Skip to main content
SpringerLink
Log in
Book cover

The Palgrave Handbook of Disabled Children’s Childhood Studies pp 85–100Cite as

Palgrave Macmillan

The Social Relational Model of Deaf Childhood in Action

  • Chapter
  • First Online:

  • 2317 Accesses

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   219.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   279.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Akamatsu, C., Musselman, C., & Zweibel, A. (2000). Nature Versus Nurture in the Development of Cognition in Deaf People. In P. Spencer, C. Erting, & M. Marschark (Eds.), The Deaf Child in the Family and the School: Essays in Honour of Kathryn P Meadow-Orlans. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Allan, J. (2005). Inclusion as an Ethical Project. In S. Tremain (Ed.), Foucault and the Government of Disability. Ann Arbor: University of Michigan Press.

    Google Scholar 

  • Barnartt, S. N. (1996). Disability Culture or Disability Consciousness? Journal of Disability Policy Studies, 7(2), 1–19.

    Article  Google Scholar 

  • Brennan, M. (2003). Deafness, Disability and Inclusion: The Gap Between Rhetoric and Practice. Policy Futures in Education, 1(4), 668–685.

    Article  Google Scholar 

  • Carbin, C. (1996). Deaf Heritage in Canada: A Distinct, Diverse and Enduring Culture. Toronto: McGraw-Hill Ryerson Ltd.

    Google Scholar 

  • Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and Pluricultural Competence: Studies Towards a Common European Framework of Reference for Language Learning and Teaching. Strasbourg: Language Policy Division.

    Google Scholar 

  • Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Language Policy Unit. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf.

    Google Scholar 

  • Ferri, B. A., & Bacon, J. (2011). Beyond Inclusion: Disability Studies in Early Childhood Teacher Education. In B. S. Fennimore & A. L. Goodwin (Eds.), Promoting Social Justice for Young Children (pp. 137–146). New York: Springer Science+Business Media B.V.

    Chapter  Google Scholar 

  • Foucault, M. (1998). Practicing Criticisms. In L. Kritzman (Ed.), Michel Foucault: Politics, Philosophy, Culture. New York: Routledge.

    Google Scholar 

  • Gilson, S. F., Tusler, A., & Gill, C. (1997). Ethnographic Research in Disability Identity: Self-Determination and Community. Journal of Vocational Rehabilitation, 9, 7–17.

    Article  Google Scholar 

  • Greiner-Ogris, S., & Dotter, F. (2012). SignLEF: Sign Languages Within the European Framework of Reference for Languages. In International Conference ICT for Language Learning (5th ed.). Retrieved from http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/72-CEF01-FP-Greiner-Ogris-ICT2012.pdf.

  • Hall, P. J. (2002). Narrowing the Breach: Can Disability Culture and Full Educational Inclusion Be Reconciled? Journal of Disability Policy Studies, 13, 144–154.

    Article  Google Scholar 

  • Heron, J., & Reason, P. (2001). The Practice of Co-operative Inquiry: Research ‘with’ Rather than ‘on’ People. In P. Reason & H. Bradbury (Eds.), Handbook of Action Research: Participative Inquiry and Practice. London: Sage.

    Google Scholar 

  • Hoffmeister, R. (2008). Language and the Deaf World: Difference Not Disability. In M. E. Brisk (Ed.), Language, Culture, and Community in Teacher Education. New York: Erlbaum.

    Google Scholar 

  • Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., & Smith, S. R. (2012). Language Acquisition for Deaf Children: Reducing the Harms of Zero Tolerance to the Use of Alternative Approaches. Harm Reduction Journal, 9, 16.

    Article  Google Scholar 

  • Karchmer, M., & Mitchell, R. D. (2003). Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students. In M. Marschark & P. Spencer (Eds.), Oxford Handbook of Deaf Studies, Language, and Education. New York: Oxford University Press.

    Google Scholar 

  • Kauppinen, L., & Jokinen, M. (2014). Deaf Culture and Linguistic Rights. In M. Sabatello & M. Schulze (Eds.), Human Rights and Disability Advocacy. Philadelphia: University of Pennsylvania Press.

    Google Scholar 

  • Kemmis, S. (2001). Exploring the Relevance of Critical Theory for Action Research: Emancipatory Action Research in the Footsteps of Jürgen Habermas. In P. Reason & H. Bradbury (Eds.), Handbook of Action Research: Participative Inquiry and Practice. London: Sage.

    Google Scholar 

  • Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who May Be Literate? Disability and Resistance to the Cultural Denial of Competence. American Educational Research Journal, 43, 163–192. https://doi.org/10.3102/00028312043002163.

    Article  Google Scholar 

  • Komesaroff, L. (2007). Introduction. In L. Komesaroff (Ed.), Surgical Consent: Bioethics and Cochlear Implantation. Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Komesaroff, L. (2008). Disabling Pedagogy: Power, Politics, and Deaf Education. Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Ladd, P. (2003). Understanding Deaf Culture: In Search of Deafhood. Clevedon: Multilingual Matters.

    Google Scholar 

  • Ladd, P. (2007). Cochlear Implantation, Colonialism, and Deaf Rights. In L. Komesaroff (Ed.), Surgical Consent: Bioethics and Cochlear Implantation. Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Lane, H. (2005). Ethnicity, Ethics, and the Deaf-World. Journal of Deaf Studies and Deaf Education, 10(3), 291–310.

    Article  Google Scholar 

  • Leeson, L., & Byrne-Dunne, D. (2009). Applying the Common European Reference Framework to the Teaching, Learning and Assessment of Signed Languages, Report for the D-Signs Distance Online Training in Sign Language Project Consortium, UK/08/LLP-LdV/TOI/163_141. Bristol: Centre for Deaf Studies, University of Bristol.

    Google Scholar 

  • Morris, J. (1992). Personal and Political: A Feminist Perspective on Researching Physical Disability. Disability, Handicap and Society, 7(2), 157–166.

    Article  Google Scholar 

  • Oliver, M. (2013). The Social Model of Disability: Thirty Years On. Disability and Society, 28(7), 1024–1026. https://doi.org/10.1080/09687599.2013.818773.

    Article  Google Scholar 

  • Oyserman, J., & de Geus, M. (2013, July). Hearing Parents and the Fluency in Sign Language Communication. In Poster Session Presented at the Theoretical Issues in Sign Language Research Conference 11, London, UK.

    Google Scholar 

  • Oyserman, J., & de Geus, M. (2015, July). Teaching Sign Language to Parents of Deaf Children. In Poster Presented at the 2nd International Conference on Sign Language Acquisition, Amsterdam, The Netherlands.

    Google Scholar 

  • Piñar, P., Dussias, P. E., & Morford, J. P. (2011). Deaf Readers as Bilinguals: An Examination of Deaf Readers’ Print Comprehension in Light of Current Advances in Bilingualism and Second Language Progressing. Language and Linguistics Compass, 5(10), 691–704.

    Article  Google Scholar 

  • Reindal, S. M. (2008). A Social Relational Model of Disability: A Theoretical Framework for Special Needs Education? European Journal of Special Needs Education, 23(2), 135–146.

    Article  Google Scholar 

  • Russell, D., & McLeod, J. (2009). Educational Interpreting: Multiple Perspectives of Our Work. In J. Mole (Ed.), International Perspectives on Educational Interpreting. Brassington: Direct Learned Services Ltd.

    Google Scholar 

  • Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.

    Google Scholar 

  • Siegel, L. (2000). The Educational & Communication Needs of Deaf and Hard of Hearing Children: A Statement of Principle Regarding Fundamental Systemic Educational Changes. Greenbrae: National Deaf Education Project.

    Google Scholar 

  • Slee, R. (2011). The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.

    Google Scholar 

  • Slee, R. (2013). How Do We Make Inclusive Education Happen When Exclusion is a Political Predisposition? International Journal of Inclusive Education, 17, 895–907. https://doi.org/10.1080/13603116.2011.602534.

    Article  Google Scholar 

  • Small, A., & Cripps, J. (2011). On Becoming: Developing an Empowering Cultural Identity Framework for Deaf Youth and Adults. Toronto: Ministry of Children and Youth Services.

    Google Scholar 

  • Snoddon, K. (2008). American Sign Language and Early Intervention. The Canadian Modern Language Review, 64(4), 581–604.

    Article  Google Scholar 

  • Snoddon, K. (2009). Equity in Education: Signed Language and the Courts. Current Issues in Language Planning, 10(3), 279–295.

    Article  Google Scholar 

  • Snoddon, K. (2012). American Sign Language and Early Literacy: A Model Parent-Child Program. Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Snoddon, K. (2014). Hearing Parents as Plurilingual Learners of ASL. In D. McKee, R. Rosen, & R. McKee (Eds.), Teaching and Learning of Signed Languages: International Perspectives and Practices. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Snoddon, K. (2015). Using the Common European Framework of Reference for Languages to Teach Sign Language to Parents of Deaf Children. Canadian Modern Language Review, 71(3), 270–287.

    Article  Google Scholar 

  • Snoddon, K., & Underwood, K. (2014). Toward a Social Relational Model of Deaf Childhood. Disability & Society, 29(4), 530–542.

    Article  Google Scholar 

  • Terzi, L. (2004). The Social Model of Disability: A Philosophical Critique. Journal of Applied Philosophy, 21(2), 141–157.

    Article  Google Scholar 

  • Tregaskis, C. (2002). Social Model Theory: The Story So Far…. Disability and Society, 17(4), 457–470.

    Article  Google Scholar 

  • Underwood, K. (2008). The Construction of Disability in Our Schools: Teacher and Parent Perspectives on the Experience of Labelled Students. Rotterdam: Sense.

    Google Scholar 

  • Underwood, K., Valeo, A., & Wood, R. (2012). Understanding Inclusive Early Childhood Education: A Capability Approach. Contemporary Issues in Early Childhood, 13(4), 290–299.

    Article  Google Scholar 

  • Valente, J. M. (2011). Cyborgization: Deaf Education for Young Children in the Cochlear Implantation Era. Qualitative Inquiry, 17(7), 639–652.

    Article  Google Scholar 

  • Vertovec, S. (2007). Super-Diversity and Its Implications. Ethnic and Racial Studies, 30(6), 1024–1054.

    Article  Google Scholar 

  • Walker, M. (2005). Amartya Sen’s Capability Approach and Education. Educational Action Research, 13(1), 103–110.

    Article  Google Scholar 

  • Watkins, S., Pittman, P., & Walden, B. (1998). The Deaf Mentor Experimental Project for Young Children Who Are Deaf and Their Families. American Annals of the Deaf, 143(1), 29–34.

    Article  Google Scholar 

  • World Federation of the Deaf. (2015, April 8). Presentation from the WFD Side-Event on 8 April. 13th Session of the Committee on the Rights of Persons with Disabilities, Geneva, Switzerland, 25 March–17 April 2015. Retrieved June 22, 2015, from http://wfdeaf.org/wp-content/uploads/2015/05/WFD-side-event-presentation.pdf.

  • World Federation of the Deaf. (n.d.). Sign Language. Retrieved June 22, 2015, from http://wfdeaf.org/human-rights/crpd/sign-language.

  • Young, A. M. (1999). Hearing Parents’ Adjustment to a Deaf Child: The Impact of a Cultural-Linguistic Model of Deafness. Journal of Social Work Practice, 13(2), 157–176.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Linguistics and Language Studies, Carleton University, Ottawa, ON, Canada

    Kristin Snoddon

  2. School of Early Childhood Studies, Ryerson University, Toronto, ON, Canada

    Kathryn Underwood

Authors
  1. Kristin Snoddon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kathryn Underwood
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The School of Education, The University of Sheffield, Sheffield, United Kingdom

    Katherine Runswick-Cole

  2. Department of Health and Social Sciences, University of the West of England, Bristol, United Kingdom

    Tillie Curran

  3. The School of Education, Sheffield, United Kingdom

    Kirsty Liddiard

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Snoddon, K., Underwood, K. (2018). The Social Relational Model of Deaf Childhood in Action. In: Runswick-Cole, K., Curran, T., Liddiard, K. (eds) The Palgrave Handbook of Disabled Children’s Childhood Studies. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54446-9_8

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-54446-9_8

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-54445-2

  • Online ISBN: 978-1-137-54446-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation