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215 Index Abbé de l’Epée, 5 Aburto, Jacqueline, 93, 198n15 Acevedo, Esperanza, 84 age distribution: ANSNIC membership, 9–10, 121, 148–49, 149, 152–53; Nicaraguan deaf community, 114–15, 115 age-related hearing loss, 201n17 Aguilar, María Teresa, 71 American Sign Language (ASL), 165, 189n43, 208n24 aminoglycoside ototoxicity, 108, 200–201n16 amplification (hearing aids), 61–62, 110–11, 192n14 amplification systems, classroom, 34–35, 184n18 Anderson, Benedict, 86–87 Andersson, Anders, 94, 166–67 Ángel, Miguel, 116–17, 159–61 ANSNIC (National Nicaraguan Association of the Deaf), 101; about, 100–5; age distribution , 9–10, 121, 148–49, 149, 152– 53; formation of, 97; gender distribution, 121, 122, 202n25; membership, 100– 1, 120–21, 143, 150, 178n4, 199n4; name, 169, 198n20. See also Nicaraguan deaf community APRIAS (Association to Help and Integrate the Deaf), 79–97, 82, 148, 164–65, 197n11, 198n16 archives, 31, 36, 83, 182n12, 182n13, 197n8 Argentina, 26 ASL (American Sign Language), 165, 189n43, 208n24 assimilationist philosophy, 98, 164–65 Association of Parents of Disabled Children. See Los Pipitos Audiological Assessment Center (CAA), 62 audiometric evaluations, 61–62, 192–93n15, 196n30 auditory training systems, 34–35, 184n18 Ayón, Antonio, 37–39, 184n22 Ayón, Silvia, 16, 37–39, 184n22 Balladares, Jilma, 54 Baltodanos, Elizabeth, 98 Barlow, Matt and Eva, 142, 204n11 behaviorist psychology, 192n13 Berríos, Apolonio, 25, 27; Berríos School and, 27–29, 30–31, 37–38; charity work, 30, 181n9; as physician, 180n2 Berríos School, 36; about, 24–38; enrollment , 155–56, 181n6, 182–83n14, 205– 6n11; historical dates, 25; location, 180n3; name change, 182n11; vocational training, 66 Berruécos, Pedro, 28, 37, 180n3 blind association, 150, 150–51, 202n25 Boarding School for Disabled Children, 25, 41, 124 Bolger, Robert, 194n22, 197n11, 204n11 Bravo, Mima, 46–47, 187n35, 189n43 Bustos, Dolores, 116 CAA (Audiological Assessment Center), 62 Cajina, Aura María, 15 Calero, Ignacia, 33 Campos, Gloria, 45–47, 186n32, 189n43 Cano, Roberto, 116 Page numbers in italics denote figures, photographs, and tables. 216 Index Carlos, Juan, 89, 90 Carvajal, Socorro, 87 Castillo, María Teresa, 33 census data, 100, 198–99n1 Centeno Güell, Fernando, 26–27, 29, 31 Centro de Educación Especial Melania Morales, 124, 125. See also CNEE Chavarria, Soledad, 187n36, 189n43 child-family interaction. See family communication classroom amplification systems, 34–35, 184n18 CNEE (National Center for Special Education ), 25, 35, 44, 45; about, 41–45, 56– 61; elitist impression, 185–86n29; enrollment, 194n23; establishment of, 34; layout, 186n30; mandate change, 67–70; Thomas Gibson at, 51–52. See also Centro de Educación Especial Melania Morales cochlear implants, 200n15 COD (Centro Ocupacional para los Discapacitados): about, 68–71; communication at, 69–71, 147, 195n27; formation of, 56–57; historical dates, 25; name, 195n24; vocational training, 56– 57, 71, 76–77 constitutional rights, 17 Contra War, 9, 195n24, 195n28 Costa Rica, 26–27, 45–47, 162, 164, 186n32 Costa Rican Sign Language (LESCO), 46, 70, 165, 189n43, 208n24 courts of law, 17–23 critical mass, 155–56 dance troupe, 77 Day of the Disabled, 63, 101 deaf associations. See specific associations, such as APRIAS deaf communities, 4–6. See also specific communities , such as Nicaraguan deaf community deaf education: advanced training, 127; contemporary status, 123–26; enrollment , 57–58, 126, 191–92n9, 194n23; expansion of, 40–41; historical dates, 25; oral methodology, 38, 46, 58–61, 65–66, 72–74, 195n29 (see also Verbal Communication Method); post-revolutionary approach, 53–58, 62–63, 158–59; pre-revolutionary approach, 153–55, 157–58, 190n1; Sandinista Revolution impact, 7, 25, 53–58, 62–63, 153–55, 157–58; Total Communication, 45–48, 59, 157–58, 162–63, 186n31, 186n32; Verbal Communication Method, 58–61, 158–59, 206n12. See also specific schools; teacher training “deaf mute” term, 108 deafness: age of onset, 111, 201–2n19; attitudes toward, 15–17, 179n2; overview, 107–9; potential causes, 108, 179n1, 200–1n16, 201n17; prevalence statistics, 100, 104, 199n2 deafness models: eternal children, 13–23, 149–50; remediable subjects, 24, 67, 72– 74, 86, 98; social agents, 85, 97–99, 169 Deaf Survey: about, 105; ANSNIC membership , 143; education, 123; employment , 130; family communication, 114; hearing aid use, 110–11; housing, 138– 39; income, 131; religious affiliation, 140–43; socialization, 144–45 de Drueta, Carolina, 167 Delgado, Gilbert, 45, 47, 187n36 Delgado, Odilí, 33–34 de Selva, Rosemary, 42 Desloges, Pierre, 5 dictionary project, 166, 198n19, 209n29 disabilities, attitudes toward, 15–17. See also stigma disability rights, 17–23 Drueta...

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