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TEN COMMON MYTHS AND MISCONCEPTIONS SURROUNDING DEAFNESS DEAF PEOPLE CAN’T HEAR ANYTHING • Most deaf people hear something – very few have a corner audiogram • The type of loss and the age of onset determine how a person can use their hearing • Categories of loss include: mild, moderate, severe, and profound CULTURAL PERSPECTIVES • When you see deaf printed in the literature with a lower case “d” it refers to an audiological definition -- Degree of hearing loss • When you see Deaf printed in the literature with a capital “D” it refers to Deaf Culture CULTURAL CHARACTERISTICS • Deaf people are one of the few disability groups (perhaps the only one who value their deafness and consider it a positive attribute). • Culturally Deaf People – Don’t want to be fixed – Value their Deaf heritage – Share a common language ALL DEAF PEOPLE CAN READ LIPS • 40% - 50% of speech sounds are not visible on the lips • e, g, h, i, a, k remain hidden • There are only 16 mouth movements that are distinguishable in the English language • You must have an extensive English vocabulary and be familiar with the syntax of the language to speech read • Phrases such as: – I love you – I’ll have two look exactly the same ALL DEAF CHILDREN HAVE DEAF PARENTS • 9 out of every 10 deaf children are born to parents who can hear • Deaf children having 2 deaf parents comprise only 3-4% of the general population • 90% of hearing parents who have deaf children DO NOT rely on signed communication to interact with their deaf child IMPACT OF COMMUNICATION ON LANGUAGE DEVELOPMENT • Most children are born with an innate ability and desire to learn to communicate • Normal language development follows a predetermined sequence that is similar across most cultures • The language development of deaf or hard of hearing children also follows a predetermined sequence • Delays in language development can occur in deaf/hard of hearing students because of: – Their inability to process auditory input – Or a lack of sufficient exposure to visually encoded language • As a consequence, the most debilitating aspect of deafness if NOT the hearing loss but the lack of language that results from insufficient VISUAL or AUDITORY input • Although in the past there was a belief that speech was language, we now know that speech is simply a tool or mode of transmission and is distinct from the cognitive system that underlies language. • Children who are deaf and hard of hearing do not have easy access to spoken communication • Language development relies on exposure and exchanges that occur in one’s environment HEARING INDIVIDUALS • Hearing individuals are constantly bombarded with language from the environment • Radio • Friends • Siblings • Community • Mall Deaf/Hard of Hearing Individuals • Deaf and hard of hearing individuals have limited exposure to spoken language in the environment – • Those who rely on signed communication are limited to others who share the same language – Captioned TV – Information provided in print ALL DEAF PEOPLE KNOW SIGN LANGUAGE • In the US approximately 82% of deaf/hard of hearing students receive all or part of their education in regular education classrooms. • In 95% of these classrooms a form of sign communication is used AMERICAN SIGN LANGUAGE, SIGN SYSTEMS & CUED SPEECH • American Sign Language (ASL) unlike English is a spatial, time-oriented language, based on visual perception and visual conveyance of ideas, information and feeling concepts • ASL has its own: – Prosody – Syntax – Grammatical structure ASL STRUCTURE • Topic/ comment statements are common in ASL • Adjectives can occur before or after the noun • Pronouns are gender neutral and number specific ASL • Is not a universal language – each country has their own sign language • ASL is comprised of fingerspelling and signs • It has been developed by and for the Deaf community ENGLISH SIGN SYSTEMS • Several Sign Systems have been developed to apply signs following English word order. • These systems are not languages and include: SEE I, SEE II, Signed English CASE, etc. A COMPARISON OF ENGLISH AND ASL • In English we would say: • “ I have got to really study for my SPEC 2000 test that Dr. Hull is giving next week because she said it would be a bear.” • In Signed English it would look like this – • In ASL it would look like this -- ASL EXAMPLE • Next week Dr. Hull (reference) give SPEC 2000 test • Me, Study must • Why (rhetorical question) • Reference • Announce tough! PIDGIN SIGNED ENGLISH • Because ASL is a foreign language and English is a foreign language a pidgin has been developed to facilitate communication between deaf and hearing individuals. • Pidgins take pieces from both languages so communication can occur AN EXAMPLE OF THE SAME SENTENCE USING PSE • I must really study for SPEC 2000 test • Week because Dr. Hull say tough. • Pidgins work on a continuum – they can be more ASL or more English in nature DEAF CHILDREN/DEAF PARENTS • 10% of deaf children have deaf parents • From infancy Deaf mothers use strategies to support the learning of a visual language • They will sign near an object with which the child is playing or wave a hand to draw the child’s attention to them • They use exaggerated facial expressions • Communication is visual • They use visual motherese to facilitate language growth • Greater time is allowed to process language input • Signs are modified – they are presented in a fluent, rich manner Comparisons of Language in Deaf and Hearing Children • DC exposed to sign language from birth parallel hearing children • They being to sign at 9 months of age • (Hearing babies say their first word at 12 months of age) • Between 12 & 18 months language development is parallel DC/HP compared with HC/HP • According to Carey the speaking vocabulary of a hearing six year old ranges from 8,000 to 14,000 words • Research indicates that DC/HP at age six, where no form of sign communication is used only posses about 500 – 700 words • Because DC/HP may not be exposed to language caregivers frequently assume that their children do not have the language needed to engage in dialogues. • Therefore, communication exchanges become monologues from a hearing perspective DEAF CHILDREN CAN’T READ • Language development of lack of therefore has a significant impact on the ability to read. • Because of the language delays due to problems in communication only 10% of 18 year old deaf students read above the 8th grade level. DEAF CHILDREN ARE NOT AS INTELLIGENT AS HEARING CHILDREN • On standardized intelligence tests the average IQ is 100 • For deaf students the average IQ is 96.89, only slightly lower than hearing children. • Speech and language are often confused with intelligence but they are not related DEAF PEOPLE CAN’T TALK • Babies who are born deaf or lose their hearing before speech and language are developed may have a difficult time mastering speech. • They can talk but may have been made fun of, or their speech may not be clear HEARING AIDS ENABLE DEAF PEOPLE TO HEAR SPEECH • Hearing aids amplify sounds • They do not clarify • There are many types of hearing aids including cochlear implants – these do not cure hearing – they are an implantable hearing aid DEAF PEOPLE CAN’T DRIVE • Deaf people can and do drive • 97% of the warning signals that reach the driver are gained through a visual channel • 41/49 states rank deaf drivers as good or better than hearing drivers ALL DEAF PEOPLE WISH THEY COULD HEAR • Culturally Deaf people do not want to hear • They value their culture and see no reason to be “fixed” • They have established a tight network that affords them social opportunities and a rich language INTERPRETERS AND SIGNERS • Communication between deaf and hearing individuals is often accomplished between an interpreter • An Interpreter: – Highly skilled professional – Bound by a Code of Ethics – Can both interpret and transliterate Signers • These individuals have taken some classes in sign language • They sign to express what they want to say • They are not interpreters and should not be used in that capacity Technology and Deafness • Technology plays a vital role in deafness: • Light signaling devices (telephone, door bells, baby cry systems) • TTY/TDD, Sidekicks, and computers • Hearing dogs for the Deaf Hard of Hearing People • A few words – These individuals can have a harder time with communication because hearing individuals assume they hear more than they do based on their speech – Speech cannot be equated with hearing loss – Speech cannot be equated with language – Speech cannot be equated with literacy or intelligence PARTING WORDS • Deaf people when given the access to communication can do anything hearing people can do based on their individual capabilities. • Deaf people cannot be stereotyped – they are as different as you and me and want to be viewed as such