Liberal Neutrality and the Nonidentity Problem: The Right to Procreate Deaf Children

2019 ◽  
Vol 50 (3) ◽  
pp. 363-381
Author(s):  
Cristian Puga‐Gonzalez
Keyword(s):  
Deaf Children ◽  
Liberal Neutrality ◽  
The Right

Comparative Study of Tachistoscopic Perception of Binary Figures in Deaf Children and Normally Hearing Children

1971 ◽  
Vol 33 (1) ◽  
pp. 195-200 ◽  
Author(s):  
Evans Mandes ◽  
Patricia Randle Allen ◽  
Charles W. Swisher
Keyword(s):  
Visual Perception ◽  
Comparative Study ◽  
Visual Stimuli ◽  
Deaf Children ◽  
Perceptual Development ◽  
Perception Task ◽  
Response Card ◽  
The Right ◽  
Hearing Children

An experiment was conducted to compare deaf children and normally hearing children on a visual perception task. The visual stimuli were 32 cards, each with a binary pattern of eight circles arranged horizontally or vertically. One circle on the right or top and one circle on the left or bottom of each card were blackened to form the binary patterns, one on each side of fixation. The stimuli were presented tachistoscopically at 1/10 sec. and 1/25 sec. S responded by pointing to the positions he saw blackened on a response card to depict 8 blank circles. It was found that deaf children did as well as normally hearing children and that both groups made fewer errors on the left and top positions of the stimulus dimensions. The data are interpreted as supporting a mediational approach in perceptual development among deaf children.

Deaf and Hearing Children’s Use of Language Describing Temporal Order among Events

1975 ◽  
Vol 18 (1) ◽  
pp. 58-73 ◽  
Author(s):  
Robert J. Jarvella ◽  
Jay Lubinsky
Keyword(s):  
Temporal Order ◽  
Deaf Children ◽  
Left Hand ◽  
Linguistic Performance ◽  
Right Hand ◽  
The Right ◽  
Hearing Children ◽  
Simple Sentences ◽  
Right Order

Six experiments are described in which deaf and hearing subjects decided the temporal order of events in picture series and in sentences. The deaf subjects, eight and 11 years old, performed as well as hearing children on a nonverbal picture sedation task. Both deaf and hearing subjects also described most picture series in the natural left-to-right order in which they were shown, and identified the left-hand picture in most series as happening first and the right-hand picture as happening last. In most respects, the deaf children’s linguistic performance resembled that of much younger hearing children. Two major results were that deaf children generally used a sequence of simple sentences to describe the events shown in a picture series, and responded to most multiple-clause sentences presented as though the events being described had occurred in the order they were mentioned.

Family Migration Schemes and Liberal Neutrality

2016 ◽  
Vol 13 (5) ◽  
pp. 553-575 ◽  
Author(s):  
Luara Ferracioli
Keyword(s):  
Family Migration ◽  
Liberal Neutrality ◽  
The Right

In this essay, I argue that the privileging of romantic and familial ties by those who believe in the liberal state’s right to exclude prospective immigrants cannot be justified. The reasons that count in favour of these relationships count equally in favour of a great array of relationships, from friends to creative collaborators, and whatever else falls in between. The liberal partialist now faces a dilemma, either the scope of the right to exclude is much more limited or much broader than she previously assumed.

scholarly journals Framing Deaf Children’s Right to Sign Language in the Canadian Charter of Rights and Freedoms

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Jennifer J. Paul ◽  
Kristin Snoddon
Keyword(s):  
Sign Language ◽  
Case Law ◽  
Deaf Children ◽  
Language Rights ◽  
Disability Rights ◽  
Canadian Charter ◽  
Equality Rights ◽  
Starting Point ◽  
The Right ◽  
Innate Ability

Sign language rights for deaf children bring a unique perspective to bear in the fields of both disability rights and language planning. This is due to the lack of recognition in existing case law of the right to language in and of itself. Deaf children are frequently deprived of early exposure to a fully accessible language, and as a consequence may develop incomplete knowledge of any language. Thus, in the case of deaf children the concept of sign language rights encompasses rights that are ordinarily viewed as more fundamental to human equality. This paper will take as a starting point the historical treatment of the enumerated disability ground in the Canadian Charter of Rights and Freedoms’ section 15(1) guarantee of equality rights. We argue that in order to meet deaf children’s specific biological and linguistic needs, these children’s right to sign language also needs to be recognized as an analogous ground for protection from discrimination. Sign language rights are framed in terms of an immutable characteristic of all children, namely the biolingual process for language acquisition. The biolingual process is the experiential and innate ability to acquire language. 

scholarly journals Reduced Neural Selectivity for Mental States in Deaf Children with Delayed Exposure to Sign Language

2019 ◽  
Author(s):  
Hilary Richardson ◽  
Jorie Koster-Hale ◽  
Naomi Kenney Caselli ◽  
Rachel Willcox Magid ◽  
Rachel Benedict ◽  
...  
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Conceptual Development ◽  
Mental States ◽  
Deaf Children ◽  
Neural Responses ◽  
Linguistic Experience ◽  
The Right ◽  
Neural Selectivity

Language provides a rich source of information about other people’s thoughts and feelings. Consequently, delayed access to language may influence conceptual development in Theory of Mind (ToM). We used functional magnetic resonance imaging and behavioral tasks to study ToM development in child (n=33, 4-12 years old) and adult (n=36) fluent signers of American Sign Language (ASL), and provide the first characterization of neural ToM responses during an ASL task. Participants included deaf children whose first exposure to ASL was delayed up to 7 years (n=12). Neural responses to ToM stories (specifically, selectivity of the right temporo-parietal junction) in these children resembled responses previously observed in young children, who have the same amount of linguistic experience, rather than those in age-matched native-signing children, who have the same amount of biological maturation. These results suggest that early linguistic experience facilitates ToM development, via the development of a selective brain region for ToM.

scholarly journals Re SA (Vulnerable Adult with Capacity: Marriage) ([2006] 1 FLR 867)

2012 ◽  
Vol 19 (1) ◽  
pp. 259-269
Author(s):  
Mary Welstead
Keyword(s):  
Sign Language ◽  
Young Woman ◽  
Deaf Children ◽  
Arranged Marriage ◽  
Her Family ◽  
British Sign Language ◽  
Intellectual Capacity ◽  
The Right ◽  
Vulnerable Adults ◽  
British Sign

VULNERABLE ADULTS: THE INHERENT JURISDICTION AND THE RIGHT TO MARRYMs SA was an eighteen year-old deaf and mute young woman. She had minimal sight in one eye, the intellectual capacity of an early teenager, and the reading age of a seven year-old. Her family (mother, father and three brothers) came from a Pakistani Muslim background; they spoke primarily Urdu and Punjabi. Ms SA was neither able to lip-read nor understand either of these languages; her only means of communication was through British Sign Language (BSL) which she had learned in a specialist educational unit for deaf children. None of her family had learned BSL; thus, communication between Ms SA and her family was very limited. Her family wished to arrange, or possibly even force her into, a marriage in Pakistan. She was happy to have an arranged marriage but wanted the right to veto any potential husband.

Transnational Interconnections in Nineteenth-Century Western Deaf Communities

2018 ◽  
Author(s):  
Joseph J. Murray
Keyword(s):  
Nineteenth Century ◽  
Public Sphere ◽  
Sign Language ◽  
Deaf Children ◽  
Historical Narratives ◽  
Deaf People ◽  
The Face ◽  
International Interaction ◽  
The Right ◽  
Deaf History

A transnational approach to history brings new perspectives to nationally based historical narratives. In the case of deaf history, it uncovers new patterns of international interaction, resulting in a transnational deaf public sphere, which operated from the latter third of the nineteenth century. Through publications, travel by individual deaf people, and a series of international congresses that took place between 1873 and 1924, deaf Westerners exchanged strategies on how to live as deaf people in auditory societies. A central concern was the preservation of the right to use sign language in the face of ideologies that sought to remove this language from the education of deaf children. Deaf Westerners created transnational strategies of response to transnational ideologies of eugenics and normality. By doing so, they attempted to claim a space for “aberrant” bodies within nationalist ideologies.

scholarly journals Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini

2020 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Muchamad Irvan
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Special Services ◽  
Blind Children ◽  
Mentally Retarded Children ◽  
The Right ◽  
Different Characteristics

Anak berkebutuhan khusus (ABK) merupakan anak yang tumbuh dan berkembang dengan berbagai perbedaan dengan anak-anak pada umumnya. Istilah anak berkebutuhan khusus tidak merujuk pada sebutan untuk anak dengan kecacatan, namun merujuk pada layanan khusus yang diperlukan anak berkebutuhan khusus. Terdapat berbagai jenis kategori dalam lingkup istilah anak berkebutuhan khusus. Dalam konteks pendidikan khusus di Indonesia anak berkebutuhan khusus di kategorikan dengan istilah anak tunanetra, anak tunarungu, anak tunagrahita, anak tunadaksa, anak tunalaras, dan anak cerdas dan bakat istimewa. Setiap anak berkebutuhan khusus memiliki karakteristik yang berbeda-beda antara satu dengan yang lain. Lebih daripada itu, setiap anak berkebutuhan khusus juga memerlukan layanan khusus yang disesuaikan dengan kemampuan dan karakteristik mereka. Perlu dilaksanakan kegiatan identifikasi dan asesmen untuk mengetahui karakteristik dan kebutuhan mereka. Hal tersebut dianggap penting guna mendapatkan layanan yang tepat sesuai dengan karakteristik, kebutuhan dan kemampuan. Children with special needs (ABK) are children who grow and develop with various differences from children in general. The term children with special needs does not refer to children with disabilities, but instead refers to special services needed by children with special needs. There are various types of categories within the scope of the term children with special needs. In the context of special education in Indonesia, children with special needs are categorized by the terms blind children, deaf children, mentally retarded children, disabled children, children with disabilities, and intelligent children and special talents. Every child with special needs has different characteristics from one another. More than that, every child with special needs also requires special services that are tailored to their abilities and characteristics. It is necessary to carry out identification and assessment activities to determine their characteristics and needs. This is considered important in order to get the right service according to the characteristics, needs and capabilities.

scholarly journals The level and trends of the body function asymmetry changes in deaf adolescents aged 14 - 16

2011 ◽  
Vol 25 (4) ◽  
pp. 49-55
Author(s):  
Marta Wieczorek
Keyword(s):  
Motor Skills ◽  
Population Studies ◽  
Age Groups ◽  
Learning Difficulties ◽  
The Body ◽  
Deaf Children ◽  
Skills Development ◽  
Proper Action ◽  
Developmental Abnormalities ◽  
The Right

Abstract Introduction: This work is a part of the population studies conducted among deaf children and adolescents, aged 7 - 19, in Poland under the government’s grant. The aim of this study was to determine the level and trends of the somatic and motor skills development changes. The body lateralization was one of the diagnosed parameters. Material and methods: The research was conducted in 24 centers for deaf children localized on the Polish territory. A total of 1194 subjects were examined including 482 girls and 712 boys. In the group of subjects aged 14 to 16 was 415 people including 161 girls and 254 boys. The lateralization evaluation was made using the Wroclaw Asymmetry test. The direction and the profile of functional asymmetry in the examined age groups were determined; the assessment of the change trends and the dimorphic diversity in the 14 to 16 years of age group was carried out. Results: Analysis of obtained results showed that the level of lateralization in the deaf, aged 14 to 16 years, is high and similar to the trends known from the ontogenesis in normal hearing subjects. An eye was the higher oriented organ and a lower limb - the lower. The right handiness was most often observed as to the handiness. The dominant profile was the determined uniform one. Both the direction and the profile are making significantly differentiating girls from boys. In the age between 14 and 16 years of age the body lateralization changes occur and they are especially visible in organs characterized by the low lateralization. Conclusions: Lateralization is an important process in human development, because its established level determines the proper action. Children with impaired lateralization often have learning difficulties, both intellectual and motor. Diagnosing the level of lateralization is therefore an important area for educational activities that could help to stimulate the process of lateralization and thus to prevent developmental abnormalities in pupils.

Learning Limits of Deaf Children for Coded Speech

1969 ◽  
Vol 12 (1) ◽  
pp. 83-94 ◽  
Author(s):  
Daniel Ling ◽  
Donald G. Doehring
Keyword(s):  
Deaf Children ◽  
Control Group ◽  
Programmed Instruction ◽  
Auditory Cues ◽  
The Third ◽  
Significant Difference ◽  
Spoken Words ◽  
The Right

Programmed instruction was used to train profoundly deaf subjects to crude limits of learning in the association of pictures and spoken words. The words differed only in consonant structure. The performance of three groups of six subjects were compared. One group received linearly amplified speech to both ears; another, coded speech to both ears; and the third, linearly amplified speech to the left ear and coded speech to the right. A control group of six children was trained without auditory cues. The three experimental groups showed significant improvement with training, but there was no significant difference between groups with respect to either performance at the limits of learning or number of repetitions required to reach the limits. Transposition of speech through coding did not improve the discrimination of consonants by the deaf children tested.

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