Ophelia, Emma, and the beast from the east effortful engaging and the provision of sign language interpreting in emergencies

2019 ◽  
Vol 29 (2) ◽  
pp. 187-199
Author(s):  
Lorraine Leeson

Purpose The purpose of this paper is to examine how the Republic of Ireland’s National Emergency Coordinating Group performed with respect to ensuring access to emergency information for deaf sign language (SL) users over the course of two emergency situations in 2017 and 2018 as a result of storms. The storms book-ended parliamentary and public debate around the recognition of the indigenous SL of Ireland, Irish Sign Language (ISL). The author explores if/how increased political awareness led to better access in 2018, and how access provision maps to best practice guidelines set out by the World Association of Sign Language Interpreters (WASLI) and the World Federation of the Deaf (WFD). Design/methodology/approach This paper provides empirical insights about the asymmetrical effort that is required of a minority linguistic community, in this instance, community of deaf ISL users and their allies, to secure provision of access to emergency information that is provided as a matter of course to the wider community of hearing English language speakers. The author draws on parliamentary records, social media and print media to document the political, societal and deaf community discourse around ISL recognition and the emergencies. Findings The author finds that significant effort was required of deaf people and their allies to secure access to national emergency briefings in 2017, with significant improvement evidenced in 2018 for Storm Emma and the Beast from the East, in the aftermath of the adoption of the ISL Act (December 2017). The author drew on the theory of effortful engaging, which posits that unless we have greater awareness of and pro forma consideration of SLs and deaf people, the burden of work required to ensure appropriate access and participation falls on deaf people. Research limitations/implications There is scope for completing a 360° analysis of stakeholders engaged in the process. Further work should also include interviews with deaf community members and emergency response coordinators. Practical implications This paper identifies implications for emergency coordinating groups: provision of appropriate interpreting must be a pro forma element in the planning for delivery of any emergency information. Broadcasters must be required to ensure that interpreters are visible on screen at all times during live briefings: what is unseen is “unheard” for SL users. Work remains to ensure that deaf people have access to preparatory information in their language, and that they have ease of access to two-way emergency services. Emergency coordinating teams need to integrate the UNCRPD-mapped WASLI-WFD recommendations into their emergency strategy. Social implications Communities depend on information for their survival in times of crisis. Communication requires comprehension and interaction. For SL users, information in an indigenous SL is a lifeline in a time of crisis. This requires emergency response teams to understand that “language” is multi-modal and embed strategies for engaging with deaf communities in all aspects of their processes, with guidance from deaf community leaders and advocates. There is also a need to consider deafblind people and deaf people who have disabilities, who are more vulnerable in crisis situations. Originality/value This is the first analysis of state provision of access to information for the Irish deaf community in an emergency setting. It is one of very few empirical analyses of how deaf communities fare in emergency contexts and the first to evaluate a state’s practice vis-à-vis UNCRPD-led guidelines on best practice issued by the WASLI/WFD. The socio-political context described represents a unique period where the Irish deaf community and ISL were central to political and media discourse because of the ISL Act and the death of two deaf brothers in tragic circumstances in Autumn 2017.

2019 ◽  
pp. 298-318
Author(s):  
Jorge Bidarra ◽  
Tania Aparecida Martins

Sign languages, structurally different from oral languages, are based on gestures and involve their own grammars and repertoires of lexical units (signals or signs), and they play an important role in establishing communication among deaf people around the world. This chapter primarily focuses on the development of dictionaries for Libras (an acronym for Língua Brasileira de Sinais, or ‘Brazilian Language of Signs’), the natural language of the Brazilian deaf community. It traces the influence of the first dictionary of the deaf in Brazil, Iconographia dos Signaes dos Surdos-Mudos (‘Iconography of Signs of Deaf-Mutes’), which was published in 1875 by the National Institute of Education of the Deaf (INES) and authored by Flausino José da Gama, a student at the Institute. In their demonstration of the influence and inspiration this dictionary gave to lexicographers who followed da Gama, Bidarra and Martins outline the historical trajectory of sign languages up to the present, considering different and parallel paths for sign languages in different countries, forms of stigmatization of sign language, and barriers to its use. Incorporating this historical and transnational analysis, Bidarra and Martins present both a broad discussion of the various models of sign language dictionaries that have been used around the world and an in-depth analysis of the development of Libras dictionaries in Brazil to the modern day.


2018 ◽  
pp. 281-297
Author(s):  
Piotr Tomaszewski ◽  
Ewelina Moroń

In recent years, changes in the approach to deafness and, hence, in the education of the deaf and hard of hearing have been occurring around the world, including Poland. Deafness is increasingly perceived as a sociocultural phenomenon and not merely as a medical one, while sign language is seen as a natural language that can be used in deaf schools and by large numbers of d/Deaf people. Nevertheless, it seems at present that both deafness models are incompatible with each other for ideological reasons although they are concurrent, the medical model being dominant and the sociocultural one being alternative. For that reason, both the d/Deaf community and the deaf education still contend with significan problems related to the language policy, discrimination based on deafness (audism), sign language (linguicism), disability (ableism) or the specificityof conflictsamong the d/Deaf themselves (deafism).All this will be illustrated in this paper, along with suggested possible solutions.


2021 ◽  
Author(s):  
◽  
Jacqueline Iseli

<p>This thesis provides the first documentation and description of the signs created and used by deaf individuals in Vanuatu. The specific aims of this research were as follows: to establish the sociolinguistic context experienced by deaf people in Vanuatu; to identify the repertoire and characteristics of signs used by the deaf participants; to compare features of participants’ individual signs with the characteristics of home signs and emerging sign languages; and to consider the degree of similarity and potential similarity of signs between participants and how this reflects individuals’ opportunities for contact with other deaf people and signing interlocutors. The limitations of this study are that field methodology for data collection was developed in situ as conditions allowed. The sociolinguistic context for deaf Ni-Vanuatu confirms that language isolation leads to marginalisation from community and society. The study established that these home sign lexicons were limited in quantity and conceptual range, and that shared background knowledge was essential for comprehension. Overall, 22 handshapes were documented, and the predominant handshapes unmarked. Most participants preferred handling strategy for depicting signs. Some evidence of noun-verb distinction was noted in the repertoire of some participants. However, across this range of formational characteristics, results showed significant individual variations. Furthermore, multiple barriers have precluded development of a shared sign language and any form of deaf community.</p>


polemica ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 23-36
Author(s):  
Jaciara Sá Carvalho ◽  
Rita de Cássia Martins da Costa Brito

Resumo: Cerca de 5% da população brasileira possui algum grau de perda de audição (IBGE, 2010). São dez milhões de brasileiros com dificuldades de acesso às informações sobre as realidades de seu país e do mundo, ao conhecimento sistematizado pelas ciências etc. Alguns programas audiovisuais recorrem a legendas em Português e/ou intérpretes da Língua Brasileira de Sinais – Libras, atuando nas chamadas “janelinhas”, sendo exceção os produzidos por profissionais surdos e apresentados por eles em primeiro plano na tela. Sob tal contexto de discussão, e partindo da premissa da formação humana ao longo da vida, este artigo apresenta uma problematização acerca das diferenças entre a transmissão de informações por surdos e por intérpretes a partir de pesquisa bibliográfica. O trabalho sugere que uma informação transmitida de surdo para surdo, em audiovisuais, estaria mais próxima ao conteúdo original da mensagem e ao universo linguístico e cultural das comunidades Surdas. Também expõe uma reflexão sobre a necessidade de ampliação do repertório informacional para o desenvolvimento (permanente) da consciência crítica (FREIRE, 1979) pelos surdos que anseiam “ser mais”.Palavras-chave: Surdez. Libras. Acesso à informação. Abstract: About 5% of the Brazilian population has some degree of hearing loss (IBGE, 2010). There are ten million Brazilians who have difficulty accessing information about the realities of their country and of the world, knowledge drawn up by the sciences, etc. Some audiovisual programs use Portuguese subtitles and/or Brazilian Sign Language interpreters (Libras) acting in their little "windows" as they are called, with the exception of those produced by deaf professionals and presented to them in the foreground of the screen. Under this context of discussion, and based on the premise of human lifelong training, this article presents an examination of the differences between the transmission of information by deaf people and by interpreters, based on bibliographic research. The paper points out that information transmitted from deaf to deaf in audiovisuals would be closer to the original content of the message, and to the linguistic and cultural universe of the deaf community. It also presents a reflection on the need to expand the informational repertoire for the (permanent) development of critical consciousness (FREIRE, 1979) by deaf people who yearn to "be more."Keywords: Deafness. Libras. Access to information.


Author(s):  
Franc Solina ◽  
Slavko Krapez ◽  
Ales Jaklic ◽  
Vito Komac

Deaf people, as a marginal community, may have severe problems in communicating with hearing people. Usually, they have a lot of problems even with such—for hearing people—simple tasks as understanding the written language. However, deaf people are very skilled in using a sign language, which is their native language. A sign language is a set of signs or hand gestures. A gesture in a sign language equals a word in a written language. Similarly, a sentence in a written language equals a sequence of gestures in a sign language. In the distant past deaf people were discriminated and believed to be incapable of learning and thinking independently. Only after the year 1500 were the first attempts made to educate deaf children. An important breakthrough was the realization that hearing is not a prerequisite for understanding ideas. One of the most important early educators of the deaf and the first promoter of sign language was Charles Michel De L’Epée (1712-1789) in France. He founded the fist public school for deaf people. His teachings about sign language quickly spread all over the world. Like spoken languages, different sign languages and dialects evolved around the world. According to the National Association of the Deaf, the American Sign Language (ASL) is the third most frequently used language in the United States, after English and Spanish. ASL has more than 4,400 distinct signs. The Slovenian sign language (SSL), which is used in Slovenia and also serves as a case study sign language in this chapter, contains approximately 4,000 different gestures for common words. Signs require one or both hands for signing. Facial expressions which accompany signing are also important since they can modify the basic meaning of a hand gesture. To communicate proper nouns and obscure words, sign languages employ finger spelling. Since the majority of signing is with full words, signed conversation can proceed with the same pace as spoken conversation.


2005 ◽  
Vol 8 (1-2) ◽  
pp. 177-212
Author(s):  
Rachel Sutton-Spence ◽  
Ronice Müller de Quadros

In this paper, we consider the role of sign language poetry in creating and expressing the Deaf poet’s identity as a “visual person” in a community living within a wider national community. We show how two Deaf poets from different linguistic, national and cultural backgrounds nevertheless have both created similar effects through their sign language poems, drawing on the folkloric knowledge of their Deaf communities and wider national folklore. Analysis of the language and themes in the poems reveals that sign language components including neologism and use of symmetry can be manipulated directly to celebrate the visual experience of Deaf people. The poetic language can be seen as a way to empower poets and their audiences to understand their place better within the world Deaf community and their own national communities.


2011 ◽  
Vol 26 (S2) ◽  
pp. 1900-1900
Author(s):  
J. Fellinger

IntroductionHigh risks of mental illness within the deaf community are reported. The assessment of the level of mental distress and quality of life in the deaf community is difficult due to communication problems in spoken and written language. The deaf community is characterized by the use of sign language.ObjectiveThis study aims to compare levels of psychological distress and the quality of life with levels reported by the signing deaf people and the hearing population.MethodsA measure of acceptable reliability using sign language is described. The interactive computerised package including special versions of the WHOQOL-BREF, the GHQ-12 and five subscales of the BSI was administered to a large community sample of deaf people (n = 236), and results were compared with normative data for German speaking hearing people.ResultsThe deaf sample has a significantly poorer quality of life than the general population for the physical and psychological domains (p < 0,01) as measured by the WHOQOL-BREF. However, in the domain of social relationships no significant difference (p = 0,19) was demonstrated. All findings with the GHQ-12 and the BSI show much higher levels (p = 0,01) of emotional distress among the deaf.ConclusionAlthough a poorer quality of life and a higher level of mental distress is demonstrated the similarity to the general population in the domain social relationships shows that this does not affect all domains. These findings show the need for easily accessible health services for the deaf which offer sensitive communication with them.


Subject Solar power in the Gulf. Significance Favourable natural conditions and growing gas shortages make the Gulf Cooperation Council bloc one of the most attractive and lowest-cost solar markets in the world. Impacts Lower oil prices will reduce funding and incentives for solar projects, but recent reductions in costs make solar power economically viable. To win future bids, solar firms will require a combination of local knowledge and global best practice. The UAE and Saudi Arabia have strong prospects of evolving into a regional hub for solar business and installations. Due to low capacity and a small starting base solar power may displace only 1-3% of the power sector's fuel consumption by the early 2020s. Another barrier to growth will be the lack of coherent government policy frameworks, and ongoing electricity subsidies.


2021 ◽  
Vol 2 (5) ◽  
pp. 6441-6452
Author(s):  
Roberto García Sánchez ◽  
Justo Pedro Hernández González

Comunidad  Sorda es aquella que participa de unos valores culturales y lingüísticos construidos en torno a la lengua de signos y a una concepción visual del mundo. Entre las personas sordas usuarias de la lengua de signos algunas aprendieron a signar en su infancia y otras siendo ya adultas; hay quienes son usuarias de audífonos o implantes cocleares y, entre ellas, hay quienes usan la lengua de signos y quienes no. También debemos mencionar a aquellas personas sordas que, a causa de un sistema educativo no inclusivo, tienen problemas de expresión y comprensión de textos escritos. Al igual que en el resto de la población, entre las personas sordas encontraremos niños, jóvenes, mayores, personas sordas con otra(s) discapacidad(es)... Todas y cada una de ellas con sus necesidades y demandas concretas. Es importante saber que, aun tratándose de un colectivo heterogéneo, todas las personas sordas, cualquiera que sea su tipo o grado de sordera, situación individual e independientemente de que sean o no usuarias de las lenguas de signos, comparten la necesidad de acceder a la comunicación e información del entorno sin barreras de ningún tipo. Por ese motivo es necesario desarrollar un servicio de orientación, asesoramiento y acción tutorial específico para el alumnado sordo que tenga en cuenta sus necesidades y dificultades y que evite cualquier tipo de discriminación o falta de accesibilidad al contenido universitario del tipo que sea. Por lo tanto, es necesario proporcionar este servicio con los recursos audiovisuales necesarios, intérpretes de lengua de signos española y formación continua a la comunidad universitaria. Es fundamental coordinarse con las asociaciones de personas sordas para cumplir los requisitos básicos que garanticen su inclusión, puesto que éstas son las que conocen mejor sus necesidades por la lucha de sus derechos, y orientar a la universidad para la consecución de dicha finalidad.   A Deaf Community is one that participates in cultural and linguistic values built around sign language and a visual conception of the world. Among the deaf people who used sign language, some learned to sign in their childhood and others when they were adults; there are those who use hearing aids or cochlear implants and, among them, there are those who use sign language and those who do not. We will also find deaf people who, because of a non-inclusive educational system, have problems of expression and comprehension of written texts. As in the rest of the population, among the deaf people we will find children, young people, elderly, deaf people with other disability(ies). . . Each and every one of them with their specific needs and demands. It is important to know that, even if it is a heterogeneous collective, all deaf people, whatever their type or degree of deafness, individual situation and regardless of whether or not they are users of sign languages, share the need to access the communication and information of the environment without barriers of any kind. For this reason it is necessary to develop a service of guidance, advice and specific tutorial action for deaf students that takes into account their needs and difficulties and avoids any type of discrimination or lack of accessibility to university content of any kind. Therefore, it is necessary to provide this service with the necessary audiovisual resources, Spanish sign language interpreters and continuing education to the university community. It is essential to coordinate with associations of deaf people to meet the basic requirements to ensure their inclusion, since they are the ones who best know their needs by fighting for their rights, and guide the university to achieve that goal.


2017 ◽  
Vol 23 (1) ◽  
pp. 5 ◽  
Author(s):  
John Michael Day

The World Wide Web is particularly suited as a communication medium for the deaf community. A wealth of deaf-related online information is available on subject specific, special purpose, and comprehensive sites that provide important resources for deaf people, their families, and involved professionals. Librarians now face the challenge of devising new procedures for teaching users how to search for inform ation and more importantly, how to evaluate the quality of what is retrieved. 


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