Sharing Traditional and Contemporary Literature with Deaf Children

published or submitted for publicatio

Network-Based Classrooms

Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, gopher servers, and other forms of telecommunication offer conveniences and exciting new possibilities for learning. The rapid expansion of the Internet, the availability of low-cost modems and high-speed data lines, and a growing awareness of the educational possibilities are leading to major changes in classrooms. The many ways in which network-based classrooms are used highlights questions about the goals and means of education that are too often pushed aside. By affording new ways of communicating, these classrooms ask us to rethink questions such as: What role should the teacher have in the classroom? How can students support each other???s learning? What kinds of writing should students learn to do? How should we accommodate, or balance, student interests with other curricular concerns? What is needed to make a classroom become a true learning community? In addition to raising these questions, they provide us with new possibilities for answering them.published or submitted for publicationis peer reviewe

Library Trends 41 (1) 1992: Libraries Serving an Underserved Population: Deaf and Hearing-Impaired Patrons

published or submitted for publicatio

Deaf epistemologies as a critique and alternative to the practice of science: an anthropological perspective

IN THE LAST DECADE, and responding to the criticism of orientalism, anthropology has engaged in a self-critical practice, working toward a postcolonial perspective on science and an epistemological stance of partial and situated knowledge (Pinxten, 2006; Pinxten & Note, 2005). In deaf studies, anthropological and sociological studies employing qualitative and ethnographic methods have introduced a paradigm shift. Concepts of deaf culture and deaf identity have been employed as political tools, contributing to the emancipation process of deaf people. However, recent anthropological studies in diverse local contexts indicate the cultural construction of these notions. From this viewpoint, deaf studies faces a challenge to reflect on the notions of culture, emancipation, and education from a nonexclusive, noncolonial perspective. Deaf studies research in a global context needs to deal with cultural and linguistic diversity in human beings and academia. This calls for epistemological reflection and new research methods

The blossom method: development of a somatic psychotherapy model, its use in clinical and everyday settings: a heuristic, reflexive inquiry

The Public Works considered for this submission include The Blossom Method Model, a parenting book on this approach, and a therapeutic children’s book. The submission includes a detailed, heuristic and reflexive account of the life experiences, clinical and linguistic training, and influences which have contributed to these works, and considers the impact the works have made to the field of psychotherapy. Originally, The Blossom Method was developed with a focus upon non-verbal communication between parent and infant, using an integrative, relational approach with a particular emphasis on visual, kinaesthetic, gestural, sensorimotor communication. The model’s key components and the theoretical framework that it provides can be considered for use in psychotherapy training and practice. In this account the submission reflects upon the author’s formative years and the experience of being raised by a profoundly deaf, non-signing mother. It is recognised that parent-child communication and connectivity has been complex for the author, which influenced their decision to study linguistics and undertake immersion training as a sign language interpreter with a university, developing fluency in both BSL and English. The context statement explores the author’s leadership role in a charitable organisation; the various professional and personal challenges which led to psychotherapy training; the experience of infant loss; and motherhood which provided an opportunity to experiment with non-verbal communication and promote connection with the author’s daughter, Blossom. The model has been developed through heuristic learning, reflexive study and anecdotal research undertaken with parents and their infants, and it brings together linguistic training and therapeutic experience. The concepts of the model have been disseminated internationally through a popular parenting book, which has led to further research, speaking engagements, article writing, course content writing, and an involvement in training and developing a practice with parents and their infants, both Deaf and hearing. The submission provides the model explanation initially published in the book and discusses the theoretical influences which form the content for the Public Works. During the course of writing this submission, a particular feature in relation to influence and impact emerged, as the author noted that recognition reach has been achieved through the careful use of social media platforms. This has resulted in the author reaching international audiences in India, Australia, South Korea and South America. Although the model is perhaps not distinctly a ‘new’ approach to psychotherapy, the considerations and findings in relation to the ‘language of infants’ provide a platform for additional research in the field of infant somatic narratives. Furthermore, there is a distinctive synthesis of personal background, linguistic training, professional knowledge and expertise as a psychotherapist with both Deaf and non-deaf adults, children and infants

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation