Produced by Center on Disabilities, University of Hawai'i at Manoa, Honolulu, Hawai'i, Fr... more Produced by Center on Disabilities, University of Hawai'i at Manoa, Honolulu, Hawai'i, Frank Sawyer School of Management, Suffolk University, Boston, Massachusetts and The School of Social Sciences, The University of Texas at Dallas, Richardson, Texas for The Society for Disability Studies
Examining the Intersectionality of Deaf Identity, Race/Ethnicity, and Diversity Through a Black Deaf Lens1,2
Deaf Identities, 2019
The authors of this chapter, a Black Deaf scholar immigrant from South Africa and a Black Deaf ac... more The authors of this chapter, a Black Deaf scholar immigrant from South Africa and a Black Deaf academic from the South Side of Chicago, highlight the limited scholarly exploration of Black Deaf lives within the context of the Deaf community. They present what they could extract from existing literature on Black Deaf historical perspectives, the influence of Black American Sign Language, and what it means to be Black and Deaf. In addition, considering the scarcity of research on non-White Deaf communities, they contribute their personal experiences to highlight the transnational identity issues of Black Deaf immigrants and the identity issues of Black Deaf individuals within the context of the United States. This chapter provides a thought-provoking treatise on what it means to be Black and Deaf with unique backgrounds in the United States.
This document contains 24 papers. Keynote addresses were given on the topics of autonomy for deaf... more This document contains 24 papers. Keynote addresses were given on the topics of autonomy for deaf adolescents and parent-adolescent dialogue. A section titled "Demographic Profiles of Deaf Adolescents in America" compares students in special schools with mainstreamed students. A section on "Family Intervention and Parent Education" includes three papers that cover preparation for adulthood, treatment of the larger than family system, and rubella babies as parents. "Transition from School to Work" examines transition workshops for parents, the family's role in transition, educational and occupational aspirations/attainments, and employers' perceptions. "Approaches to Sexual Abuse InterventioAs and Suicide Prevention" focuses on treatment of sexual abuse victims, sexual health policies, suicide prevention, and intervention with suicidal adolescents. "Strategies of Enhancing the Social and Emotional Development of Deaf Adolescents" reviews the self-image of deaf adolescents, consciousness-raising with deaf female adolescents, adapting and evaluating social skills curricula, assessing language competence, preventing substance use disorders, and inservice training in residential schools. A section on "Approaches to I.
Major findings of a national project on identifjfing standards for the training of interpreters f... more Major findings of a national project on identifjfing standards for the training of interpreters for deaf people are presented. The data produced for this project was based on information collected from two separate national surveys during Summer and Fall, 1987. Selected findings on the student, faculty, and program characteristics of 51 federal and non-federal sponsored interpreter training programs are presented. Attention is then directed to a summary of the opinions of a sample of 403 interpreter educators, interpreting service professionals, and deaf and hearing consumers regarding desirable competencies for interpreter trainees to attain as part of their training. Finally, drawing on selected findings from the project, five (5) recommendations for future action are presented, with focus on the role of federal leadership in support of interpreter training. Introduction Public law 89-333, the Vocational Rehabilitation Act of 1965, opened an important new means for state vocational rehabilitation agencies to improve services for deaf people by authorizing, for the first time, interpreting as a case service for deaf clients. Subsequent legislation (P.L. 93-112, the Rehabilitation Act of 1973, P.L. 94-142, the Education of the Handicapped Act, and P.L. 95-602, the Rehabilitation Amendments of 1978) has made clear the intent of Congress to provide access to quality interpreting services for all deaf people who may need such assistance, regardless of their mode of communication. These enactments have created a demand for interpreting services that far exceeded the available supply of interpreters. Recognizing the existence of a chronic shortage of interpreters in the nation. Congress, through P.L. 95-602 (section 304 [d][l]), authorized funding of regional interpreter training programs. This discretionary grant program funded at about $900,000 annually and administered by the Rehabilitation Service Administration (RSA), provides financial support on a five-year grant cycle for up to 12 programs in strategic geographical locations throughout the country. Although the RSA-sponsored regional interpreter training programs were initially authorized in 1980, federal support for interpreter education and training dates back to the mid-1970's. This history of federal leadership and support has been instrumental in facilitating the proliferation of interpreter training programs in
Considering the Impact of Recent Disability Legislation in Special Education and Vocational Rehabilitation on Future Employment Outcomes for DeafBlind Students
Black deaf adolescents: A diverse and underserved population
The Volta review
Explores some of the unique developmental elements that affect Black, deaf adolescents (BDAs). Th... more Explores some of the unique developmental elements that affect Black, deaf adolescents (BDAs). The realities of attending special schools, progressing through a major developmental transition period, and being a minority within a minority have significant impacts on their educational, social-psychological, and career development. BDAs are confronted by 2 challenges to their self-image and self-esteem: the prevalence of stereotyping and the existence of different sets of norms and values. The ability of BDAs to respond to the challenges and opportunities of adolescence depends on their network support. Such adequate support instills in BDAs the values, attitudes, and motivation needed during adolescence. Inadequate support may leave a BDA vulnerable to many threats including school failure, delinquency, and substance abuse. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
of cultural diversity within the American Deaf community is by collecting and analyzing stories a... more of cultural diversity within the American Deaf community is by collecting and analyzing stories about Deaf people of color. The authors examined biographical profiles in national print and visual media published since 1988. The materials focused on life stories of individuals identified as Deaf persons of color (e.g., Deaf and identified as Black/African American, Hispanic/Latino, Asian/Pacific Islander, or American Indian/Alaskan Native). Anecdotes were selected that provided a sociocultural rather than medical or pathological perspective and reflected the featured individual's viewpoint. Four categories of shared experiences emerged: experiences related to overcoming obstacles to educational opportunities, stories about individuals who influenced the direction the featured individual took in life, childhood and family experiences, and experiences relating to stereotypes, cultural conflicts, or discrimination. The authors conclude by discussing lessons and messages derived from the stories. America is not like a blanket-one piece of unbroken cloth, the same color, the same texture, the same size. America is more like a quilt-many pieces, many colors, many sizes, all woven together by a common thread.
One of the challenges of gaining a broader appreciation of Deaf history is the need to examine th... more One of the challenges of gaining a broader appreciation of Deaf history is the need to examine the contributions of Deaf people of color. This article summarizes the contributions of black Deaf individuals to the scholarly and public history of the period from the 1980s to the present. We begin with the 1980s since that was the era when the landmark book by Ernest Hairston and Linwood Smith, Black and Deaf in America: Are We That Different? was published and the National Black Deaf Advocates organization was founded. We then progress through the 1990s and 2000s, noting historical developments such as the advancement of black Deaf individuals to key leadership positions, expanded collaborative efforts between Gallaudet University and the black Deaf community, and the growth of black Deaf history scholarship, which addresses a broad spectrum of topics. We conclude that these historical developments, among others, during these three and a half decades gave impetus to the emergence of a dynamic collective of black Deaf scholars, leaders, and artists to further contribute to our understanding and appreciation of Deaf history.
Deaf adults tell their stories: Perspectives on barriers to job advancement and on-the-job accommodations
The Volta review
40 24–57 yr olds who are deaf participated in direct, in-depth interviews concerning perceptions ... more 40 24–57 yr olds who are deaf participated in direct, in-depth interviews concerning perceptions about job advancement and on-the job accommodations. 22 Ss were employed and 18 were unemployed at the time of the interview. Analyses suggested that characteristics of the worker and the work setting were factors that contributed to or impeded job advancement opportunities. Ss who sought to obtain advancement were assertive in efforts to obtain training and seek out promotion opportunities. Ss not actively seeking often perceived their deafness as restricting or limiting opportunities for advancement. In general, employers were not perceived as accommodating to the worker who is deaf. Most accommodations related to spoken rather than written language communication. Sample responses and recommendations for employers and employees are included. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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