Gallaudet University Press Research Articles

Alandra's Lilacs (review)

Media Review Alandra 's Lilacs by Tressa Bowers Gallaudet University Press Washington DC 5/1999 ISBN: 1-56368-082-3 We should be grateful when parents of deaf children strive to understand what deafness means to them and their families, are adept at describing their experiences, and write about them. In Alandra's Lilacs, Tressa Bowers tells us what her life has been like as the hearing mother of Alandra, her deaf child. In seventeen chapters with catchy titles like, "Stuttering with My Hands," she tells the story chronologically . We are there at Alandra's birth, and over the course of the book, Bowers's life as the mother of a young child and then a teenager unfolds to us. By the end of the story, Alandra has married, and Bowers is the grandmother of three children . The book presents a developmental perspective, also, of a very young mother who, right from the start and for the next 25-plus years, seeks to gain knowledge, skills, and understanding about deafness, communication , and Deaf culture. Her goal is to live a life with her daughter full of the love and excitement she feels about this child. Over the years, even though she experiences significant loss and suffering—the death of two children in infancy, a divorce, and bouts of depression—this mother shows herself to be an optimistic, highly-motivated individual who works hard to grow and to find the way to that life. Right after Alandra's hearing loss was diagnosed at 11 months, Bowers looked for education programs available to her daughter, but none was provided in her local area. At that time (1968) states were not required to offer services to children under three years of age who had disabilities . From a friend, Bowers learned about Central Institute for the Deaf (CID) in St. Louis, 30 miles away, and she began the process of applying for financial aid so Alandra could attend the parent-infant program there. After weeks of filling out forms, obtaining documents from doctors and audiologists , and then waiting, she still heard nothing from the Illinois Department of Education. One evening, she decided to call the governor of Illinois and tell him her plight. Whoever she talked with must have delivered the message, because in a few days she got the aid, and Bowers and Alandra were enrolled at CID. For the next two years, mother and daughter struggled for effective communication using the oral method advocated by CID, where not even pointing was permitted. "Pointing was forbidden, but I could cast my eyes in the direction of the object I was talking about." (p. 32). This mother believed in the oral method and worked diligently with Alandra's speech at home in front of a mirror. But she often felt more like Alandra's teacher than her mother; their communication was constricted and often frustrating, not leading to the development of the intimate motherdaughter relationship she very much wanted. When Alandra was five, the family relocated. She enrolled as a residential student at the Illinois School for the Deaf in Jacksonville-a Total Communication program. Bowers reflects : "I believe that leaving my fiveyear -old daughter at a residential school was the most traumatic event I experienced as a result of her deafness ." (p. 43). Not giving up her belief in Alandra's ability for effective speech, Bowers began what would be a long, slow process to learn sign language. On the weekends, I did her laundry and talked to her any way I could. What surprised me most about these conversations were the things that she talked about. Many of them were experiences we had shared before she had the language to talk about them. All those memories had been locked away just beyond my reach . . . Each week, Landy taught me new signs and I tried so hard to remember them. . . p. 46. In 1975, when Bowers was 26, her 10-year marriage ended, and she and Alandra moved in with her parents. She eventually returned to school to earn her GED, then went on to a community college on work-study, a second marriage, and over time, a successful career in management at...

Book Reviews

Journal Article Book Reviews Get access Crying Hands: Eugenics and Deaf People in Nazi Germany, Horst Biesold (Washington: Gallaudet University Press, 1999), xix + 230 pp., $39.95. James M. Glass James M. Glass University of MarylandCollege Park Search for other works by this author on: Oxford Academic Google Scholar Holocaust and Genocide Studies, Volume 15, Issue 1, Spring 2001, Pages 120–123, https://doi.org/10.1093/hgs/15.1.120 Published: 01 March 2001

Mary Herring Wright. Sounds Like Home: Growing Up Black and Deaf in the South. Washington D.C.: Gallaudet University Press, 1999. 296pp. Paper $24.95.

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Year 2000 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs.

Year 2000 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs.

Legal Rights: The Guide for Deaf and Hard of Hearing People (review)

Legal Rights: The Guide for Deaf and Hard of Hearing People [5h Edition] By The National Association of the Deaf Gallaudet University Press Washington, D.C. 6/2000 ISBN: 1-56368-091-2 Legal Rights: The Guide for Deaf and Hard of Hearing People f5th Edition] is must reading for deaf and hard of hearing adults, parents of deaf and hard of hearing children, deaf community leaders, teachers of deaf and hard of hearing children, health practitioners, employers, and legal advocates. It is a user-friendly document that clearly charts the sometimes complicated course of legal rights and remedies deaf and hard of hearing people must exercise in education, work, communication access, health care, and public services. This book is important because the rights and remedies described in the book are meaningless unless they are understood and used. Legal Rights shows us what the law is doing for deaf and hard of hearing people. But the book also points us in the direction of what is still to be done to assure full citizenship and opportunity to deaf and hard of hearing people. Legal Rights was written by a remarkable group of deaf and hearing attorneys who have devoted their careers to the service of deaf and hard of hearing people. Kelby Brick, Marc Charmatz, Sarah Geer, Karen Peltz Strauss, and Mary Vargas are seasoned, front line legal samurai who have the uncommon ability to communicate clearly with nonlawyers. The quality of the writing is superb. As an evolving document, these authors appropriately acknowledge the gifted coauthors of earlier editions of the book: Sy DuBow, Larry Goldberg, Elaine Gardner, Andrew Penn, and Sheila Conlon Mentkowski. Taken together, you could not have a better civil rights law team. The book is organized very logically. Chapter One begins with a thorough overview of the communication access options currently available to deaf and hard of hearing people. Chapter Two takes the reader through each title [private employment, state and local government services, public accommodations, and of the Americans with Disabilities Act (ADA). This chapter includes information about relevant, up-to-date U.S. Supreme Court ADA rulings. For example, the reader gets a preview of what may be the implications of recent U.S. Supreme Court cases on ADA coverage for people with cochlear implants. The chapter links the reader to agencies where deaf and hard of hearing people can file ADA complaints. Chapter Three is a tour of Sections 504 and 508 of the 1973 Rehabilitation Act, still the keys to opportunities for deaf and hard of hearing people in federal agencies and in organizations [e.g., hospitals, colleges] receiving federal financial assistance. Chapter Four focuses on the Individuals with Disabilities Education Act (IDEA). It begins, appropriately, with the four major purposes of IDEA. After all, the IDEA rules and procedures described are just so much paperwork unless IDEA moves deaf and hard of hearing children to ADA rights, higher education opportunities, employment compatible with ability, and independent living. …

Verbs and diachronic syntax: A comparative history of English and French By Ian G. Roberts (review)

REVIEWS571 b.Edward Klima and Ursula Bellugi. 1979. The signs of language. Cambridge, MA: Harvard University Press. [A classic] c.Tom Humphries and Carol Padden. 1992. Learning American Sign Language. Englewood Cliffs, NJ: Prentice-Hall. [A basic textbook; combination ofgood illustrations and vocabulary index provides a good basic dictionary.] d.Clayton Valli and Ceil Lucas. 1992. Linguistics of American Sign Language. Washington, DC: Gallaudet University Press. [Linguistically oriented discussion of key phenomena in ASL; relies on Liddell & Johnson's 1989 Movement Hold model.] II. Background on the major current models of ASL phonology: a.Movement Hold model: Scott Liddell and Robert Johnson. 1989. American Sign Language : The phonological base. Sign Language Studies 64.195-277. b.Hand Tier model: Wendy Sandler. 1989. Phonological representation of the sign: Linearity and nonlinearity in American Sign Language. Dordrecht: Foris. c.Moraic model: David Perlmutter. 1991. Prosodie vs. segmental structure: A moraic theory of American Sign Language syllable structure. La JoIIa: University of California, San Diego, ms. [See also Perlmutter's article in this volume.] d.Harmonic model: Diane Brentari. 1990. Theoretical foundations of American Sign Language phonology. Chicago: University of Chicago dissertation. REFERENCES Fischer Susan D., and Patricia Siple (eds.) 1990. Theoretical issues in sign language research, vol. 1. Chicago: University of Chicago Press. Liddell, Scott, and Robert Johnson. 1989. American Sign Language: The phonological base. Sign Language Studies 64.195-277. Lucas, Ceil (ed.) 1990. Sign language research: Theoretical issues. Washington, DC: Gallaudet University Press. Perlmutter, David M. 1989. A moraic theory of American Sign Language syllable structure. La Jolla: University of California, San Diego, ms. Stack, Kelly M. 1988. Tiers and syllable structure in American Sign Language: Evidence from phonotactics. Los Angeles: University of California M.A. thesis. Stokoe, William. 1960. Sign language structure: An outline of the visual communication systems of the American Deaf. (Studies in linguistics, occasional papers 8.) Washington, DC: Gallaudet College Press. [Republished 1993, Silver Spring, MD: Linstok Press.] Valli, Clayton, and Ceil Lucas. 1992. Linguistics of American Sign Language. Washington, DC: Gallaudet University Press. Department of Linguistics[Received 7 February 1994.] Stanford University Stanford, CA 94305-2150 [uyechi(r non-subj + verb 8481374132511341018 546 % of main clauses 53% 64%61% 54% 51% 28% Table 1. Loss of null subjects and verb second. REVIEWS575 i.e. an inflectional paradigm of category X. R argues that modern English has neither Agr ' nor T ' , and therefore neither Agr nor T may host selected incorporation. The loss of these elements is related to the loss of inflectional paradigms of the categories Agr and T (244). A negative setting of 4 for T and Agr entails that (a) theta-assigning verbs may not raise to T or Agr, (b) lexical insertion of free morphemes into T and Agr becomes possible, and, more curiously and untestably, (c) given the treatment of incorporation types, one expects the emergence of 'a second specifier position for Agr (or Agr/T) after Agr-1 is lost' (245; this permits preverbal adverbs). As is now standard, R attributes inverted verbs (5a), verbs to the left of negatives (5b), and verbs separated from their complement (5c) to the movement of the verb to a distinct functional position associated with features of finiteness, which he takes to be Agr. (5)a. Wilt thow ony thinge with hym? 'Do you want anything with him?' b.My wyfe rose nott. 'My wife didn't get up.' c./ wende wel thys nyght to have deyed. 'Tonight I almost managed to die.' He dates the loss of V-io-Agr and the obsolescence of 5 as mid- 16th century, attributing the many examples of inverted verbs, etc., in the 17th century to archaic 'high style'; this is not implausible. However, he takes Agr ' to be a manifestation of 'rich' agreement, the same element which helps to license null subjects (entailing that if a language has null subjects, then it has V-ío-Agr movement, but not vice versa; 271). Departing from the tradition of bandying about terms like rich/poor and strong/weak with abandon, he seeks to quantify the notion in a falsifiable fashion (6), examining relevant data from several languages. (6)Agr ~ ' is postulated only ifthere is overt, distinct morphological plural...

Parent-Infant Communication , and: Parent-Infant Habilitation (review)

REVIEWS Of Such Small Differences, JoAnne Greenberg, 262 pp., Henry Holt & Co., New York City, 1988. JoAnne Greenberg blends her Bergsonian insight into the human condition with an intriguing plot in this, her latest novel. The result is a fascinating tale of highly unique interpersonal relationships. In addition to the appeal Of Such Small Differences will have to any lover of good fiction, the story is of particular interest to all who have a connection to deaf-blindness. Just as quality literature far transcends psychology in its understanding of human behavior, JoAnne Greenberg's depth of insight into life as a deaf-blind person far exceeds any previous effort to intuit this difficult life circumstance. With equal perception, she communicates the essential dilemmas which grow out of the efforts of those few sighted hearing persons who seek to form genuine close adult bonds of mutuality and shared respect with a deaf-blind counterpart. Of Such Small Differences gives us an outstanding novelist successfully taking on a tremendously difficult novel. McCoy Vernon, Ph.D. Editor, American Annals of the Deaf Never the Twain Shall Meet, Richard Winefield, Ed.D., 129 pp., $19.95 hardcover, Gallaudet University Press, Washington , D.C., 1987. With a flair for the dramatic, Richard Winefield presents the conflict between Edward Miner Gallaudet and Alexander Graham Bell over use of sign language in the education of deaf people. In the introduction, the author states his natural bias in favor of sign language because of his teaching background , but the work is scrupulously fair in its presentation of both sides of the debate. Furthermore, Winefield has uncovered and brought to life some fascinating research on the history of the two men and their feud, as well as its effect on education of deaf people at that time. One disappointment is the book's noticeable absence of a "deaf perspective." In the final chapter, entitled Legacies, the author draws on his experience and on interviews with parents and educators, but fails to include any commentary from deaf people themselves. The strong points of this book are its well-documented research and its historical insights into Gallaudet and Bell. Its weaknesses lie in the lack of comment from deaf individuals and the limited analysis of the final chapter, which fails to connect the past with the present. DavidP. Sailer Research Associate Western Maryland College Westminster Parent-Infant Communication, third edition, 149 pp., $37.50 hardcover, and Parent-Infant Habilitation, Valerie Schuyler and Nancy Rushmer, 558 pp., $39.50 hardcover, Infant Hearing Publications, Portland, Oregon. These two publications can be considered a blueprint for implementing a program to serve young hearing-impaired children and their parents. When both of these publications are used in concert, the professional gets, as the authors state, the why, what and how of teaching parents and infants. Theory—the why—is as important for teachers as practice— the what and how—so these texts will be reviewed together. This is a thoughtful, accurate, insightful guide for parent educators who are required to wear many hats, including those of counselor, teacher, diagnostician and group facilitator. Every chapter is well documented and clearly written. The Parent Handouts are helpful materials for teaching such essential topics as audiological services, language acquisition and speech development. The chapter on the Parent Involvement Method is excellent. The authors state that professionals need to change their focus. Traditionally, teachers of the hearing impaired have been trained to teach the child. PIM requires the parent-infant specialist to focus on teaching parents skills to enable their child to learn in the natural environment of the home. The emphasis is not on drilling the child on specific skills, but rather in using the daily routine as the basis for learning. To facilitate this process, the parent must understand the processes of learning, language development and child behavior. Unfortunately, these books do not attend to teaching parents about deaf culture. While acknowledging the importance of interaction with deaf adults, the authors never address the history and traditions of deaf culture as an avenue for teaching parents about the social implications of deafness. And no program for parents is complete without systematic, comprehensive instruction about deaf culture. Jan C...

When Hearing Fades: Perspectives on Hearing Loss in Later Years

Journal Article When Hearing Fades: Perspectives on Hearing Loss in Later Years Get access When Hearing Fades: Perspectives on Hearing Loss in Later Years, ½″ videocassette/60 min/color/1987. Producer, National Academy. Distributor, Gallaudet University Press, 800 Florida Ave. NE, Washington, DC 20002; 800/672-6720 Ext. 5488. Sale $50, no rental. Andrea Nevins, MPH, Andrea Nevins, MPH Audiovisual Editor Search for other works by this author on: Oxford Academic PubMed Google Scholar Diane G. Wheeler, MS Diane G. Wheeler, MS Speech-Language Pathologist Eccles Health Sciences Library University of UtahSalt Lake City, UT 84112 Search for other works by this author on: Oxford Academic PubMed Google Scholar The Gerontologist, Volume 28, Issue 2, April 1988, Page 276, https://doi.org/10.1093/geront/28.2.276 Published: 01 April 1988

My First Book of Sign , and: I can Sign My ABCs (review)

REVIEWS Growing Together: Information for Parents of Hearing-Impaired Children, National Information Center on Deafness, approximately 98 pp. of resource materials and topic sheets, $6 paperback, Gallaudet University, 800 Florida Avenue NE, Washington, D.C. 20002,1987. This compilation of resource materials and topic sheets is the result of a joint project of the National Information Center on Deafness and the Center for Curriculum Development , Training and Outreach, both at Gallaudet University. Prefaced with a letter to parents and a table of contents, this packet addresses communicative, educational, legal, medical and social issues associated with being the parent of a deaf child. The information is factually correct, written dispassionately in easily understandable language. Some of the resource materials are geared toward children, which can be useful for parents helping their other children understand a deaf sibling. The topic sheets are in a question and answer format, featuring the questions which parents of deaf children ask most commonly. The fact sheets can be ordered separately at low or no cost, also, and an order form is included . This material, as a package, is an excellent resource for families who have a recently diagnosed deaf child and for beginning counselors-and teachers-in-training, although it is primarily written for "new" parents. The fact sheets for children could also become a helpful resource for deaf awareness in integrated classrooms. C. lane Akamatsu, Ph.D. Assistant Professor Michigan State University East Lansing, Michigan Sexual Abuse! What Is It? Alice LaBarre, Karen R. Hinkley and Mary F. Nelson, 71 pp., $6.95 plus postage paperback, St. Paul-Ramsey Foundation, 640 Jackson Street, St. Paul, Minnesota 55101,1986. This easy-to-understand explanation of sexual abuse should be read by every hearing-impaired person. The vocabulary is accurate and comprehensive. Clear pictures amplify the straight-forward message: "Sexual abuse hurts people and is against the law." Sexual Abuse! What Is It? was written by counselors at the Hearing Impaired Health and Wellness Services of the St. Paul-Ramsey Medical Center and has been used in therapy with clients who know the emotional and physical pain of sexual abuse. The authors, in welcoming readers, express hope that the information included in this manual will keep hearing-impaired people safe and help prevent sexual abuse. This book merits wide distribution. My deaf daughter reviewed the manual with me. Together we highly recommend this excellent explanation of a problem that must not be ignored. Sexual Abuse! What Is It? should be widely read. It clearly says: Sexual abuse is wrong and need not be tolerated. It belongs in every school library and the home of everyone who cares about a child or adult who is hearing impaired. Bonnie Fairchild American Society for Deaf Children Wilmington, Delaware and Joyce Gairns Student Gallaudet University Washington, D.C. My First Book oÃ- Sign, Pamela J. Baker, 76 pp., $12.95 hardcover , Kendall Green Publications, Gallaudet University Press, and I can Sign My ABCs, Susan Gibbons Chaplin, 52 pp., $8.95 hardcover, 800 Florida Avenue NE, Washington, D.C. 20002. In My First Book of Sign by Pamela Baker and J Can Sign My ABCs by Susan Gibbons Chaplin, the reader will find a toddler 's introduction to sign language and the manual alphabet . My First Book of Sign is imaginatively illustrated by Patricia Gillen, a rarity among sign dictionaries. Another delight is the particular care Ms. Baker took in choosing vocabulary words that are frequently used in communication between young children and their parents. This book contains an easily understood index to clarify sign and fingershape discriptions . Õ Can Sign My ABCs by Susan Gibbons Chaplin is a "just for beginners" book pictorially illuminating the manual alphabet . One word and its sign are portrayed with each letter of the alphabet. All of the illustrations by Laura McCaul are brightly colored to attract the curious toddler and preschooler . Of particular help is the handshape format which is the same size as the human hand. This allows beginning signers to form and correct their manual alphabet with ease. Both books would be an asset to any young child beginning to sign, plus the families, neighbors and friends of any hearing -impaired youngster. Mary Lynn...

The Conference of Educational Administrators Serving the Deaf: A History (review)

reviews The Conference of Educational Administrators Serving the Deaf: A History, Richard G. Brill, Ph.D., 181 pp., $15.95, paperback, Gallaudet University Press, Washington, D.C, 1986. The Conference of Educational Administrators Serving the Deaf by Richard G. Brill traces the history of the organization of schools and programs for the deaf in the United States and Canada from its founding in 1868 through 1985. It reflects such important landmarks as the establishment of standards for administrators and programs, guidelines for the management, evaluation and accreditation of schools for the deaf, the development of captioned films for the deaf, and diligently monitors proposed legislation relating to the education of the deaf. The professional journal of the Conference, American Annals of the Deaf, has the distinction of being the oldest educational journal in the United States. This single volume summarizes the accomplishments in deaf education for more than 100 years, making past achievements readily accessible to all who may be interested in the administrative framework of schools for the deaf in the U.S. and Canada. It should be of special service to those outside of deaf education who are involved in making decisions affecting future opportunities for the deaf. Richard Brill has performed a valuable service to educators and all those interested in deafness by summarizing the achievements of the past so that we may chart more clearly an optimum course for the future. Margaret S. Kent, M.D. Principal (retired), Maryland School for the Deaf Frederick, Maryland A Guide to Colleges for Hearing Impaired Students, M.A. Liscio, editor, 472 pp., $26.95, paperback, Academic Press, Inc., New York, 1986. A greatly defective publication, this guide does not, for example, list Gallaudet University as one of the four-year colleges in the District of Columbia and has other omissions just as glaring. A reader of this book would assume that the National Technical Institute for the Deaf, California State University at Northridge and Gallaudet University either had no program for hearing impaired students or else had programs similar to any other colleges, most of which never have had a deaf student. The reader wanting information on colleges or universities for hearing impaired students would be far better off using the guide published jointly by Gallaudet and the National Technical Institute for the Deaf for $5 and ignoring this overpriced, inaccurate, misleading guide. McCay Vernon, Ph.D. Editor, American Annals of the Deaf The Hearing Impaired Child in the Ordinary School, Alec Webster and John Ellwood, 181 pp., $26, hardcover, $15.50, paperback, Croom and Helm, Dover, New Hampshire, 1985. Interestingly, our RL. 94-142 has its parallel in the 1981 Education Act being implemented in the United Kingdom. It is forcing local school authorities overseas to carry out their responsibilities to children with special needs. As a result, the book is an outgrowth of the need for teachers in regular public schools, who have no specialist qualification or experience, to be better informed about hearing impairment. The erudite authors state at the outset that they intend to avoid getting involved in emotional or controversial issues. They go on to cover basic facts of deafness, background information on the nature, etiology and implications of hearing loss. They offer suggestions on the management of hearing aids, steps to follow in order to ensure maximum involvement of the hearing impaired child in the neighborhood school from preschool to secondary education and beyond. The regular school teacher, speech therapist, educational psychologist and other support personnel, who lack training and experience in the field of hearing impairment could benefit themselves and the children in mainstream education by a careful study of the book. It is one thing to discuss the informative contents of the book and another thing to discuss the authors' philosophical approach. In spite of their efforts to avoid debatable conclusions, their subjective feelings surface. They feel that modern technology, particularly, radio hearing aids, have made it more feasible for hearing impaired children to be placed in neighborhood schools. They consider the acquisition of speech a priority item in order to get along in a hearing society. They assume that hearing children in the neighborhood are crucial to the overall development...

A Guide to Colleges for Hearing Impaired Students (review)

reviews The Conference of Educational Administrators Serving the Deaf: A History, Richard G. Brill, Ph.D., 181 pp., $15.95, paperback, Gallaudet University Press, Washington, D.C, 1986. The Conference of Educational Administrators Serving the Deaf by Richard G. Brill traces the history of the organization of schools and programs for the deaf in the United States and Canada from its founding in 1868 through 1985. It reflects such important landmarks as the establishment of standards for administrators and programs, guidelines for the management, evaluation and accreditation of schools for the deaf, the development of captioned films for the deaf, and diligently monitors proposed legislation relating to the education of the deaf. The professional journal of the Conference, American Annals of the Deaf, has the distinction of being the oldest educational journal in the United States. This single volume summarizes the accomplishments in deaf education for more than 100 years, making past achievements readily accessible to all who may be interested in the administrative framework of schools for the deaf in the U.S. and Canada. It should be of special service to those outside of deaf education who are involved in making decisions affecting future opportunities for the deaf. Richard Brill has performed a valuable service to educators and all those interested in deafness by summarizing the achievements of the past so that we may chart more clearly an optimum course for the future. Margaret S. Kent, M.D. Principal (retired), Maryland School for the Deaf Frederick, Maryland A Guide to Colleges for Hearing Impaired Students, M.A. Liscio, editor, 472 pp., $26.95, paperback, Academic Press, Inc., New York, 1986. A greatly defective publication, this guide does not, for example, list Gallaudet University as one of the four-year colleges in the District of Columbia and has other omissions just as glaring. A reader of this book would assume that the National Technical Institute for the Deaf, California State University at Northridge and Gallaudet University either had no program for hearing impaired students or else had programs similar to any other colleges, most of which never have had a deaf student. The reader wanting information on colleges or universities for hearing impaired students would be far better off using the guide published jointly by Gallaudet and the National Technical Institute for the Deaf for $5 and ignoring this overpriced, inaccurate, misleading guide. McCay Vernon, Ph.D. Editor, American Annals of the Deaf The Hearing Impaired Child in the Ordinary School, Alec Webster and John Ellwood, 181 pp., $26, hardcover, $15.50, paperback, Croom and Helm, Dover, New Hampshire, 1985. Interestingly, our RL. 94-142 has its parallel in the 1981 Education Act being implemented in the United Kingdom. It is forcing local school authorities overseas to carry out their responsibilities to children with special needs. As a result, the book is an outgrowth of the need for teachers in regular public schools, who have no specialist qualification or experience, to be better informed about hearing impairment. The erudite authors state at the outset that they intend to avoid getting involved in emotional or controversial issues. They go on to cover basic facts of deafness, background information on the nature, etiology and implications of hearing loss. They offer suggestions on the management of hearing aids, steps to follow in order to ensure maximum involvement of the hearing impaired child in the neighborhood school from preschool to secondary education and beyond. The regular school teacher, speech therapist, educational psychologist and other support personnel, who lack training and experience in the field of hearing impairment could benefit themselves and the children in mainstream education by a careful study of the book. It is one thing to discuss the informative contents of the book and another thing to discuss the authors' philosophical approach. In spite of their efforts to avoid debatable conclusions, their subjective feelings surface. They feel that modern technology, particularly, radio hearing aids, have made it more feasible for hearing impaired children to be placed in neighborhood schools. They consider the acquisition of speech a priority item in order to get along in a hearing society. They assume that hearing children in the neighborhood are crucial to the overall development...

Sound Waves: the True Story of a Deaf Child Who Learned to Hear Using a Revolutionary Teaching Method (review)

REVIEWS Gallaudet Encyclopedia of Deaf People and Deafness, John Van Cleve, editor, 1400 pp., 3 vols., $300, hardcover, McGraw-Hill Company Inc., 1221 Avenue of the Americas, New York, New York, 10020, 1987. The Gallaudet Encyclopedia of Deaf People and Deafness is three volumes in length and includes useful information related to deafness from A to Z. Four hundred specialists from various fields of expertise have contributed to the 271 informative entries. This encyclopedia is appealing and interesting for hearing impaired individuals, hearing persons, professionals and laypersons alike. Each topic is written concisely and is easily understood. Indexing and cross referencing facilitate use of the encyclopedia. In addition, a bibliography at the end of each section aids the reader in further research and study. Areas of special interest within these volumes include topics such as deaf history, the deaf community in various countries , legal rights, recent developments in rehabilitation legislation , sociological and psychological issues, methods of communication and sign language throughout the world, and programs and trends in education. Scattered throughout are entries on noteworthy pioneers and those who have contributed and shaped the deaf world through the years. This work is highly recommended for anyone interested in deafness. Janie Watts Assistant to the Director Center on Deafness Western Maryland College Westminster, MD 21157 Sound Waves: the True Story of a Deaf Child Who Learned to Hear Using a Revolutionary Teaching Method, David Colley, 240 pp., $14.95 hardcover, St. Martin's Press, 175 Fifth Ave., New York, NY 10010,1985. This book is a novel, not an academic text. It portends to be based on fact and depicts the auditory/oral education of a profoundly hearing impaired girl and the sacrifices and determination of her mother. If the book has any value, it is as a classic example of parental denial of hearing loss. The book has more than enough misconceptions to make professionals hope that it is not read by parents of the hearing impaired. The author would have parents believe that: 1) even the profoundly deaf can be taught to hear; 2) total communication programs ignore both speech and auditory training; 3) language is not taught in total communication schools; 4) speech and language are equivalent; 5) the use of sign language invariably leads to incomprehensible speech; 6) binaural amplification is always superior to monaural; 7) the counsel of the audiological profession is usually best ignored; 8) deaf children will be "normal" if they learn to hear; 9) teachers in residential schools become surrogate parents and abrogate the roles of the real mothers and fathers; 10) speech and auditory training can only be successful in mainstream settings; 11) the use of sign language consigns one to the deaf subculture; and 12) deaf culture is something terrible which must be avoided at all costs. Any one such misstatement would be sufficient to disqualify this book. Robert D. Moulton, Ph.D. Director of Speech and Hearing Programs LaMar University Beaumont, TX 77710 Belonging, Virginia M. Scott, 200 pp., $9.95 hardback, Gallaudet University Press, 800 Florida Avenue NE, Washington, D.C. 20002,1986. Virginia Scott's book offers easy and enjoyable reading, yet at the same time deals realistically with the problems of adjusting to deafness. Her description of "Gustie's" feelings and the situations she encounters are very true to life. The deaf or hard-of-hearing reader will be able to relate to something from each and every chapter. Any person going through a similar experience of hearing loss would benefit from reading this book. Mrs. Scott's book would also be of great assistance in helping families and friends gain a better understanding of what the hearing impaired person endures in trying to cope with the different situations of adjustment. Readers will be made aware of some of the problems faced by the hearing impaired and also some of the solutions to those problems. Janice Halsey, M.S.E. Public School Library/Media Specialist Greeenbrier, AR 72058 Sensory Impairments in Mentally Handicapped People, David Ellis, Ed., 438 pp. San Diego, CA 92105, College Hill Press, Inc., 1986. An excellent comprehensive overview which has a lot of data relative to deafness and retardation. With the increasing prevalence...

Belonging (review)

REVIEWS Gallaudet Encyclopedia of Deaf People and Deafness, John Van Cleve, editor, 1400 pp., 3 vols., $300, hardcover, McGraw-Hill Company Inc., 1221 Avenue of the Americas, New York, New York, 10020, 1987. The Gallaudet Encyclopedia of Deaf People and Deafness is three volumes in length and includes useful information related to deafness from A to Z. Four hundred specialists from various fields of expertise have contributed to the 271 informative entries. This encyclopedia is appealing and interesting for hearing impaired individuals, hearing persons, professionals and laypersons alike. Each topic is written concisely and is easily understood. Indexing and cross referencing facilitate use of the encyclopedia. In addition, a bibliography at the end of each section aids the reader in further research and study. Areas of special interest within these volumes include topics such as deaf history, the deaf community in various countries , legal rights, recent developments in rehabilitation legislation , sociological and psychological issues, methods of communication and sign language throughout the world, and programs and trends in education. Scattered throughout are entries on noteworthy pioneers and those who have contributed and shaped the deaf world through the years. This work is highly recommended for anyone interested in deafness. Janie Watts Assistant to the Director Center on Deafness Western Maryland College Westminster, MD 21157 Sound Waves: the True Story of a Deaf Child Who Learned to Hear Using a Revolutionary Teaching Method, David Colley, 240 pp., $14.95 hardcover, St. Martin's Press, 175 Fifth Ave., New York, NY 10010,1985. This book is a novel, not an academic text. It portends to be based on fact and depicts the auditory/oral education of a profoundly hearing impaired girl and the sacrifices and determination of her mother. If the book has any value, it is as a classic example of parental denial of hearing loss. The book has more than enough misconceptions to make professionals hope that it is not read by parents of the hearing impaired. The author would have parents believe that: 1) even the profoundly deaf can be taught to hear; 2) total communication programs ignore both speech and auditory training; 3) language is not taught in total communication schools; 4) speech and language are equivalent; 5) the use of sign language invariably leads to incomprehensible speech; 6) binaural amplification is always superior to monaural; 7) the counsel of the audiological profession is usually best ignored; 8) deaf children will be "normal" if they learn to hear; 9) teachers in residential schools become surrogate parents and abrogate the roles of the real mothers and fathers; 10) speech and auditory training can only be successful in mainstream settings; 11) the use of sign language consigns one to the deaf subculture; and 12) deaf culture is something terrible which must be avoided at all costs. Any one such misstatement would be sufficient to disqualify this book. Robert D. Moulton, Ph.D. Director of Speech and Hearing Programs LaMar University Beaumont, TX 77710 Belonging, Virginia M. Scott, 200 pp., $9.95 hardback, Gallaudet University Press, 800 Florida Avenue NE, Washington, D.C. 20002,1986. Virginia Scott's book offers easy and enjoyable reading, yet at the same time deals realistically with the problems of adjusting to deafness. Her description of "Gustie's" feelings and the situations she encounters are very true to life. The deaf or hard-of-hearing reader will be able to relate to something from each and every chapter. Any person going through a similar experience of hearing loss would benefit from reading this book. Mrs. Scott's book would also be of great assistance in helping families and friends gain a better understanding of what the hearing impaired person endures in trying to cope with the different situations of adjustment. Readers will be made aware of some of the problems faced by the hearing impaired and also some of the solutions to those problems. JaniceHalsey, M.S.E. Public School Library/Media Specialist Greeenbrier, AR 72058 Sensory Impairments in Mentally Handicapped People, David Ellis, Ed., 438 pp. San Diego, CA 92105, College Hill Press, Inc., 1986. An excellent comprehensive overview which has a lot of data relative to deafness and retardation. With the increasing prevalence of...