Friday, 14 December 2018

When pupils disrespect HI teachers.

Image result for Teacher is ignored kids laugh
As Deaf.Read increasingly appears to veer away from deaf issues to trivia perhaps time to get back to issues that really concern the hearing loss areas.

Like on social media:

Query: "Any teachers in the group have tips for classroom management when you're missing snippy things that students are saying under their breath? My principal has spoken to me about missing things that students have been saying. He was very understanding and asked if there are any accommodations the school can make, but I'm not even sure what to ask for."

#1  I have the same issue in my classroom :(

#2 Use a Bluetooth streamer and remote microphone..both paired with your hearing aids.., either PHONAK or OTICON  e.g.

#3 They will just do the same outside the classroom in my experience, I don't think bugging them helps. The only course then is stern letters to parents about disrespect, the media snowflakes getting more coverage and confusing the whole thing, and the parents hitting back with spying on kids allegations, punishing the kids won't help at all, spying on them worse!

#4 But you need to make them understand it is upsetting to the teacher with hearing loss and notify the head and parents to make their children aware it is hurtful...

#3 I'd resist the lecture personally. The fact people are saying or whispering things does not prove they are saying it about your hearing loss, by definition the teacher doesn't know what it is said.  The teacher needs to find a better way to reconnect to the kids. Kids could be talking about nothing to do with the lesson, the teacher or the school. Wouldn't be the first to assume what wasn't said! 

#5 No awareness lecture, threat, or law has ever succeeded, because people don't like being told they are wrong, even when they know, so I agree, you need more subtle means to inform and educate. 

#6 Make light of it?  find better ways to ensure they connect to the teacher etc includes them, don't establish a defensive position, kids like a battle and there are more of them!  Do not tell them off as this establishes another barrier. Most sniggers (If that is a proven), are down to embarrassment and ignorance, not deliberate design. As with all such issues, there is a hardcore, so you ID/isolate those, but don't isolate the rest as well!

#4 The head needs to inform children and parents what they are doing is discrimination against the deaf.

#5 No! it makes things worse, and, the teacher posting here isn't deaf, did you even read the comment?


Once upon a time in the Deaf World.

Image result for fantasy artHi! (Looking for deaf fantasy fans and books).

I'm a novelist working on an urban fantasy novella featuring a deaf protagonist that I'd really like some feedback on. It’s a rather specific genre, so I'm trying not to waste the time of people with no interest in these kinds of stories, but I'm struggling to find an area in the deaf community specifically catering to SFF media. In brief, it's an urban fantasy thriller with a deaf protagonist stranded in Tokyo after an implant causes her to hear things no one else can. (Bad things, taking us into fantasy/horror territory.) 

This novella connects to a wider series I’m writing and I’d really like to bring this character into the main storyline, but not being deaf myself I'm wary of presenting her correctly. I’ve had admittedly little involvement in the deaf community so far, but it’s been an interest since I worked at a company developing an app to assist communities with disabilities.

If this is something that might appeal to you, or you know somewhere that I might be able to find someone who can help, please get in touch! Ideally, I'd like to find some beta readers for the book, but even if a little discussion over a few factors of the story would be a great help.

Thank you for your time either way!

Best regards,

Phil Williams


Have you tried 'Deafhood' by Paddy Ladd?  A bigger fairy story and horror fantasy about the deaf would be impossible to find.  Or even 'Really Not interested in the Deaf' by Doug Alker?

Wednesday, 12 December 2018

Human Rights Day 2018

An abject failure mostly, with both the USA and the UK accusing the UN et al with allowing Human Rights abusers as members and wanting out, as the Human Rights Law is 'Unfit for purpose' in the 21stc and empowers only the extremes..

As regards to the rights of the deaf child, omissions of reality are a bit unfair here.  Initially, education of the deaf child (Direction), is primarily a parental (Legal), responsibility and dependant on state provision.  The issue of choice is also one of human rights, so there is no one deaf size that fits all.

We should be stating it is important a deaf child is enable to communicate as effectively as possible, and those still unable, to have the appropriate support in place.

As to teaching a  deaf child how to do that, it also varies child by child.  There is still a huge debate on the value of sign appropriation in regards to it being a really viable tool as an adult or an 'in' to other languages.  Or, that sufficient language and cultural teaching support exists to make any of it work, with teachers to the deaf pandering to activism demands, and demanding non-curriculum approaches.. again, leaving the deaf child without the same knowledge as their hearing peers get, or the literacy equivelant.

At present emotive campaigns exist based on promoting the deaf cultural membership, which is rooted in sign use, and not as such, enabling the  deaf child to have much more than just a singular option to sign to another deaf person using the same mode.  It's a policy of perpetual reliance and dependence on others whilst the back up systems of deaf schools and clubs is diminishing as we write and the deaf youth preferring text as a medium.

The idea of educating any child is to assist independence and provide options, deaf education as proposed does neither and may well induce a tiered approach to the deaf child's education creating have or have nots, dependent on sign use, teaching availability,  and post/Zip code, we would be back to sending off the deaf child to boarding schools stuck out in a  field somewhere to enhance their isolation with some 'back to the future' approach that has already failed....  

As stated the expertise with the deaf went with it so would need to be re-trained, and still have to comply with with the inclusion laws which deaf schools don't.  Access to the world outside the deaf one requires as many  options taught as possible to follow the spoken and written word, whether other deaf agree or not, does not count because this is how the world works.  I don't believe the deaf want to wander off to a world of their own.  It is restricting the deaf child to one mode with no options but to rely on support for it to work.  This is NOT choice or empowerment, and the rights argument is a smoke screen.

There are many alternatives and additional means which may be taught to the deaf child to enable them to use alternatives when sign use fails, but, this is being opposed and the reliance on sign inhibits the will or option for the deaf to attempt anything  else, to add to their misery, cultural activism assures them its hearing people's fault not theirs (The activists) for corralling the deaf into a corner.

Children who rely on sign do not seek other options, that is the reality.  So it kills access to a large degree by restricting its formats so other means cannot work.  It is pretty below the belt, activism of the 'Deaf' variety is using children as a blunt tool to get what THEY want and not, what the deaf child needs to survive a hearing world.

Tuesday, 11 December 2018

The Deal

Deaf Studies: Sign not young deaf preference.

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When it comes to communication it seems our young deaf prefer text to sign language for most communications.  Deaf should listen to this since it comes from their OWN research.  Or will the hard-liners still tilt at windmills?  It clearly identifies sign use as 'strictly for social usage only'.  It's of concern older deaf exist who do not understand how to do a text.

This study is the only comprehensive survey to date of the text communication preferences of deaf people who cannot or prefer not to use voice telephony in the United Kingdom. Respondents covered a wide age range, became deaf or hard of hearing at different ages, and had different communication preferences. 

Generally, respondents used several forms of text communication, selecting them for particular purposes. E-mail was the most widely used form of text communication, but SMS was the most used by younger respondents. 

The most prominent reasons for liking different forms of text communication were that they were easy or fast. Older respondents were more likely to give “not knowing how to” as a reason for not using particular forms of communication and would have liked more information about what text communication is available.