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| And the journey begins |
| by Axelrod, Cyril. |
| Coleford, Gloucestershire : Douglas MacLean, c2005. |
| Call #: HV1597 .A94 2005 |
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| Born deaf to an Orthodox Jewish family in South Africa, Axelrod’s parents chose a radical course--they placed him in a Catholic residential school for the deaf. Drawn to Catholicism, Axelrod later became one of the first deaf persons to train for the priesthood. |
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| Alandra's lilacs |
| by Bowers, Tressa, 1949- |
| Washington, D.C. : Gallaudet University Press, c1999. |
| Call #: HQ759.913 .B68 1999 |
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| In 1968, nineteen year old Tressa Bowers took her baby daughter, Alandra, to an expert on deaf children. Informed that Alandra would probably never talk or communicate, Tressa refused to accept the assessment, and began the process of starting her daughter’s education. |
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| Born into a deaf family, Bragg grew up in a world filled with sign and gesture, and was surprised to learn at age five that the rest of the world did not communicate as he did. Bragg’s teacher helped him realize that his native language was also a beautiful and powerful language in which to illuminate poetry and perform theatre. |
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| Buck unveils all of the ins and outs of exploiting his “disabilities” to earn easy money. He provides an historical perspective on deaf peddling as a way for undereducated deaf people to make a living when jobs were hard to find. |
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| Kathy’s schoolteachers assumed she was mentally retarded when, in fact, she had undetected hearing loss. She was molested, run over by a jeep, and stricken with cancer all before the age of thirty. Rather than be consumed by grief, Kathy sought the light of laughter. |
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| At age seven Junius was sent to the residential State School for the Colored Blind and Deaf, and after a minor infraction at age sixteen he was dismissed from school and sent home. Falsely accused of attempted rape in 1925, he was judged insane by the court and committed to the State Hospital for the Colored Insane, where he was castrated and spent seventy-six years of his life. |
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| In graduating from Gallaudet University and starting a family with her college sweetheart, Fischer tacitly abandoned the Louisiana Cajun culture that had exposed her to little more than prejudice and misery as a child. Then, she discovers that she suffers from Usher Syndrome, and will eventually become blind. |
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| Highlights 26 individuals who have made an impact on their own society and the world we live in today. Includes stories of a Sioux warrior, a British princess, a Russian scientist, and a Japanese scholar. |
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| Silent music |
| by Cochin, Ira. |
| [Philadelphia] : XLibris, c2001. |
| Call #: HV 1624 .C63 2001 |
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| Cochin worked as an engineer for 15 years, then as a professor for 36 years. During his professorship, Cochin became blind, and then deaf. After training at the Helen Keller Center for the Deaf-Blind, Chochin returned to his professorship as the world’s first deaf-blind professor to teach engineering. |
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| Coffey offers an intimate and unsparing look at the players’ lives on and off the court, their struggles to overcome the mistreatment and misconceptions of the hearing world, and their deeply rooted connection to one another. |
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| Deaf again |
| by Drolsbaugh, Mark, 1966- |
| Springhouse, PA : Handwave Publications, c2005. |
| Call #: HV2534.D76 A3 2005 |
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| Drolsbaugh has had a fascinating journey from hearing toddler to hard of hearing child to deaf adolescent, and ultimately, to culturally Deaf adult. Although both parents are deaf, he struggles to find his place in the deaf community. Even though the deaf community has always been there for him, Drolsbaugh takes the unbeaten path and goes on a lifelong search to become Deaf Again. |
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| Speak to me |
| by Forecki, Marcia Calhoun, 1951- |
| Washington, D.C. : Gallaudet College Press, 1985. |
| Call #: HV2392.2 .F67 1985 |
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| Details the story of a mother’s journey upon discovering her eighteen month old son is deaf. Forecki shares her frustrations, and her desperate desire to communicate with her child and to teach him to communicate with the world. |
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| Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Freeberg weaves an extraordinary tale of mentor and student, scientist and subject. |
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| The Glick twins were born deaf, but their parents were not sure of this until the boys were over two years old. Caught between disagreements among educators, they soon realized that not all experts could be trusted. |
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| Heppner lost her hearing twice. She became severely hard of hearing from spinal meningitis at six years of age, and then, at 25, successive strokes wiped away the little residual hearing she had left. She discovered that 19 years of work trying to fit in as a hearing person had been erased. |
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| Discover the real Helen Keller—a complex and enigmatic person, a woman who might have lived the life of a spoiled, willful and highly sexed Southern Belle had her disabilities not forced her into a radically different existence. |
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| A compilation of information, history, anecdotes, and research that showcases many deaf women from all walks of American life. |
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| Born in Melbourne in 1974, Jacobs lost his mother when he was three months old. He lost most of his hearing when he was five years old. These two defining events formed the core of his being. He spent the first 20 years of his life “coming to terms with being neither Deaf nor hearing.” |
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| Three deaf women with widely varying stories share their experiences, revealing the vast differences in the circumstances of their lives, but also the striking similarities. The combined effect of these three Deaf women’s stories illustrates the common thread that weaves through the lives of all deaf individuals. |
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| The story of my life |
| by Keller, Helen, 1880-1968., Sullivan, Annie, 1866-1936., Macy, John Albert, 1877-1932., Shattuck, Roger., Herrmann, Dorothy. |
| New York : Norton, c2003. |
| Call #: HV1624.K4 A3 2003 |
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| Reveals Helen’s life to the age of twenty-two, and explains the “miracle” of Helen’s education and the degree to which she had become a full human being. Presents three interlocking versions of the story: Helen’s own, Anne Sullivan’s, and their assistant, John Macy’s. |
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| Veteran journalist Henry Kisor lost his hearing after a bout with meningitis at age three and has since relied on spoken language and lip reading. With the help of a supportive family and an unconventional teacher, he was always encouraged to participate in the hearing world. |
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| Traveling the New England coast to paint the portraits of the merchant class that arose after the Revolution, John Brewster lived precisely when a Deaf-World--with its own language, social institutions, and culture--was forming. |
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| As a teacher, a western pioneer, and an editor, Booth is a larger-than-life man in larger-than-life times. Perhaps this biography’s greatest contribution derives from its narrative about pioneer days as seen through Deaf eyes. |
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| When Richard and his wife learned in 1993 that their 17-month-old daughter was deaf, they grieved, as many hearing parents do. But Richard seized hold of the need to take positive action for their daughter. His book recounts the remarkable story of their journey together during the first fourteen years of her life. |
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| Deaf people recovering from alcohol and drug abuse face unique challenges. This in-depth look at an often neglected and misunderstood population is enhanced by the use of anonymous personal narratives which bring these recovery issues to life. |
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| Moore provides brief biographical profiles of 77 eminent deaf people, past and present, representing the diversity of deaf identities in America—from culturally deaf to oral, from born deaf to late-deafened. |
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| Voyage to the island |
| by Nieminen, Raija. |
| Washington, D.C. : Gallaudet University Press, 1990. |
| Call #: HV2785.5 .N54 1990 |
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| On St. Lucia, Nieminen began teaching deaf children the basics that they sorely lacked. She measured her progress gradually, first teaching the children sign language, then reading, writing, and math. But the focal point of her involvement came through Alfonso, the deaf orphan devoid of any language or society, whom she rescued from a life in the streets. |
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| When Gina first went to school in 1955, she didn’t know that she was “different.” When the kindergarten teacher played the piano to signal the next activity, Gina didn’t react. She couldn’t hear the music. So began her journey as a “solitary,” her term for being the only hard of hearing child in the entire school. |
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| From amusing stories of misunderstandings to the beauty of sign language and how it works, Ogden educates as he entertains. Chelsea reveals deeper truths about the way we communicate, or fail to communicate, while conveying the spirit of triumph that once again proves that dogs are a person’s best friend. |
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| The author portrays the progress of the production, the campus and community politics, and the clashes between the deaf high school cast members and their hearing college counterparts. The ultimate success of the production is a keen depiction of how several distinct individuals from different cultures can cooperate together to perform a classic American art form. |
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| Roar of silence |
| by Schaller, Bob. |
| Grand Island, NE : Cross Training Pub., c1998. |
| Call #: HV 2534 .W34 S32 1998 |
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| His world is one without sound, but Kenny Walker made his own noise through his actions growing up in Texas and Colorado. Deaf since suffering meningitis at age 2, Kenny went on to become an All-American at the University of Nebraska before playing five years of professional football, including two with the Denver Broncos in the NFL. |
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| A Man without words |
| by Schaller, Susan. |
| New York : Summit Books, c1991. |
| Call #: HV2534.I43 S33 1991 |
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| For more than 25 years, Ildefonso lived in total darkness, but he was simply born deaf and had never been taught even the most basic language. Schaller, a 24 year old grad student, found him in a class for the deaf This is a story of how she broke through to teach Ildefonso that language existed, and then how to use it. |
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| Besides dealing with the day-to-day stress of human catastrophes, Schrader also had do deal with the daily bias he experienced because of his severe hearing loss. His hearing loss occasionally hindered him, and sometimes saved him. Mostly, it became a part of the background to the stories he tells. |
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| Sidransky’s account of growing up as the hearing daughter of deaf Jewish parents in the Bronx and Brooklyn during the 1930s and 1940s reveals the challenges deaf people faced during the Depression and afterword. |
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| A case about Amy |
| by Smith, R. C., 1927- |
| Philadelphia : Temple University Press, 1996. |
| Call #: KF228.R63 S45 1996 |
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| From the time Amy entered kindergarten her parents battled with school officials to provide their deaf daughter with a sign language interpreter in the classroom. Their struggle culminated five years later in a pivotal decision by the U.S. Supreme Court, which concluded that the Individuals with Disabilities Education Act did not mandate equal opportunity for children with disabilities in classes with typical children. |
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| Deaf like me |
| by Spradley, Thomas S., Spradley, James P. |
| Washington, D.C. : Gallaudet College Press, c1987. |
| Call #: HV2391 .S66 1987 |
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| A moving story of how a small deaf girl breaks the chains of ignorance and prejudice that have held her mute for five years. She discovers the world she cannot hear, and teaches her family what love and being normal really mean. |
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| Deaf in Delhi : a memoir |
| by Vasishta, Madan, 1941- |
| Washington, D.C. : Gallaudet University Press, c2006. |
| Call #: HV2865.D45 V38 2006 |
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| In 1952, after two weeks of typhoid fever and the mumps, 11-year-old Vasishta awoke one night to discover that he could no longer hear. His story reflects the India of his youth, an emerging nation where most people struggled with numbing poverty, and depended on family ties and faith to see them through. |
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| Listening with my heart |
| by Whitestone-McCallum, Heather., Hunt, Angela Elwell, 1957- |
| New York : Doubleday, 1998, c1997. |
| Call #: HQ1220.U5 W45 1998 |
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| Though profoundly deaf since she was eighteen months old, Whitestone refused to listen to voices of discouragement. She followed the encouraging spirit of her family and the guidance of her own heart’s dreams. She took joy in every success—no matter how small—and ultimately became Miss America. |
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| Sequel to “Sounds Like Home.” Recently graduated from the North Carolina School for Black Deaf and Blind Students, Mary is invited to the nation’s capital where she passes the civil service examination with high marks. She soon became a valued employee for the Navy, maintaining rosters for the many servicemen in war theaters worldwide. |
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| Wright began losing her hearing at eight years old, and was completely deaf by 10. Her account provides valuable descriptive information about the faculty and staff of the residential school for Black deaf and blind students she attended in the ‘30s and 40’s, both as a student and as a student teacher. |
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| Willa Macy lost her hearing when she was fourteen years old. Honey, a golden retriever, helped her to discover a new world of independence and security. Learn about Hearing Dogs—their background, training, and special abilities—and the unique relationship they develop with their owners. |
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At age four, Zazove was diagnosed as essentially deaf. Pursuing his goal to become a physician, Zazove endured one medical school rejection after another, until Rutgers University Medical School accepted him, where he became one of the leaders in his class. |
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