Theses - Honors College
Permanent URI for this collectionhttps://hdl.handle.net/2104/8111
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Browsing Theses - Honors College by Author "Abrahams, Marnie"
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Item The Cultural and Medical Conceptions of Deafness: Their Effects on the Self and Culturally Affirmative Mental Health Care(2017-05-23) Marino, Ashley; Abrahams, Marnie; University Scholars.; Honors College.The cultural model of deafness is one that affirms the legitimacy of the Deaf community as a whole. The medical model of deafness is one that is predicated on disability and focuses on “deaf can’t” rather than “Deaf can”. I take the cultural and medical models of deafness and describe them in detail before relating them to various deaf self-identities. These deaf identities help therapists and researchers create culturally sensitive therapeutic techniques that affirm those identities. The current state of mental health care and accessibility for deaf individuals is discussed and contrasted to what the future of deaf mental health care may look like.Item Most Restrictive Environment: The Impacts of a Mainstream Education on Deaf Children(2018-05-21) Potter, Justin; Abrahams, Marnie; University Scholars.; Honors College.Deaf students are taught in a variety of different educational settings, from deaf only residential schools to mainstream education classrooms. The current laws governing Special Education state that deaf students should be educated with their hearing peers to the maximum extent possible, which leads to a clear majority of deaf students being placed in mainstream environments that are rarely effective. This thesis will discuss the history behind these laws and the negative impacts they have on Deaf Education and the students’ opportunities for learning. Focusing on the typical experiences a deaf student has, this paper will offer a breakdown of the different issues that have been caused by these laws, as well as suggest changes to the current legislation. These suggestions will help to ensure that deaf students are evaluated and placed in a manner that would improve their quality of education.Item Statutes Speak Louder Than Words: An In-depth Analysis of Deaf Education Legislation in the United States.(2018-05-21) Baumgardner, Amelia; Abrahams, Marnie; Communication Sciences and Disorders.; Baylor University.; Honors College.From the inclusion of American Sign Language (ASL) interpreters on Chance the Rapper's Be Encouraged tour to the Academy Award win for the short film "The Silent Child" to Apple Inc.'s inclusion of a new ASL signing emoji, 2018 has been a blockbuster year for the Deaf community. Often forgotten by the hearing world around them, the Deaf minority in the United States has remained strong and grown a culturally distinct identity for the last century. However, like many American minorities, they face many systemic inequalities in their daily lives as showcased in the current climate of Deaf education. This thesis looks at the history of Deaf education in America and highlights the federal legislation that provided Deaf individuals with a foundation for equal education and the state legislation that makes it a reality. Focusing on the Americans with Disabilities Act and Individuals with Disabilities Education Act, I address one of the main paradoxes facing the Deaf community: allowing themselves to be labeled a "disability group" to receive much-needed services, while rebelling against the idea that deafness is in fact a disability. Similarly, I take a comprehensive look at the legislation in California and Kansas, serving to apportion more rights to Deaf individuals across their states and overcome the remediable ignorance many people have toward the Deaf community. An amalgamation of history, sociology and policy, this is the first attempt to review how legislation in America targets the Deaf community and helps to address some of the institutional inequalities the hearing world is often unaware of.