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Abstract: The editorial for this issue is the third and final rendition of a celebration of the 175th anniversary of the American Annals of the Deaf. In this issue, I cover the period from 1961 to the present. Much as in the editorials in the two previous celebration issues (Paul, 2022a, 2022b), my initial primary focus was on articles covering various aspects of the development of language and literacy. However, here I have strayed from this original emphasis to discuss other interesting, perhaps groundbreaking articles.The time frame covered by this editorial, and by this special Annals issue, has been marked by stark economic and political events in America. These include the Cuban Missile Crisis, the assassinations of ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: People make decisions every day. Some decisions are simple, while others are more complex. Decision making becomes more complex, and therefore more difficult, when people are faced with many options and when the outcomes from these choices seem uncertain (Baron, 2008). Caregivers of children who are deaf or hard of hearing (DHH) often make complex and potentially life-changing decisions for their child (Porter et al., 2018), one of which is choosing a school for their child. For caregivers to make well-informed decisions, they require current and unbiased information. Still, little is known about the information they consider helpful when deciding on an educational setting for their child.When we conducted a ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: At all levels of education, courses often include work in groups or teams. Team-work provides active learning benefits and emulates activities that are critically important for success in the workplace (Bell et al., 2018). When deaf students and typically hearing (TH) peers are placed together, they often struggle to adequately communicate with each other in these important learning activities (Powell et al., 2014). An American Sign Language (ASL) interpreter can facilitate communication in this situation, but there is also a need for communication approaches when an interpreter is ineffective, or is not available, such as when students plan ad hoc meetings or when watching an interpreter interrupts attention to ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: Reading books aloud to Deaf pre-readers in preschool and kindergarten who communicate in American Sign Language (ASL) is critical to the ASL-English bilingual/bicultural educational philosophy (e.g., Dirks & Wauters, 2015, 2018; Erting & Pfau, 1997; Kuntze & Golos, 2021). This approach was developed to give Deaf children access to a fully developed naturally occurring visual language early in life so that they can experience full cognitive, linguistic, and socioemotional development (see, e.g., Swanwick, 2016).To realize early literacy development within a bilingual/bicultural educational philosophy, Kuntze and Golos (2021) have proposed the Framework of Early Literacy. This framework (a) describes how Deaf ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: Universal design for learning (UDL) has, in the almost 40 years since its inception, moved from a framework focused on students with disabilities to a guiding element in federal law and national education plans for all students. From the Every Student Succeeds Act to the National Education Technology Plan and the Higher Education Opportunity Act, UDL is notable across many important policies that guide educators (Center for Applied Special Technologies [CAST], 2022b). This rise to prominence is due in part to UDL’s focus on practicality, its acknowledgment of the diversity of learners, and its integration with emerging technologies (Chen, 2008). Foundational empirical research drove the development of UDL at CAST ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: Child maltreatment includes assault, physical and psychological aggression, neglect, and sexual abuse (Schilling & Christian, 2014). Children who are victims of maltreatment have a higher risk of adverse long-term outcomes, including physical conditions (obesity, cancer, autoimmune disorders, diseases of the heart, lung, and liver), mental illness (mood and anxiety disorders, posttraumatic stress disorder, antisocial and borderline personality disorders), learning difficulties, substance abuse, and later revictimization (Chandan et al., 2020; Huffhines et al., 2016; Schmeck, 2020). There is scientific evidence that early adverse experiences such as childhood maltreatment may interfere with neuroendocrine responses ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: The reading level of d/Deaf and hard of hearing (d/Dhh) students globally, especially those with moderate-severe to profound hearing losses, is extremely poor. Studies in many countries, including the United States, the United Kingdom, Spain, Saudi Arabia, and the Netherlands, have found that d/Dhh students’ average reading level ranges from second to fourth grade (Alqraini & Alasim, 2021; Kyle & Cain, 2015; Monreal & Hernández, 2005; Qi & Mitchell, 2012; Wauters et al., 2006). These poor reading skills continue to affect these students’ performance adversely as they move from one grade to the next (Didion et al., 2019; Howell & Luckner, 2003). More than any other school factor, it has been found that all teachers ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: The word eugenics connotes dark periods of history that are often associated, and rightfully so, with mass murders and Nazi Germany. However, the eugenics movement extends far beyond the murder, sterilization, and “medical termination” that many associate with horrific events such as the Holocaust. The field and concept of eugenics is rooted in the scientific history of genetics, broadly defined. In Eradicating Deafness' Genetics, Pathology, and Diversity in Twentieth-Century America, Marion Andrea Schmidt examines how the principles of eugenics affected the medical and educational practices applied to deaf people in the 20th century in the United States. Eugenics is defined by practices that promote the isolation ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: Documentary evidence and the personal experience of the senior author are presented to illustrate the problem of racism in the general field of deafness. Recent progress in overcoming the problem is noted but the deep-sealed needs for change remain. Major examples of racism noted are lack of integration between blacks and whites in the adult deaf community and current post-educational practices.In the wake of a rising trend toward “Black Pride,” a growing impatience with second class citizenship, and a burgeoning militancy toward obtaining legal and social rights among black people, the black deaf have been overlooked. It is a cause for concern that extensive apathy and indifference continue to exist among ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: (A reply to the Annals review of The Mask of Benevolence: Disabling the Deaf Community)Why would a book awarded a prize by the National Association of the Deaf (NAD) and hailed by the press in terms like “powerful, tightly-reasoned” (New York Times, Konner, 1992) and “an exciting breakthrough” (The Nation, Davis, 1992) be lambasted in the pages of the Annals' Why would the book’s author, who has received three awards from the NAD, be called by the Annals “arrogant . . . toward deaf people” (Moores, 1993, p. 4)' True, the Annals is the house organ of the establishment for deaf education, so a very favorable review of The Mask of Benevolence in its pages could be embarrassing for the book, which calls current ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: (In response to Dr. Lane)Lane’s response consists of two main arguments: First, the book was reviewed favorably in two other places, and second, I was either baffled by the book or I evaded his criticisms and fresh vision by pretending that everything is now fine with deaf education. The first argument is irrelevant. Lane must know that others have written critical reviews of his book. For example, I can refer to one by the sociologist Robert Scott, who, I believe, is not directly involved in education of the deaf. Scott (1993) states that Lane weakens his case by overrelying on ideology in place of serious analysis, and that Lane’s rhetoric is in the end self-defeating. Scott lists four concerns that seriously ... Read More PubDate: 2022-12-16T00:00:00-05:00
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Abstract: The education of deaf children is overshadowed by continual anxiety about standards and persistent controversy about methods. This paper examines ideas that have developed during the history of the education of the deaf child. A deeper understanding of the past may help clarify present dilemmas.It is perhaps time to place the arguments for Oralism and Total Communication in their historical context and attempt to relate them to the social attitudes on which they are based.The views about the nature and potentialities of the deaf child as well as opinions of how these children should be educated are the products of social attitudes that have persisted and changed in 200 years. These attitudes have crystallized into ... Read More PubDate: 2022-12-16T00:00:00-05:00
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