Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’ Schools for the Deaf

Anglin-Jaffe, Hannah

doi:10.1007/s11217-012-9350-3

Cited by 18 publications

(6 citation statements)

References 20 publications

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“…The participants emphasised the protective role of the deaf peer group, including access to early sign language, Deaf culture and adult Deaf role models. Research has found that large deaf peer groups enable the development of complex sign languages (Sengas and Coppola, 2001; Reilly and Reilly, 2005; Anglin‐Jaffe, 2013). The participants described the transformational nature of meeting other deaf people for the first time.…”

Section: Discussionmentioning

confidence: 99%

Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling

Anglin-Jaffe

2020

British Educational Res J

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This small-scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants' narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf-centric community hubs.

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Section: Discussionmentioning

confidence: 99%

Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling

Anglin-Jaffe

2020

British Educational Res J

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“…Two important factors in this total communication learning model are spoken and manual language. They are important because they are complementary and cannot be separated from one element to another [20]. But applying the same method in teaching normal and deaf children shows inefficient results.…”

Section: B Learning Models For Total Communication and Social Interamentioning

confidence: 99%

The Total Communication Learning Model to Support the Effectiveness of Social Interaction for Deaf Children

Kholis¹,

Purwowibowo²,

Ibra³

2020

Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019)

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This study aims to describe the use of a total communication learning model for deaf children to support the effectiveness of social interaction. Learning for deaf children is still dominated by the use of sign language. Consequently only deaf children can understand, but others find it very difficult to understand and interact with them. Though deaf children as an integral part of society. These conditions encourage the design of a total communication learning model using the media of pictures, writing, and reading. This study uses a qualitative method. Data verification with source triangulation. The results showed that the total communication learning model can support deaf children understand language better, so they are able to interact socially and adapt to the times. Even, they can use applications and features on smartphone as communication media. The benefit of deaf children can live independently a carry out social functioning.

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“…As stated earlier, deaf children are disability group of children that has difficulties in hearing and speaking. In previous times, these children were not able to get education in public schools and recent development has brought about special school [28], where these children learn through the use of sign language and gestures [29]. However, there are continuously call for the development of different media to be used in educating and teaching these special children.…”

Section: A Learning Of Deaf Children At Special Schoolsmentioning

confidence: 99%

“…It is, however, important to state that if this method is to be applied at a higher level, the involvement of parents is very crucial [23]. In recent times, information technology and internet network are now being employed in educating deaf children [24,25], and this allows sign language to be combined with oral language [26]. Other learning models make use of written illustrations that are very easy to understand accompanied by visualization of nouns, verbs, adverbs, and other figures [27].…”

Section: Introductionmentioning

confidence: 99%

Total Communication Learning Model: Using pictures, writing and reading to increase language capacity for deaf children

Purwowibowo¹,

Hendrijanto²,

Trihartono³

2019

Proceedings of the Social and Humaniora Research Symposium (SoRes 2018)

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This research described the use of total communication learning model in enhancing the language capacity of deaf children. Conventionally, the learning model employed in teaching deaf children is based on sign language and this limit their ability to communicate with people that are not deaf. Furthermore, these children are marginalized from the society because of their inability to understand the language used for public communication and, consequently, there is a problem of communication between them and other people in the society. The research was conducted through the use of qualitative research method while data as collected through the use of observation, in-depth interview, and focus group discussion. The data collected was verified through the use of source triangulation and descriptive analysis. The research revealed that total communication learning model through the use of pictures, writings, and readings increases and enhances the language skill of deaf children. It was also discovered that the model helped these children to communicate verbally with other people in their community. Conclusively, the research showed that it is possible for deaf children to communicate with other people without relying on sign language only.

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Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’ Schools for the Deaf

Cited by 18 publications

References 20 publications

Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling

Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling

The Total Communication Learning Model to Support the Effectiveness of Social Interaction for Deaf Children

Total Communication Learning Model: Using pictures, writing and reading to increase language capacity for deaf children

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