Laurent Clerc won lasting renown as the deaf teacher who helped Thomas Hopkins Gallaudet establish schools to educate deaf Americans in the 19th century. Now, his character as a young boy growing up in Paris has been captured in the novel Laurent Clerc.

In his own voice, Clerc vividly relates the experiences that led to his later progressive teaching methods. Especially influential was his long stay at the Royal National Institute for the Deaf in Paris, where he encountered sharply distinct personalities — the saintly, inspiring deaf teacher Massieu, the vicious Dr. Itard and his heartless “experiments” on deaf boys, and the “Father of the Deaf,” Abbe Sicard, who could hardly sign.

Young adult readers will find his story richly entertaining as well as informative.

In graduating from Gallaudet University, finding a job in Washington, D.C., and starting a family with her college sweetheart, Kitty Fischer tacitly abandoned the Louisiana Cajun culture that had exposed her to little more than prejudice and misery as a child. Upon discovering that she suffered from Usher syndrome (a genetic condition that causes both deafness and blindness), however, Fischer began an unlikely journey toward reclaiming her heritage. She and Cathryn Carroll tell the story of her heroic struggle and cultural odyssey in Orchid of the Bayou: A Deaf Woman Faces Blindness.

“By this time Mama knew I was ‘not right,’” Fischer says of her early childhood. “She knew the real words for ‘not right,’ too, though she never said those words. I was deaf and dumb.” Initially Fischer’s parents turned to folk healers to try and “cure” their daughter’s deafness, but an aunt’s fortunate discovery of the Louisiana School for the Deaf would rescue Fischer from misunderstanding and introduce her to sign language and Deaf culture. She weathered the school’'s experiments with oralism and soon rose to the top of her class, ultimately leaving Louisiana for the academic promise of Gallaudet.

While in college, Fischer met and married her future husband, Lance, a Jewish Deaf man from Brooklyn, New York, and each landed jobs close to their alma mater. After the birth of their first child, however, Fischer could no longer ignore her increasing tunnel vision. Doctors quickly confirmed that Fischer had Usher syndrome.

While Fischer struggled to come to terms with her condition, the high incidence of Usher syndrome among Cajun people led her to re-examine her cultural roots. “Could I still be me, Catherine Hoffpauir Fischer, had I not been born of a mix that codes for Usher syndrome?” she asks. “To some extent, the history of my people explains the constitution of my genes and the way my life has unfolded.” Today Fischer prospers, enjoying her time with family and friends and celebrating the Deaf, Cajun, Blind, and Jewish cultures that populate her life. Her lively story will resonate with anyone who recognizes the arduous journey toward claiming an identity.

For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families.

Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.

Deaf Education in America: Voices of Children from Inclusion Settings provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom. Author Janet Cerney begins her comprehensive work by stressing to parents, educators, and policymakers the importance of learning the circumstances in which mainstreaming and inclusion can be successful for deaf students. This process requires stakeholders to identify and evaluate the perceived benefits and risks before making placement and implementation decisions. The influences of the quality of communication and the relationships built by and with the students are of paramount importance in leading to success.

In conjunction with these principles, this thorough study examines the theory and history behind inclusion, including the effects of the No Child Left Behind education act. Cerney incorporates this knowledge with interviews of the deaf students themselves as well as with their interpreters and teachers. To ensure complete candidness, the students were surveyed in their homes, and the interpreters and educators were questioned separately. Through these exchanges, Cerney could determine what worked well for the deaf students, what barriers interfered with their access to communication, and what support structures were needed to eliminate those barriers. As a result, Deaf Education in America offers concrete information on steps that can be taken to ensure success in an inclusion setting, results that reverberate through the voices of the deaf students.

The education of deaf or hard of hearing children has become as complex as the varying needs of each individual child. Teachers face classrooms filled with students who are culturally Deaf, hard of hearing, or post-lingually deaf; they might use American Sign Language, cochlear implants, hearing aids/FM systems, speech, Signed English, sign-supported speech, contact signing, nonverbal communication, or some combination of methods. Educators who decide what tools are best for these children are making far-reaching ethical decisions in each case. This collection features ten chapters that work as constructive conversations to make the diverse needs of these deaf students the primary focus.

     The initial essays establish fundamental points of ethical decision-making and emphasize that every situation should be examined not with regard for what is “right or wrong,” but for what is “useful.” Absolute objectivity is unattainable due to social influences, while “common knowledge” is ruled out in favor of “common awareness.” Other chapters deal with the reality of interpreting through the professional’s eyes, of how they are assessed, participate, and are valued in the total educational process, including mainstream environments. The various settings of education for deaf children are profiled, from residential schools to life in three cultures for deaf Latino students, to self-contained high school programs. Ethical Considerations in Educating Deaf Children Who Are Deaf or Hard of Hearing offers an invaluable set of guidelines for administrators and educators of children with hearing loss in virtually every environment in a postmodern world.

Hard of hearing since early childhood, John Christiansen spent the first 30 years of his life trying to fit in to a hearing world that did little to accommodate his communication needs. Although he excelled in academics, Christiansen found social situations stressful at every level, until he obtained a position as a professor of sociology at Gallaudet University. There he learned sign language and joined a new community. Reflections: My Life in the Deaf and Hearing Worlds grew out of his personal experiences inhabiting these two worlds.

As a sociologist, Christiansen could identify the toll that trying to communicate with hearing people took on his psyche, the classic looking-glass self in action: I am what I think you think I am. He saw that people with hearing loss frequently blame themselves for social awkwardness and gaffs, even though the responsibility for clear communication should be shared. Still, after living in the hearing world for most of his life, he opted to undergo a cochlear implantation to try to improve interaction with his hearing friends, wife, and children.

His description of adjusting to his cochlear implant brings fresh reality to the implant process. As he puts it, he was not a superstar. After ten years, though, he feels positive enough about his experience to endorse it. As a denouement to his affecting memoir, he describes the disruptive 2006 protest at Gallaudet over the choice of a new president from his vantage point as a member of the search committee. Reflections stands as a remarkable account of one person’s navigation through the intricacies of two different and occasionally opposing worlds.

“The Deaf poet is no oxymoron,” declares editor John Lee Clark in his introduction to Deaf American Poetry: An Anthology. The 95 poems by 35 Deaf American poets in this volume more than confirm his point. From James Nack’s early metered narrative poem “The Minstrel Boy” to the free association of Kristi Merriweather’s contemporary “It Was His Movin’ Hands Be Tellin’ Me,” these Deaf poets display mastery of all forms prevalent during the past two centuries. Beyond that, E. Lynn Jacobowitz’s “In Memoriam: Stephen Michael Ryan” exemplifies a form unique to Deaf American poets, the transliteration of verse originally created in American Sign Language.

This anthology showcases for the first time the best works of Deaf poets throughout the nation’s history — John R. Burnet, Laura C. Redden, George M. Teegarden, Agatha Tiegel Hanson, Loy E. Golladay, Robert F. Panara, Mervin D. Garretson, Clayton Valli, Willy Conley, Raymond Luczak, Christopher Jon Heuer, Pamela Wright-Meinhardt, and many others. Each of their poems reflects the sensibilities of their times, and the progression of their work marks the changes that deaf Americans have witnessed through the years. In “The Mute’s Lament,” John Carlin mourns the wonderful things that he cannot hear, and looks forward to heaven where “replete with purest joys/My ears shall be unsealed, and I shall hear.” In sharp contrast, Mary Toles Peet, who benefitted from being taught by Deaf teachers, wrote “Thoughts on Music” with an entirely different attitude. She concludes her account of the purported beauty of music with the realization that “the music of my inward ear/Brings joy far more intense.”

Clark tracks these subtle shifts in awareness through telling, brief biographies of each poet. By doing so, he reveals in Deaf American Poetry how “the work of Deaf poets serves as a prism through which Deaf people can know themselves better and through which the rest of the world can see life in a new light.”

• Inaudibles
• Existentials
• Quizzicals
• Irrevocables
• Environmentals

After spending three years in The National Theatre of the Deaf performing plays by hearing authors featuring hearing characters, Willy Conley realized that he wanted to write plays with deaf, hard-of- hearing, and hearing characters created from the Deaf perspective. Vignettes of the Deaf Character and Other Plays presents the result of his desire in twelve masterful plays.

“I write for the eye, always searching for live, mobile, provocative images that would fill and illuminate the entire stage space with the complexities, the pathos, and the humor involved when deaf and hearing cultures merge or collide,” writes Conley in his introduction. His plays depict a wide range of Deaf characters, including two brothers locked in a tragic rivalry familiar to families of all backgrounds; the broadly comedic Deaf Guide and hearing Techie interspersing laughs with cultural lessons in their Museum of Signs for People with Communication Disorders; Everyone searching for her Good Deeds as she faces imminent Death in an updating of the classic morality play, plus many others. These works explore a broad palette of circumstances with and without hearing characters, allowing Deaf characters to interact minus the direct influence that the dominant culture might exert. Vignettes of the Deaf Character and Other Plays presents the drama and passion of a master playwright who, through his perceptions, reveals facets of the Deaf character in all of us.

Here’s a fun, interactive way to teach youngsters ages 1- 4 basic American Sign Language signs. Where Is Baby? A Lift-the-Flap Sign Language Book features 12 basic questions in ASL with English translations. Little ones can find the answer for each question by lifting the flap on the opposite page to reveal a charming, full-color illustration. The questions and answers engage children with everyday subjects of high interest to them: Where is the airplane, train, bug, cat, elephant, shoe, pizza, Mama, Daddy, sister, and of course, Baby.

By introducing young children to sign language, Where Is Baby? can help them strengthen their vocabulary, grammar, and other language skills while also allowing them to communicate their needs and feelings at an earlier age. This sturdy book offers an enjoyable, instructive way for parents, teachers, and other caregivers to begin reading and signing together with children at a wonderful age for learning.

Three deaf women with widely varying stories share their experiences in this unique collection, revealing the vast differences in the circumstances of their lives, but also striking similarities. In Bainy Cyrus’s All Eyes, she vividly describes her life as a young child who was taught using the oral method at the Clarke School for the Deaf in Northampton, MA. Her account of the methods used (for example, repeating the same word over and over again, as many as 35 times), animates the extraordinary amount of work performed by deaf children to learn to read and speak. Cyrus also relates the importance of her lifelong friendships with two girls she met at Clarke, and how the different paths that they took influenced her as an adult.

     Eileen Katz’s story, as told to Celeste Cheyney, offers a glimpse into a deaf girl’s life a generation before Cyrus. In Making Sense of It All: The Battle of Britain Through a Jewish Deaf Girl’s Eyes, Katz juxtaposes the gradual learning of the words who, what, where, and why with the confusing events of 1938 to 1941. As she and her fellow students grasped the meanings of these questions, they also realized the threat from the Nazi air attacks upon England. Katz also understood the compound jeopardy that she and her classmates faced by being both deaf and Jewish.

     In contrast to the predominantly oral orientation of Cyrus and Katz, Frances M. Parsons writes of a year-long journey overseas in 1976 to lecture about Total Communication. Parsons traveled to Iran, India, Ceylon, Thailand, Malaysia, Singapore, Hong Kong, Taipei, the Philippines, Australia, and seven countries in Africa to teach administrators, teachers, and deaf students to communicate using sign, speechreading, writing, and any other means available. Her harrowing and fascinating anecdotes detail visits to ministries of education, schools, hospitals, clinics, palaces, hovels for the poorest of the poor, and all kinds of residential homes and apartments. Taken together, her travels testify to the aptness of her title I Dared!

     The combined effect of these three Deaf women’s stories, despite the variation in their experiences, reveals the common thread that weaves through the lives of all deaf individuals.