‘Confessing to wilful disobedience’: an ethnographic study of deaf people’s experience of Catholic religious schooling in the Republic of Ireland*

This ethnographic study examines deaf people’s experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied lives based on a total of 10 loosely structured individual interviews conducted with a purposeful sample of deaf adult participants who were past pupils of Catholic schools. Using ethnographic data, the study illuminates the views of participants concerning the learning obstacles created by a school policy dominated by oralism which prohibited use of Irish Sign Language. The article uncovers children’s experiences of the Sacrament of Penance for disobeying classroom rules against signing. Participants found their schooling experiences exemplify notions of stigma and stereotyping. As children, their response was to either subvert or submit to their school’s policy and religious practice. The findings make a useful contribution to current debates on language issues pertaining to teaching, learning and communication in deaf education. This paper concludes that, although heavily stigmatised in the past, Irish Sign Language has an important role in cultivating equitable access to Religious Education.     

聋人沟通模式与聋校语文教学法评说

沟通问题是聋教育的核心问题,聋教育史上长期争论不休的问题是关于何种沟通模式对聋人发展最有效。不同沟通模式对一线聋教育工作者而言较多的只是运用,而较少关注不同沟通模式的理论依据,也较少接受过有关聋人沟通模式理论的系统培训。通过将历史上出现过的四种聋人沟通模式逐一介绍,并把学者对这些模式的评价进行阐释,最后,对未来聋人沟通模式做了展望,以期从新的视角重新审视过往的评说。     

中学聋生文言文学习情况的调查研究

通过对89名聋校中学生的文言文学习态度、文言文学习现状、对教师文言文教学的评价三个方面调查,本研究发现：多数聋生有一定的文言文学习兴趣、有学好文言文的主观意愿,但他们的文言文学习方法和习惯还有待进步和提高;聋生对翻译和默写类文言文测验题目感到困难,他们的文言文基础知识有待巩固;教师对聋生的文言文学习情况有重要影响,但目前教师的教学态度和方法还有待改善;文言文教学课件的制作质量是聋生判断教师对文言文教学重视程度的重要参考,但目前教师制作的课件质量还存在较大的提升空间。     

提升聋生“内存”四法

聋生学习和运用所学语言文字来记叙事情、表达思想都存在一个共同的现象:说话缺乏中心,思想表达不清,作文无从下手。教师如何改善聋生现状,提高他们的语言表达能力,值得聋教育工作者进行探讨。笔者认为,应从提高聋生的语言积累入手,扩大聋生的阅读范围,丰富聋生的词汇量,加强聋生的语言实践,从根本上提升聋生的"内存"。     

聋人足球运动员血清肌酸激酶和血清尿素氮变化特点及身体机能评定的研究

准确的掌握运动员身体机能状况和水平是教练员实施训练的前提。通过对训练和比赛期间血清肌酸激酶和血清尿素氮的测试,掌握聋人足球运动员血清肌酸激酶和尿素氮的变化。以评定运动员训练或比赛时的身体机能状况,为集训期间合理安排运动员的训练负荷提供科学依据。     

聋人与正常人内隐记忆的比较研究

本研究运用词干补笔的方法对聋人与正常人的内隐记忆进行了实验比较 ,研究结果表明 :( 1 )聋人在内隐记忆方面与正常人没有显著的差异 ,但外显记忆的成绩无论是质与量都低于正常人 ;( 2 )聋人经常以笔代言 ,对汉字有更高的感受性 ;( 3 )内隐记忆不受年龄和性别因素的影响 ;( 4)影响汉字补笔的水平有字型结构、字型相似性、汉字书写习惯等多种因素 ;本文建议可以考虑从内隐记忆入手 ,提高聋人的记忆能力     

聋儿康复教学法概念正误

对于教学法 ,我们往往存有概念误解并常与教学方法、教学方式混为一谈 ,影响了聋儿康复教学法的研究与创建。本文正本清源 ,在引用了权威概念的基础上提出了聋儿康复教学法的创建不可回避的几个问题 :如何看待聋儿与正常儿童的异同 ;如何看待聋儿的听力损失 ;如何看待语言 ;如何看待聋儿掌握口语的可能性 ;如何看待聋儿掌握语言的过程 ;如何看待聋儿掌握语言的标准 ;如何看待聋儿语言教学过程以及如何看待聋儿语言发展和全面发展的关系     

公文式数学学习法对聋儿康复效果影响的研究

聋儿听力损伤导致了教育个体极大差异和全面发展的不均衡。如何为聋儿提供最少受限制的教育环境一直是康复教育科研的努力方向和目标。公文式数学学习法在普通学校、普通幼儿园得到家长和教师的认同 ,使儿童的发展获得了良好的效果。对此法在聋儿康复教育领域的初步研究将为改进和完善聋儿个别化康复教育方案提供有益的借鉴     

聋儿与听力正常儿童智力测验的比较研究

本研究运用H -NTLA量表对 3 -5岁的聋儿与听力正常儿童的智力状况进行了测验比较 ,研究结果表明 :学前阶段的聋儿比听力正常儿童智商略低 ,两者无显著差异。但随着年龄增长 ,差距逐渐增大。在智力结构方面 ,与听力正常儿童相比 ,聋儿手眼协调、知觉辨别、空间和知觉等能力方面发展较好 ,两者无显著差异 ;而记忆力和抽象思维能力较弱 ,两者差异较显著。提示教师和家长要对聋儿进行早期教育和后续发展教育。     

A culture of assessment: A bioecological systems approach for early and continuous assessment of deaf infants and children

Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials.