Deaf People Around the World: Educational and Social Perspectives

Concluding Observations

393 Concluding Observations Donald F. Moores and Margery S. Miller A BOOK of this nature addresses enormous complexity. It presents and analyzes social, political, and educational realities that deaf people around the world encounter in diverse societies at various stages of development and evolution and while operating under quite diverse philosophies . The authors of the different chapters have presented their information clearly and graphically , enabling the reader to gain not only an appreciation of the uniqueness of the lives of deaf people in individual countries but also develop an understanding of areas of commonality. We have identified four major themes and want to highlight them briefly. First, there is a sense of confidence and empowerment of deaf people around the world and a global awareness, a belief that there are shared experiences regardless of race, gender, nationality, or educational level. This belief is exemplified by the World Federation of the Deaf (WFD) and The International Committee of Sports for the Deaf. Each organization is run by and for deaf individuals and has a global reach. The WFD advocates for human rights, education, and recognition of national sign languages, and the International Committee effectively brings deaf people together from across the world in an atmosphere of sharing and respect. A second theme is that large numbers of deaf people around the world have experienced significant improvements in their lives. Educational opportunities through the university level and subsequent career opportunities have opened up in unprecedented volume in the past generation, leading to growing numbers of deaf professionals in many countries. The process has been facilitated by legislation, improved technology, official recognition of sign languages in many countries, and a growing awareness of deafness and deaf individuals. In countries struggling to rid themselves of poverty and the residual effects of colonialism, serious efforts are being made to meet United Nations mandates to address the needs of all citizens, including those who are deaf. The authors also stress a third theme, calling attention to the fact that for more than a generation, deaf leaders have argued that we must move past a medical, deficit, or pathological model of deafness, one that implies that deaf people are deficient and in need of a “cure.” And if a “cure” is not possible, this model advocates that deaf people should be trained to exhibit “normal” behavior by speaking instead of signing. Although there has been growing acceptance of a social-cultural model of deafness and of deafness as a normal part of the human condition, we must admit that the medical model predominates in much, if not most, of the world. This medical mind set has been strengthened over the past generation by the rapid expansion of cochlear implants and a steady decline in the ages in which the surgical procedure occurs, to the point where it is now common with toddlers and infants. All too frequently, cochlear implants have been advertised as a universal cure for deafness instead of as an aid that is appropriate for some individuals. Finally, a fourth theme, a move toward educational inclusion, is evident. Taking various forms across the world, educational inclusion of deaf children has assumed global dimensions to such an extent that we have devoted a separate chapter to it in this volume. Although not often expressed in such terms, to some extent it is an educational manifestation of a pathological model of deafness in that it implies that it is preferable for deaf children to be educated with hearing children instead of with other deaf children and, by extension, to be taught by hearing teachers rather than by deaf teachers. The assumption is that educational outcomes in the form of academic achievement will be better, and little attention is given to socialemotional considerations. Typically, if deaf children are in inclusive situations, they receive special services and are visited once a week or so by an itinerant teacher, who is almost invariably hearing. In fact, on most occasions, there is little or no contact with deaf adults or deaf role models. Unfortunately, the confidence and empowerment felt by deaf adults mentioned above in economic and social areas has had little influence on educational programs for deaf children, which are controlled by hearing people in every country in the world. In 1864, the U.S. government established what is now Gallaudet University as the first liberal arts college for deaf students in the world. A century and a half later, it remains the only college for deaf students in the...