Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Standard 11: Deaf Cu
Deaf Culture
| Question | Answer |
|---|---|
| CULTURE Q: Why is the word "Deaf" often capitalized in the field of deafness? | A: "Deaf" is capitalized to convey a cultural association rather than a medical condition. |
| CULTURE Q: How do culturally Deaf people view cochlear implants? | A: Culturally Deaf individuals tend to view cochlear implants as part of a medical model that suggests deaf and hard of hearing students need to be "fixed" and become hearing. |
| CULTURE Q: Why is it important for deaf and hard of hearing students to learn about Deaf culture? | A: Learning about Deaf culture helps them develop their identity as deaf or hard of hearing individuals. |
| CULTURE Q: How does culture evolve? | A: Culture changes to represent and integrate new experiences and as the needs and interests of its members change. |
| CULTURE Q: What role does cultural identity play in a person's life? | A: Cultural identity is crucial for self-esteem, self-awareness, and serves as a resource for decision-making. |
| CULTURE Q: What does culture encompass within a community? | A: Culture includes shared language, social norms, art forms, literature, beliefs, customs, traditions, and other related attainments. |
| ACCESS TO TECHNOLOGY Q: What is required by the federal government regarding communication between hearing and Deaf people? | A: The federal government requires states to provide a relay system for communication between hearing and Deaf individuals using a third person (relay operator or video relay interpreter). |
| ACCESS TO TECHNOLOGY Q: What is an important aspect of Deaf culture concerning access to information? | A: Ensuring that everyone has equal access to news and events is essential in Deaf culture. |
| ACCESS TO TECHNOLOGY Q: What are some challenges with closed captioning for Deaf students? | A: Closed captioned movies and television can be difficult to access depending on a student's reading ability, and watching a program while reading captions can be more challenging than listening. |
| ORGANIZATIONS & ASSOCIATIONS Q: Name a few national and international associations valued by the Deaf community. | A: The National Association of the Deaf and the Deaf Olympics are deeply valued by the Deaf community. |
| ORGANIZATIONS & ASSOCIATIONS Q: What is the Junior National Association of the Deaf? | A: It is an organization of Deaf youth that sponsors an annual conference for all deaf and hard of hearing adolescents. |
| ORGANIZATIONS & ASSOCIATIONS Q: What are appropriate attention-getting strategies in the Deaf community? | A: Gentle tapping, waving a hand, or tapping a table are appropriate strategies; grabbing a person’s chin or kicking are inappropriate. |
| ORGANIZATIONS & ASSOCIATIONS Q: List some associations valued by both Deaf and hearing people of color. | A: Examples include the National Association of Black Deaf Advocates, Intertribal Deaf Council, and the National Hispanic Council. |
| LANGUAGE Q: How do Deaf people typically create name signs? | A: Deaf people do not usually create name signs based on physical characteristics or personality traits; there are specific conventions for developing name signs. |
| LANGUAGE Q: What is an example of language play in the Deaf community? | A: ABC stories are an example of language play within the Deaf community. |
| LANGUAGE Q: What should interpreters negotiate before starting? | A: It is appropriate to negotiate logistics of the interpreting environment, such as positioning near the speaker or any visual displays. |
| RESOURCES Q: How can Deaf adults serve as resources in public schools? | A: Deaf adults can provide information about sign language, social opportunities, identity, and strategies for being successful deaf or hard of hearing adults. |
| RESOURCES Q: What technology information can Deaf and hard of hearing adults provide? | A: They can inform others about available technology that aids in communication and accessibility. |
| RESOURCES Q: How do Deaf adults from diverse backgrounds contribute as resources? | A: They provide valuable insights into sign language, social opportunities, identity, and strategies for success, especially for those who are also minorities. |
| DIVERSITY Q: Why should Deaf students from diverse cultures learn about their culture? | A: It helps them develop their identity as deaf people of color. |
| DIVERSITY Q: What do interpreters need to manage when working with diverse cultures? | A: Interpreters need strategies for addressing intercultural and intra-cultural conflicts. |
| DIVERSITY Q: Why is it important for interpreters to develop multicultural competencies? | A: To understand the implications of acculturation, enculturation, and assimilation for individuals and cultural groups. |
| DIVERSITY Q: How have people of diverse cultures historically been perceived? | A: They have often been viewed as less capable than they are, despite their resilience and self-sufficiency. |
| DIVERSITY Q: What defines a multicultural/multilingual sign language interpreter? | A: An interpreter with the necessary cultural and linguistic competencies, sensitivity, knowledge, background, and interpreting skills to provide equal communication access. |
| DIVERSITY Q: What knowledge should interpreters demonstrate when working with culturally diverse communities? | A: Knowledge of historical contexts, culturally specific attire, and the ability to communicate about them respectfully. |
| DIVERSITY Q: What awareness is crucial for interpreters regarding power dynamics? | A: They should understand "power balance/imbalance" and the "power of attrition." |
| DIVERSITY Q: How can interpreters avoid imposing their own values on students? | A: By recognizing and respecting the cultural norms and biases of the students from diverse communities. |
| DIVERSITY Q: What cultural implications should interpreters be aware of? | A: Implications related to eye contact, physical touch, time perceptions, and social protocols. |
| DIVERSITY Q: What do interpreters need to recognize regarding specific cultural vocabularies? | A: Specific cultural vocabularies often have high emotional content based on historical perspectives. |
| DIVERSITY Q: Why is awareness of geographical issues important for interpreters? | A: Understanding the implications of country of origin, immigration patterns, and demographics is crucial for effective interpretation. |
| DIVERSITY Q: How do social and economic factors influence interpreting? | A: Interpreters need to be aware of class identification, social status, literacy, and educational achievement in their assignments. |
Created by:
EIDP
Popular Linguistics sets