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Deaf time in the twenty-first century: considering rights frameworks and the social relational model of Deaf childhood
- Authors:
- SNODDON Kristin, UNDERWOOD Kathryn
- Journal article citation:
- Disability and Society, 32(9), 2017, pp.1400-1415.
- Publisher:
- Taylor and Francis
This paper considers Deaf time, or imagined futures of Deaf communities, as the authors question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. The authors probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric and practice in early childhood education, which has often been a site of disablement for Deaf children and their families. In addition, legal recognition of the right to sign language in several contexts has not prevented a decline in numbers of Deaf children learning sign language. In planning for future Deaf communities, we examine Deaf cultural childhoods through the development of a parent ASL curriculum that is aligned with the Common European Framework of Reference for Languages (CEFR). The curriculum is contextualized in relation to disability rights, sign language rights, and the rights of children outlined in the United Nations Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities. (Edited publisher abstract)
Toward a social relational model of Deaf childhood
- Authors:
- SNODDON Kristin, UNDERWOOD Kathryn
- Journal article citation:
- Disability and Society, 29(4), 2014, pp.530-542.
- Publisher:
- Taylor and Francis
This paper advances a social relational model of Deaf childhood as a guiding framework for working with Deaf children in a present-day universal neonatal hearing screening and early intervention context. The authors discuss how Deaf children are contextualised in a medical model discourse, in a social model of Deaf childhood, and in a Deaf culture discourse. A social relational model is then discussed in with reference to a capability approach and to findings from the first author’s study of parents and young children participating in an American Sign Language shared reading programme in Ontario, Canada. (Edited publisher abstract)