Dignity Promoted or Violated: How Does the Deaf Person Included Perceive It?

Abstract

SUMMARY Purpose: To understand how dignity is perceived by deaf people inserted into organizations, from their interactions with colleagues, bosses and the organization itself. Originality/gap/relevance/implications: In the field of studies on organizational dignity, the phenomenon is being studied under several aspects. However, no research was found addressing the possible relationship between dignity and inclusion in organizations, focusing specifically on deaf people. Key methodological aspects: This is a qualitative study carried out by means of interviews with 13 oral and non-oral deaf persons with work experience in organizations in the Metropolitan Region of Recife-PE, Brazil. Summary of key results: Most deaf people felt socially isolated, not being considered neither by Human Resource practices, nor the target of opportunities in organizations. Oral language proved to be the main difficulty for communication within the organization, although the breakage of this barrier through the maintenance of an interpreter is supported by law. Key considerations/conclusions: The predominant view of dignity by the deaf was based on the elements of valorization/respect/equality. It is inferred that the more intense the experience with elements that violate dignity, the less the feeling of inclusion or the greater the feeling of non-acceptance and the consequent greater risk of social isolation of the deaf. It is believed that, among other aspects, an organizational position aimed at reciprocal recognition and mutual cultural enrichment will contribute to the improvement of the quality of relationships between the deaf and the hearing.

Design for service inclusion: creating inclusive service systems by 2050

“…This means that services are always embedded within "socio-cultural ecosystems," which are a "critical and under-researched area of well-being" (Anderson and Ostrom, 2015, p. 244). Thus, to define service inclusion, the authors draw from studies on social inclusion within several different domains, including education (Sosu and Rydzewska, 2017), health (Davey and Gordon, 2017) and management (Folguera, 2014;Reis et al, 2017), among others. Since social inclusion is "people driven" as is service inclusion, surveying the definitions of social inclusion is helpful in defining service inclusion.…”

“…Second, in using the word "fair," it must be acknowledged that "fair" is perceived and interpreted individually by consumers. Inclusion assumes acceptance (Reis et al, 2017), but the actual experience of inclusion is based on people's perceptions that they are accepted and respected regardless of their group and/or individual identity (e.g. social status, ethnicity, gender, sexual orientation and disability).…”

“…social status, ethnicity, gender, sexual orientation and disability). Inclusion means that the person actually feels included (Reis et al, 2017) as determined by the individual from within their own frame of reference and based on their specific life experiences. As noted above, the social inclusion concept is consistent with TSR philosophy, which emphasizes the effects of service on people's lives, most particularly on their emergent and subjective sense of well-being (Anderson et al, 2013;Rosenbaum et al, 2011).…”

“…However, it is rare for definitions of social inclusion to explicitly consider the perception of inclusion as experienced by an individual (Licsandru and Cui, 2018). Perceiving fairness is a cornerstone of effective inclusion (Reis et al, 2017), but evidence that people do not perceive "fair value" occurs across many service settings; for example, in health, education, information, water and sanitation (Poku et al, 2017). Such contexts include ethnic minorities (Gebauer and Reynoso, 2013) and many billions of impoverished (Fisk et al, 2016).…”

Self-determination, emotions and exclusion in a blog of deaf people: a qualitative perspective

“…Otherwise the child will remain helplessly trapped in a concrete and perceptual world" (5) . The presence of communication barriers cause isolation, prevent the development of a satisfactory existence, and can generate serious psychological problems: depression, anxiety, insomnia, stress, paranoid ideas and interpersonal sensitivity (6)(7) . Inclusive approaches in the field of Education are essential, since, as explained by Echeita (2013), educational exclusion usually precedes social exclusion (8) .…”