it is equally useful for student courses in linguistics, social sciences, communication science, ethology, evolutionary biology and speech therapy. |
| alone in sign language: The Deaf-mute Population of the United States, 1920 United States. Bureau of the Census, 1928 |
| alone in sign language: The Gallaudet Dictionary of American Sign Language Clayton Valli, 2021-08-24 Created by an unparalleled board of experts led by renowned ASL linguist and poet Clayton Valli, The Gallaudet Dictionary of American Sign Language contains over 3,000 illustrations. Each sign illustration, including depictions of fingerspelling when appropriate, incorporates a complete list of English synonyms. A full, alphabetized English index enables users to cross-reference words and signs throughout the entire volume. The comprehensive introduction lays the groundwork for learning ASL by explaining in plain language the workings of ASL syntax and structure. It also offers examples of idioms and describes the antecedents of ASL, its place in the Deaf community, and its meaning in Deaf culture. This extraordinary reference also provides a special section on ASL classifiers and their use. Readers will find complete descriptions of the various classifiers and examples of how to use these integral facets of ASL. The Gallaudet Dictionary of American Sign Language is an outstanding ASL reference for all instructors, students, and users of ASL. *Please note that this paperback edition does not include the DVD found in the hardcover edition. |
| alone in sign language: Cochlear Implants John K. Niparko, 2009 Thoroughly updated for its Second Edition, this book provides an in-depth discussion on prosthetic restoration of hearing via implantation. The text succinctly discusses the scientific principles behind cochlear implants, examines the latest technology, and offers practical advice on how to assess candidates, how to implant the devices, and what rehabilitation is most effective. The authors thoroughly examine the outcomes of cochlear implantation, the impact on the patient's quality of life, the benefits in relation to the costs, and the implications of cochlear implants for language and speech acquisition and childhood education. |
| alone in sign language: Loose Parts for Children with Diverse Abilities Miriam Beloglovsky, 2022-06-21 Play is a magnificent activity that sustains life and promotes joy and hopefulness. Loose Parts for Children with Diverse Abilities addresses the importance of play while providing appropriate accommodation to support young children with diverse abilities. Award-winning author and educator Miriam Beloglovsky advocates for play for play sake and invites early childhood educators and families to see children with diverse abilities’ strengths, recognize them as capable, competent and creative, and listen to their powerful voices. With hundreds of illustrative full-color photographs and infused with real stories of children with diverse abilities engaged in loose parts play, the book also includes narrative comments from families and educators. |
| alone in sign language: Educating Young Children With Autism Spectrum Disorders Erin E. Barton, Beth Harn, 2012-05-22 Everything you need to know to educate students with autism Every 20 minutes, another child is diagnosed with autism. Are you ready to meet this growing educational challenge? This authoritative guide is for practitioners—early interventionists, teachers, school counselors, psychologists—who are committed to the education and dignity of students with autism in preschool and elementary grades. Each chapter focuses on a critical issue and offers solutions, including: Improving communication, social, generalization and self-management skills Designing instruction, intervention, and assessment Including families in developing goals and interventions Using students’ special interests to deliver instruction Understanding and preventing challenging behavior Evaluating practices to promote successful outcomes for students, families and practitioners |
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