1. Deaf Education Two Perspectives Jack Slemenda, Jr. Converse College #350-#550 Spring, 2001

2. Clinical/Pathological View Maintains that there are certain behavior traits uniquely associated only with individuals who have a severe/profound hearing loss. Because of their deafness, these persons are said to perceive the world differently. Maintains that there are certain behavior traits uniquely associated only with individuals who have a severe/profound hearing loss. Because of their deafness, these persons are said to perceive the world differently. Maintains that individuals who are deaf are people whose experiences and subsequent behaviors were altered as a direct consequence of the hearing loss itself. Maintains that individuals who are deaf are people whose experiences and subsequent behaviors were altered as a direct consequence of the hearing loss itself.

3. Cultural View Maintains that the Host community (hearing individuals) impose a paternalistic/pathological view of deafness. Maintains that the Host community (hearing individuals) impose a paternalistic/pathological view of deafness. Supports the notion that there is no Psychology of the Deaf similar to the fact that there is no Psychology of Blacks. However, just as there are Black studies which looks at the history, culture, language, art, etc. that it is no different for the Deaf population. Supports the notion that there is no Psychology of the Deaf similar to the fact that there is no Psychology of Blacks. However, just as there are Black studies which looks at the history, culture, language, art, etc. that it is no different for the Deaf population.

4. Cultural: Defines deafness as a difference which distinguishes normal deaf persons from normal hearing persons. Recognizes that deaf people are a linguistic and cultural minority. Pathological: Defines deafness as a defect or a handiciap which distinguishes abnormal deaf persons from normal hearing persons. Tends to be cure seeking with a focus on ameliorating the auditory disability.

5. Cultural: Cultural: Strongly emphasizes the use of vision as a positive, efficient alternative to the auditory channel. Strongly emphasizes the use of vision as a positive, efficient alternative to the auditory channel. Views American Sign Language (ASL) as equal to spoken language. Views American Sign Language (ASL) as equal to spoken language.

6. CULTURE CULTURE: COMPRISES VALUES, BELIEFS, BEHAVIORS, ACTIVITIES AND THE LANGUAGE OF A GROUP OF PEOPLE. COMPRISES VALUES, BELIEFS, BEHAVIORS, ACTIVITIES AND THE LANGUAGE OF A GROUP OF PEOPLE. CULTURE IS AN ABSTRACTION BECAUSE IT IS THE BEHAVIOR COMMON TO A GROUP OF INDIVIDUALS. CULTURE IS AN ABSTRACTION BECAUSE IT IS THE BEHAVIOR COMMON TO A GROUP OF INDIVIDUALS.

7. Because deafness is in good part a cultural construction,…the shape of its construction is an expression of broader cultural values. And since deafness is usually conceived by hearing people as merely a lack, an emptiness where hearing and sound ought to be, the effect is that Deaf people and their means of communication become blank screens for the projection of cultural prejudice, fear and hope, faith and ideology. Bayton, D. Forbidden Signs. University of Chicago Press, 1996, p.1

8. CULTURE AS HISTORY: IMPLIES THE TRANSMISSION OF TRADITIONAL IDEAS, VALUES, AND BELIEFS. IMPLIES THE TRANSMISSION OF TRADITIONAL IDEAS, VALUES, AND BELIEFS.

9. CULTURE AS BEHAVIOR: IS THE ADHERENCE TO A GROUP NORM OR MODE OF CONDUCT. DEAF PEOPLE WHO REGULARLY ATTEND SOCIAL EVENTS IN THE DEAF COMMUNITY OR USE ASL. IS THE ADHERENCE TO A GROUP NORM OR MODE OF CONDUCT. DEAF PEOPLE WHO REGULARLY ATTEND SOCIAL EVENTS IN THE DEAF COMMUNITY OR USE ASL.

10. CULTURE AS FUNCTION: IS THE PERSONS APPROACH TO PROBLEM SOLVING. IS THE PERSONS APPROACH TO PROBLEM SOLVING.

11. CULTURE AS A SYMBOL: IS A POTENT PART OF U.S. EDUCATION, PARTICULARLY WITH YOUNGER CHILDREN. IT IS THE ASSIGNMENT OF MEANING TO OBJECTS AND EVENTS SUCH AS THE D.P.N. MOVEMENT AT GALLAUDET UNIVERSITY. IS A POTENT PART OF U.S. EDUCATION, PARTICULARLY WITH YOUNGER CHILDREN. IT IS THE ASSIGNMENT OF MEANING TO OBJECTS AND EVENTS SUCH AS THE D.P.N. MOVEMENT AT GALLAUDET UNIVERSITY.

12. Perspectives on Deafness CULTURAL: CULTURAL: Openly acknowledges ones deafness. Openly acknowledges ones deafness. Encourages the development of all communication modes, including, but not limited to speech. Encourages the development of all communication modes, including, but not limited to speech. PATHOLOGICAL: Denial or downplay of deafness. Places emphasis on speech/speechreading (oralism) and avoids sign language which is deemed inferior.