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DEAF CULTURE

Deaf culture is a term applied to the social movement that holds deafness to be a difference in human experience rather than a disability.[1] When used in the cultural sense, the word deaf is very often capitalized in writing, and referred to as "big D Deaf" in speech.
Big D Deaf communities do not automatically include all those who are clinically or legally deaf, nor do they exclude all hearing people. According to Anna Mindess, "it is not the extent of hearing loss that defines a member of the Deaf community but the individual's own sense of identity and resultant actions."[2] As with all social groups that a person chooses to belong to, a person is a member of the Deaf community if he or she "identifies him/herself as a member of the Deaf community, and other members accept that person as a part of the community."[3]
The Deaf community typically includes individuals who communicate via signed languages, individuals who attended schools for the deaf, children of deaf parents, and sign language interpreters. Deaf communities also often possess social and cultural norms that are distinct from those of surrounding hearing communities.
Contents[hide]
1 Membership of Deaf communities
1.1 Children of deaf adults
1.2 Diversity within Deaf culture
2 Characteristics of Deaf culture
2.1 Sign languages
2.2 Norms
2.2.1 Norms of American Deaf culture
2.3 Beliefs
2.3.1 Rejection of cochlear implants
2.3.2 Rejection of oralism as a teaching method
3 Terminology
3.1 The word "deaf"
3.1.1 Clinical and legal definitions
3.1.2 Cultural definition
3.1.3 Other meanings
3.2 "Deaf", "partially deaf", "hard of hearing" and "hearing-impaired"
4 See also
5 References
6 Further reading
7 External links
//

[edit] Membership of Deaf communities

Merikartano school for deaf students in Oulu, Finland (February 2006).
Deaf communities are composed mostly, but not exclusively, of deaf individuals. The causes of deafness are rarely heritable, so these communities are unusual among cultural groups in that "only 10 percent of the Deaf population acquires [their culture] from their Deaf families."[4]
Deaf culture is often acquired within schools for the deaf and within Deaf social clubs, both of which unite deaf people into communities with which they can identify.[1] Becoming Deaf culturally can occur at different times for different people, depending on the circumstances of one's life. A small proportion of individuals acquire their culture in infancy from Deaf parents, others acquire it through attendance at schools, and yet others may not be exposed to Deaf culture until college or a time after that.[2]

[edit] Children of deaf adults
Main article: Child of deaf adult
Children of deaf adults (CODAs) with normal hearing ability may consider themselves, and be considered, culturally Deaf or as members of the Deaf community. In some cases they may need speech therapy due to limited exposure to spoken language. An organization, also called CODA, was established in 1983 and now holds annual conferences. There are also support groups for deaf parents who may be concerned about raising their hearing children, as well as support groups for adult CODAs.
There are also several camps established for CODAs, such as the one at Camp Mark Seven which hosts two separate 2-week programs for CODAs, one from age 9 to 12 and one for CODAs from age 13 to 16 and it usually occurs during the summer, from the last week of June to mid-August.

Students at a school for the deaf in Baghdad, Iraq (April 2004).

[edit] Diversity within Deaf culture
Anna Mindess notes that there is "not just one homogenous Deaf culture."[2] There are many distinct Deaf communities around the world, which communicate using different sign languages and exhibit different cultural norms. Deaf identity also intersects with other kinds of cultural identity. Within American Deaf culture for instance, there is African American Deaf culture, Gay and Lesbian Deaf culture, Deaf Women culture, Latino American Deaf culture, American Indian Deaf culture, among many others. The extent to which individuals identify primarily with their Deafness rather than their membership of other intersecting cultural groups also varies. Mindess notes a 1989 study, which "found that 87 percent of black Deaf people polled identified with their Black culture first."[2]

[edit] Characteristics of Deaf culture

[edit] Sign languages
Members of Deaf communities typically communicate via sign languages with distinct sign languages being used in different parts of the world. For instance, despite the fact that the United Kingdom, the United States and Australia share English as the most common spoken language, the sign languages used in each of these countries differs. In the United Kingdom, the dominant sign language is British Sign Language, in the United States it is American Sign Language and in Australia, Auslan. Each of these sign languages has a distinct grammar and vocabulary making them mutually unintelligible.

[edit] Norms
Apart from using sign languages, Deaf culture has typical behaviors and manners that define its social norms.

[edit] Norms of American Deaf culture
The use of American Sign Language (ASL) is favoured over secondary codes such as Signed Exact English (SEE). ASL is a separate language from English and the Deaf community rejects English-like signing.
It is important to maintain a high awareness of all that is going on in one's environment and to help keep others similarly informed because "deaf people do not have access to the noises that clue us in to what others are doing when out of view".[2] It is common to provide detailed information when leaving early or arriving late and withholding such information is considered rude.[2]
Introductions are an important aspect of Deaf culture. This exhibits the effort to find common ground. "The search for connections is the search for connectedness."[2] Because the Deaf community is considered a family, it is important to draw connects, interweaving all its members together into a close knit group.
Time is also considered in a different light for the Deaf community. Showing up early to large scale events, such as lectures, is typical. This is motivated by the need to get a seat that provides the best visual clarity for the deaf person. It is also common to be late to social events such as meeting friends for coffee or play dates with children. This could have stemmed from the fact that until recent years with the creation of text messaging, it was nearly impossible to inform a friend when you were running late. However, at Deaf social events, such as parties, it is common for Deaf people to stay for elongated amounts of time, for the solidarity and conversations at social gatherings for the Deaf are valued by Deaf culture. This can be explained by the fact that the Deaf community stretches throughout the entire country, so to gather means that a lot of 'catching up' is necessary.
A positive attitude toward deafness is also expected within the Deaf community. In Deaf culture, deafness is not considered a condition that needs to be fixed. One must also realize the importance of ASL to the Deaf community. ASL represents the liberation of language minority, oppressed for many years by the turmoil of oralist teachings. That is why the language is so precious to the identity of the Deaf community.[2]

[edit] Beliefs

[edit] Rejection of cochlear implants
Within Deaf communities, there is strong opposition to the use of cochlear implants and sometimes also hearing aids and similar technologies. This is often justified in terms of a rejection of the view that deafness, as a condition, is something that needs to be 'fixed'.
Others argue that this technology also threatens the continued existence of Deaf culture, but Kathryn Woodcock argues that it is a greater threat to Deaf culture "to reject prospective members just because they used to hear, because their parents chose an implant for them, because they find environmental sound useful, etc."[5] Cochlear implants may improve the perception of sound for suitable implantees, but they do not reverse deafness completely.

[edit] Rejection of oralism as a teaching method
There is strong opposition within Deaf communities to the oralist method of teaching deaf children to speak and lip read with limited or no use of sign language in the classroom. The method is intended to make it easier for deaf children to integrate into hearing communities, but the benefits of learning in such an environment are disputed. The use of sign language is also central to Deaf identity and attempts to limit its use are viewed as an attack.

Dumaguete City

S.E.E. Cente

The S.E.E. (Signing Exact English) Center for the Advancement of Deaf Children was established in 1984 as a nonprofit organization to work with parents and educators of hearing impaired children. The Goals of the S.E.E. Center for the Advancement of Deaf Children are:

	To promote early identification and intervention.
	To promote development of improved English skills.
	To promote understanding of principles of Signing Exact English and its use.
	To promote information to parents on deafness and related topics.
	To foster the positive development of self concept in the deaf child by promoting the interaction of the child and family with both the deaf and hearing communities.

Deaf Frat Guy: The Movie ... coming soon!, Discussion of Adam's next project

Adam called in to Dr. Drew Live again this afternoon. Drew asked him if he had any plans for a follow up to The Hammer and he said that he just sold the screenplay for a Deaf Frat Guy movie. I think he said the official title is something like "Deaf Frat Guy: Lake Havasu Showdown". Drew begged to be in it, saying he loves the DFG. It was in the first hour, should be on the podcast http://www.1260.am/programming/podcasts/

DEAF org. HISTORY

Dumaguete Effata Association of the Deaf or D.E.A.F. was established on March 31, 2002 after a Holy Week Retreat in Bacong, Negros Oriental facilitated by Rev. Fr. Raul Ragay with Br. Dennis Libarnes of the Gualandi Mission for the Deaf along with Deaf leaders from Cebu.

Two years later, on November 8, 2004, DEAF's application for SEC (Securities and Exchange Commission) was approved. Becoming a civic group, Deaf remains linked to the church through the DEAF Apostolic Circle (DAC), the sector of the organization which functions for the evangelization of other Deaf persons by facilitating Catechism classes, assisting in organizing retreats and/or sending Deaf to join retreats hosted by other Deaf organizations elsewhere; and by assisting in the interpreting responsibilities every Sunday for the Holy Eucharist.

On April 12, 2008 after another spiritual retreat facilitated yet again by the Gualandi Mission for the Deaf, the organization formally added various sectors namely (please click on).

DEAF, Inc. is the first official and only formal organization of the Deaf in Negros Oriental which aims to cater to the socio-cultural needs of the Deaf in the province, and is a member of the Philippine Federation of the Deaf, the largest governing body of all Deaf organizations in the country.

Objective

• To educate the Deaf about Filipino Sign Language, Deaf awareness and advocay through workshops, trainings and seminars.

• To encourage D.E.A.F. members to develop spirituality through catechism classes, retreats, and the efforts of the Deaf Apostolic Circle,

• To develop social interaction between the Deaf through sports activities, camps, excursions, trainings, livelihoods and related programs.

DEAF STUDENT HIGH SCHOOL WAS IN SILLIMAN UNIVERSITY

D.E.A.F., Inc. would like to share about four Deaf students who were studying in Silliman University, Dumaguete City. Some of them can be found the year book of Silliman in 1990. One of the former Deaf student has shared a little of his life experience as a student in Silliman. There was an opening for secondary exclusive for Deaf students through some Filipino teachers that were willing to teach a special class. The American teachers who volunteered to teach for deaf students were from the Peace Corps Volunteers in American. Charlton Sean B. Ratreta, a former deaf student of Silliman remembered about Quota Club (Dumaguete City), supported some Deaf students to study. However, some of them haven’t able to graduate. Channon Hall, one of Silliman University’s old building was a special place to recall for the Deaf.

Last August 22-29, 2008, Silliman University celebrated their 107th Founder’s Day, however there were no currently enrolled deaf students in Silliman this year.

MR. GAY BROTHER MODELING FASHION WON FOR COMPETITION CHALLENGE

Deaf Friends Circle – Youth Section activity is celebrated during “World Deaf Day 2008” last September, the humble activity was titled “Mr. Gay Brothers”. A mini-program was held for competition in fashion modeling. They are not gay, but they dressed as girls for Deaf youths to enjoy and experience life.

The 10 Deaf fashions models were participants, then competed finally represented in 6 Deaf fashions. When they have represented a frontage left 3rd running - up, Danny Torcia; 2nd running - up, Pablito Duran, Jr.; 1st running – up, Jose Elvis Alaton; and 1st Best Mr. Gay Brother, Jose Elgen Alaton. Back two Deaf fashion models lost, Ronard Teves and Angelo Montera. Two other Deaf representatives were absent, and two Deaf choose resigned.

Secretary D.E.A.F., Inc. Rommel Lo (former leader of DFC) suggested DFC – YS leader Mark Authony Misamis, executive board DEAF, Inc. heads the committee with the new 6 Deaf representatives who were there recently. It would give them opportunity serve for one year. To read about DFC – YS. Click here.

Deaf School Public Offered

DUMAGUETE CITY HIGH SCHOOL
CALINDAGAN, Dumaguete City







WEST CITY EXCEPTIONAL CHILD LEARING CENTER
CERVANTES STREET, Dumaguete City

Encourage more Deaf students from other towns in Negros Oriental islands to attend school in Dumaguete City. There is an opening for secondary level exclusive for Deaf students. And also, there would be a special Deaf class in some Elementary schools like in Sta. Catalina, Bayawan, Amlan, and Bais City.

In City of Dumaguete, some college schools have not yet offered Special Education or Vocational Courses for the Deaf. They should consider to plan in the future to open a Deaf class in college. This is considered as a betterment for the Institution or school to attract the Deaf students planning to take up a 2 year vocational courses. They can learn with their hands and their minds to do something.

This is the following schools that accept deaf students:

Deaf Actors and Actresses Cast on All My Children

August 13th, 2007 Add News To List

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All My Children will cast deaf actors and actresses surrounding a storyline about a toddler who becomes deaf as a result of a car accident, it was announced by Brian Frons, president Daytime, Disney-ABC Television Group. As the parents cope with their son's condition, they will explore a variety of medical options, including Cochlear implants. In the episode to air on August 15, the show will introduce Walter Novak, its first deaf character for this story arc, who will be played by Bob Hiltermann, a deaf actor.

"This storyline gives us the opportunity to explore the emotional challenges and real-life decisions facing the parents of a child who has been permanently injured. We will go on a heart wrenching journey with our characters as they learn about the current medical options and obstacles facing their child who has become deaf. In the tradition of All My Children's hallmark storytelling, this is a story of strength, love and hope," says executive producer Julie Hanan Carruthers.

One Life to Live star Kassie DePaiva has been consulting with All My Children, sharing her real life experiences raising her son, James Quentin ("JQ"), who was born profoundly deaf. At the age of 18 months, JQ received his first Cochlear implant, and received a second implant at the age of eight.

JQ is now 10 years old and attends mainstream schooling. As a part of All My Children ongoing commitment to this topic, JQ will guest star in episodes featuring Erica Kane's (Susan Lucci) talk show, New Beginnings, which will be dedicated to the theme of deaf children.

These episodes are set to air on September 20, 21 and 24. The show will also produce episodes featuring support groups for parents with deaf children. Deaf actors and actors who have received Cochlear implants will be cast in all applicable roles. The show will be consulting with the League for the Hard of Hearing and will air PSAs is support of the organization.

All My Children has established itself as a leader in daytime dramas as one that educates through entertaining. Over the past three decades, viewers have watched the characters deal with both social and personal issues, including abortion, HIV and AIDS, substance abuse, eating disorders and many more. In 2000, television history was made when All My Children became the first daytime drama to incorporate a lesbian character as a contract role. In 2003 another historic moment was made when the show aired daytime television's first same-sex kiss between two women in a loving relationship. In 2007 the show became the first to chronicle the coming out story of a transgender character.

All My Children celebrated its 37th Anniversary on January 5, 2007. The program has successfully maintained its popularity and continues to be one of daytime's most compelling dramas. All My Children took home the 1998 Emmy Award for Outstanding Daytime Drama Series, the third time the show received this top honor, having also garnered the award in 1994 and 1992. In 2004 the show also received its third consecutive Emmy Award for Outstanding Daytime Drama Series Writing, its third Writers Guild Award and its fourth GLAAD Media Award in March 2007.

Dumaguete City High School

DUMAGUETE CITY HIGH SCHOOL
FEB. 27. 2009

Deaf N ew Web Site

Dumaguete Effata Association of the Deaf
Website: http://www.effatadeaf.org

Deaf Photo Slide Show
Website: http://junjun.slide.com

Dumaguete City Of Deaf

Deaf (with capital D): A sociological term referring to those individuals who are medically deaf or hard of hearing who identify with and participate in the culture, society, and language of Deaf people, which is based on Sign language. Their preferred mode of communication is Sign. deafened (Also known as late-deafened.): This is both a medical and a sociological term referring to individuals who have become deaf later in life and who may not be able to identify with either the Deaf or the hard of hearing communities hard of hearing: A person whose hearing loss ranges from mild to profound and whose usual means of communication is speech. It is both a medical and a sociological term. hearing impaired: This term is not acceptable in referring to people with a hearing loss. It should never be used in referring to Deaf people. "Hearing impaired" is a medical condition; it is not a collective noun for people who have varying degrees of hearing loss. It fails to recognize the differences between the Deaf and the hard of hearing communities. oral deaf: A deaf person whose preferred mode of communication is verbal and auditory and/or lipreading. An oral deaf person who can both Sign and speak can be considered "Deaf" if he/she is accepted as such by other Deaf persons and uses Sign within the Deaf community. deaf-mute: Unacceptable. A deaf person may choose not to use his/her voice; this does not make him/her a "mute". Sign language: The official language of the Deaf community. Should always be capitalized, just as "English" and "Tagalog" are capitalized, because all three are legitimate languages. Deaf School Public Offered Encourage more Deaf students from other towns in Negros Oriental islands to attend school in Dumaguete City. There is an opening for secondary level exclusive for Deaf students. And also, there would be a special Deaf class in some Elementary schools like in Sta. Catalina, Bayawan, Amlan, and Bais City.In City of Dumaguete, some college schools have not yet offered Special Education or Vocational Courses for the Deaf. They should consider to plan in the future to open a Deaf class in college. This is considered as a betterment for the Institution or school to attract the Deaf students planning to take up a 2 year vocational courses. They can learn with their hands and their minds to do something.