Deaf children, humor and education policy
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Redalyc
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Universidade Federal de Santa Maria
2019
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| _version_ | 1876463835629486080 |
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| author | Donna Jo Napoli |
| author_facet | Donna Jo Napoli |
| contents | Deaf children, humor and education policy Donna Jo Napoli Rachel Louise Sutton-Spence Educación Humor Deaf education Language rights Education policy Deaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques. This is achieved via bilingual education policies that enforce deaf children’s rights to use sign language, permitting teachers to engage in deaf pedagogy using sign language. Educational policies advocating inclusion via an interpreter in the mainstreamed classroom create the “illusion of inclusion” (Glickman 2003). We argue that, in either case, humor can aid inclusion. Understanding humor is a developmental ability, related to cognitive, social, linguistic, and metalinguistic competence. Additionally, learning how humor is understood and expressed contributes to language mastery. However, we find little discussion of humor in deaf education. We contend that deaf students have the right to learn through humor and play, throughout school. Educational and linguistic rights policies should reflect that. Educators understand that games are important for learning at any age, and especially for the very young where play is learning, and learning is play. We offer examples of how to modify common classroom activities to extend their effectiveness to deaf children and enhance their effectiveness with hearing children, from dance making mathematical concepts visually apparent, through sign language play encouraging creativity, to mime and theatre techniques illustrating geological facts. 2019 artículo científico 1808-270X https://www.redalyc.org/articulo.oa?id=313158902096 https://www.redalyc.org/journal/3131/313158902096/ https://www.redalyc.org/journal/3131/313158902096/html/ https://www.redalyc.org/journal/3131/313158902096/313158902096.epub https://www.redalyc.org/journal/3131/313158902096/movil https://doi.org/10.5902/1984686X38114 en http://www.redalyc.org/revista.oa?id=3131 Revista Educação Especial application/pdf Universidade Federal de Santa Maria Revista Educação Especial (Brasil) Vol.32 |
| format | Artículo científico |
| id | redalyc_313158902096 |
| institution | Redalyc |
| language | en |
| publishDate | 2019 |
| publisher | Universidade Federal de Santa Maria |
| spellingShingle | Deaf children, humor and education policy Donna Jo Napoli Educación Humor Deaf education Language rights Education policy Deaf children, humor and education policy Donna Jo Napoli Rachel Louise Sutton-Spence Educación Humor Deaf education Language rights Education policy Deaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques. This is achieved via bilingual education policies that enforce deaf children’s rights to use sign language, permitting teachers to engage in deaf pedagogy using sign language. Educational policies advocating inclusion via an interpreter in the mainstreamed classroom create the “illusion of inclusion” (Glickman 2003). We argue that, in either case, humor can aid inclusion. Understanding humor is a developmental ability, related to cognitive, social, linguistic, and metalinguistic competence. Additionally, learning how humor is understood and expressed contributes to language mastery. However, we find little discussion of humor in deaf education. We contend that deaf students have the right to learn through humor and play, throughout school. Educational and linguistic rights policies should reflect that. Educators understand that games are important for learning at any age, and especially for the very young where play is learning, and learning is play. We offer examples of how to modify common classroom activities to extend their effectiveness to deaf children and enhance their effectiveness with hearing children, from dance making mathematical concepts visually apparent, through sign language play encouraging creativity, to mime and theatre techniques illustrating geological facts. 2019 artículo científico 1808-270X https://www.redalyc.org/articulo.oa?id=313158902096 https://www.redalyc.org/journal/3131/313158902096/ https://www.redalyc.org/journal/3131/313158902096/html/ https://www.redalyc.org/journal/3131/313158902096/313158902096.epub https://www.redalyc.org/journal/3131/313158902096/movil https://doi.org/10.5902/1984686X38114 en http://www.redalyc.org/revista.oa?id=3131 Revista Educação Especial application/pdf Universidade Federal de Santa Maria Revista Educação Especial (Brasil) Vol.32 |
| title | Deaf children, humor and education policy |
| topic | Educación Humor Deaf education Language rights Education policy |
| url | https://www.redalyc.org/articulo.oa?id=313158902096 https://www.redalyc.org/journal/3131/313158902096/ https://www.redalyc.org/journal/3131/313158902096/html/ https://www.redalyc.org/journal/3131/313158902096/313158902096.epub https://www.redalyc.org/journal/3131/313158902096/movil https://doi.org/10.5902/1984686X38114 |