Deaf Education in New Zealand: Where We Have Been and Where We Are Going

Powell, D. E. B.; Hyde, Mervyn Bruce

doi:10.1179/1557069x13y.0000000031

Cited by 10 publications

(10 citation statements)

References 16 publications

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“…Consequently, the "oralist" tradition was strong in New Zealand and Van Asch, along with other residential schools for the Deaf built in the middle of the 20 th century, banned the use of sign language (McKee, 2001). This ban remained in place for almost one hundred years until 1979 (Powell & Hyde, 2013). During oralism, the emphasis was on teaching Deaf children to be as hearing as possible, so they were forbidden from using sign language and denied access to Deaf teachers.…”

Section: Social and Educational Experiencesmentioning

confidence: 99%

“…Total communication is when English speech is used alongside Signed English, which differs from the sign language used by Deaf people because it follows English word order and grammar structures. While an improvement over oral education methods, total communication still posed challenges for Deaf students (Powell & Hyde, 2013).…”

Section: Social and Educational Experiencesmentioning

confidence: 99%

“…The New Zealand Association of the Deaf, now known as Deaf Aotearoa New Zealand, was established in 1975 to serve as a "voice" for members of the Deaf community while also educating the larger hearing society (Dugdale, 2001). New Zealand Sign Language was also systematically analysed and validated as a language in 1989 (Powell & Hyde, 2013), which resulted in greater acceptance of the language and pride in using it. Perhaps spurred by this growing awareness, the idea of Deaf as a social and cultural identifier also began to take hold (McKee, 2001).…”

Section: Social and Educational Experiencesmentioning

confidence: 99%

“…In addition, the first Deaf teacher for Deaf students was trained in 1992 and the first bilingual-bicultural class (English/NZSL) opened in 1993 at the Kelston Deaf Education Centre in Auckland (Dugdale, 2002). Although, recent studies have indicated 95% of Deaf youth currently attend mainstream classes with a considerable emphasis on oral-aural communication and limited exposure to Deaf adults (Powell & Hyde, 2013). Students in these settings still experience isolation, difficulties acquiring information, limited access to education support staff, and limited access to interpreters (McKee & Smith, 2003;Dugdale, 2002).…”

Section: Social and Educational Experiencesmentioning

confidence: 99%

“…In 1996, the Ministry of Education released Special Education 2000 as a framework to support inclusive education for disabled and Deaf children by guaranteeing access to resource teachers, advisors of the Deaf, teacher aid support, and specific funding. However, Powell and Hyde (2013) note that this has not materialised quickly, citing the elimination of a Deaf mentor and resource programme in the South Island because of insufficient funding.…”

Section: Legislation Pertinent To Deaf New Zealandersmentioning

confidence: 99%

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"Deaf is best": Exploring the sexuality experiences and knowledge of Deaf women in New Zealand

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<p>This study has two primary purposes. Initially, it explores the accounts of sexuality-related experiences and knowledge of a group of Deaf women in New Zealand. The limited international literature available has primarily focused on Deaf sexuality in terms of deficits and vulnerabilities and no work has been carried out on the topic in New Zealand, so relatively little is known about an influential aspect of Deaf women’s lives. The second purpose for this study is to generate recommendations for improving the sexuality information and services available to the women. This study accomplished the two aims by using an action research framework in which Deaf Aotearoa New Zealand, the national organisation for the Deaf, was a collaborative research partner. The seven women who participated in the study were split into two focus groups, one for NZ European/ Pākeha women and one for Asian and Pacific women. The focus groups were conducted in August 2012 at a Deaf club. Also present during the focus groups were a professional New Zealand Sign Language interpreter, a Deaf woman who served as co-facilitator, and myself. In the focus groups, the women discussed their experiences and understanding of concepts with regard to intimate relationships, sexual experiences, and sexuality more generally. Their accounts revealed the potential impact their family’s cultural background, the ability of those around them to communicate through New Zealand Sign Language, and their personal English literacy levels had on their sexuality knowledge and development. Those who had greater access to information and support reported more positive experiences. As a result, recommendations are made for improving information accessibility across the lifespan, with a special emphasis on programming and services provided by Deaf Aotearoa. The recommendations conclude with a description of a programme developed alongside Deaf Aotearoa that addresses some of these areas and which will be implemented with regional groups of Deaf women. As a result, the contributions made by the Deaf women who participated in this project are already demonstrating an impact in programme development.</p>

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Section: Social and Educational Experiencesmentioning

confidence: 99%

Section: Social and Educational Experiencesmentioning

confidence: 99%