Deaf children, humor and education policy
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/38114 |
Resumo: | Deaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques (Hauser et al. 2010). This is achieved via bilingual education policies that permit teachers to engage in deaf pedagogy using sign language (Quadros and Stumpf in press and Quadros 2018). 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 (Huss 2008; Garner 2006). However, we find little discussion of humor in deaf education (but see Sanders 1986; Luckner and Yarger 1997; and Ashton et al. 2012). We contend that deaf students have the right to learn through humor and play, throughout school. Educational 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. |
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Deaf children, humor and education policyNiños sordos, humor y política educativa¬Crianças surdas, humor e política educacionalDeaf educationHumorEducation policyEducación SordaHumorPolíticas EducativasDerechos de IdiomaEducação surdaHumorPolíticas educacionaisDireitos linguísticosDeaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques (Hauser et al. 2010). This is achieved via bilingual education policies that permit teachers to engage in deaf pedagogy using sign language (Quadros and Stumpf in press and Quadros 2018). 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 (Huss 2008; Garner 2006). However, we find little discussion of humor in deaf education (but see Sanders 1986; Luckner and Yarger 1997; and Ashton et al. 2012). We contend that deaf students have the right to learn through humor and play, throughout school. Educational 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.Los niños sordos necesitan una verdadera inclusión para aprender, por un uso consistente y generalizado de las técnicas de aprendizaje visual. Esto se hace a través de políticas de educación bilingüe que permiten a los profesores involucrarse en pedagogía sorda usando lenguaje de signos. Las políticas educativas que defienden la inclusión a través de un intérprete en el aula integrada crean la "ilusión de inclusión". Defendemos que, en ambos casos, el humor puede ayudar en la inclusión. La comprensión del humor es una habilidad de desarrollo, relacionada con la competencia cognitiva, social, lingüística y metalinguística. Además, aprender cómo comprender y producir el humor contribuye al dominio de la lengua. Sin embargo, encontramos poca discusión sobre el humor en la educación de sordos. Nosotros afirmamos que los alumnos sordos tienen el derecho de aprender a través del humor y la broma en la escuela. Las políticas educativas deben reflejar esto. Los educadores entienden que los juegos son importantes para el aprendizaje a cualquier edad y, especialmente, para los más jóvenes, donde jugar es aprender, y aprender es broma. Ofrecemos ejemplos de cómo modificar las actividades en el aula para aumentar la eficacia con los niños sordos y oyentes, de la danza haciendo los conceptos matemáticos visualmente aparentes, usando la lengua de signos creativa, y técnicas de mímica y teatro para enseñar hechos geológicos.As crianças surdas precisam de uma verdadeira inclusão para aprender, por um uso consistente das técnicas de aprendizagem visual. Isto é feito através de políticas de educação bilíngue com direitos linguísticos para usar a língua de sinais que permitem aos professores se engajar em pedagogia surda usando língua de sinais. Políticas educacionais que defendem a inclusão por meio de um intérprete na sala de aula integrada criam a “ilusão de inclusão”. Defendemos que, em ambos os casos, o humor pode ajudar na inclusão. A compreensão do humor é uma habilidade de desenvolvimento, relacionada à competência cognitiva, social, linguística e metalinguística. Além disso, aprender como compreender e produzir o humor contribui para o domínio da língua. No entanto, encontramos pouca discussão sobre humor na educação de surdos. Nós afirmamos que os alunos surdos têm o direito de aprender através do humor e da brincadeira na escola. Políticas educacionais e de direitos linguísticos devem refletir isso. Os educadores entendem que os jogos são importantes para a aprendizagem em qualquer idade e, especialmente, para os mais novos, onde brincar é aprendizagem, e aprender é brincadeira. Oferecemos exemplos de como modificar as atividades em sala de aula para aumentar a eficácia com as crianças surdas e ouvintes, da dança tornando os conceitos matemáticos visualmente aparentes, usando a língua de sinais criativa, e técnicas de mímica e teatro para ensinar fatos geológicos.Universidade Federal de Santa Maria2019-10-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3811410.5902/1984686X38114Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-28Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-28Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-281984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMenghttp://periodicos.ufsm.br/educacaoespecial/article/view/38114/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/38114/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessNapoli, Donna JoSutton-Spence, Rachel Louise2020-11-12T14:57:34Zoai:ojs.pkp.sfu.ca:article/38114Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:34Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Deaf children, humor and education policy Niños sordos, humor y política educativa¬ Crianças surdas, humor e política educacional |
title |
Deaf children, humor and education policy |
spellingShingle |
Deaf children, humor and education policy Napoli, Donna Jo Deaf education Humor Education policy Educación Sorda Humor Políticas Educativas Derechos de Idioma Educação surda Humor Políticas educacionais Direitos linguísticos |
title_short |
Deaf children, humor and education policy |
title_full |
Deaf children, humor and education policy |
title_fullStr |
Deaf children, humor and education policy |
title_full_unstemmed |
Deaf children, humor and education policy |
title_sort |
Deaf children, humor and education policy |
author |
Napoli, Donna Jo |
author_facet |
Napoli, Donna Jo Sutton-Spence, Rachel Louise |
author_role |
author |
author2 |
Sutton-Spence, Rachel Louise |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Napoli, Donna Jo Sutton-Spence, Rachel Louise |
dc.subject.por.fl_str_mv |
Deaf education Humor Education policy Educación Sorda Humor Políticas Educativas Derechos de Idioma Educação surda Humor Políticas educacionais Direitos linguísticos |
topic |
Deaf education Humor Education policy Educación Sorda Humor Políticas Educativas Derechos de Idioma Educação surda Humor Políticas educacionais Direitos linguísticos |
description |
Deaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques (Hauser et al. 2010). This is achieved via bilingual education policies that permit teachers to engage in deaf pedagogy using sign language (Quadros and Stumpf in press and Quadros 2018). 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 (Huss 2008; Garner 2006). However, we find little discussion of humor in deaf education (but see Sanders 1986; Luckner and Yarger 1997; and Ashton et al. 2012). We contend that deaf students have the right to learn through humor and play, throughout school. Educational 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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/38114 10.5902/1984686X38114 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/38114 |
identifier_str_mv |
10.5902/1984686X38114 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/38114/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/38114/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-28 Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-28 Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e95/ 1-28 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944201809428480 |