In this Book

Deaf Children in Public Schools
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summary
Peters connects ASL literature to the literary canon with the archetypal notion of carnival as “the counterculture of the dominated.” Throughout history, carnivals have been opportunities for the “low,” disenfranchised elements of society to displace their “high” counterparts. Citing the Deaf community’s long tradition of “literary nights” and festivals like the Deaf Way, Peters recognizes similar forces at work in the propagation of ASL literature. The agents of this movement, Deaf artists and ASL performers—“Tricksters,” as Peters calls them—jump between the two cultures and languages. Through this process, they create a synthesis of English literary content reinterpreted in sign language, which raises the profile of ASL as a distinct art form in itself.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
  2. p. vii
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  1. Editorial Advisory Board
  2. p. ix
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  1. Editor's Introduction
  2. p. xi
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  1. Preface
  2. pp. xiii-xvi
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  1. CHAPTER ONE: Deaf Children and Appropriate Contexts for Education
  2. pp. 1-12
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  1. CHAPTER TWO: Aspen School: The Players, the Plan, the Analysis
  2. pp. 13-25
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  1. CHAPTER THREE: Placements and Contexts: What Is a Public School Deaf and Hard of Hearing Program?
  2. pp. 26-37
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  1. CHAPTER FOUR: Mainstreaming at Aspen School
  2. pp. 38-63
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  1. CHAPTER FIVE: Peer Interaction and Communication in the Least Restrictive Environment
  2. pp. 64-74
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  1. CHAPTER SIX: The Self-Contained Classroom at Aspen School
  2. pp. 75-108
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  1. CHAPTER SEVEN: Placements, Contexts, and Consequences
  2. pp. 109-116
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  1. References
  2. pp. 117-120
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  1. Index
  2. pp. 121-125
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