Role Models as Facilitators of Social Capital for Deaf Individuals: A Research Synthesis

Cawthon, Stephanie W.; Johnson, Paige; Garberoglio, Carrie Lou; Schoffstall, Sarah

doi:10.1353/aad.2016.0021

Cited by 37 publications

(34 citation statements)

References 48 publications

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“…To increase the postsecondary outcomes for Deaf individuals, it is necessary to provide systematic change to address reduced language accessibility at home, school, and in the workplace (Cawthon et al, 2016). The first theme addressed here, that of communication, separated those who experienced more success from those who were less successful as adults.…”

Section: Discussionmentioning

confidence: 99%

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It Requires a Community to Raise a Deaf Adult: A Comparative Study

Knight¹,

Hauschildt²,

Buchanan³

et al. 2021

JSS

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It has often been said, "It takes a village to raise a child"; likewise for deaf children born into hearing families, this village model provides the support necessary for optimal developmental outcomes for the child. Here a mixed method design was used to understand the outcomes for deaf adults who grew up a mid-size community with fragmented services in order to better understand what worked and what had not worked for these individuals. Results from a survey and follow up interviews identified two groups of individuals, those who stayed in the community having access only to the local resources and those who left the community finding more resources. In general, those who stayed described themselves as hard of hearing and used a mixture of sign and spoken language while those who left identified as Deaf and reported finding a Deaf community that provided them role models, aspirational capital, and a Deaf identity. Results are discussed using the frame of integrating support for families, effective schooling, and transition services. Recommendations are made to support the creation of such villages for deaf children in areas that may not have sufficient resources.

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Section: Discussionmentioning

confidence: 99%

“…They had both a Deaf community and a Deaf identity to sustain them (Cue, 2020). They obtained the Deaf community capital needed to navigate more effectively in a hearing culture (Cawthon et al, 2016;Hamilton & Clark, 2020, Listman et al, 2011.…”

Section: Discussionmentioning

confidence: 99%

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Knight¹,

Hauschildt²,

Buchanan³

et al. 2021

JSS

View full text Add to dashboard Cite

show abstract

“…Much like considering other aspects of identity such as race, ethnicity, and gender, any educator can be an ally for Deaf people and foster future allies in their students (e.g., Brown & Ostrove, 2013), especially those who interact with Deaf students in inclusive settings. The following suggestions are evidence-based practices educators can use to integrate ASL and visual strategies into classrooms for all students and also foster understanding and positive perceptions about Deaf people (Bauman & Murray, 2014;Cawthon et al, 2016;Freel et al, 2011;García-Fernández, 2014;Holcomb, 2013).…”

Section: Countering Myths By Be(com)ing a Hearing Allymentioning

confidence: 99%

Building Allies and Sharing Best Practices: Cultural Perspectives of Deaf People and ASL Can Benefit All

Golos

Moses

Berke

2021

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Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and Deaf people and share research-supported pedagogical practices and recommendations on how to be an ally on behalf of Deaf people.

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“…Deaf children and young people also benefit from social interaction with deaf adults who serve as role models (e.g. Cawthon et al, 2016). The particularly small number of deaf people who are also sign language users and members of Deaf communities suggests that this can only be done in specialised educational settings or in settings that are designed to accommodate these students alongside their hearing peers (e.g., units in mainstream schools).…”

Section: Implications For Educationmentioning

confidence: 99%

How Well Do We Understand Social Inclusion in Education?

Koutsouris

Anglin-Jaffe

Stentiford

2019

British Journal of Educational Studies

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The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gender and social class. Building on the findings, we argue that understanding inclusion at the level of social interaction has important implications for inclusive education. We employ ideas from theoretical work on inclusion to suggest that in order to achieve inclusion in education or in society, a top down approach influenced by national and international policy and a rights discourse might not be sufficient; this is because inclusion processes also operate at the level of everyday social interaction where policy has less influence. Such processes, for instance individual choice, are often less explored or even ignored by the inclusion literature, as they are seen as questioning or threatening the moral imperative of including all people. This argument, thus, raises the question of how well we understand social inclusion and provides directions for further research. inclusion, inclusive education, homophily, social interaction, individual choice, scenarios '[…] a theory and praxis that considers disability subjectivities and knowledges in fluid relationships to all other forms of subjectivity and knowledge ' (p. 35). This understanding of inclusion as complex and situated is the starting point for this paper. 'The participation of students in key aspects of their schools: their cultures, that is their shared sets of values and expectations; their curricula, that is the learning experiences on offer; and their communities, that is the sets of relationships they sustain' (p. 12).'Talk of 'shared values' can be presumptuous. What evidence is there to suggest that [values] are indeed shared? (Pirrie and Head, 2007, p. 25).And also, more recently:'Although there seems to be broad consensus [on the meaning/ significance of inclusion] on a superficial level, there is much more ambiguity if one looks deeper into the values often associated with inclusion' (Felder, 2018, p. 55).'I think that from the religion point it's different, because he chooses to have his religion like that. I mean, if he's brought up that way, it's just the way he lives. But with the hearing problem, he cannot change that in any way […] But if he just refuses to speak to women, that's different -that's him actively cutting off like half of the population'. This is also the only variation where an alternative social situation was not suggested as a relevant resolution. This might indicate that unlike the case of disability or language barriers young people were not willing to put extra effort to accommodate cultural/ religious beliefs that they could not relate to, as these were seen as a matter of preferen...

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Role Models as Facilitators of Social Capital for Deaf Individuals: A Research Synthesis

Cited by 37 publications

References 48 publications

It Requires a Community to Raise a Deaf Adult: A Comparative Study

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Building Allies and Sharing Best Practices: Cultural Perspectives of Deaf People and ASL Can Benefit All

How Well Do We Understand Social Inclusion in Education?

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