Exploring the Presence of a Deaf American Cultural Life Script

Clark, M. Diane; Daggett, Dorri J.

doi:10.1179/1557069x15y.0000000005

Cited by 17 publications

(12 citation statements)

References 11 publications

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“…Positive mental health occurs when there is a notable overlapping between cultural life scripts and life story events (Bohn, 2010;Clark & Daggett, 2015;Glück & Bluck, 2007;Rubin et al, 2009;Thomsen & Berntsen, 2008). For instance, when individuals were asked for important life events, they tend to remember positive events mostly from early adulthood which are the content of life scripts within their community (Schroots & Assink, 2005).…”

Section: Life Scripts and Storiesmentioning

confidence: 99%

“…Regarding differences between culturally Deaf and hearing Americans, they seem to be in the details of various events such as access to a visual language through attaching the idea of being deaf to the event; for example, attending a Deaf school, marriage to a Deaf spouse, and having Deaf children. Including the concept of Deaf to an event makes the use of a visual language central to the event.However, within the deaf population, life scripts had more or fewer overlapping themes, depending on whether the participants had grown up as native signers in a Deaf home(Clark & Daggett, 2015) or grown up in a hearing family that did not adopt or include Deaf culture into their everyday lives(Wolsey et Psychology al., 2016). According toClark & Daggett (2015), the overlaps occurred with different events, such as acquiring language, going to school, finding a job, getting married, and having children.In contrast, the life scripts of oral deaf individuals have other events that overlap with life scripts of Deaf individuals who grew up in a deaf family.…”

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confidence: 99%

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Life Stories of Saudi Deaf Individuals

Alofi¹,

Clark²,

Marchut³

2019

PSYCH

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Little research exists about Saudi deaf education and Saudi Deaf culture. Using an emic qualitative design, two deaf male Saudis were interviewed and asked to share their life stories. These individuals had grown up in hearing families and the goal was to investigate their life experiences. The interviews were conducted in their first language, SASL, to ensure their comprehension of the questions as most deaf Saudis have low levels of literacy. Participants were from two different cities with two different educational backgrounds. A qualitative narrative analysis captured a more detailed description of how these individuals recalled growing up as a deaf person in a hearing family and later being exposed to sign language and Deaf culture. Both stories highlighted the importance of communication in both positive and negative ways. Results found that Saudi deaf individuals face many challenges in their life, such as language deprivation, poor quality education, and a poor work environment.

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Section: Life Scripts and Storiesmentioning

confidence: 99%

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confidence: 99%

Life Stories of Saudi Deaf Individuals

Alofi¹,

Clark²,

Marchut³

2019

PSYCH

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“…This system is more difficult to assess but can be understood through the methods of historical research that uses primary and secondary sources, as well as oral testimonies and personal accounts. Here, assessment may focus on how Deaf individuals view their own life course; examples can be found in research regarding life scripts and life stories (e.g., Clark & Daggett, ; Wolsey, Clark, van der Mark, & Suggs, ). For this paper, this system will not be discussed in terms of the culture of assessment.…”

Section: Bronfenbrenner's Bioecological System Approachmentioning

confidence: 99%

A culture of assessment: A bioecological systems approach for early and continuous assessment of deaf infants and children

Clark

Baker

Simms

2019

Psychology in the Schools

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Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergartenready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials. K E Y W O R D S assessment, Bronfenbrenner, Deaf, social modelEven today, with all of the hearing technology and bilingual programs available, many Deaf 1 children arrive at school with severe language delays or even no language at all (Andrews, Hamilton, Dunn, & Clark, 2016). These issues have been the concern of many, but success in eliminating these delays has been limited and slow. Recently, there is a focus on the child as seen in the campaign called Child First (CEASD, n.d) which includes a statement of principles. These principles include: Language deprivation is disabling, research supports the need for full access to all interactions, one size does not fit all, and a focus on the Least Restrictive Environment clause in educational law. Placing the child first requires that professionals within the field of Deaf education focus on early and continuous assessment of Deaf infants and children to create an ecology (Hutchins, 2010) that maximizes a Deaf child's potential.

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“…Some deaf students may call themselves “hard-of-hearing.” Some are able to communicate well in spoken language in one-on-one conversations but miss information in group conversations or noisy environments. Some deaf students have knowledge of ASL and consider themselves “culturally Deaf.” These students are active members of the Deaf community, where Deaf culture is a source of pride, support, heritage, and networking ( Padden and Humphries, 2006 ; Hauser et al , 2010 ; Holcomb, 2010 ; Clark and Daggett, 2015 ).…”

Section: Introducing Emilymentioning

confidence: 99%

Welcoming Deaf Students into STEM: Recommendations for University Science Education

Braun

Clark

Marchut

et al. 2018

LSE

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Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

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Exploring the Presence of a Deaf American Cultural Life Script

Cited by 17 publications

References 11 publications

Life Stories of Saudi Deaf Individuals

Life Stories of Saudi Deaf Individuals

A culture of assessment: A bioecological systems approach for early and continuous assessment of deaf infants and children

Welcoming Deaf Students into STEM: Recommendations for University Science Education

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