Linguistic diversity in deaf defendants and due process rights

Historically, ensuring the due process rights of deaf defendants has been a problematic issue in the criminal justice system (McAlister, 1994; Smith, 1994; Vernon & Coley, 1978; Vernon & Greenburg, 1996; Vernon & Miller, in press; Vernon & Raifman, 1997; Whalen, 1981; Wood, 1984). Inadequate communication can radically affect a deaf defendant's interactions in the courtroom. Pursuant to the concepts of fairness enshrined in the U.S. Constitution and the specific statutory language contained in federal and state laws, the courts must provide equal access for deaf defendants (Berko, 1992; Gallie & Smith, 2000; McCoy, 1992; Simon, 1994; Vernon & Raifman, 1997). It is the responsibility of the court to ensure that the appropriate accommodation is provided in the language most readily understood by the defendant.When adjudicating a deaf criminal defendant, courts must make certain that the defendant has equal access to various due process activities, such as assisting counsel in the development of a defense, deciding whether to testify, deciding which plea to enter, understanding the charges, understanding one's position as defendant, and comprehending the role of the defense and prosecuting attorneys, and judge (Berko, 1994; King, 1990; Simon, 1994; Smith, 1994; Vernon & Coley, 1978; Vernon & Miller, in press; Vernon, Raifman, & Greenberg, 1996).However, complex linguistic issues that impinge on adjudicative competence are present in some deaf defendants (Vernon & Miller, in press; Vernon & Raifman, 1997). Adjudicative competence refers to an individual's ability to adequately comprehend and participate in legal proceedings and due process activities. When diverse language use is an issue, a deaf defendant's ability to participate in proceedings can be established by the court using the modern test of adjudicative competence (Dusky v. U.S., 1960). This test examines a defendant's state of mind at the time of trial rather than at the time of the offense in terms of these factors: a defendant's capacity to participate, reasonable understanding of the proceedings, and level of cognitive functioning, irrespective of any mental disorder. This article will outline linguistic barriers to due process for deaf defendants.     

A Father’s Interactions with His Toddler: Personal and Professional Lessons for Early Childhood Educators

In this article a university professor, former student, and father describe the father’s interactions with his toddler-age son within a parent–child playgroup. The authors discuss the important role of fathers, what they learned from observing the father interact with his son, and implications for teachers and other professionals.     

Inter Navex 70 and ICEM Annual General Assembly Olympia,London, July 1970

With respect to films, OFRATEME cooperates with FWU without any true coproduction. For example so far as 16mm films are concerned, the films produced all come within the scope of the free-exchange agreement made either at Council of Europe level or ICEM level. For example for 8mm films, all the producting countries, including France and West Germany, wish to retain ownership of their films, and negotiate the transfer of utilisation rights within the framework of the distribution system.     

PROJECTIVE AGING: AN ENGAGING TECHNIQUE FOR TEACHING ISSUES IN GROWING OLDER

This article presents a teaching technique to help students think about what it means to grow old. In this directed experiential learning situation, students evaluate issues and myths associated with the aging process by imagining their own aging, describing themselves as “old” people, sharing these images, and discussing the realities of aging. Through this process, students are actively involved in their own learning. Reactions to this classroom experience are also presented.     

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed.