Co-researcher Donna West as a hearing teacher was crucial for the project – knowledge of hearing education standards and practices, commitment to Deaf children (West 2012), able to see much that I would have missed. Research took place between 20 in the UK and the USA.

In summary- study identifies and presents a formal frameworking for Deaf and Deafhood pedagogies as used with Deaf children. Paddy Ladd 6īroad perspective - examine how SLPs teach and transmit their cultural heritage to the next generations of Deaf people, maximise their potential in preparing them for living in both Deaf and hearing worlds. My own research was conducted without reference to these, so that it would not be influenced by them. Thus there is an urgent need to bring these together, examine their relationship to each other, and attempt to synthesise and summarise the findings. However, there are few signs that ‘the system’ has taken the information on board. Most focus on one aspect of Deaf pedagogies. Existing Studies (ii) The information contained in these studies is of immense value. Please feel free to draw my attention to other examples ! © 2013 Dr. USA – Mather 1987 (and more), Bahan 1989, Schleper 1997, Erting 2001, Morgan Peterson and Kennedy 2004. Existing Studies (i) Time does not permit a full listing or description of these, but notable examples include : UK - NUD 1987, Silo 1996, Webster and Heineman-Gosschalk 2000, Santini 2001, Smith and Sutton-Spence 2005, Collins 2007. Paddy Ladd 4ĥ Please feel free to draw my attention to other examples !ĥ. Our research findings suggest that training curricula need to be ‘stood on its head’ – that the praxis of Deaf educators should form the basis for hearing educators’ qualifications. Attention is deflected by blaming deafness itself / parents / children / sign languages. Yet Deaf children’s poor results suggest that the concept of ‘qualified teacher of the Deaf’ is still problematic. Deaf educators can only gain qualifications by following non-Deaf pedagogical criteria. This itself is an indication of how Deaf education has been colonised. But one remains unexplored – Deaf educators’ own pedagogies ! A number of articles exist, mainly in USA/UK, but no full-length study it seems. Paddy LaddĢ50 years of Deaf education, many philosophies and methodologies tried. Hence the book title : ‘Seeing Through New Eyes – Deaf Pedagogies and the Unrecognised Curriculum’. (Parallels with Baumann and Murray – ‘Deaf Gain’ concept). Without consideration of these (and other minority) contributions, the academic world doesn’t have a full understanding of what it means to be human. The book examines some of the ways that Sign Language Peoples (SLPs) make a contribution to human knowledge. Brief Comparisons with Indigenous Peoples’ Pedagogies. CSD, Fremont October 2013 1īackground to New Book. 1 A Final Frontier - Can Deafhood Pedagogies Revolutionise Deaf Education ?ĭr.

Paddy ladd