Ethical Considerations in Educating Children Who Are Deaf or Hard of Hearing

Index

205 Index Figures and tables are indicated by f and t following page numbers. academic achievement. See educational achievement Academic Bowl tournaments, 6 access decisions, 117. See also captioning; interpreters; language choices; technology barriers to access, 118–19, 156 accommodation, 119, 121–22. See also interpreters; technology accountability in educational decision making, ix, 198 acculturation in Deaf world, 43 Achenbach, T., 46 Achieving Goals! Career Stories of Individual Who are Deaf and Hard of Hearing (NTID), 123 acquired hearing loss and education, xiii, 87–100 deaf and disability studies, 96–97 educational experiences of students, 91–92 ethics for educators, 92–96 variability of students, 89–91 acquisition of language. See language acquisition ACTFL (American Council on the Teaching of Foreign Languages), 14, 109 activism, 16, 18, 40, 97 AERA (American Educational Research Association), 102 African American deaf people, 122–23 Agar, Michael, 78 Albertini, J., 95 Allen, B., 111 Alternative Performance Assessment, 103 American Council on the Teaching of Foreign Languages (ACTFL), 14, 109 American Educational Research Association (AERA), 102 American Psychological Association (APA), 98 American Sign Language (ASL) arguments against teaching, 26–28 California Department of Education’s recognition of, 154 Deaf culture and, 31 educational achievement and, 24, 28 for hearing infants. See “baby-signs” interpreter proficiency in, 140t, 141 language acquisition and, 105 literacy and, 28, 29, 105, 109, 111 as natural language, 6, 7, 24 negativity of majority culture toward, 78–79, 108 proficiency evaluation for educators, 109 Scale of Development and, xiii, 110–11 in Spanish-speaking families, 15, 17, 23, 25–26 Total Communication and, 194 in trilingual-tricultural education. See Trilingual and tricultural education American Speech-Language-Hearing Association (ASHA), 18 Amish parents vs. Wisconsin, over mandatory education laws, 45 APA (American Psychological Association), 98 Arnheim, R., 79 ASL. See American Sign Language ASL/English Bilingual Professional Development program, 7 assessment approaches, xiii, 101–14 benefits of, 104 BICS and CALP, 106–7, 111 bilingual approach, 107–8 of biliteracy development, 109–10 correlations between ASL and English, 106 current findings, 108–9 language acquisition and learning, 105 language issues in, 104–5 validity issues, 102–4 attitudes toward deaf and deafness, 119–20. See also bias; deafness audiotherapy profession, 39 auditory pathway maturation, 54, 55–57, 58, 59 authentic assessment, 109–11 autonomy allowed to deaf person, 117 as fundamental human right, 41, 43, 47, 62 parental, 45 autopoiesis (self-creation), 80 babies. See infants “baby-signs,” ix, 25, 81 Bahan, B., 27–28, 42–43 basic interpersonal communication skills (BICS), 106, 111 Bateson, M., 81 begging, 121 Bender, Denise G., 45, 47, 49 Benedict, B., 95 206 Index beneficence, 62 Bennett, Alan, 20 Bernal, G., 18 Berry, J., 18 best interests of child, 46–47 bias, 93, 105 as barrier to access, 118–19 Biber, D., 106 BICS (Basic interpersonal communication skills), 106, 111 bilingual acquisition, xiv additive approach, 7 advantages of, 18, 194 asl–english, 77, 107, 193–94 assessment of, 109–10 educational achievement and, 18, 25, 79 language acquisition and, 24, 78, 193–94 as preferred approach, 107–8 right of, 21 special education and, 16 biomedical ethics, 41 Bonet, Juan Pablo, 76 Boswell, M., 96 Braidwood, Thomas, 77 British Sign Language, 77 Brodie, Pamela, 129 Brooks, David, 81 Brown Kurz, K., 122, 133, 155 Caldwell Langer, E., 133, 155 California Deaf and Hard-of-Hearing Education Advisory Task Force, 154 Department of Education, 154 interpreter requirements, 187n1 Modified Assessment, 103 newborn screening, 21 School for the Deaf, 26, 115 Standards Test for English-language arts, 77, 103 for math, 103 Call, Mathew, xii, 14 CALP (Cognitive academic language proficiency), 106, 111 captioning on campus, 117 as competing visual input, 160. See also visual demands in interpreted classrooms educational benefits of, 29–30, 91, 196 real-time, x CARE Center (House Ear Institute), 27 career counseling and goals cross-cultural (Italy and England) comparison of options for deaf people, 119–20 decision making about, 117 materials for deaf youth, 123 Swedish study of, 122 Carroll, J., 141 Cazden, C. B., 18 Census Bureau, 90 Center for ASL/English Bilingual Education Research, 7 Central States Schools for the Deaf (CSSD) sports tournaments, 6 Chamberlain C., 106 “change in hearing levels,” 89 Chittister, J., 198 Christensen, Kathee Mangan, vii, xiii, xiv, 26, 75, 192 Christiansen, John B., 51 Church, G., 90 Churchill, Winston, 192 classroom interpreters. See interpreters cochlear implantation (CI), xii–xiii, 38–72 benefits of, 28–29, 57–59 bilateral, 53, 57, 59–60 changing views, 65...