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TitleInner Lives of Deaf Children: Interviews and Analysis
File Size981.8 KB
Total Pages261
Table of Contents
Transcending in Time
Profiles and Procedures
So What You Are Saying Is . . .
Into the Future: Implications for Research and Practice
Document Text Contents
Page 2


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Page 130

Joe 111

“Well, you might feel, um, you might feel upset and sad, if you
want to call someone yourself and not have to ask another person to
talk on the phone. You might want to do it yourself.”

I don’t want to bias Joe’s answers, so I decide to hold off until the
end of our interviews to share my experiences with him. “Okay. I
don’t want to give you the answers now because I want to know what
you’re thinking. Okay? But later, when we finish, would you like me
to explain more to you?” Joe nods. I wonder if Joe knows deaf adults
who might model positive behaviors and perceptions of being deaf.
I wonder where his sad perceptions are coming from. What is miss-
ing in his life that the other children have access to? What about
African-American Deaf adults? Where are his models? Does he
have a tougher time with teasing in his school environment than the
other children have? Is this what is affecting him? Has he begun to
incorporate the perceptions of his peers into his self-concept?

We go on to the next picture. “Okay. Number four.” This is the
photo of the toddlers sitting on the floor with a young woman hold-
ing a book and signing something.

“I think that these two are both, um, they are deaf, um, because
. . . Pam and, the teacher, and it’s teaching them how to sign.”

“Pam? How did you get that name?”
Joe points to the name “Pam” on a name tag in the picture.

“From here. That looks like maybe a Y and this boy is learning how
to sign and this boy’s just looking at the names.”

“Okay. So who do you think the two children are?”
“They’re deaf.”
“They’re deaf. And is the teacher . . .”
“The teacher’s hearing.”
“Okay. Teacher’s hearing. And I wonder what’s in that book?”
“Uh, stories. Or something, um, it might have signs in it. Or

maybe the ABCs, the manual alphabet.”
“Okay. And another question for you. Why would the teacher be

hearing? Why not a deaf teacher? I’m just curious. Do you know
any deaf teachers?”

“No. But, um, I forget. Oh, it might be because, maybe if that
teacher’s deaf then they can’t talk to the other teachers or they can’t
talk on the phone. That kind of thing. So maybe it would be just
wanting to learn how to sign.”

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112 Inner Lives of Deaf Children

“I’m not sure that I’m understanding. You’re saying if a teacher
can’t talk, then . . . Could you repeat that?”

“If a teacher is deaf, then she can’t talk to the other teachers, or
if she can’t talk she won’t know what to do. If the other teachers
don’t sign, they won’t understand her.” Clearly, Joe doesn’t have
deaf teachers who can set an example of the capabilities of deaf

“Oh, okay. Thank you. This is number five.”
“I think that all of them, the kids, are deaf. Except for the teacher,

and the teacher’s hearing . . . Well, maybe they’re trying to teach,
um, teach them how to sign. Or, um, they’re going around and
they’re connected to each other . . . And you can see the alphabet in
sign all around the wall there. So that’s why I think they’re deaf.”

In another picture, Joe identifies children that he thinks are deaf.
“I think that they’re deaf because I can see this is going around and
sign . . . I think they’re both deaf.”

“Okay. And I wonder what they’re talking about?”
“Well, maybe a job or school . . . Well, um, maybe some trouble.”
“They might be . . . What kind of trouble? Who would be in

“This person.”
“And what did that person do?”
“Um, he killed someone, or hurt someone, or . . .”
“Hurt someone? Why would she hurt someone?”
“Well, maybe she was mad.”
“About what?”
“Um, about some words or something. Might hurt her feelings.”
“Okay. So someone has said something and hurt her feelings?

Okay. Who might have hurt her feelings?”
“Well, maybe some guy. Or maybe somebody who plays football.”
“And where would that be? After school or at home or . . .”
“At school.” Joe’s stories continue to depict the discomfort and

intense feelings he experiences in his school environment. I am
concerned for him.

“Okay. Number eight.”
“Um, let’s see.” In this picture of two children conversing on a

playground, one wears a hearing aid. “This one is, um, I think this
one on the end is deaf because there’s a hearing aid. And this other

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Page 260

observation of school classes, 37–40;
rationale for, 11–12; reflections on
underlying theory, 227–28; selection of
students for, 10–11, 40–41; significance
and implications of, 224–26 (see also
lifeworlds of study children; pathways
of study children)

racism, 117–18
recreational activities: in Joe’s transcript, 99;

in Lisa’s transcript, 139, 146–47, 153–54;
summary of, 221

Rehabilitation Act, Section 504, 25, 29
relationships: alienation and disparate

others, 213–14; attachment experiences
and domesticated others, 212–13;
summary of, 210–11, 220–21. See also
deaf friends; family relationships; hearing

residential schools, 27; experiences of study
children in, 49–51, 195, 202–3, 205;
observations of, 37–40

role models, 86; in Joe’s transcript, 111,
114–15, 117; in Mary’s transcript, 184

school experiences: Angie, 76, 79–80;
Danny, 49–51; Joe, 94–97, 100–1; Lisa,
142–47, 153, 162; Mary, 173–75, 175–78,
183–84; Pat, 195, 202–3, 205; summary
of, 209

self-concept, 2–3. See also self-perception
self-direction, 190–91
Self Help for Hard of Hearing People

(SHHH), 20, 21–22, 29–30, 34
self-perception: effect of family

communication on, 211; of study
children, summary of, 210, 221–22;
symbolic interaction and, 2–3

Sheridan, Martha: childhood experiences,

SHHH. See Self Help for Hard of Hearing

sign language: in Danny’s transcript, 47,
48, 52, 56, 58, 68; deaf children as
teachers of, 96–97, 101, 102, 135,
173–74, 176, 178; in deaf education, 26;
hand-on-hand, 183; in Joe’s transcript,
96–97, 98, 101; in Lisa’s transcript, 159,
162; Pidgin Signed English, 47–48;

significance to study children, 218–19,

sign language instructors, 18–19
sign language interpreters, 18, 221; in Alex’s

transcript, 127; in Angie’s transcript,
79–80; in Joe’s transcript, 100–1; in Lisa’s
transcript, 143, 145, 146; in Mary’s
transcript, 176–77

simultaneous communication, 145n
sisters and communication, 217–18; in

Danny’s transcript, 51–52, 68; in Joe’s
transcript, 97

social constructions, 19
socioeconomic status, 29
software, 34
Spady, Pakuna, 207
spatial negotiation, 38, 209
speech lessons/practice, 81, 152, 197
Spiritual Life of Children, The (Coles), 9
sports. See recreational activities
storytelling: by deaf children, 130
storytelling interview techniques, 43, 227
strengths perspective, 30–32, 225–26
superheroes, 222; in Danny’s transcript,

52–55, 64; in Mary’s transcript, 174
symbolic interaction theory, 2–3, 227–28

tactile sign language, 183
TDDs, 97, 113
technology: computers, 17, 18, 34; costs to

individuals, 29; difficulties and
inequalities for deaf people, 34; overview
of, 16–18

Telecommunications for the Deaf, Inc., 30
telecommunications technology, 16–17. See

also TDDs; TTYs
telephone relay services, 16–18
teletypewriters. See TTYs
television: in Alex’s transcript, 127, 131; in

Angie’s transcript, 79; closed captioned
technology, 17, 54, 174–75; in Danny’s
transcript, 52–55; influence on deaf
children, 131; in Joe’s transcript, 107–8;
in Mary’s transcript, 174–75

Television Decoder Circuitry Act, 17
total communication, 145
transcultural identity, 22–23
TTYs, 16; in Angie’s transcript, 82, 90; in

Danny’s transcript, 63, 64–65; deaf

Index 241

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TTYs (continued)
children’s experiences of, 64–65; in Joe’s
transcript, 113; in Lisa’s transcript, 164;
in Mary’s transcript, 187; in Pat’s
transcript, 204

universities, 34

visual alerts, 219–20

written communication, 124

242 Index

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