Esta tese tem como objeto de estudo a ação coletiva do movimento social surdo no processo histórico que culminou na Lei Federal nº 10.436, de 24 de abril de 2002, que reconheceu a língua brasileira de sinais (Libras) como meio legal de comunicação e expressão no Brasil. A pesquisa foi desenvolvida conforme pressupostos e práticas da metodologia qualitativa, sendo as principais técnicas de coleta de dados utilizadas a entrevista, principalmente com ativistas surdos participantes dos acontecimentos estudados, e a pesquisa documental nos arquivos de organizações, instituições e órgãos públicos envolvidos no processo investigado. Por seu turno, o marco teórico da pesquisa foi embasado na obra do sociólogo Alberto Melucci. Adotando a perspectiva melucciana, a tese descreve o movimento social surdo brasileiro como sendo um sistema de relações sociais composto principalmente por pessoas surdas usuárias da Libras, grupos e organizações de surdos. Esclarece, em primeiro lugar, que esse movimento emergiu nos anos 1980 relacionado ao movimento social das pessoas com deficiência e mostra como o seu desenvolvimento foi favorecido pelas transformações na estrutura de oportunidades políticas que estavam sendo causadas pela redemocratização após o regime ditatorial militar (1964-1985). Em segundo lugar...

Este estudo objetivou investigar a aprendizagem que se constitui numa prática bilíngue de letramento em aulas de matemática com alunos surdos, a partir de uma visão de surdez enquanto construção sociocultural e histórica. É uma pesquisa qualitativa realizada com duas turmas de sétimo ano do Ensino Fundamental do Instituto Nacional de Educação de Surdos (INES), durante o ano de 2012, na qual a professora de Matemática das turmas e um assistente educacional surdo compartilharam a docência. Parte de um olhar diacrônico sobre a história da educação de surdos e, em especial, do INES, favorecendo a compreensão das diferentes concepções que orientaram a educação de surdos ao longo da história e permitindo o estabelecimento de nexos entre essa história e a situação que vivenciamos hoje. Os estudos sobre o fenômeno do bilinguismo e sobre os letramentos, bem como as postulações de Bakhtin, contribuíram na análise sobre a constituição de significados pelos alunos surdos. Os dados foram analisados a partir de três eixos, quais sejam: (1) A aprendizagem numa perspectiva de letramento; (2) A mediação do assistente educacional como educador e como cidadão surdo e (3) O papel da Libras e da Língua Portuguesa num contexto de educação bilíngue para surdos. Tais dados indicam que o trabalho proporcionou o desenvolvimento de vários letramentos pelos alunos...

This dissertation has as its aims narratives about experiences in the deaf community and deaf culture. It has been inspirited on narratives that focus on the spaces captured the experiences of deaf people and the processes of formation of their identities. It focus on discussing how a specific community of deaf people are forming their identities through the experiences of life in the deaf community. The subjects were five deaf people, that through previously scheduled meetings were encouraged to tell and share their stories lived in the deaf community. There were three meetings, two in small groups ( two and three people) and the last with all members of the research. With the narrative stories it was possible to identify common but singular identities, each formed from the experiences and perceptions of the world individually. The research is in a space of socialization of memories and experiences recorded in the meetings and narratives elicited very rich in details about the constitution of identities .These processes have taken place often in the midst of conflicts and new conceptions about the importance of sign language, deaf culture, deaf community, deaf movement the association of the deaf, deaf identities , family and the deaf considered a reference for other deaf people . These categories of analysis that have emerged as brands that have strengthened the constitution of identities of research subjects. The aim with this research deconstruct historically constructed narratives that linked the deaf disability...

This research analyzes what deaf teachers think about digital books in Brazilian Sign Language - LIBRAS. There are several materials available in LIBRAS, but my focus is only on digital books. For this, we selected six stories in digital format, signalized in LIBRAS (among them translations, adaptations and productions) and presented for six deaf teachers from different regions of Rio Grande do Sul State. These selected teachers have training in education, they were students of LIBRAS Language, and act as LIBRAS teachers in different educational levels. These Educators watched the videos and they signaled their impressions based on questions that explored the technical part of the video, signaling brands present in deaf history and its importance when used for deaf children Education. To conduct this research, I relied on Cultural Studies and Deaf Studies, realizing the Deaf Literature as part of Deaf Culture and indispensable for the acquisition of a deaf identity. From the interviews, various opinions which point to a new moment in the lives of deaf and also some major changes when they think of producing new stories in LIBRAS, contributing to improve the Deaf Literature available in our country; Esta pesquisa pretende analisar o que professores surdos sinalizam sobre livros digitais em L??ngua Brasileira de Sinais LIBRAS. Existem v??rios materiais dispon??veis em Libras...

Thesis (EdD) - Indiana University, School of Education, 2007; This study examined the impact of the bilingual/bicultural deaf educational (ASL/English) philosophy on academic performance. The academic performance of deaf and hard-of-hearing students (N-182) was made available from the Indiana School for the Deaf (ISD) which has adopted a bilingual philosophy. It has long been known that deaf children of deaf parents have had superior academic performance when compared with deaf children of hearing parents (Israelite, et al, 1989; Strong & Prinz, 2000; Wilbur, 2000). One would then predict that the espousal of the bilingual philosophy should raise the academic performance of deaf children of hearing parents, placing them on par with deaf children of deaf parents. This study used the bilingual/ESL framework of Nover, et al (1998) to examine the effectiveness of the bilingual/bicultural philosophy used at the Indiana School for the Deaf. The performance of deaf and hard-of-hearing students from the 1995-1996 and 2002- 2003 school years was collected, including Reading Comprehension and Total Language subtests of the SAT-HI. A significant reduction was found in the gap between the academic performance of deaf children of deaf parents and deaf children of hearing parents during the 2002-2003 school year. The results suggest that a school...

This research in an attempt to determine the effective role of both parental treatment styles and peer relations in the classroom and the interaction between them on deaf children's loneliness. The sample has consisted of 415 deaf children in the fourth, fifth, sixth, and seventh grades, and ranging in age from 8.5 to 13.2 years old in six elementary schools for the deaf children in Egyptian. The used instruments in this study were: The Sociometric Peer Nomination Rating Scale (developed by the researcher); The Parental Promotion of Peer Relations Inventory (Mounts, 2000, modification by the researcher); The Parental Acceptance, Neglection, Rejection questionnaire (PANRQ, developed by the researcher); The Parental Strictness, Indulgence Questionnaire (PSIQ, developed by the researcher); and The Deaf Children's Loneliness Scale (DCLS, developed by the researcher). The results indicated that: 1- There is no significant statistical difference in the mean scores of loneliness between the deaf boys and girls children (206, 172) = 0.27, P > 0.05. 2- The deaf children reported higher levels of loneliness than the hearing children [t (132, 179) = 3.04, p < 0.01].. 3- Loneliness is negatively correlated with parental promotion of peer relations (r = 0.64). 4- A one-way (peer relations) analysis of variance (ANOVA) indicated that there are statistical significant differences in deaf children’s loneliness mean scores according to the three types of peer relations in classroom [F (2...

Through the years, many individual reports have been published which review the treatment of deafness and deaf characters in various literary works. More recently, comprehensive anthologies have also addressed this topic. The authors add a new dimension to this area of "Deaf Studies" with their review of science fiction literature. Selected nineteenth and twentieth-century works of science fiction are discussed, and several deaf writerd in this genre are introduced.

A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researches interested in enhancing academic success and the retention of deaf students in higher education programs.

Council of American Instructors of the Deaf (CAID) Presentation 1985.

The experience of the deaf writer in America from Colonial Times to the present has closely parelleled that of countless others who have followed the American dream of fulfillment through opportunity. The study of this representative pioneer is the story of his struggle with the realities of deafness, with the ever-changing milieu, and with his attempt to contribute to the cultural growth of America. And the struggle for recognition is increasing with the tempo of the times.; Published in two parts; the first in July 1970 and the second in nNovember 1970.

Deaf art reflects a unique culture where Deaf people express their life experiences, which are different from those of hearing people. Deaf art also shows the joy and community among Deaf people with their shared language and experiences, expressed through art that includes painting, sculpturing, acting, and writing. In other words, Deaf culture is a celebration where we as Deaf people can bond and share our similar experiences with life struggle in this majority world of hearing people. We often seek out other Deaf artists to connect with and get the sense of “home.” That “sense of home” includes not just gathering in person, but also interacting through communications technologies, such as email, websites, blogs, videos, and chat rooms. However, even though there are many examples of videos of Deaf people expressing their deaf experiences in ASL, these were strictly two-dimensional, very flat because they had limited or no motion graphics. Motion graphics allows for more lifelike, three-dimensional representation of visual images, an appropriate medium to use in representing two Deaf artists who use a three-dimensional means of communication: American Sign Language (ASL). Creating this 30-minutes three-dimensional motion graphics video documentary about two Deaf artists...

This capstone project focuses on creating a modified art curriculum for deaf students with secondary disabilities. From personal experiences, there are art curriculums designed for special education students in general and art curriculums for deaf students, but there is no art curriculum for deaf students with disabilities. Since deaf students with disabilities at residential schools already face a limitation by not being able to hear, they shouldn't face more limitations due to another disability. This paper will present what researchers have said about teaching art to both special education students and deaf students. This paper will also include how deaf and special education students' benefit from creating art and what needs to be done to modify or create a curriculum for deaf students with disabilities. Art is an education area where there is a need for improvement. Coming from a strong art background I chose the idea of establishing a curriculum for deaf students with disabilities, also known as "Deaf plus" because I had first hand experience and some struggle finding resources for teaching art to this specialized population. I know this same issue will continue without a proper resource. During my first internship in Canada...

Deaf studies courses and programs often put a heavy emphasis on five main characteristics of Deaf culture: language, behavior/norms, values/beliefs, tradition/heritage and possessions. Within the last category, possessions, the focus is usually on material culture since Deaf culture does not have specific food, clothing, or music associated with its people. Hence things like TTYs, flashing lights, close captions, and interpreters are studied- most of these are access related. Unfortunately a critical component of Deaf cultural possessions-art-is often overlooked or uninvestigated. Betty G. Miller, the first known Deaf American to exhibit art about the Deaf experience, stated, "some Deaf artists feel that visual art can be a "way of life" among Deaf people and a part of Deaf culture in the same manner that music is a way of life among the hearing society. Visual art can enlighten Deaf and hearing observers by presenting experiences reflective of a Deaf person's world view. This, in turn, can strengthen a Deaf observer's sense of identity within the Deaf culture (Miller, 1989:770).

Newsletter article and website about deaf people and World War II. The website is the result of several years of gathering materials about Deaf people’s experiences related to World War II for Deaf Studies courses taught at NTID/RIT. The site focuses on three spheres of the world involved in this conflict. Deaf Americans, Deaf Europeans, and Deaf Asians people’s lives are examined before, during and after the war. It also features videotape clips and full testimonies, articles, scripts, artwork, books and links to other related sites.

A majority of Deaf Americans agree that viewing a typical theatrical performance is a formidable task. In the second half of this century, attitudinal changes made by Americans have resulted in new and increased opportunities for their Deaf counterparts to participate in American theatre. American theatregoers who are Deaf can choose plays in general theatre as well as those in Deaf theatre. However, they experience problems in appreciating plays in Deaf theatre. More specifically, audience appeal is the main problem. Audience appeal refers to a concept in which major aspects of performances are designed to engage the thoughts and reactions of a group of spectators. Its definition is slightly expanded for playgoers who are Deaf; the aspects of performances are generally designed to that they play on human visual capacities. Essential characteristics of audience appeal for Deaf audiences consist of adding sign language principles and conventions from Deaf culture. Scholarly research in the recent years has shown that the Deaf audience members have preferences as to how they enjoy a theatrical experience. Some experts argue that the visual aspect of the performance is the most important consideration, while others contend that choice of language and culture contributes most significantly to appeal for Deaf audiences. Some argue that accessibility...

This capstone project focuses on developing a curriculum unit that deals specifically with Deafhood. The purpose of this curriculum development project is to help deaf students who transferred from mainstreamed schools to a school for the deaf, leam more about the DEAF-WORLD and thusly adapt to the new environment by constructing a Deaf identity and becoming confident in themselves as contributing members of society. Increasingly, transfer students are introduced to a new educational and cultural environment where sign language is free flowing, one of the primary educational and social languages ofthe deaf. The curriculum unit is divided into five programs: 1. Introduction of the DEAFWORLD, 2. Identity/Perception of deaf People, 3. Linguistic Minorities & Deaf Arts, 4. Deafidentity and Diversity, and 5. The Concept of Deafhood. The five programs allow the transfer students to gain knowledge of the DEAF-WORLD and to analyze and discover their identity as they go through a journey of identification process. This curriculum allows them to develop their own sense of Deaf identity, during which they acquire a comprehension and appreciation of Deaf culture, hence, it may impact their academic performance. These deaf individuals need to have self-concept and accept themselves as cultural and characteristic individuals. Thereafter...

Symposium held June 23-24, 2003 ~ workshops; June 25-27, 2003 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at http://www.rit.edu/~techsym/2003/. The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, pre-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym; Sponsored by National Technical Institute for the Deaf at Rochester Institute of Technology, The Nippon Foundation of Japan and PEN-International

Many deaf people believe that they possess a "sixth sense" which allows them to intuitively know if another person is deaf or hearing. Research indicating differences in deaf people's mannerisms, language use, and attitudes when compared to hearing people is discussed in this paper. This study tested that theory by videotaping native and non-native users of ASL(both hearing and deaf) in a natural conversation. This videotape was then shown to three groups of subjects - one deaf, one hearing with experience in ASL and Deaf Culture, and one hearing without exposure to ASL and Deaf Culture. The subjects were asked to pick out the deaf people in the conversations, and rate the certainty of their response;later they were asked, why they answered the way they had. The results of the hearing groups and the deaf group were compared, and indicated that there are a number of factors used by deaf people to identify other deaf people. Deaf people do seemto have a "sixth sense", which is influenced primarily by the level of ASLskill used in the conversation. Reasonswhy this may occur are discussed,and the need for future research is indicated.

Sociologists are fond of looking at social and cultural change in the abstract, as an alternation in the patterns of social structure and social relationships within a society over time. Seldom do they look at the impact of macro level trends upon individuals and rarely do they concern themselves with a low-incidence population such as the deaf community. This study seeks to help alter that pattern by examining the effects of changing technology upon a small group of older, deaf people who have been in the work force for 20 years or more.

Este estudo é uma discussão sobre o aspecto visual atuante no processo comunicativo e de letramento de surdos, especificamente no que se refere à leitura de imagens. Essa área ainda carece de mais trabalhos que focalizem essa questão, sobretudo pela situação escolar negligenciada dos surdos e pelas exigências mais atuais de entrada de práticas de letramento multimodais no contexto escolar (GEORGE, 2002; LEMKE, 2005; DALEY, 2010; SERAFINI, 2014) e de uma compreensão ampliada da comunicação e da produção de significados no mundo de hoje (BLOMMAERT, 2012, MAKONI e PENNYCOOK, 2012; MARTIN-JONES et al, 2012). Afiliando-se à Linguística Aplicada Indisciplinar (MOITA LOPES, 2006), o objetivo da pesquisa consistiu em, a partir de pistas já trazidas por pesquisadores da área da surdez (SKLIAR e QUADROS, 2000; REILY, 2003, GESUELI e MOURA, 2006; CAMPELLO, 2008; CAMBRA et al, 2010, entre outros): a) analisar a leitura de imagens em movimento ¿ uma sequência do filme The kid de Charlie Chaplin ¿ realizada por onze jovens surdos e quatro jovens ouvintes e b) tentar compreender as relações desses jovens surdos com as imagens e suas representações sobre a visualidade surda. Trata-se de um estudo de caráter qualitativo interpretativista (MOITA LOPES...