The deaf are outsiders in a world largely created and controlled by those who hear. Based on intensive interviewing, observation, and the personal experience of the author (whose parents are deaf), Outsiders in a Hearing World examines the lives of deaf people within a social and historical context. It examines the communities created by deaf people and the identities of their members, and describes and analyzes the everyday interactions between the deaf and the hearing. Drawing on the works concerning other outsiders, this book not only increases our understanding of deafness and the deaf, but of outsiders in general.

This edited book presents an detailed analysis of the experience of deaf people as a bilingual-bicultural minority group in America. An overview of mainstream research on bilingualism and biculturalism is followed by specific research and conceptual analyses which examine the impact of cultural and language diversity on the experiences of deaf people. The book ends with poignant personal reflections from deaf community members. The contributors include prominent deaf and hearing experts in bilingualism, ASL and Deaf culture, and deaf education.

Forbidden Signs explores American culture from the mid-nineteenth century to 1920 through the lens of one striking episode: the campaign led by Alexander Graham Bell and other prominent Americans to suppress the use of sign language among deaf people. The ensuing debate over sign language invoked such fundamental questions as what distinguished Americans from non-Americans, civilized people from "savages," humans from animals, men from women, the natural from the unnatural, and the normal from the abnormal. An advocate of the return to sign language, Baynton found that although the grounds of the debate have shifted, educators still base decisions on many of the same metaphors and images that led to the misguided efforts to eradicate sign language. "Baynton's brilliant and detailed history, Forbidden Signs, reminds us that debates over the use of dialects or languages are really the linguistic tip of a mostly submerged argument about power, social control, nationalism, who has the right to speak and who has the right to control modes of speech."—Lennard J. Davis, The Nation "Forbidden Signs is replete with good things."—Hugh Kenner, New York Times Book Review

Blind People approaches disability from a fresh perspective: people with an unusual body are conceived of relativistically as a variant of humanity, much the way anthropology approaches people of different culture. While deeply empathic to its subject matter, Blind People raises questions that anthropologists ask routinely, but which are commonly avoided in everyday life because they touch on sensitive matters. Based on fieldwork in Israel, the book constitutes an ethnography of blind Israelis. It starts by focusing on intimate issues of the management of the sightless body, goes on to discuss the role of the blind person in the domestic setting, and moves to issues of how the blind person strives to attain material requirements. Finally, the book relates the way blind people cope with problems of associating with both blind and sighted people in arenas of leisure activity and public affairs. Deshen's book aims to present a truthful, dignified, fully human depiction, in the tradition of socio-cultural anthropology.

In the late 19th century, the so-called »German Method«, which employed spoken language in deaf education, triumphed all over the Western world. At the same time as deaf German schoolchildren were taught to articulate and read lips, an emancipation movement of signing deaf adults emerged across the German Empire. This book tells the story of how deaf people moved from being isolated objects of administration or education, depending on welfare or working in the fields, to becoming an urban middle class collective with claims of self-determination. Main questions addressed in this first comprehensive work on one of the world's oldest movements of disabled people include how deaf organisations emerged, what they fought for, and who was left behind.

Disability is often described in a way that suggests it is a permanent, relatively stable state. This volume argues that the relationship between impairment (physical state) and disability is neither fixed nor permanent but is fluid and not easily predicted.

Urban presents the NEA in its historical context, turning a fair and clear eye on this powerful and controversial organization, and using this context to both criticize and commend. The culmination of a three decade long study, this unique volume presents an unusually thorough and much needed holistic view of the NEA.

This is the only text to provide comprehensive coverage of human growth and development, a requirement mandated by the Council of Rehabilitation Education (CORE) for a master's degree in rehabilitation counseling and for Licensed Professional Counselor certification. Written by an eminent leader in the field of disability studies, this book reflects a significant change in perceptions of individuals with disabilities from being defined foremost by their disability to being viewed as normal individuals with a disability. It provides an understanding of traditional human growth and development that will enhance the practice of disability counseling by enabling an understanding of a client's childhood and prior life experiences. The book begins with a focus on developmental theories and tasks, followed by a discussion of cultural and ethical considerations in human development. It considers the major theories of human development as they relate to people with and without disabilities, and career theories with a focus on the concept of choice. The book addresses specific developmental stages including a description of developmental tasks, risks, disability applications, specific disabilities common to a particular stage, and cultural and ethical issues, all supported by case examples. Key Features: Fulfills the required CORE mandated course on human growth and development and the disability experience Addresses disability across the lifespan in relation to developmental stages Authored by highly a respected expert in disability studies

The Project on Reproductive Laws for the 1990s began in 1985 with the realization that reports of scientific developments and new technologies were stimulating debates and discussions among bioethicists and policymakers, and that women had little part in those discussions either as participants or as a group with interests to be considered. With the help of a planning grant from the Rutgers University Institute for Research on Women, the Women's Rights Litigation Clinic at Rutgers University Law School-Newark held a planning meeting that June attended by approximately 20 theorists and activists in the area of reproductive rights. Project purposes, methods, and general shape took form at the meeting. Two goals have characterized the Project's work since then: first, to generate discussion, debate, and, where possible, consensus among those committed to reproductive autonomy and gender equality as to how best to respond to the questions raised by re ported advances in reproductive and neonatal technology and new modes of reproduction; and second, to ensure that those shaping reproductive law and policy appreciate the ramifications of these developments for gender equality. In meeting this twofold agenda, the Project focused on six areas: time limits on abortion; prenatal screening; fetus as patient; reproductive hazards in the workplace; interference with reproductive choice; and alternative modes of reproduction. The Project identified individuals to take respon sibility for drafting model legislation and position papers in the six areas (for the drafters, see the Appendix).

Answers to Some of the Most Commonly Asked Questions. About the Deaf Community, its Culture, and the “Deaf Reality.”