University of Nebraska Press
Fig 2. A section of Leo’s personal history timeline contrasting his school experiences. Symbols augmenting his writing (i.e., arrows, question marks, emoticons) help us interpret this emotional time in his life. Translations (from left to right): “I’m Leonardo, hearing!! I’m sick with deaf[ness]. First grade in the deaf school cam. I didn’t like the school cam. I want another school. Looking to find a school, I like !! first grade, I know more and study more (1st to 5th grade). July, with luck I’ll finish 6th grade and hopefully go to middle school.”
Fig 2.

A section of Leo’s personal history timeline contrasting his school experiences. Symbols augmenting his writing (i.e., arrows, question marks, emoticons) help us interpret this emotional time in his life. Translations (from left to right): “I’m Leonardo, hearing!! I’m sick with deaf[ness]. First grade in the deaf school cam. I didn’t like the school cam. I want another school. Looking to find a school, I like ippliap!! ippliap first grade, I know more and study more (1st to 5th grade). July, with luck I’ll finish 6th grade and hopefully go to middle school.”

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