The TTY: Invention By The Deaf

In 1973 the rehabilitation Act was created. This act prohibits any discrimination against the disabled. It requires accessibility to employment, education, health, welfare, and social services.

In chapter 4, it explains how Deaf people live in a hearing world. Some people who have grown up with Deaf people really don't see Deaf people as any different than themselves. Verditz had an idea that sign language comes from spoken languages, English and ASL are similar and different from each other having English as my first language has helped me learn ASL but the sentence structures are very different from English. Sign language is a visual language.

Watching the film Through Deaf Eyes was eye opening to Deaf history and culture. The film was a great introduction and snapshot of what it is like to be Deaf and to live in not only the Deaf world but to also be a part of the hearing world. Watching the film and learning the history and the achievements that the Deaf have overcome was inspiring. It was also depressing to see the kind of oppression that Deaf people have faced and within their own community. One of the biggest things that I took away from the movie was that Deaf people can do anything they wish to do, besides hear. Seeing the way they stood up and demanded a Deaf president of Gallaudet University and that helping to influence the introduction of the Americans with Disabilities Act was inspiring. Whenever I would think of what it would be like to be Deaf, I thought of the immediate loses that a Deaf person would have and that just isn’t the way to look at it.

The phrase "but you don't look deaf" was the impetus for this research project. The stereotype exists that if you are deaf or have another disability, you are easily distinguished by visual clues that the person is deaf. This research sought to discover if hearing people were correct in this assumption, and you could tell that someone was deaf because of a particular visual clues that would indicate they are deaf. In order to research this idea, I made a survey online using google forms using images of both hearing, hard of hearing and deaf people and asked respondents to choose one of the responses. The findings are being presented with google spreadsheets and google forms.

For my major project, I decided to challenge myself by being deaf for one day and experience what a deaf person is living every single day and get a better understanding of their living situation. It seems as an easy challenge to do, but it turns out that it wasn’t.

accept the diagnosis that their child is Deaf. They are in denial that may last

Have you ever felt like there was nothing that you can do for your child? In the book, Deaf Like Me, by Thomas S. Spradley and James P. Spradley, I can the journey that Lynn’s parents had to take to get her help. This book was excellent I really liked the way that they described the ways that they tried to help Lynn to understand the world around her. In this book, I also saw how a mother and father will do anything for their child so that they can understand all that is around them. This book, is also a great asset to any family that might be unexpectedly thrown into a situation that they do not expect such as a deaf child.

Have you ever felt like there was nothing that you can do for your child? In this book, Deaf Like Me, by Thomas S. Spradley and James P. Spradley, I can see the journey that Lynn’s parents took to get her help. (Spradley & Spradley, 1978). This book was an excellent read. I really liked the way that they described the ways they tried to help Lynn to understand the world around her. The book, is a great asset for any family that might be unexpectedly put into a situation that they know nothing about such as a deaf child.

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

The Deaf and Hard of Hearing (DHOH) are understudied population and disproportionately impacted by cardiovascular diseases (CVD) due communication barriers (Mckee, Mckee, Winters, Sutter, & Pearson, 2014; McKee & Paasche-Orlow, 2012; Strong & Prinz, 1997). In considering the link between communication barriers and CVD attribute to insufficient English proficiency, inability to comprehend physicians’ spoken and written instructions, and inability to access community-based health outreach education programs in which all these surface factors increases the chance of DHOH developing CVD (McKee et al., 2011; Margellos-Anast, Estarziau, & Kaufman, 2006). The barriers that restrict access to health information suggest that

Fortunately, there are numerous resources available for people with disabilities that offer assistance and programs to meet their everyday needs. The Alabama Institute for Deaf and Blind serves as an educational resource for individuals who are deaf, blind, deaf-blind, and multi-disabled. I decided to research this agency because it has been referenced in my communicative disorders classes. As a future speech language pathologist, I want to learn about this agency and discover the programs it offers to help me with my future clients. The Alabama Institute for Deaf and Blind is relative to this course because as mentioned in the textbook and other course material, resources and programs that offer assistance to individuals with disabilities are essential to their successful futures. This agency is a means in which people who are deaf and blind can seek assistance to improve their skills of communication, and this is ultimately my goal as a speech language pathologist.

On Tuesday October 4th, I got the opportunity to conduct my first-ever interactive read aloud. Even though having done a read aloud before, this was the first time with an activity, so it made me more nervous then normal. By conducting the read aloud helped me because I was able to identify certain areas that I need to improve in, and areas of my successes.

Deaf and hard of hearing people are just like us. They are not any different, but hears like us. There is some common misunderstanding, that is really annoying for Deaf and hard of hearing people. Those misunderstanding are can you understands us? Are you able to drive? Do you need a wheelchair? Can you read and write? Do deaf people have sex? Etc.…These kinds of questions annoyed deaf people the most. People do not realize that deaf people do not have as much as difficulty as normal folks thinks that they have. They can do almost everything and just as much no less. Sometime, they begged to be considered the same as hearing folks. They want to be equals, respected, and value just as much as hearing people. Sometime, we forgot to ask ourselves.

Using Technology for Phonics Instruction in Kindergarten is an article written by Rita Suh and Victoria Gerson which can be found in The California Reader in the SPRING 2013 VOL. 46, No. 3 issue. Suh and Gerson are both graduates of the Masters in Reading/Language Arts according to https://www.ced.csulb.edu/readinglanguage-arts-grads-rita-suh-and-victoria-gerson-published-california-reader. They document through the article, their advantages to having technology in their classrooms and how it enhanced their classroom instructions.

Bauman and Murray (2010) defines Deaf Studies as “interdisciplinary approaches to the exploration of Deaf individuals, communities, and cultures as they have evolved within a larger context of power and ideology” (p. 210). In other words, Deaf Studies refer to a specific academic field that studies deaf individuals and their unique communities and culture and may include constructs from anthropology, linguistics, bilingual education, disability, audiology, etc. Within the context of Deaf Studies, deaf individuals are no longer defined solely by their lack of hearing, but by their cultural, linguistic, and sensorial ways of being in the world (Bauman & Murray, 2010). That is why we hear people educated with Deaf Studies saying ASL kids to refer to deaf kids who use American Sign Language (ASL) system as their mode of communication or see them writing “Deaf” instead of “deaf” to give reference to the universally-recognized culture of people who are deaf or hard of hearing.