Leigh, Irene, <br/><br/>
Deaf culture :  exploring deaf communities in the United States / 
Irene W. Leigh, PhD, Jean F. Andrews, PhD, Raychelle L . Harris, PhD, Topher Gonzalez Avila, MA. 
 - Second edition. 
 - xxiii, 384 pages :  illustrations ;  26 cm 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>Preface<br/>Acknowledgments <br/>About the Authors<br/><br/>Part I. Deaf Culture: Yesterday and Today<br/><br/>Chapter 1. Deaf Community: Past and Present<br/>Introduction<br/>The Deaf Community and Its Members<br/><br/>Deaf Children of Culturally Deaf Parents<br/>Deaf Children of Hearing Parents <br/>Hearing Members in Deaf Families <br/>Hard-of-Hearing Individuals <br/>Late-Deafened Individuals<br/>Deaf Blind Individuals <br/>Multiple Communities <br/><br/>Demographics<br/>Historical Highlights <br/>Contemporary Descriptions <br/><br/>Deafhood<br/>Deaf Gain <br/>Deaf Ethnicity <br/>People of the Eye<br/>Deaf Epistemologies <br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Chapter 2. Causes of Being Deaf and the Auditory Field<br/>Determining One’s Hearing Level<br/><br/>Audiologists and Audiograms<br/>Hearing Labels <br/>What Causes Changes in Hearing Levels? <br/><br/>Genetic Causes<br/>Acquired <br/>Conductive <br/>Sensorineural <br/><br/>History of Auditory Technology<br/>Current Auditory Innovations and Rehabilitation <br/><br/>Hearing Level Screening<br/>Hearing Aids <br/>Cochlear Implants <br/><br/>The Cochlear Implant Controversy<br/>Inspiration Porn <br/>Genetic Engineering <br/><br/>Genetic Controversy<br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Part II. Signed Languages and Learning<br/><br/>Chapter 3. American Sign Language<br/>Background of ASL and Other Sign Languages<br/><br/>Indigenous Communities and “Hand-Talk”<br/>African American Communities and BASL <br/>European Communities <br/>Euro-American Communities <br/>Home Signs and Gestures <br/>Village Sign Languages <br/><br/>How Sign Languages Are Spread<br/><br/>International Sign (IS) and Signed Languages Used Globally<br/>ASL and English: Features, Content, and Structure <br/><br/>ASL Content<br/>Structure <br/><br/>The Manual Alphabet<br/>ASL Learners and Strategies <br/>Dialects and Other Forms of Signed Communication <br/>Attitudes: Linguistic Imperialism <br/>Conclusions <br/>References <br/><br/> <br/><br/>Chapter 4. How Deaf Children Think, Learn, and Read<br/>Culture, Learning, and Intelligence<br/><br/>Culture and Language<br/>IQ Tests <br/>Thought and Language <br/><br/>Cognitive Abilities<br/><br/>Cognition Shaped by Culture<br/>Incidental Learning <br/>Joint Attention <br/>Visual Attention and Peripheral Vision <br/>Visual Imagery and Spatial Memory <br/>Reasoning <br/>Metacognitive Abilities <br/><br/>Theory of Mind<br/>Executive Function <br/><br/>Language Pathways<br/><br/>Early Gestures, Family Communication, and Play<br/>Language Milestones <br/>The Brain, Multilingualism, and Sign Languages <br/>Theories and Strategies <br/><br/>Literacy Learning<br/><br/>Importance <br/>Developmental Pathways <br/><br/>Deficit Models<br/>Asset Model <br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Chapter 5. Deaf Education, Deaf Culture, and Multiculturalism<br/>Deaf Culture and Multiculturalism<br/>Factors Impacting Schooling <br/><br/>Age of Onset and Parental Hearing Status<br/>Multilingualism, Multiculturalism, and Schooling <br/><br/>Lesbian, Gay, Bisexual, and Transgender (LGBT) Deaf Students<br/>Deaf Disabled Students <br/><br/>Communication and Language Approaches<br/><br/>History of Deaf Education<br/>Bilingual and Multilingual Approaches<br/>Blended Approaches <br/>Monolingual Listening and Spoken Language (LSL) Approaches <br/>Communication Approaches and DeafDisabled Students <br/><br/>School Settings<br/><br/>Center Schools<br/>Private Oral Schools <br/>Day Schools <br/>Inclusion <br/>Mainstream, Self-Contained Resource Room <br/>Coenrollment <br/>Charter Schools and Home Schools <br/><br/>Technology, DeafSpace, and Classroom Acoustics<br/>Educational Programming <br/><br/>Early Childhood (EC) Levels (Birth to 5 Years)<br/><br/>Curriculum and Outcomes<br/>Challenges in School <br/><br/>K to 12th-Grade Levels (5 to 22 Years)<br/><br/>Curriculum and Outcomes<br/><br/>Transition and Postsecondary Educational Opportunities<br/><br/>Curriculum and Outcomes<br/>Postsecondary Challenges <br/><br/>Preparation of Teachers and Educational Interpreters<br/><br/>Teacher-Training<br/>Educational Interpreter Training <br/>Challenges for Teachers and Interpreters <br/><br/>Conclusions<br/>References<br/><br/> <br/><br/>Part III. Deaf Lives, Technology, Arts, and Career Opportunities<br/><br/>Chapter 6. Deaf Identities<br/>Deaf Identities<br/><br/>Categories of Deaf Identities<br/><br/>Disability Framework<br/>Social Identity Theory <br/>Racial Identity Development Framework <br/>Deaf Identity Development Framework <br/>Acculturation Model <br/>The Narrative Approach <br/><br/>Intersectionality<br/><br/>Race/Ethnicity<br/>Sexual Orientation <br/>Disability <br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Chapter 7. Deaf Communities Within the Deaf Community<br/>References <br/><br/> <br/><br/>Chapter 8. Navigating Lives<br/>Introduction<br/>Forms of Discrimination <br/>Resilience <br/><br/>The Role of Relationships in Strengthening Resilience<br/><br/>The World of Work<br/>Health Issues <br/>Mental Health Issues <br/>Domestic Violence <br/>Criminal Justice Issues <br/>Aging Issues <br/>Conclusions <br/>References <br/><br/> <br/><br/>Chapter 9. Technology and Accessibility<br/>History: Foundations for Access<br/>Deaf Community and Access <br/><br/>Captions<br/>Telephones <br/>Alerting Devices or Systems <br/>Wake-Up Devices <br/>Baby Alerting Devices <br/>Residential Security and Alarm Systems <br/>Emergency Announcements <br/>Assistive Systems and Devices <br/><br/>Innovative Technology<br/>Conclusions <br/>References <br/><br/> <br/><br/>Chapter 10. Deaf People and the Legal System: Education, Employment,and Criminal Justice<br/>Education Laws <br/><br/>Laws in Early Childhood <br/><br/>Early Hearing Detection and Intervention (EDHI) Act <br/>Individuals With Disabilities Education Act (IDEA) (Part C) <br/><br/>Laws With School-Age Deaf Children<br/><br/>IDEA (Part B)<br/>IDEA (Part A) <br/>American With Disabilities Act (ADA) <br/>Section 504 of the Rehabilitation Act of 1973 <br/>Every Student Succeeds Act (ESSA) <br/><br/>Laws in Foster Care Placements<br/><br/>IDEA, ADA, and Section 504<br/><br/>Laws in Juvenile Justice Facility Placements<br/><br/>IDEA, ADA, and Section 504<br/><br/>Employment<br/><br/>Social Security Act<br/>Rehabilitation Act of 1973 <br/>Americans With Disabilities Act (ADA) <br/><br/>Higher Education<br/><br/>ADA and 504 Protections<br/><br/>Justice System<br/><br/>Family, Education, and Language Factors<br/>Section 504 and ADA Protections <br/>The Bill of Rights and the 14th Amendment <br/>Victims of Crimes <br/>Prevalence and Types of Crimes <br/><br/>Homicide<br/>Sexual Offending Crimes <br/><br/>The Criminal Justice Process<br/><br/>Barriers at the Arrest<br/>Booking, Medical/Psychological Intake, and Orientation <br/>Barriers at Trial <br/>Barriers in Jail or Prison <br/>Barriers in Probation and Parole <br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Chapter 11. Arts, Literature, and Media<br/>Arts<br/><br/>Visual and Tactile Arts<br/>De’VIA <br/><br/>Performing Arts<br/><br/>Deaf Theater<br/>Deaf in Television and Movies <br/>Deaf in Game and Reality Shows <br/>Deaf Music and Dancing <br/><br/>Literature<br/><br/>Literature in the Deaf Community<br/>ASL Literature <br/>Deaf Literature: English <br/>Online ASL and Deaf Literature <br/><br/>Media<br/><br/>Deaf Images: Digital Arts and Photography<br/>Deaf Motion: Cinema and Film <br/><br/>Conclusion<br/>References<br/><br/> <br/><br/>Chapter 12. Advocating and Career Opportunities<br/>Introduction<br/>Deaf-Hearing Collaboration <br/>Career Possibilities <br/><br/>ASL Interpreters<br/>Teachers <br/>Early Childhood Educators <br/>Audiologists <br/>Speech and Language Therapists <br/>Vocational Rehabilitation Counselors and Job Coaches <br/>Mental Health Service Providers <br/><br/>Hotline Volunteer<br/>Clinical Mental Health Counselor <br/>School Counselor <br/>Social Work <br/>Clinical Psychology <br/><br/>Emergency Medical Technicians<br/>Other Career Possibilities <br/><br/>Conclusions<br/>References <br/><br/> <br/><br/>Chapter 13. Final Thoughts on Deaf Culture and Its Future<br/>References <br/><br/> <br/><br/>Index 
<br/><br/> "A contemporary and vibrant Deaf culture is found within Deaf communities, including Deaf Persons of Color and those who are DeafDisabled and DeafBlind. Taking a more people-centered view, the second edition of Deaf Culture: Exploring Deaf Communities in the United States critically examines how Deaf culture fits into education, psychology, cultural studies, technology, and the arts. With the acknowledgment of signed languages all over the world as bona fide languages, the perception of Deaf people has evolved into the recognition and acceptance of a vibrant Deaf culture centered around the use of signed languages and the communities of Deaf peoples. Written by Deaf and hearing authors with extensive teaching experience and immersion in Deaf cultures and signed languages, Deaf Culture fills a niche as an introductory textbook that is more inclusive, accessible, and straightforward for those beginning their studies of the Deaf-World"-- 
<br/><br/><label>ISBN: </label>9781635501735 
<br/><br/><label>LCCN: </label>2020027009 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Deaf--United States.<br/>Deaf culture--United States.
<br/><br/><label>LC Class. No.: </label>HV2545  / .L45 2022 
<br/><br/><label>Dewey Class. No.: </label>362.42 LEI