Early Development of Chinese Sign Language in Shanghai Schools for the Deaf

The Shanghai variant of Chinese Sign Language (SCSL) is one of the main variants of Chinese sign languages, greatly influencing other sign languages, such as Hong Kong Sign Language and Singapore Sign Language. This paper is a first attempt to trace its origins and early history and deaf education in Shanghai until 1949. The data are collected in two ways: first, by delving into the archives, i.e., written records of deaf history and education in China during that time; second, by interviewing surviving deaf students who went to school before or around 1949. Our findings are as follows: (a) SCSL began in the 1920s and emerged as a distinct sign language in the 1940s. Two deaf schools were the power shaping its progress among several deaf schools established in Shanghai: Fryer deaf school and Group learning deaf school. The sign variants of these two schools form the backbone of SCSL. (b) Deaf teachers are one of the key factors that affect the early development of a sign language. Chinese deaf played a vital role in the rise and spread of SCSL in the 1930s and 1940s, as some deaf teachers opened deaf schools in Shanghai and other cities, even other countries or areas, thus helping SCSL to spread. (c) Arising in an international and multilingual environment, SCSL is characterized by traces of foreign sign languages, especially ASL, due to language contacts linked to deaf education at that time, e.g., some proper names, like XUJIAHUI, SHANGHAI-1 and some high-frequency words like water. (d) However, foreign sign languages' direct influence is negligible due to the lack of participation of deaf foreigners in deaf education in Shanghai and oralism advocated by foreign educators in relevant deaf schools. To sum up, deaf teachers for deaf schools are key to the early development and spread of SCSL.

From the experience of hearing and speech rehabilibitation of children after cochlear implantation

The article summarizes the practical experience of teachers in hearing and speech rehabilitation of children after cochlear implantation. The work is based on the "auditory method". Particular attention is paid to the specifics of working with children at the language stage. The article contains exercises that develop in children with CI the ability to recognize and understand words in continuous speech. The article is intended for parents of children with CI, deaf teachers, defectologists and students

Educational Interpreters, Deaf Students and Inclusive Education?

A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.

Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization

This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream education in regular settings without adequate sign language support and the continuing polarization of language and identity options for deaf children are two of the main ways in which transinstitutionalization recurs for deaf children and adults and threatens the vitality of sign languages.

THE WORK OF THE DEAF PROFESSOR AT THE UNIVERSITY

The deaf teacher is a professional who differs from another in the way he communicates, and the language used by these professionals is the Brazilian Sign Language (LIBRAS). The objective: to verify the inclusion of deaf teachers in higher education as well as to verify the assistive technologies that contribute to this process and the reality of these professionals. The methodology was a literature review of articles published between 2009 and 2017. Data werecollected from the following databases: Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SCIELO) and National Library of Medicine (PUBMED), using the keywords: teachers, deafness, universities, inclusion, assistive technologies and disability. The results showed that the inclusion of deaf teachers in higher education occurs due to the laws that determine the appointment of deaf teaching professionals as priorities for teaching LIBRAS courses in universities, being LIBRAS an Assistive Technology (TA) for the inclusion of these professionals. However, deaf teachers showed isolation due to the difficulty of communication with other teachers, having difficulties to exchange experiences beyond the strangeness of the students, about the didactics, methodology and evaluation of the deaf teacher.

Identidade Surda: Uma Análise dos Discursos de Professores Surdos e Ouvintes no Youtube / Deaf Identity: An Analysis of the Discourses of Deaf Teachers and Listeners on Youtube

Neste artigo objetiva-se trazer uma reflexão sobre identidade surda sob o viés da análise dos discursos de professores(as) ouvintes e surdos(as) em um corpus que reúne vídeos veiculados no YouTube. Para tanto, recorri aos estudos da Análise do Discurso que seguem a tendência francesa, e, sobretudo, aqueles desenvolvidos por Patrick Charaudeau e as contribuições da pesquisadora Ida Lucia Machado (2016), umas das principais difusoras no Brasil da Teoria Semiolinguística, além de serem observados os Estudos Surdos. Foi possível perceber que professores e alunos ouvintes e surdos têm utilizado os recursos disponíveis na internet, como o YouTube, como forma interativa de comunicar, ensinar e aprender.

Challenges on Learning Islam among Deaf Muslim in an Indonesian Context: Deaf Teachers Perspective

Optimal learning facilitation is the most helpful support for deaf people to learn Islam. However, due to lack of knowledge on how to teach Islam, parents tend to let these children grew up without giving appropriate facilitation on learning Islam. The aim is to investigate issues and problems related to learning Islam among deaf Muslim from the perspective of deaf teachers in an Indonesian context. The method is semi-structured, in-depth FGD using a sign interpreter. Thematic analysis was used to develop themes. Eight deaf teachers in Islamic special school voluntary participated in this project. Findings are divided into problems and solutions themes. Three problems revealed from the participants; limited sign language skills and sign interpreter during Islamic teaching; limited literacy skills as the only mode of communication to hearing people; and discouragement of learning Islam from the society. Three themes as a solution to the problems revealed from the participants include accessible information through Muslim organization and deaf foundation, visual learning through internet and hearing peers, parents’ and society adjustment by learning sign language. Although hearing loss may impact on understanding Islamic concept, providing sign language, interpreters, accessible educational information as well as society adjustment to deaf people, can help them learn Islam optimally in an Indonesian context.