Abstract
Abstract By focusing on the assumptions about and interpretations of deafness made by persons who are involved in the formulation of policy for the education of deaf children, a meaning structure for deafness can be uncovered. This meaning structure is developed along three aspects of an interpretative procedure: interchangeability of standpoints, filling-in assumptions and normal forms. The meaning of deafness derives not so much from research findings nor from the experiential horizons of the deaf themselves as from the policy makers' assumptions about the importance of competency in spoken English. These assumptions may conflict with those that ground the actual experience of being deaf.
Published Version
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