Managing Their Own Affairs explores how Deaf organizations and institutions were forged in Australia during the early 20th century. During this period, deaf people challenged the authority of the dominant welfare organizations, or Deaf Societies, which were largely controlled by hearing people and run as charitable institutions. Breda Carty comprehensively documents the growth of the Australian Deaf community and Australian Deaf organizations for the first time. She focuses on both the political developments of the early 20th century and on the nature of the relationships between deaf and hearing people.
               During this time, deaf Australians aspired to manage their own affairs. They enjoyed some success by establishing “breakaways” from the Deaf Societies, and they also established an independent national organization, which was contested and ultimately suppressed by the Deaf Societies. These developments were influenced by wider social movements in Australian society, such as the mobilization of minority groups in their push for autonomy and equal rights. Although most of the breakaway Deaf organizations did not survive beyond the 1930s, they significantly affected the power structures and relationships between deaf and hearing people in Australia. The Australian Deaf community’s attempts to organize independently during these years have been largely erased from collective memory, making Carty’s examination a particularly important and necessary addition to the historical literature.

The recent explosion of sociocultural, linguistic, and historical research on signed languages throughout the world has culminated in Many Ways to Be Deaf, an unmatched collection of in-depth articles about linguistic diversity in Deaf communities on five continents. Twenty-four international scholars have contributed their findings from studying Deaf communities in Japan, Thailand, Viet Nam, Taiwan, Russia, Sweden, Austria, Switzerland, Great Britain, Ireland, Nigeria, South Africa, Brazil, Nicaragua, and the United States. Sixteen chapters consider the various antecedents of each country’s native signed language, taking into account the historical background of their development and also the effects of foreign influences and changes in philosophies by the larger, dominant hearing societies.

 

     The remarkable range of topics covered in Many Ways to Be Deaf will fascinate readers, from the evolution of British fingerspelling traced back to the 17th century; the comparison of Swiss German Sign Language with Rhaeto-Romansch, another Swiss minority language; the analysis of seven signed languages described in Thailand and how they differ in relation to their distance from isolated Deaf communities to Bangkok and other urban centers; to the vaulting development of a nascent sign language in Nicaragua, and much more. The diversity of background and training among the contributors to Many Ways to Be Deaf distinguishes it as a genuine and unique multicultural examination of the myriad manifestations of being Deaf in a diverse world.

The World Congress on Mental Health and Deafness first met at Gallaudet University in October 1998, and it has convened five more times in the succeeding years. This volume collects the very best research presented at the Fifth World Congress, which took place in Monterrey, Mexico, in 2012. The eighteen international contributors represent the pioneers of mental health and deafness services in their respective countries.

       Volume editors Benito Estrada Aranda and Ines Sleeboom-van Raaij have divided the book into three parts—Mental Health Issues and Treatment, Deaf Populations, and Deaf Children and Their Families. In the first part, the contributors provide in-depth analysis of specific challenges and treatment modalities ranging from the provision of mental healthcare as a basic human right to psychopharmacological treatment, the challenges in developing mental health services for deaf and hard of hearing people in countries where none exist, and new treatment therapies.

       Part two looks at issues of self-esteem and cultural identity among deaf and hard of hearing adults in Greece and Cyprus, the services for deaf people at a public health clinic in Austria, and the quality of life among Latino Deaf bilinguals in the United States. In the last part, the contributors focus on mental health issues found in deaf children and adolescents and on the relationships between deaf teenagers and their hearing mothers. The volume concludes with a case study of a prelingually deaf child diagnosed as autistic. Taken all together, these cutting-edge articles explore the important issues within the specialized area of mental health and deafness.

Howard L. Terry wrote a novel between 1917 and 1922, which he donated to the Gallaudet University Archives in 1951. There it rested until a resurgence of interest in Deaf literature led to its recent rediscovery. Mickey’s Harvest: A Novel of a Deaf Boy’s Checkered Life recounts the rollicking tale of a young deaf man and how he learned to survive and thrive at the advent of the 20th century.

       Mickey Dunmore’s story begins with the sinking of his father’s merchant sailing ship and ends with a cliffhanger in World War I. In school, after an illness caused his deafness, Mickey finds himself constantly fighting the hearing boys and later competing with the signing students when he attends a residential school for deaf students. In college, he and his best friend Dick Wagner leave early to travel the nation with the hobos, carnies, and grifters. In one town, they outfox a barker who was using a deaf girl to “read” the minds of their marks. Further on, they meet Bunny, the Mighty Mite deaf man who helps expose a hearing woman posing as deaf to scam sympathetic people. Mickey faces his greatest challenge when he falls in love with Marion Carrel, a deaf girl whose hearing father forbids their romance on eugenics grounds.

       Terry, who became deaf at the age of 11, states from the outset that he means for his novel to reveal the biases confronting  deaf people at the time. As a tonic, he populates Mickey’s Harvest with artistic, talented deaf individuals who engage readers in an earlier, colorful time as they “show their stuff.”

As a child of deaf adults (CODA), Pia Taavila first learned to communicate when her deaf father fingerspelled the names of toys in her crib and her mother showed her the signs for objects in picture books. From this primary visual orientation, in combination with her own innate sense of imagery, Taavila crafted the lush verse featured in Moon on the Meadow: Collected Poems.

Taavila uses the graphic power of her poetry to evoke emotions about all aspects of existence — love, loss of love, family, death, and desire — feelings elicited through a lens attuned to the simple beauty of the natural. Most of the poems in Moon on the Meadow have been published at least once in established journals, testimony to the broad appeal of her passionate outlook on life. Yet, Taavila believes that her experiences as a CODA are essential to her ability to write at all. She never strays far from her home, her family, and the comforts they bring her through her art:

    At a wedding, a flautist’s
    languid notes lilt on the air.
    My mother, who cannot hear,
    leans forward, attentive
    to the dip and sway of his body.
    She signs to me:

    It sounds like butterflies

Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions.

       To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises.

Lydia Huntley was born in 1791 in Norwich, CT, the only child of a poor Revolutionary war veteran. But her father’s employer, a wealthy widow, gave young Lydia the run of her library and later sent her for visits to Hartford, CT. After teaching at her own school for several years in Norwich, Lydia returned to Hartford to head a class of 15 girls from the best families. Among her students was Alice Cogswell, a deaf girl soon to be famous as a student of Thomas Hopkins Gallaudet and Laurent Clerc.

       Lydia’s inspiration came from a deep commitment to the education of girls and also for African American, American Indian, and deaf children. She left teaching to marry Charles Sigourney, then turned to writing to support her family, publishing 56 books, 2,000 magazine articles, and popular poetry. Lydia Sigourney never abandoned her passion for deaf education, remaining a supporter of Gallaudet’s school for the deaf until her death. Yet, her contributions to deaf education and her writing have been forgotten until now.

       All of Lydia Sigourney’s of Lydia Sigourney’s work on the nascent Deaf community is presented in this new volume. Her writing intertwines her mastery of the sentimentalism form popular in her day with her sharp insights on the best ways to educate deaf children. In the process, Mrs. Sigourney of Hartford reestablishes her rightful place in history.

My First Book of Sign, a full-color alphabet book, gives the signs for 150 of the words most frequently used by young children. The vocabulary comes from recognized word list sources such as the Dale List of 769 Easy Words. The proportion of word category choices (nouns, modifiers, and verbs) is based on early language acquisition research.

Readers do not have to know American Sign Language to enjoy My First Book of Sign; the book provides explanations of how to form each sign. This is a very special alphabet book appropriate for all children who are just beginning to read.

Content Notice: ableism, mental illness, and suicide

Paul W. Ogden has dedicated his life to educating young deaf and hard of hearing people and raising awareness of what it means to be deaf in a hearing world. He has taught and mentored a generation of teachers, and his classic volume, The Silent Garden, has served as a guide for parents and educators for over thirty years. Now he tells his personal story of challenges faced and lessons learned, revealing that the critical, guiding factors for him have always been language and successful communication.
               Born in a time when many deaf children had no access to language, Paul learned spoken and written language skills at a young age through the painstaking efforts of his mother. His tight-knit family, which included one deaf and two hearing older brothers, facilitated open and constant communication using a variety of methods. His father was a pastor who was involved in the civil rights movement. He struggled with depression, an illness that would take the life of one of Paul’s brothers. As a student at a residential deaf school where the use of American Sign Language (ASL) was suppressed, Paul continued to build on the speech and lipreading skills he had learned at home. He returned home for high school and graduated as co-valedictorian—unaware of the standing ovation he received as he walked to the podium.
               Following a rewarding experience as an undergraduate at Antioch College, Paul went on to earn a PhD from the University of Illinois, a rare accomplishment for a deaf person at that time. During his graduate studies, he finally had the opportunity to learn ASL. As an award-winning professor of Deaf Studies at California State University, Fresno, he successfully petitioned for the university to recognize ASL as a language, and he established the Silent Garden program, which has grown into a flourishing provider of training and resources to support the Deaf community. In My Life of Language, Paul offers eloquent reflections on both the joyful and difficult periods of his life as he navigated relationships, faced discrimination, questioned his faith, and found great happiness in his marriage.

Doris Herrmann was born deaf in 1933 in Basel, Switzerland, and from the age of three, she possessed a mystical attraction to kangaroos. She recalls seeing them at that age for the first time at the Basel Zoo, and spending every spare moment visiting them from then on. Eventually, her fascination grew into passionate study of their behavior. Her dedication caught the attention of the zookeepers who provided her greater access to these extraordinary animals. Despite her challenges with communication, Herrmann wrote a scientific paper about the kangaroo’s pouch hygiene when raising a joey. Soon, experts from around the world came to visit this precocious deaf girl who knew about kangaroos.

       Herrmann appreciated the opportunities opening up to her, but her real dream was to travel to Australia to study kangaroos in the wild. For years she worked and yearned, until Dr. Karl H. Winkelsträter a renowned authority on kangaroos, suggested an independent study in Australia at a place called Pebbly Beach. In 1969, at the age of 35, Herrmann finally traveled to the native land of kangaroos. During the next four decades, she would make many more trips to observe and write about kangaroos.

       My Life with Kangaroos explores every facet of Herrmann’s connection to these engaging marsupials. Her single-minded devotion not only made her a leading self-made scholar on kangaroos, it transformed her own personality and her relationships with others. As she forged bonds with kangaroos named Dora, Jacqueline, Manuela, and many others, she engendered great affection and respect in the people around her, truly a remarkable story of success.

The term deaf often sparks heated debates about authority and authenticity. The concept of Deaf identity and affiliation with the DEAF-WORLD are constantly negotiated social constructions that rely heavily on the use of American Sign Language. However, given the incredible diversity of Deaf people, these constructions vary widely. From Deaf people born into culturally Deaf families and who have used ASL since birth, to those born into hearing families and for whom ASL is a secondary language (if they use it at all), to hearing children of Deaf adults whose first language is ASL, and beyond, the criteria for membership in the Deaf community is based on a variety of factors and perspectives.
       Bryan K. Eldredge seeks to more precisely understand the relationship between ASL use and Deaf identity using the tools of linguistic anthropology. In this work, he presents research resulting from fieldwork with the Deaf community of Utah Valley. Through informal interactions and formal interviews, he explores the role of discourse in the projection and construction of Deaf identities and, conversely, considers how ideas about language affect the discourse that shapes identities. He finds that specific linguistic ideologies exist that valorize some forms of language over others and that certain forms of ASL serve to establish a culturally Deaf identity. My Mother Made Me Deaf demonstrates that the DEAF-WORLD consists of a multitude of experiences and ways of being even as it is bound together by certain essential elements that are common to Deaf people. 

This full-color picture book helps children learn their numbers in sign language. Each two-page spread of this delightfully illustrated book has the appropriate number of things or creatures for the numbers 0 through 20. The signs for the numbers 30, 40, 50, 60, 70, 80, 90, and 100 are also included. Each sign/number appears in the corner of the page. Written explanations of how to form each sign are provided in the back of the book.