Which Of The Following Statements About Deaf Culture Is False

Deaf culture and community: Why it is important

Written by Debbie Clason, a staff writer for Healthy Hearing (last updated on November 15, 2018). Please don’t attempt to mend things that aren’t broken. The language that individuals in the Deaf community use is sophisticated and complete, and their social interactions are inclusive and personal – don’t try to fix things that aren’t broken. 20191045 The relevance of Deaf culture in today’s society Members of the Deaf community in the United States communicate in a separate language, very literally.

Breaking down stigmas

It is not necessary to use words to communicate effectively. In order to differentiate themselves as a cultural group, the Deaf capitalize their name and try to influence the opinion of the general public in America about their culture. When it comes to disability, the Deaf culture does not believe in the usage of the term “disabled” since it suggests a sense of “less than”—as if they are lacking something. By eliminating the label, they are also erasing any stigma that may have been linked to the individual in question.

You have a distinctive way of communicating.

You refuse to accept the fact that you have a disability—and you refuse to be repaired.” In fact, some proponents refer to “Deaf benefit,” which refers to a communication advantage enjoyed by persons who must communicate through means other than spoken language.

Tough choices around cochlear implants

Meghan Watt was diagnosed with HIB meningitis when she was two years old, and as a result, she lost her hearing. After having a talk with a middle high school instructor, she became more interested in cochlear implant (CI) surgery, despite the fact that she wasn’t initially enthusiastic about the concept. She now has bilateral cochlear implants, which she received as a child. Meghan is aware that there is disagreement among certain segments of the Deaf community over cochlear implants, but she is confident in the decisions she has taken.

“If they’re content with their Deafness, that’s wonderful.

“I enjoy being able to hear what’s going on in my immediate surroundings.” The surgical implantation of cochlear implants is opposed by certain members of the Deaf community, particularly when it comes to newborns who are born deaf.

The learning of language and cognitive development through ASL, according to some activists, is a fundamental human right that should be preserved, and that opting for cochlear implants prevents families from learning ASL and becoming more involved in Deaf culture.

Audism and oralism

Nine out of ten deaf children are born to hearing parents, according to research. Many of those parents choose for cochlear implant surgery as soon as they are medically able since it aids their child’s speech development and helps them communicate better with their children. The Deaf culture, on the other hand, argues that mainstream hearing America places too much importance on spoken language. They argue that ASL is a full language, despite the fact that they do not produce words with their lips or voices in their communication.

Audism and oralism, campaigners argue, degrade American Sign Language and interfere with the Deaf person’s capacity to acquire communication and listening skills.

Consider the whole person rather than just their ability to hear.

American Sign Language (ASL)

According to the National Institute on Deafness and Other Communication Disorders (NIDCD), American Sign Language (ASL) is a comprehensive and sophisticated language that consists of signs performed with the hands, facial expressions, and body language, among other things. The National Association of the Deaf (NAD) refers to American Sign Language (ASL) as the “backbone of the American Deaf cultural tradition.” “Many people who are not familiar with ASL believe that it is just English plus hand motions,” O’Banion explained.

In the same way that the spoken word differs from one country or region to another, so does signing.

Sign language, like modern language, has a variety of accents, rhythms, rules for pronunciation, word order, and grammar to choose from.

How to communicate with a Deaf person

Unfortunately, you do not need to know American Sign Language (ASL) in order to communicate effectively with a Deaf individual. If you want to communicate effectively with the Deaf, keep these five rules in mind, according to an advice sheet prepared by the Rochester Institute of Technology, one of the country’s finest learning institutions for the Deaf.

  1. Recognize that your first few efforts at communication will be unpleasant and uncomfortable, and prepare yourself for that. This will pass as your contact proceeds
  2. It is acceptable to use paper and a pen throughout this period. In fact, if you use a combination of communication methods, such as hand gestures, facial expressions, and the written word, the Deaf person will be even more appreciative of your efforts. Make the effort to interact and connect with others. Communication is viewed as an investment of time and effort by deaf individuals. Slow down, take your time, and seek clarification if you require it. Understand that Deaf individuals listen with their eyes instead of their ears. They rely on their vision to transmit and receive information, and it is their most powerful tool. As a result, even if they are employing an interpreter, only talk when you are making direct eye contact with them. Maintaining eye contact is a sign of respect
  3. Take advantage of the opportunity to make physical and visual contact with the Deaf person at the beginning and end of a conversation, especially if they have been using an interpreter during your conversation. Make eye contact, smile, shake hands, touch their arm (if appropriate), and shake their hand.

More information:Best Deaf-Student Universities

Discussion Questions

The structure of the debate is determined by the group. You may start by inviting attendees to offer instant input on what they have just seen. The following are some questions to get the conversation started:

  • What did you think of the picture
  • What stuck out to you as a particular aspect of it What did you take away from your experience with Deaf culture, community, and history? Was there anything in the film that confirmed what you already knew about the Deaf community? Explain
  • Describe something about your own life that you believe the film depicts
  • If there’s anything in the film that you think might have been said better, describe it.

You may choose to continue the debate with some or all of the in-depth questions that follow, depending on your preference. (Or, depending on the group, you may start the discussion with these.) There are exact lines from the film that are referenced in these questions. 1A)Through Deaf Eyesbegins with a true or false quiz that asks the following questions: Sign language is used by all deaf individuals.

Sign language is universally understood. Deaf individuals live in a world that is deafeningly quiet. Having a deaf child is a tragedy for any family. All deaf persons would welcome the opportunity to be healed.

  1. What is the meaning of this “quiz”? In what way does it signify something
  2. Do these questions reflect ordinary deaf perspectives of the world? Explain whether or if the film helps to demystify issues relating to deafness. What influence did the film have on your knowledge of deafness? Please explain.

1B)In the film, interviewees discuss their experiences of being deaf as well as other people’s perspectives about deafness. You should keep these questions in mind when you’re watching the movies below:

  • What do the remarks of these persons reveal about the general public’s opinion of deaf people
  • Was there a message sent by these statements about how deaf individuals perceive themselves in the world? What are your thoughts on these remarks? How do you feel about their thoughts and opinions? Do you agree or disagree with them? Explain

“I’m a confident person who happens to be deaf,” Marlee Matlin explains. I’m not going to change my mind. I don’t want to wake up in the middle of the night and realize, ‘Oh my God, I can hear.’ That isn’t my vision at all. It’s not a fantasy of mine. I was born deaf and grew up that way. I’m accustomed to the way things are. I’m not going to change my mind. What makes me think I’d ever want to change? “I’m content since I’m accustomed to this.” In the words of I. King Jordan, “When you talk to individuals who can hear and you ask them what it would be like to live as a deaf person, all of their thinking is, well, I couldn’t do this.” They would begin listing all of the things they couldn’t do with the words “can’t, can’t, can’t, can’t.” And it is not my way of thinking.

  • “We consider what we can do.” “What is it about being deaf that bothers you?” says CJ Jones.
  • I’m in good health.
  • I’m the one who drives.
  • I’ve given birth to a child.
  • I’m on the road a lot.
  • It’s as if I have to hear anything about it having nothing to do with it.
  • There are abilities, there are things you want to accomplish in life, and there are things you want to achieve.
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I operate in the same way that any other hearing person can.” My deafness does not restrict my ability to perform anything.

“With the exception of singing.” “Being deaf is, well, it’s a part of who I am,” David James explains.

It doesn’t make me joyful or allow me to express myself.

“Perhaps a person is unable to see, and is this normal?” asks Dr.

Perhaps it is.

Perhaps it is considered normal by one individual but not by another.

“Does that seem unusual or normal?” 2)Mark Morales, who is interviewed in the video, says: “We have this planet, which we name earth; we spell it EARth, so it has something to do with the ear, with speaking and hearing.

And that has something to do with the eye and the visual. As a result, there are two universes, and I grew up on the planet EARTH. After all, I’m on this other planet, EYEth, a world in which all of these possibilities are available to me.”

  1. Consider the implications of Mark’s statements concerning those who are deaf. I’m curious about what he has to say about Deaf culture. What role do his thoughts play in representing or opposing views of the physical condition of deafness
  2. And

Consider the implications of Mark’s statements on those who are deaf. I’m interested in what he has to say about Deaf culture. I’m interested in how his opinions reflect or contradict popular notions regarding the physical condition of deafness.

  1. If you saw the video and listened to the selected quotations, how would you define the Deaf community? Do you consider the Deaf community to be an ethnic group? Why or why not? Explain
  2. What was/is the formation of the Deaf community
  3. Consider the following questions: What do others outside the Deaf community think about deaf people’s talents, goals, or interests as a result of the establishment of the Deaf community
  4. What obstacles and/or divides exist within the Deaf community What distinguishes this community from, and/or how it is comparable to, the idea of a community or a community in general

In order to guarantee that its needs are acknowledged and fulfilled, describe and examine the many methods in which the deaf/Deaf community has taken action – politically, as activists/protestors, through legislation, or through the founding of groups. The deaf/Deaf community, as well as the way in which society handles and engages with them, has been affected by this action. 5)The video draws attention to the numerous technical devices that have had an influence on the deaf community. Describe this technology and its impact, both harmful and beneficial, on the world around us.

  1. Based on the film and following statements from it, what contradictions existed/exist within the Deaf community/society in terms of socio-politico issues/points of view, and how did/do they manifest themselves?
  2. (Narration) “However, deaf culture was similar to American society.
  3. After an African American couple attempted to attend a National Association of the Deaf meeting in 1925, the deaf group officially prohibited Black individuals from joining.
  4. “For decades, deaf schools in the South were segregated, just as all other schools were.” In her description of cultural distinctions in deaf communication, Dr.
  5. We had our dances, and they were great.
  6. When we transferred to a White deaf school, we all communicated using sign language.
  7. The deaf pupils at White would finger spell and then add some signals to their sentences.
  8. As a result, I found myself in a humiliating situation.
  9. Consequently, I attempted to put away my signals and instead adopt the signs that were being utilized by the White kids.”

Deafness Terminology & Myths

Answer to the question:What is wrong with using the terms “deaf-mute,” “deaf and stupid,” or “hearing-impaired”? Answer: It is their right to select what they want to be addressed as, either as a group or on an individual basis, and this is applicable to both deaf and hard of hearing persons. Deaf and hard of hearing persons prefer to be referred to as “deaf” or “hard of hearing” rather than “deaf and hard of hearing.” The National Association of the Deaf (NAD) is one of several organizations of the deaf that refer to their members as “deaf and hard of hearing,” and they are not alone.

Despite this, many individuals continue to refer to deaf and hard of hearing persons in words other than “deaf” and “hard of hearing.” The alternative terminology are frequently seen in print, heard on radio and television, and picked up in informal conversations all around the world, including in the United States and Canada.

  1. Deaf and Deaf-mute — This term, which dates back to the medieval English era, is the grandfather of all derogatory labels applied to deaf and hard-of-hearing persons today.
  2. According to his reasoning, if a person could not communicate effectively with his or her voice in the same manner that hearing individuals could, then that person would be unable to acquire cognitive capacities.
  3. This concept is still in use because it describes how the general public perceives deaf individuals.
  4. In the first place, persons who are deaf or hard of hearing are by no means “quiet.” They communicate through various means like as sign language, lip-reading, vocalizations, and so on.
  5. Two, the word “dumb” may also refer to something else: stupidity.
  6. This is obviously wrong, ill-informed, and deceptive information.
  7. Another derogatory phrase dating back to the 18th and 19th centuries, “mute” refers to someone who is deaf or who has no voice.

Because you need to be able to hear your own voice in order to modulate your voice correctly, there is an issue with this approach.

True communication happens when one’s message is received and comprehended by others, and when they are able to reply appropriately.

Being outspoken about one’s condition (e.g., being deaf, blind, or otherwise disabled) is considered disrespectful and unfriendly in mainstream culture.

Despite the fact that it is a well-intentioned term, “hearing-impaired” is strongly disliked by deaf and hard of hearing persons.

Indeed, the deaf and hard of hearing population considers the term “hearing-impaired” to be a negative title since it emphasizes on what they are unable to perform.

It is not acceptable to be anything other than “hearing” in mainstream culture, and deaf and hard of hearing persons have fallen short of this “standard.” To be honest, this is probably not the message that hearing people intended to send to deaf and hard of hearing individuals every time they use the term “hearing impaired” as a label for their condition.

What really is in a name?

Words and labels have the ability to have a significant impact on individuals.

They have had their brains, abilities, and skills questioned just because they are deaf or hard of hearing, and this has caused them great distress. Make a statement of respect for deaf and hard of hearing persons by refraining from using such antiquated and derogatory words.

Deafness and hearing loss

Thanks to G. Vaughan and All Ears International for their contributions.

Key facts

  • The World Health Organization estimates that approximately 2.5 billion people will have some degree of hearing loss by 2050, with at least 700 million requiring hearing rehabilitation. Over one billion young individuals are at danger of developing permanent, preventable hearing loss as a result of poor listening habits. To scale up ear and hearing care services throughout the world, an annual incremental investment of less than US$ 1.40 per person is required. A return of roughly US$ 16 for every US dollar invested over a ten-year period is anticipated

There are approximately 430 million people worldwide that require rehabilitation to address their ‘disabling’ hearing loss, which accounts for more than 5% of the world’s population (432 million adults and 34 million children). There will be nearly 700 million people with debilitating hearing loss by 2050, which is one out of every 10 people, according to estimates. Hearing loss that is deemed “disabling” is defined as hearing loss that is higher than 35 decibels (dB) in the better hearing ear.

The prevalence of hearing loss grows with age, and among individuals over the age of 60, more than a quarter are impacted by a hearing loss that makes them unable to communicate.

Hearing loss and deafness

Hearing impairment can be defined as the inability to hear as well as someone who has normal hearing (i.e., hearing thresholds of 20 dB or better in both ears). Mild, moderate, severe, and profound hearing loss are all possible. It can affect one ear or both ears, and it can make it difficult to hear conversational dialogue or loud sounds in noisy environments. People who have hearing loss ranging from mild to severe are referred to as “hard of hearing.” The majority of the time, people who are hard of hearing communicate through spoken language, and hearing aids, cochlear implants, and other assistive equipment, as well as captioning, may be of great assistance.

They frequently communicate with one another using sign language.

Causes of hearing loss and deafness

Despite the fact that these elements can be experienced at various points during one’s life span, individuals are most vulnerable to their impacts throughout vital stages of one’s development. Pregnancy is a period of time when a woman is expecting a child.

  • Hereditary and non-hereditary hearing loss are among the genetic factors to consider. The transmission of intrauterine illnesses, such as rubella and CMV infection

During the perinatal period

  • Hypoxia (a shortage of oxygen during the birthing process)
  • Hyperbilirubinemia (severe jaundice during the newborn period)
  • And other conditions. Low birth weight at the time of birth
  • Other prenatal morbidities and the care of these conditions
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Adolescence and childhood are two distinct stages of life.

  • An infection in the middle ear known as chronic suppurative otitis media
  • A collection of fluid in the middle ear known as chronic nonsuppurative otitis media
  • Meningitis and other infections

Adulthood and elderly age are two stages of life.

  • Chronic illnesses, smoking, otosclerosis, age-related sensorineural degeneration, and sudden sensorineural hearing loss are all factors to consider.

Factors that influence people throughout their lives

  • Impaction of the cerumen (impacted ear wax)
  • Injury to the ear or to the brain a lot of noise/a lot of noises
  • Ototoxic medications
  • Ototoxic substances used in the workplace
  • Deficiencies in essential nutrients
  • Infections with viruses and other ear problems
  • Genetic hearing loss with a delayed onset or progressive nature

The impact of unaddressed hearing loss

When left untreated, hearing loss has a negative influence on many facets of one’s life at the individual level:

Communication and speech

CognitionEducation and Employment: In underdeveloped countries, children with hearing loss and deafness are frequently denied the opportunity to attend formal education. Adults with hearing loss also have a significantly greater rate of unemployment than the general population. Individuals with hearing loss who are employed are more likely than the general population to be in lower-level positions.

Social isolation, loneliness and stigma

The consequences for society and the economy Years lived with disability (YDLs) and Disability Adjusted Life Years (DALYs) are two measures of disability (DALYs) According to the World Health Organization, untreated hearing loss costs the world economy US$ 980 billion every year.

Included are the expenses to the health-care system (excluding the cost of hearing aids), the costs of educational support, the loss of productivity, as well as the costs to society. Low- and middle-income nations bear the brunt of these expenses, accounting for 57% of total costs.


Many of the factors that contribute to hearing loss can be prevented by implementing public health measures and therapeutic interventions throughout one’s life. Preventing hearing loss is important throughout one’s life, from the prenatal and perinatal phases through later years of life. Approximately 60% of hearing loss in children is caused by preventable factors that can be avoided via the application of public health initiatives. Similarly, in adults, the majority of known causes of hearing loss, such as exposure to loud sounds and the use of ototoxic medications, may be avoided.

  • Preventive measures include vaccination, good maternal and childcare practices, genetic counseling, identification and management of common ear conditions, occupational hearing conservation programs for noise and chemical exposure, safe listening strategies for reducing exposure to loud sounds in recreational settings, and rational use of medications to prevent ototoxic hearing loss, among others.

Identification and management

  • A critical component of effective care of hearing loss and ear disorders is the early diagnosis of these conditions. This involves routine screening for the detection of hearing loss and associated ear diseases in people who are most at risk. This contains the following items:
  • Those who are exposed to noise or toxins at work
  • People who are using ototoxic medications
  • Older persons
  • Hearing evaluation and ear examination can be performed in a variety of contexts, including clinical and community settings. Instruments such as the World Health Organization’s “hearWHO” app and other technology-based solutions make it feasible to test for ear disorders and hearing loss even with minimal expertise and resources
  • In order to minimize any negative consequences, it is critical that any hearing loss be handled as soon as possible and in the most suitable manner. The following are examples of measures that may be used to help persons who have hearing loss:
  • In addition to the use of hearing technologies such as hearing aids, cochlear implants, and middle ear implants
  • The use of sign language and other means of sensory substitution, such as speech reading, use of print on palm or Tadoma, and signed communication
  • And rehabilitative therapy to improve perceptual skills while also developing communication and linguistic abilities
  • Access to communication and education for persons with hearing loss can be further improved via the use of hearing assistive technology and services such as frequency modulation and loop systems, alerting devices, telecommunication devices, captioning services, and sign language interpretation.

WHO response

Working with WHO on ear and hearing care, we hope to promote integrated, person-centered ear and hearing care (IPC-EHHC). Several recommendations from the WHO World Report on Hearing (2021) and a resolution passed by the World Health Assembly on the prevention of deafness and hearing loss serve as guiding principles for WHO’s efforts. WHO’s work covers the following activities:

  • Providing technical resources and guidance to facilitate planning and health system capacity building for ear and hearing care
  • Supporting health workforce training in ear and hearing care
  • Promoting safe listening to reduce the risk of recreational noise-induced hearing loss through the World Health Organization’s Mak Program
  • And promoting ear and hearing care through the World Health Organization’s Mak Program

At Home in Deaf Culture: Storytelling in an Un-Writable Language

It has become second nature to me to peek behind people’ ears to see if they are wearing hearing aids over time. I do it on the subway all the time, despite the fact that I know it’s not a good idea—I’ve been on the receiving end of prolonged train stares before, and I know it’s weird. The fact is, this is not even a particularly successful method of discovering a Deaf person, as many of us do not use hearing aids and a large number of persons who do are not, at least not in the traditional cultural sense, Deaf.

  • Nonetheless, I keep an eye out for the telltale silicon mold or plastic tubing that has been snaked into the ear of a fellow passenger.
  • When our 5th grade class traveled to sleep-away camp for the weekend, whether I departed for college, when I was in the United States and missed Croatia, or when I was in Croatia, and missed the United States: I am missing home.
  • They were agreed in their assessment that it was an odd project—why the brute force effort of learning Italian, a process that had shown to be extremely difficult on several occasions?
  • As a professor for over a decade, I’ve become accustomed to students’ disagreement to required readings, which is frequently a ruse to hide their uncertainty over an imperfect knowledge of the text or their desire to discover flaws in something that “the authorities” have approved.
  • In turn, I felt a strong connection to Lahiri’s effort since her circumstance is similar to mine.
  • (There was a time when I could read books in Spanish when I first started college, but that muscle has since atrophied.) Where I am and who I am with determine which language is in control, of course, but they are always present and competing for power regardless of the situation.
  • It is valuable to me because of its practicality, and because it allows me to communicate effectively with the ever-increasing number of other English speakers throughout the world.

My Croatian is significantly less refined than my English, and as a result, it is far less useful in my everyday life in the United States.

The language of spontaneous outburst is still alive and well, and I use it to yell when I am astonished or to cuss when I have badly harmed myself.

A Croatian discussion, whether I was a participant or a bystander, never failed to devolve into some prolonged sarcastic discourse within five minutes or less.

While acting as a juror for the PEN Translation Prize, I had the pleasure of reading Oliver Ready’s new translation of Crime and Punishment, which I thought was excellent.

I sought down the buddy who’d gushed over the book years before and asked for her help.

“I’ve always been astonished that you didn’t enjoy it.” He’d read the novel in Croatian, and he’d like it.

My sentences are clumsy, and I’m compelled to go around a term I don’t recognize to avoid making a grammatical error.

However, for me, Croatian is also weighted with the weight of history, and it is inextricably linked to a country where I do not feel at home.

The result is that neither English nor Croatian, nor any other spoken language, will ever fully be mine.

And then there’s the vampiric chore of releasing my own voice into vacuum, much like Dracula without his reflection in a mirror.

The fact that I have progressive hearing loss and have heard speech in the past makes the effort a little simpler, though it is still a daunting prospect.

I feel at ease when communicating with American Sign Language.

And, similar to how my sense of humor manifests itself in Slavic languages, I find another aspect of my personality shown through ASL: I am not timid while communicating in sign language.

As a result, ASL needs a command of one’s own body that is superior than one’s nerves.

Even though the most effective signed discussions include virtually constant eye contact, since there is so much information to be received, this is rarely perceived as uncomfortable.

Deaf culture, too, encourages candor; deriving from a time when it was difficult to hunt down a deaf person, it is common practice to provide a full explanation of one’s goals, sentiments, and bodily functions to a friend, which is the definition of an English language “overshare.” Because squeamishness is not tolerated in the society, it is extinguished.

  • This is a result of necessity—although American Sign Language (ASL) is not exactly a language in exile, it is trying hard.
  • Considering that ninety percent of deaf children are born to hearing parents, deaf persons are typically considered to be in the minority linguistically within their own households.
  • Deaf individuals enjoy a variety of activities, including ASL vlogging and theater, as well as storytelling competitions and poetry slam events, which are typical community gatherings.
  • As a minority language inside the English language, American Sign Language (ASL) is always in touch with and at play with English words and sounds.
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The American Sign Language (ASL) approach to this issue is to take certain words (known as “loan signs”), but more crucially, to synthesis wordplay that only a person skilled in both languages would pick up on, a method of literally taking English into our own hands, as in For instance, the pun-sign for “pasteurized” is a well-known example of this, in which a signer makes the sign for “milk” and slides it across the top of the head—past your eyes.

  1. After taking all of this into consideration, it’s simple to see why a writer may feel an unique attachment to a society that places such a high value on language and narrative.
  2. Linguists have devised a number of notation systems to record signs on a fundamental level, but they are primarily used as scientific tools and are therefore infrequently used.
  3. Perhaps this is part of its attraction; I am in the present in ASL because the anxieties of my work are linked up in another language, and this may be part of what draws me to it.
  4. On days like today, when it’s tough to write, this feels like a significant setback.
  5. In the absence of it, I would undoubtedly be a less effective storyteller.
  6. What is the motivation for creating new worlds if we are entirely at peace in our daily lives and in our language?
  7. And even if both my English and Croatian are a little shaky, there may be some benefit in those missing parts; being at ease in a liminal zone gives me one step ahead of the game in terms of understanding how little I know.

Every now and again, we come across one another and share a sign or two with one another. It gives me strength to be at home for a brief period of time before going on, much as the scent of evapi with pita and red onion or a glance of the cerulean sea does.

How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used?

There is frequently misunderstanding about the phrases “hearing impaired,” “hard of hearing,” “deaf,” and “deafened,” both in terms of their definitions and the propriety of their use in various contexts. When referring to those who have any degree of hearing loss, ranging from slight to profound, the phrase “hearing impaired” is frequently used to describe both those who are deaf and those who are hard of hearing. People who are deaf or hard of hearing prefer the phrases “deaf” and “hard of hearing” because they believe they are more positive than the term “hearing impaired,” which indicates a deficiency or that something is wrong with a person that causes them to be less than whole.

Hearing loss that is severe enough that an auditory device, such as a hearing aid or FM system, is required to help the person in understanding what is being said is referred to as “hard of hearing.” “Deafened” is a term used to describe a person who becomes deaf as an adult and, as a result, confronts obstacles that are distinct from those faced by a person who becomes deaf at birth or as a kid.

They may also read lips, employ sign language, sign language interpreters, and/or captioning as an alternative or in addition to these methods.

The National Association of the Deaf has a website named “Community and Culture – Frequently Asked Questions” that provides further information on proper vocabulary.

Hands & Voices : ‘Sound and Fury’ Update

The film “Sound and Fury” was released in October 2000 and screened at film festivals all throughout the United States after its initial screening. In this honest and painful look at the decisions that families with deaf children must make, we met two boys from an extended third generation deaf family. The Artinian family is the main subject of the film: Peter and Chris Artinian are brothers who were raised by parents who were deaf. Neither Peter nor his wife, Nita, are able to communicate since they are deaf.

are three deaf children who live with their parents.

Mari is Chris’s mother.

They have a deaf son, Peter, who was named after Chris’ brother and grandpa, making Peter III in the family.

A cochlear implant for their one-and-a-half-year-old kid is the subject of the film.

Mari’s deaf parents are strongly opposed to the thought of her receiving a cochlear implant.

Mari’s parents are also concerned about Peter’s ability to communicate with them in the event that the implant is effective.

At initially, Peter and Nita were receptive to the notion of getting a cochlear implant for their daughter, who was six at the time and was just starting to look into the possibility.

Controversy erupted throughout the family, with Peter’s parents becoming increasingly vociferous about their decision to have Heather have an implant.

Peter was convinced that his children were doing OK with American Sign Language, observing that they had high self-esteem and a strong sense of belonging to the deaf community as well.

Following the premiere of the film, Peter and Nita made the decision to relocate their family to Frederick, Maryland, where they enrolled their three children in a school for deaf children.

Emotions were still running hot, and the extended family avoided discussing the divide that “Sound and Fury” had caused between them.

Peter had a difficult time coping with the commute for three years.” As soon as the family relocated to New York, Timothy began spending a lot of time with his cousin Peter.

Nita began to learn more about the cochlear implant after hearing about it from a friend.

We were unprepared for it since it was unfamiliar territory for us, and we had received so much material from both sides (deaf and hearing people) that we were unprepared for any of it.” Three years later, the moment had come to go forward.

In the end, Nita and Peter decided to proceed with the operation for both of their children.

Both youngsters underwent surgery on the same day in September 2002, saving their lives.

Both youngsters had their implants activated a month after they were placed.

For example, the “s” and “th” are clearly audible with the implant, but they were not audible with the hearing aid.” In the present day, all three children are equipped with the Nucleus 24 and use the behind-the-ear device.

She is the only youngster at her school who suffers from hearing loss.

When I’m not paying attention to what’s being said, I turn to the teacher or whoever is speaking, and I use the interpreter when I don’t understand what is being said.” Heather participates in a variety of sports, including basketball, soccer, lacrosse, and swimming.

When she’s in the water, she relies on lip reading.

It is with her school mates that she goes to the movies, and she claims that she knows what is going on around 75% of the time.

Heather prefers to communicate with her pals over the internet rather than the phone, and she like to have many instant messages open at the same time.

After witnessing Heather and Timothy become more comfortable with their implants, Nita came to realize that she wanted to explore the possibility of getting one herself.

For Nita, the process of comprehending sound was a more gradual one.

I can now distinguish the sound of a bird and the flushing of water.

Both Timothy and C.J.

In addition to receiving private speech treatment at home, all three children receive speech therapy at school.

“They are pleased with their cochlear implants, and as long as they are pleased, I have no regrets about my decision.” Nita is sorry for the impact that the documentary had on her family, and she regrets it now.

“Her desire, she added, was that she could have had the impression that it was alright to chose the implant sooner rather than later and avoided going through what she had through.

However, there is a great deal more acceptance now.” Peter goes on to say, “I believe that the film opened many people’s minds to Deaf Culture, as well as exposing the deaf community’s eyes to implantable hearing instruments.

The implant is not a panacea for deafness or any other condition.

You will always be his or her strongest supporter and champion.

After that comes the hard work, which includes speech therapy, home speech, language classes, and having your kid precisely mapped three to four times a year, among other things.

We are now reaping the fruits of Peter’s tireless efforts.

He attends a school in his neighborhood, where he is the only deaf student in his class.

“He has the ability to hold a conversation with anyone.

He is in first grade and is reading at a level that is much above his grade level.” “He accepts his deafness as a part of his personality, just as he accepts the fact that he has huge, brown doe eyes,” Mari says of the young man.

He now has bilateral implants and is delighted to be able to hear out of both ears.

“A birthday celebration at a bowling alley, for example, can be quite noisy, and Peter finds it difficult to concentrate.

Mari is teaching American Sign Language to Peter (III) and distributing it to the students at his school.

He communicates with ASL when he is at the pool or at night when he removes his implant.

According to the Artinian family, the excursion has brought them back together, and the commotion has subsided. (Karen Putz is the director of Illinois Families for HandsVoices, which she founded in 2004.)

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