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Melissa Corcoran Melissa Henry Nehal Kothari TingFen Lin Shanna Massaro Virginia ONeal Samantha Seft

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Title: Melissa Corcoran Melissa Henry Nehal Kothari TingFen Lin Shanna Massaro Virginia ONeal Samantha Seft


1
Melissa CorcoranMelissa HenryNehal
KothariTing-Fen Lin Shanna MassaroVirginia
ONealSamantha Sefton
Harlan Lane
2
Who is Harlan Lane?
  • Dr. Lane is a professor at Northwestern
    University who specializes in deaf culture and
    sign language.
  • He studied at Harvard University under B.F.
    Skinner and received a Doctorate of Psychology
    there. He also earned a Ph.D. in linguistics
    from the University of Paris.
  • He is ranked Commandeur de l'Ordre des Palmes
    Académiques, which is the highest level of
    academic achievement from the French government.
  • In 1991 he received the genius award from the
    McArthur Foundation.
  • Dr. Lane is infamous for his criticism of
    cochlear implants, and is a spokesman for the
    Deaf community.

3
Deaf Agenda
  • Dr. Lane promotes the Deaf agenda, which is
    focused on the topics of bilingualism and
    biculturalism.
  • The Deaf agenda has four central themes
  • 1.) Winning the fundamental human rights that
    are guaranteed under international covenant, such
    as the right to use one's minority language.
  • 2.) Securing education for Deaf children that
    uses their primary signed language, but also
    teaches them the majority language.
  • 3.) Improving the Deaf's access to information
    through both the signed language and the majority
    language.
  • 4.) Enhancing Deaf culture and social life.
  • (Lane, Hoffmeister, Bahan, 1996, p.414)

4
HR 2005_114
  • Whereas, The optimal health care system should be
    sensitive (and fair) to all cultural groups, and
  • Whereas, Two important components of culture are
    natural enculturation of the values and knowledge
    of that culture and the natural language of that
    culture, and
  • Whereas, The majority of individuals in this
    society are hearing and may not be knowledgeable
    about Deaf Culture and, actually, may be biased
    against Deaf Culture (including its language
    American Sign Language), and
  • Whereas, The inability to use the natural
    language of a culture may produce a severe
    disadvantage to an individual trying to operate
    within that culture, and
  • Whereas, The ability to use any particular
    language is maximized only when children learn it
    as a first language, and
  • Whereas, Interactions with deaf individuals for
    whom ASL is a native language at an early age
    will provide children with necessary experience
    to learn ASL with native competence,
  • Be it resolved that Deaf children must have, as
    one of their primary caregivers, a deaf parent or
    guardian who uses ASL or, if no caregiver is deaf
    (or the deaf caregiver does not use ASL), the
    child must be enrolled in a deaf educational
    program, from pre-school through middle school,
    that provides instruction in ASL and aspects of
    the Deaf Culture. Funds to come from the State or
    from the Federal Department of Education

5
Views on HR 2005_114 ?
  • Whereas, The optimal health care system should be
    sensitive (and fair) to all cultural groups, and
  • Whereas, Two important components of culture are
    natural enculturation of the values and knowledge
    of that culture and the natural language of that
    culture, and
  • Whereas, The majority of individuals in this
    society are hearing and may not be knowledgeable
    about Deaf Culture and, actually, may be biased
    against Deaf Culture (including its language
    American Sign Language),

6
Disability (medical) vs. cultural definition
  • The Deaf should not be regarded as a disability,
    but a cultural group because
  • It has all the properties of a cultural ethnic
    group.
  • Most Deaf people do not view themselves as having
    a disability.
  • The disability view brings with it needless and
    risky medical procedures to be performed on Deaf
    children.
  • These procedures are also harmful towards the
    existence of the Deaf World.
  • The disability view also brings bad solutions to
    real problems because it is built upon
    misunderstanding.

7
Deafness as a Disability
  • Some who are born deaf chose not to join the Deaf
    culture and community.
  • They are supporters of cochlear implants, which
    places them in the hearing world.
  • Those who have this view think of themselves as
    hearing people with the disability of deafness.

8
What is Deaf Culture?
  • Small group of visual people who use a natural
    visual-gestural language and who are often
    confused with the larger group who view
    themselves as hearing impaired and use a spoken
    language in its spoken or written form. (Lane,
    2005, p.1)
  • The philosophy for Deaf Culture is that they are
    considered an ethnic group with their own values,
    belief system, and language. It is inappropriate
    to view them as a disabled group of individuals.

9
Internal properties of Deaf culture
  • Collective Name the Deaf world has a name for
    itself in its own language
  • Feeling of Community Deaf culture is a very
    tight-knit group. They gain a sense of identity
    and family from their community. They have the
    highest rate of endogamous marriage at 90.
  • Norms of behavior are present in their culture.
  • Customs especially in language, they have their
    own way of taking turns in conversation and
    speaking.
  • Social Structure the Deaf world has many
    subcultures including athletic, social,
    political, literary, religious, and fraternal.

10
Internal properties of Deaf culture (cont.)
  • Language Language is the surest way for
    individuals to safeguard or recover the
    authenticity they inherited from their ancestors
    as well as to hand it on to generations yet
    unborn (Fishman,1989 as cited in Lane, 2005, p.
    293).
  • In America and other North American countries
    American Sign Language is a central theme of Deaf
    ethnicity.
  • The Arts ASL is used in language arts like
    narratives, tall tales, world play, storytelling
    and poetry. These visual art performances are
    often based on Deaf culture.
  • History Deaf culture has a rich history
    documented by books, films, and stories.
  • Kinship The members of the Deaf ethnicity group
    are very close. Although different groups are
    scattered around the world, when two members from
    different groups meet they immediately share a
    common bond in their visual language.

11
Support for Deaf Culture
  • In societies in which sign language use is
    mostly restricted to Deaf people, hearing people
    commonly see being Deaf as a serious problem
    requiring professional intervention but in
    societies in which sign language use is
    widespread because of a substantial Deaf
    population on Marthas Vineyard and Bali, for
    example being Deaf is simply seen as a trait,
    not a disability (Lane, 2005, p. 295)

12
Views on HR 2005_114 ?
  • Whereas, The inability to use the natural
    language of a culture may produce a severe
    disadvantage to an individual trying to operate
    within that culture, and
  • Whereas, The ability to use any particular
    language is maximized only when children learn it
    as a first language, and
  • Whereas, Interactions with deaf individuals for
    whom ASL is a native language at an early age
    will provide children with necessary experience
    to learn ASL with native competence

13
Language
  • The Deaf community should communicate through a
    manual language which makes use of their
    heightened senses.
  • Individuals who are Deaf often feel that not
    being able to use a manual language is just
    another form of mental and physical abuse.
  • On average, the older the Deaf child is when
    learning manual language, the harder the skill
    will be to attain. It is easier for hearing
    children to learn the use of manual language than
    late learning deaf children, because they have
    the advantage of learning the mainstream oral
    language from birth.

14
Views on HR 2005_114 ?
  • Be it resolved that Deaf children must have, as
    one of their primary caregivers, a Deaf parent or
    guardian who uses ASL or, if no caregiver is deaf
    (or the deaf caregiver does not use ASL), the
    child must be enrolled in a deaf educational
    program, from pre-school through middle school,
    that provides instruction in ASL and aspects of
    the Deaf Culture. Funds to come from the State or
    from the Federal Department of Education.

15
Schooling for the Deaf
  • From The Mask of Benevolence "The tragedy is not
    that America's deaf children cannot speak or
    lip-read English the tragedy is that their
    education is conducted exclusively in this
    English they do not know. (Lane, 1993, p.238)
  • The average 16 year old Deaf student reads at the
    level of an 8 year old hearing child. At math,
    they are still 4 grades behind.
  • Due to these statistics, parents of Deaf children
    should look at these three criteria when deciding
    how their child should be educated
  • The language used for instruction
  • The quality of the school academically
  • The degree of social interaction

16
Types of Schools
  • Separate schools for the Deaf (residential and
    day schools)
  • They provide the key to socialization, many
    believe they are where enculturation takes place.
  • The greatest advantage is that the staff are Deaf
    as well, which provides the students positive
    role models.
  • Mainstreaming (ranges from self-contained to full
    inclusion)
  • Self contained is when the Deaf child is in a
    separate classroom of a hearing public school,
    receiving different curriculum. Interaction with
    hearing students happens at lunch and between
    class, but after school activities generally
    cater to hearing students only.
  • Full inclusion is when the Deaf child is in the
    classroom with hearing children. The Deaf
    student often feels socially isolated in this
    model of education and creates feelings of
    loneliness.

17
Support for a Deaf mentor
  • Most Deaf children are born to hearing parents.
    Because the parents are largely ignorant about
    Deaf culture, and want their child to be
    normal. They will opt to turn to social
    institutions for help medically and academically.
    The children themselves are too young to refuse
    treatment or to dispute the infirmity model of
    their difference.
  • Since the parents are hearing and can not relate
    to the Deaf world, the child needs a Deaf mentor
    in order to gain a Deaf identity, and to learn
    language and culture.

18
HR 2005_113
  • Whereas, The optimal health care system should
    utilize the most efficacious, and appropriate
    treatment in addressing disordersincluding
    communication disorders, and
  • Whereas, The majority of individuals in this
    society are hearing and that most social
    interactions and job-related duties require the
    ability to use spoken language, and
  • Whereas, The inability to use spoken language may
    produce a severe disadvantage to an individual,
    may have a negative impact on educational
    opportunities, and may lead to fewer career
    opportunities and advancements, and
  • Whereas, The ability to use spoken language is
    maximized only when children learn it as a first
    language, and
  • Whereas, The cochlear implant device (and related
    speech processors) when implanted in young
    children will provide them with a means to learn
    and use spoken language at an early age, then
  • Be it resolved that All health plans, HMOs, and
    Federal and State Funds directed at health care
    benefits, must provide support for the
    implantation of cochlear implants in adults and
    in children as young as two years of age who have
    been diagnosed as being profoundly deaf
    binaurally, and that the cochlear implant device
    is to be viewed as the preferred treatment
    approach to profound deafness in children and
    adults.

19
Views on HR 2005_113 x
  • Whereas, The optimal health care system should
    utilize the most efficacious, and appropriate
    treatment in addressing disordersincluding
    communication disorders,

20
Deafness Is Not a Disorder
  • Scholarship does not provide clear-cut guidelines
    between valuable diversity and treatable
    deviance. It is up to us to realize that Deafness
    is not a disorder.
  • By learning ASL at an early age, Deaf individuals
    do not have a language disorder nor is their
    health compromised in any way!

21
Views on HR 2005_113 x
  • Whereas, The majority of individuals in this
    society are hearing and that most social
    interactions and job-related duties require the
    ability to use spoken language, and
  • Whereas, The inability to use spoken language may
    produce a severe disadvantage to an individual,
    may have a negative impact on educational
    opportunities, and may lead to fewer career
    opportunities and advancements,

22
Social and Occupational Interactions Experiences
  • Social
  • Inclusion causes a lack of social interaction for
    the Deaf student (when being placed in classes
    with hearing peers). The Deaf student often feels
    excluded and lonely.
  • The use of oral language, when inappropriate,
    creates isolation instead of social interactions.
  • Rather, being in the Deaf community, the young
    deaf child has many social interactions and
    opportunities.

23
Social and Occupational Interactions Experiences
  • People who do not believe in cochlear implants
    argue that the implant and the following therapy
    often lead the deaf child to a negative identity
    and unease communicating in sign language
  • In this model, hearing and speech play an
    important role in the childs success. As
    implants do not produce normal hearing, this
    definition of success often lead to a poor
    self-image as disabled.
  • Children with implants are also often isolated
    from other deaf kids and from sign language,
    instead are married to the professionals.

24
Social and Occupational Interactions Experiences
  • Career
  • The issue we should be discussing is Why are
    there few job opportunities for the Deaf?
    Workplaces are supposed to be race, religion,
    disability, discrimination, etc. free.
  • Lack of majority education ASL is not the same
    as English, so the Deaf face writing skills
    problems. We shouldnt expect their abilities to
    mirror that of a native English speaker!

25
Social and Occupational Interactions Experiences
  • As we are gradually educated about AAE and other
    spoken dialects why not ASL?
  • Further job issues
  • Cochlear implants are not a cure implants do not
    produce normal hearing.
  • Stigma associated with having a CI visible on the
    head.

26
Views on HR 2005_113 x
  • Whereas, The ability to use spoken language is
    maximized only when children learn it as a first
    language,

27
Language
  • FDA has approved cochlear implantation for
    children above 1 year of age however, hearing
    children have massive exposure to language
    starting in utero, and are already on their way
    to producing their first words by this age.
  • Shouldn't we discuss giving children a first
    language, not necessitating a first spoken
    language?

28
General Information about Cochlear Implants (CI)
  • A surgically implanted electronic device
  • Often referred to as a bionic ear
  • Does not amplify sound
  • Directly stimulating any functioning auditory
    nerves inside the cochlea with electrical
    impulses
  • Components speech processor, microphone, and
    transmitter

http//en.wikipedia.org/wiki/ImageCochlear_implan
t.jpg
29
General Information about Cochlear Implants (CI)
  • A prime CI candidate is described as
  • Having severe to profound sensorineural hearing
    impairment in both ears
  • Having a functioning auditory nerve
  • Having lived a short amount of time without
    hearing
  • Having good speech, language and communication
    skills
  • Having a family willing to work toward infants
    and young childrens speech and language skills
    with therapy
  • Not being benefited by other kinds of hearing
    aids
  • Having no medical reason to avoid surgery
  • Living in or desiring to live in the hearing
    world
  • Having the support of family and friends

30
General Information about Cochlear Implants (CI)
  • The operation usually takes from 1½ to 5 hours
    and is done under general anesthetic.
  • First a small area of the scalp directly behind
    the ear is shaved and cleaned. Then a small
    incision is made in the skin just behind the ear
    and the surgeon drills into the mastoid bone and
    the inner ear where the electrode array is
    inserted into the cochlea.
  • Children patients normally remain in hospital for
    1-2 days adult patients one day.
  • After 3-4 weeks of healing, the implant is turned
    on or activated. Results may not be immediate,
    and post-implantation therapy may be required as
    well as time for the brain to adapt to hearing
    new sounds.

http//en.wikipedia.org/wiki/Cochlear_implant
31
Views on HR 2005_113 x
  • Whereas, The cochlear implant device (and related
    speech processors) when implanted in young
    children will provide them with a means to learn
    and use spoken language at an early age, then
  • Be it resolved that All health plans, HMOs, and
    Federal and State Funds directed at health care
    benefits, must provide support for the
    implantation of cochlear implants in adults and
    in children as young as two years of age who have
    been diagnosed as being profoundly deaf
    binaurally, and that the cochlear implant device
    is to be viewed as the preferred treatment
    approach to profound deafness in children and
    adults.

32
Conflicts of Interest / Other Problems with CIs
  • The speech therapists and teachers biases can
    creep into the scoring of tests because they want
    the best outcome for the implant patient.
  • Testing children reliably and validly is
    difficult, especially when the experimenter and
    the child do not have a common language.
  • Very few standardized language tests include deaf
    children (oral and signing) in their normative
    sample so how can we really determine language
    impairment?

33
Conflicts of Interest / Other Problems
  • Part of the description of a prime candidate
    includes desiring to live in the hearing world.
    How can a two year old state what they desire? It
    is imposing the parents wishes on the child!
  • Additionally, true consent can only occur after
    describing the alternative of acquiring language
    via acquisition of ASL. If parents are hearing
    where can they get this information from? Arent
    audiologists and ENT surgeons biased in this
    regard?

34
Conflicts of Interest / Other Problems
  • The bill states that cochlear implants should be
    implanted in kids as young two years of age.
  • By this age, normally hearing children are
    speaking in two word utterances, about to
    experience a word growth spurt, have an
    expressive vocabulary of roughly 50 words, and
    have a huge receptive vocabulary.
  • How do you overcome a two-year delay, especially
    when the hearing impaired child still isnt
    normally hearing even after the CI?

35
The Risks and Limitations of Childhood CIs
  • The device is surgically implanted under a
    general anesthetic. Therefore there is a risk.
  • One report says about 1 child in 30 who is
    implanted develops complications such as pain,
    infection, drainage, or slow healing of his
    wound displacement or misplacement of the
    electrode and damage to his facial nerve or
    vestibular system during the surgery. (Lane,
    1999, p. 217)
  • In 2003, the CDC and FDA announced that children
    with cochlear implants are at a slightly
    increased risk of bacterial meningitis this risk
    is 30 times that of the general population. This
    can result in death. (e.g. Wikipedia FDA)

36
The Risks and Limitations of Childhood CIs
  • Another study reports complications as often as
    one patient in seven implanted with the standard
    nucleus-22 device.
  • The FDAs Summary of Safety and Effectiveness
    Data cites the alarming figure of one child in
    six with adverse reactions and complications.
  • The deeply inserted wire electrodes that the FDA
    has approved may be difficult to remove without
    serious structural damage. Furthermore, the
    effects of damaging the ear through insertion, as
    well as the effects of long-term electrical
    stimulation, are unknown.

37
The Risks and Limitations of Childhood CIs
  • Usually the surgeon can resolve these problems -
    frequently at the cost of more surgical
    intervention.
  • Even if there are no complications associated
    with the initial implantation,the child may have
    surgery again one day, since the internal parts
    of the implant could break down and since
    improvements in the design of implants over the
    next 60 or 70 years of his life could require
    changing the internal coil or electrodes.

38
The Risks and Limitations of Childhood CIs
  • Ethical issue
  • Critics question the ethics of such invasive
    elective surgery on healthy children. They point
    out that manufacturers and specialists have
    exaggerated the efficacy and downplayed the risks
    of a procedure that they stand to gain from.

39
Medical Solutions are not the Preferred
Treatment
  • Several difficulties faced by the medicalization
    of cultural deafness
  • Adults with this putative medical problem insist
    they do not have a medical problem.
  • History provides many examples of more dominant
    cultural groups labeling less dominant cultural
    groups as defective, but no example of an entire
    linguistic and cultural minority that is truly
    infirm.
  • There is no medical treatment that will improve
    the quality of life of the putatively infirm
    population as a whole.

40
Medical Solutions are not the Preferred
Treatment
  • The otologists and audiologists who apply the
    infirmity model to culturally deaf people are
    often unaware of the language and mores of those
    whose way of being and behaving they consider
    infirm.
  • Some of the professions collaboration in the
    medicalization of this population have a
    financial and social stake in designating
    cultural deafness as a medical/handicap problem.
  • (Lane, 1999, p. 207)

41
Medical Solutions are not the Preferred
Treatment
  • Although these considerations weigh against the
    infirmity model of cultural deafness, many
    hearing professional people hold tenaciously to
    that model.
  • Why are growing numbers of culturally deaf
    children receiving implants?
  • Active agent is the aural/oral establishment
  • The medicalization makes sense to uninformed
    hearing parents
  • Holds out false hope that their children will not
    embrace a minority language and culture

42
Medical Solutions are not the Preferred
Treatment
  • According to Johnston (2004), cochlear implants
    are the technological and social factors
    implicated in the decline of sign languages in
    the developed world. Some of the more extreme
    responses from deaf activists have labeled the
    widespread implantation of children as cultural
    genocide. (as cited in Lane, 1999, p. 208)

43
CIs A Threat to Deaf Culture
  • The proponents of Deaf culture regard measures
    such as CI surgery as a possible way to control
    and eliminate or reduce the birth of deaf
    children because they regard them as abnormal,
    disabled or inferior
  • Programs that substantially diminish minority
    cultures are engaged in ethnocide and may
    constitute as crimes against humanity. (Lane,
    2005, p. 303)
  • We dont endorse surgery on a black child in
    order to help the child pass as a member of the
    majority!

44
Conclusion
  • So medical intervention is inappropriate, even
    if a device was perfect. The invasive surgery on
    healthy children is wrong. The interests of the
    deaf child and his parents may be best met by
    accepting that he is a deaf person. The child has
    access to an elaborate cultural and linguistic
    heritage that can enrich both the childs and the
    parents lives. (Lane 1999, p. 238)

45
Conclusion
  • Clearly Harlan Lane, although a hearing
    individual, is representing the views of the Deaf
    community
  • When I. King Jordan was asked if he would like
    his hearing back, he replied
  • Thats almost like asking a black person if he
    would rather be white I dont think of myself as
    missing something or as incomplete Its a common
    fallacy if you dont know Deaf people or Deaf
    issues. You think its a limitation. (Lane,
    2005, p. 298)

46
  • It is illegitimate to ask, What does our
    society gain by having a Deaf culture and
    community? if the implication is that a minority
    must pass a value-added test or otherwise face
    extinction or attempts to force its assimilation.
    Cultural diversity is central to our
    understanding of what it means to be a human
    being each culture lost, each language allowed
    to die out, reduces the scope of every persons
    humanity. Intolerance is also almost laughable
    shortsightedness. Intolerance always contains
    within it the seeds of self-destruction. (Lane,
    1999, p.237-238)

47
References
  • Cohen, L. (1994) Train Go Sorry. New York
    Vintage Books
  • Food and Drug Administration (2003). FDA Public
    Health Web Notification1 Risk of Bacterial
    Meningitis in Children with Cochlear Implants.
    Retrieved from http//www.fda.gov/cdrh/
    safety/cochlear.html January 27, 2007.
  • Lane H. (1992). The Mask of Benevolence
    Disabling the Deaf Community. New York Alfred
    Knopf.
  • Lane H. (1999). The Mask of Benevolence
    Disabling the Deaf Community (2nd ed.). San
    Diego, CA DawnSign Press.
  • Lane, H., Hoffmeister, R., Bahan, B. (1996) A
    Journey into the Deaf-World. San Diego, CA
    DawnSign Press.
  • Lane, H. (2005). Ethnicity, ethics, and the
    Deaf-World. The Journal of Deaf Studies and Deaf
    Education, 10 (3), 291-310.
  • Wikipedia (2007a). Cochlear Implant. Retrieved
    from http//en.wikipedia.org/wiki/Cochlear_implant
    , January 27, 2007.
  • Wikipedia (2007b) Harlan Lane. Retrieved from
    http//en.wikipedia.org/wiki/Harlan_Lane, January
    27, 2007.

48
Suggested Additional Reading
  • Lane, H. (1979) The Wild Boy of Aveyron. Boston
    Harvard University Press.
  • Lane, H. (1989). When the Mind Hears. New York
    Vintage.
  • Lane H. (1992). The Mask of Benevolence
    Disabling the Deaf Community. New York Alfred
    Knopf.
  • Lane H. (1999). The Mask of Benevolence
    Disabling the Deaf Community (2nd ed.). San
    Diego, CA DawnSign Press.
  • Lane, H. (2005). Ethnicity, ethics, and the
    Deaf-World. The Journal of Deaf Studies and Deaf
    Education, 10 (3), 291-310.
  • Lane, H., Hoffmeister, R., Bahan, B. (1996) A
    Journey into the Deaf-World. San Diego, CA
    DawnSign Press.
  • Lane, H. (2006). The Deaf Experience Classics in
    Language and Education. Boston Harvard
    University Press.
  • Indicates suggested reading provided by Harlan
    Lane about the cochlear implant debate.
  • To contact Harlan Lane email lane_at_neu.edu
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