Social Constructions of Deafness: Examining Deaf Languacultures in Education

Index

283 INDEX Figures, notes, and tables are indicated by f, n, and t following page numbers. acculturation of deaf children, 116, 212 African Americans, 36–37, 60, 64 Agar, Michael, 4 Albertini, J. A., 89 alcoholism, 61 Alexander Graham Bell Association for the Deaf and Hard of Hearing, 91–92, 105, 109, 205 American Annals of the Deaf reference issue, 109 American Association to Promote the Teaching of Speech to the Deaf, 103, 105 American Psychiatric Association’s classification of homosexuality, 61 American School for the Deaf (ASD, Hartford), 93 American Sign Language (ASL) author’s lack of familiarity with, during childhood, 23, 29 author’s use at work, 43 ban from schools for deaf children, 105 in classrooms. See classroom comparative study; sign-based classrooms continuum of, 7n deaf parents choosing as primary language for deaf children, 10n importance in construction of Deaf cultural identity, 5 preference for, xii, 5, 7 recognition as “whole” language, 73, 92, 106 social misunderstanding of, 74–75 Stokoe’s dictionary for, 106 variants, use of, 11, 39 American Sign Language Teachers Association (ASLTA), 109 Americans with Disabilities Act (1990), 29n, 41, 193, 218 Amster, R., 56n Andersson, Yerker, 79–80 Annual Survey of Deaf/Hard of Hearing Children and Youth (2002–2003), 9 anthrocentric definition of disability, 70 archaeology of deaf education, 85–114, 222. See also deaf education Arizona Hands & Voices chapter, 205 Arizona State University author as undergraduate at, 38–43 author in master’s program at, 42 author in PhD program at, 48–49 study overseas, no accommodations granted for deaf students, 41–42 Arrieta, A., 169 Asch, Adrienne, 187, 189 ASL. See American Sign Language assimilation of deaf children, 107, 167, 176, 179–80. See also mainstreaming asylums, historical construction of, 64–66 284 INDEX audism, 194, 194n Audism Free America, 197n author’s positionality, 17, 221. See also “biographically situated researcher” Boy Scouts, 23–25, 24–25f coming to understanding of being deaf, 188, 213 as community advocate in California, 43–47 discovery of deafness as infant, 17–19 early education of author at CID, 19–22 as ethnographer, 182–83 public school, 22–23, 25–38, 27f, 37f sign language during public school, 33–34 study overseas, no accommodations granted for, 41–42 undergraduate education, 38–43 wife, initial meeting of, 40 work in the deaf world, 43–48 autobiography’s role, 3 axial coding, 227 Babbidge Report (1964), 215 babies learning sign language, 76 Bahan, Ben, 80 Bakhtin, Mikhail, 151, 207 Banks, James A., 54, 63, 212 Baynton, D., 87–88 Bell, Alexander Graham, 94, 95, 99, 101–5 “best” practices, 180, 201 Bienvenu, MJ, 214 Bilingual Education: A Dialogue with the Bakhtin Circle (Moraes), 195 bilingualism benefits of, 210–12 Bi-Bi approach (ASL-based bilingualism ), 7–8, 108 critical bilingualism, 187 as force in deaf education, 209–10 studies of, 209 Binet, Alfred, 70–71 Binet Scale, 66 “biographically situated researcher,” 13–14 Blank, Bill, 23, 25f body language, 174 Bourdieu, Pierre, 230 Bowe, Frank, 90 Bowker, G., 229–30 Boy Scouts, 23–25, 24–25f Breivik, J.-K., 78 Broca, Paul, 64 Brown v. Board of Education (1954), 71 Burchardt, T., 202 Burke, Mary Ann, 95–96, 102, 209, 215 California State University–Northridge (CSUN) Department of Special Education and Deaf Studies, 91 Central Institute for the Deaf (CID, St. Louis), 19–22, 109 chaining, 161 chronotope, 63 classroom comparative study, 115–81 contention over “best” practices, 180 culture in the classroom, 151, 164–70, 177t. See also culture in the classroom ethnographic data, 116, 150–52 heterogeneous nature of two settings in deaf culture, 180 kindergarten as choice for, 116 methodology, 116, 226–37, 228f. See also methodological orientations oral school, 117–36 busing of students, 133 classroom, 118–27, 119–20f INDEX 285 cochlear implants, 127, 131 conversational analysis, 123–26 English considered harder to learn than ASL, 163 expectations of students that they will become “hearing,” 135, 167, 173 gestures, use of, 127 individualized instruction, 126 least-restrictive environment, 133–34, 175 Moog Curriculum as instructional pedagogy, 123 opinion of deaf community, effect of, 133 organized atmosphere of classroom , 121–22 students, 127–31 teacher (Kris), 131–36, 172 technological devices, students’ use of, 130–31 pedagogy of language, 151, 153, 154f, 166, 177t. See also pedagogy of language reflectivity of author and, 116–17 revelations from, 189 sign-based school, 136–50 classroom, 136–43, 138–39f...