- Title Pages
- Chapter 1 Sign Language Geography
- Chapter 1 Response Some Observations on Research Methodology in Lexicostatistical Studies of Sign Languages
- Chapter 2 Two Types of Nonconcatenative Morphology in Signed Languages
- Chapter 2 Response Some Observations on Form-Meaning Correspondences in Two Types of Verbs in ASL
- Chapter 3 Sources of Handshape Error in First-Time Signers of ASL
- Chapter 3 Response Modality and Language in the Second Language Acquisition of American Sign Language
- Chapter 4 Getting to the Point
- Chapter 4 Response A Point Well Taken
- Chapter 5 Acquisition of Topicalization in Very Late Learners of Libras
- Chapter 5 Response A Critical Period for the Acquisition of a Theory of Mind?
- Chapter 6 Interrogatives in Ban Khor Sign Language
- Chapter 6 Response Village Sign Languages
- Chapter 7 Sign Language Humor, Human Singularities, and the Origins of Language
- Chapter 7 Response Gesture First or Speech First in Language Origins?
- Chapter 8 Best Practices for Collaborating with Deaf Communities in Developing Countries
- Chapter 8 Response Deaf Mobilization around the World
- Chapter 9 HIV/AIDS and the Deaf Community
- Chapter 9 Response HIV/AIDS and Deaf Communities in South Africa
- Chapter 10 The Language Politics of Japanese Sign Language (Nihon Shuwa)
- Chapter 10 Response Pluralization
- Chapter 11 Social Situations and the Education of Deaf Children in China
- Chapter 11 Response Social Situations and the Education of Deaf Children in India
- Chapter 12 Do Deaf Children Eat Deaf Carrots?
- Chapter 12 First Response “We’re the Same, I’m Deaf, You’re Deaf, Huh!”
- Chapter 12 Second Response Deafhood and Deaf Educators
Deafhood and Deaf Educators
Deafhood and Deaf Educators
- (p.372) Chapter 12 Second Response Deafhood and Deaf Educators
- Deaf around the World
- Oxford University Press
The author uses chapter 12 as a jumping off point to talk about deaf education in general. The chapter opens with the value of Deaf educators in the deaf classroom, and argues that deaf education is minority education and should be afforded the same attention. The author urges that cultural education be included, and laments the dominance of medical procedures that threaten Deaf culture. The deaf child in a hearing world needs a safe environment in which to develop a healthy identity that will allow for a strong education and the ability to find a satisfying, productive place in the worlds they must straddle.
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