Audism & Stigmas
Audism Definition
A system of practice, behavior, belief, and/or attitude that one is superior based on one’s ability to hear or behave in the manner of one who hears (form of discrimination against d/Deaf people) (“ASL Course Packet” 23)
Hearing Privilege Definition
Hearing privilege is when a person uses their hearing when accessing information while in the presence of d/Deaf, deafblind, deafdisabled, hard of hearing or late-deafened people who do not hear in the same manner as their hearing counterparts. Hearing is a privilege where direct access to learning language, communication and environmental sounds is utilized (“ASL Course Packet” 26)
Deaf Gain Definition
Deaf Gain is defined as a reframing of Deaf as a form of sensory and cognitive diversity that has the potential to contribute to the greater good of humanity. This concept was created in response to the common term of ‘hearing loss,’ reframing the notion that deafness implies a deficiency and instead emphasizing that deafness is a benefit (ASL Course Packet 31)
What are Descriptive Classifiers?
Also known as size and shape specifiers (SASS). This type of classifiers is used to represent nouns and most often function as adjectives, though they can also function as pronouns. To describe the size, shape, depth, and/or texture of something, the Signer uses a particular handshape and location selected to indicate the specific physical feature and its location relative to the Signer. In addition to these handshapes, one uses specific non-manual grammatical signals, mouth morphemes, to indicate more detail about the noun (ASL Course Packet 22)
Give 3 examples of Audism
- Not making an effort to communicate / be inclusive in conversations
- Assuming d/Deaf people can’t do things
- Approaching d/Deafness as a tragedy/misfortune/curse/etc.
- Patronizing behavior (ex. “You [do something] so well for a deaf person”)
- Employment discrimination
[Other responses can be correct]
(“What is Audism”)
Example of hearing privilege
- Family/Friend Gatherings: d/Deaf people may not be able to participate in group settings where conversations are verbal and constantly moving at a fast pace, limiting social interaction / bond building / feelings of inclusion
- Public Events: Hearing people attend events without wondering how they will hear the presenters, music, information, etc. d/Deaf people may have to wait for a specific time and that an accommodation is available and provided.
- Media: Hearing people can listen to auditory media without worrying about background interference with headphones. d/Deaf people may not have access to tge same/similar media or may be given certain information at a later notice.
[Other answers can be correct]
("ASL Course Packet” 27)
1 Example of Individual Deaf Gain
- Peripheral Vision: Among the sighted population, d/Deaf people have better peripheral vision due to flexible eye movements detecting objects in an environment resulting enhancing competent performance with spatial learning
- Fluency in ASL: Sign language can be used easily in noisy or quiet environments — even under water
- Focused: Completing tasks in any environment can be easier, as background noise/nuisances are not a factor
[Other responses can be correct]
(ASL Course Packet 32)
Rule of 9
The Rule of 9 is a method for combining numbers up to nine with various concepts (such as days, hours, minutes, months, money, etc.) into one fluid sign/movement. For example, FOUR + DAY = Four Days, NINE + OLD = Nine years old
(ASL Course Packet 26)
T/F: All d/Deaf people like to read lips when communicating / find reading lips easy
False. Reading lips is not simple (like reading a book), as people mumble, stutter, talk fast, cover their mouths, have different accents, etc. Some d/Deaf people still attempt to read lips / communicate verbally at times, as they want to be able to interact as much as possible with the ‘hearing’ world, while others stick to just communicating through sign language because they find it more comfortable and easy to express themselves/understand others (National Geographic).
List 3 way to be a hearing ally to d/Deaf people
- When you are with Deaf people, you hear an announcement, conversation with a friend, or a warning of potential danger, please reach out to them and share information in detail
- When you are watching TV, video, or a movie with Deaf people, please turn on the closed captions and/or subtitles
- If you know sign language, use it in the presence of Deaf people to the best of your ability
- If you are hosting an event which you think Deaf people would want to attend, please consider reaching out to them and asking for leads on providing accommodations (live ASL interpreters, captioning, etc.)
- Get to know Deaf people by interacting with them to develop your intercultural competency
[Other responses can be correct]
(“ASL Course Packet“ 27)
1 Example of Societal Deaf Gain
- Baseball: Signals by umpires for calling plays (Ball, Strike) developed by Dummy Hoy, Deaf professional baseball player
- Football: Huddle created by Gallaudet University football deaf players
- Baby Signs: Using signs with pre-lingual children reduces communication frustrations, enhances language abilities, and improve cognitive skills
- Transnationalism: Sign language users interact with other countries’ sign language users with ease due to using International Sign, a pidgin sign language seen at international meetings and events
- Health: Individuals with autism, mutism, speech disorders or damaged vocal cords can use sign language to communicate their needs
[Other responses can be correct]
(ASL Course Packet 32)
List 3 mouth morphemes and their meanings
- CHA: huge, extremely tall
- EE: something is intense, great magnitude, in great/many numbers
- MM: normally, regularly, things are going fine/as expected
- OO (pursed lips): very small/thin/ narrow, smooth, quickly, easily
- TH: without paying attention, carelessly
- Puffed Cheeks: surprisingly large/huge, of great magnitude/degree, far away in time/space
[Other responses can be correct]
(ASL Course Packet 22)
What is the background / significance of the Supreme Court case Perez v. Sturgis Public Schools?
Perez v. Sturgis Public Schools is a significant Supreme Court case addressing the rights of disabled students under federal law. Miguel Luna Perez, a deaf student, sued his Michigan public school system for failing to provide him with an adequate education, including a trained interpreter, and misleading his parents about his academic progress. Despite settling claims under the Individuals with Disabilities Education Act (IDEA) for additional schooling and sign language instruction, Perez sought monetary damages under the Americans with Disabilities Act (ADA), which prohibits discrimination against disabled individuals. Lower courts initially barred this claim, citing IDEA restrictions, but the Supreme Court unanimously ruled that the IDEA does not prevent such claims under the ADA. This decision underscores the rights of disabled students to seek full remedies for discrimination and ensures accountability for school systems that fail to meet their educational needs (Gresko)
What percent of d/Deaf or Hard of Hearing US children (5-17) attend specialized schools/programs catered to their level of hearing ability.
20.8%
(“Educating PreK-12 Deaf and Hard of Hearing Students”)
T/F: There is only one way to use ASL (no dialects, slang, etc.)
False. While ASL is a language that has its own structural rules and is differentiated on a technical level from other signed modalities on the communication spectrum, it is not necessarily uncommon for ASL users to utilize other signed modalities from time to time, or for native signers to recognize variates of ‘non-ASL’ signed modalities as ASL. There are also different dialects and slang utilized in sign language quite frequently. These discrepancies are often a combination of factors such as educational background, regional/cultural differences, communication preference, and language acquisition/exposure (Hill 36-41; McGuire).
List 3 classifier shapes with examples of what they could be used to sign
- F: polka dots
- R: braids in hair
- 3: vehicles
- 4: people standing in a line
- claw: pile of something (leaves, laundry, etc.)
[Other responses can be correct]
(ASL Course Packet 20, 25)
What was the 1880 Milan Conference (held by Alexander Graham Bell)?
In 1880, Alexander Graham Bell and 164 other educators (only 1 being Deaf) met at a conference to create recommendations for Deaf education in the U.S./Europe. They created a system called Oralism where Deaf children would be taught to lip read / imitate spoken language instead of learning sign language, as the educators at the conference believed sign language was inferior to spoken language (Otherwords 4:38)
T/F: Deaf/hard of hearing children are at high risk for language delay
True. Deaf/hard of hearing children are much less likely to have access to education that is suited to their needs, meaning their experience learning language is stress-inducing and not conducive to proper brain development. This can have long-lasting effects on the way individuals process/fundamentally understand language (Otherwords 7:10)
What are Deaf Spaces? List their 5 key features
Designs that considers the needs of the Deaf are referred to as DeafSpace design, a concept developed at Gallaudet University. DeafSpace design focuses on five key areas:
-space and proximity
-mobility
-acoustics and electromagnetic interference
-sensory reach
-light and color
The goal of DeafSpace design is to make a positive difference in the lives of the Deaf people who will be using the space by making the spaces ideal for Deaf communication and navigation styles (Levy)
What is role shifting and its key components?
In role shifting, third person pronouns are shifted into first person. The Signer assumes the “role” of a person or character being described or imitated. When role shifting, one must keep in mind:
- eye gaze direction
- facial expressions
- head position (looking up/down depending on age/height/location of ‘characters’)
- body position/posture (face slightly inward when two ‘characters’ are talking)
(ASL Course Packet 31)