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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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| Keys to raising a deaf child |
| by Frazier-Maiwald, Virginia., Williams, Lenore M., NetLibrary, Inc. |
| New York : Barron's, 1999. |
| Call #: HV2391 .F7 1999eb |
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Two educators -- one of them a parent of two deaf children -- offer positive advice and encouragement on helping children adapt to deafness. Recommended in these pages is the bimodal communication approach, which entails having the child, parents, and other non-deaf family members combine sign language and speech as the first step to normal communication. The book also offers much good general advice on parenting. The authors stress that deaf and hearing children are more alike than they are different. |
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| Mental health and deafness |
| by Kitson, Nick., Hindley, Peter., NetLibrary, Inc. |
| London : Whurr, 2000. |
| Call #: RC451.4.D4 .M465 2000eb |
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| This is an introductory text to mental health and deaf people for care workers and mental health workers, both those familiar with deaf people but not with mental health and those familiar with mental health but not with deaf people. The first section, Assessment, includes topics ranging from child and adolescent psychiatry, adult psychiatry, children who are deaf and have multiple disabilities, addictive behaviour and deafness, to maltreatment of deaf children. The second section, Management and Intervention, discusses subjects which include: interpreters in mental health settings, educational interventions, family therapy and drug treatments. |
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| In the more than 100 interpreter training programs in the U.S. alone, there are a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in interpreting and interpreter education. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to which current practices are supported by validating research. |
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| This new edition of Reading between the Signs, the classic and influential work on Deaf culture for sign language interpreters and others who work with the Deaf community, is vastly revised and enlarged. It is the first book to cover the timely issues of VRS technology and includes a succinct treatment of multicultural Deaf culture. |
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| This edited volume provides a comprehensive analysis of deaf people as a culturally and linguistically distinct minority group within American society. Many educators, linguists, and researchers now favor this position, as opposed to that which states that a deaf person simply has an audiological disability. Contributors to this book include members of the deaf community, as well as prominent deaf and hearing educators and researchers. The text contains three sections, covering research on bilingualism and biculturalism, the impact of cultural and language diversity on the deaf experience, and first-hand accounts from deaf community members that highlight the emotional impact of living in the deaf and hearing worlds. |
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| Parents of deaf children will welcome the straightforward, reader-friendly information found in "The Signing Family". In a style both positive and pragmatic, the authors show parents how to create a set of goals for signing centered around the needs of their deaf child. This essential book continues by explaining why the visual-gestural nature of signing is generally the best language mode for deaf children. |
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