Deaf People In Workplaces Essay Examples
Deafness is an audio logical disability where the individual has no power to perceiving sound. In reality, deafness is viewed as a disparity in human experience rather than a disability. They are two types of deafness described by the physicians that is, those born naturally without ability to perceive sound who also become dumb and those who lose their ability to hear later in their lives. However, just like any other disability, deafness is recognized by the United Nation Convention on the Rights of person with Disabilities under the article 30. They are granted equal rights just like any other person and also recognize and call for their support of the deaf in every culture through sign language. This work is going to focus on the deaf people in the workplaces.
How the ear works. The year is usually divided into three sections, namely outer, middle and inner ear. The outer ear comprises of the pinna and the ear canal. The pinna works to receive incoming sound vibration from the surrounding. The pinna then directs the sound to the middle ear through the ear canal to the ear drum. The ear drum function is to increase the vibration of the sound as well as separating the outer ear and the middle ear. The middle ear contains the some three bones which are connected to each other. These three bones function to amplify the sound vibration before sending it to the inner ear. The middle ear is also attached to a tube referred to as Eustachian tube which opens to the inner mouth (Ballantyne, 65).
The Eustachian tube function is to balance the pressure between the inner ear and outer ear to prevent busting of the tympanic membrane. The inner ear contains of an organ referred to as the cochlea. The cochlea is filled with a fluid which now converts the sound vibration into neurological signals send to the brain via the auditory nerve, the brain interprets the sound in terms of frequency, meaning, direction and distance (Martin, 45).
Technology of the deaf in the present has significantly changed as from that of the past. In the past the only technological advancement to assist the deaf was mainly sign language. This made it very difficult, especially in the working environment. The introduction of the cochlear implants has really changed the world of the deaf incredibly since now most of the information is understood due to the communication other than sign language. Other technologies too have changed ideally to breach the gap between the hearing and the non-hearing.
The introduction of text messaging in phone technology has actually helped the deaf as it does not require any verbal communication. The education is technologically changing from audio to speech-to-text systems where systems convert spoken words into real-time texts that can be displayed and read on screens. In workplaces, technology has changed audio fire alarms to fire alarm lights for people who are unable to hear. In fact, this also not only in work places, but also at homes. However, it is important to note the some of the technologies like the cochlea implants do not always result positive and can end up with the individual not regaining his/her audio ability (Wright, 46).
Mainstreaming verses all deaf school/residential school. In reality, most of the deaf students find themselves mainstreamed within the society as the they are surrounded by hearing individuals around them. However, when it comes to the education enter the student tend to be separated in the culture of the hearing by being placed in deaf institute. Mainstreaming in its actual meaning refers to the enrolling of the deaf student in education environment with the student whose majority are of the hearing culture. This is where the children are enrolled in a program where they feel as part of the core of the action and of the social life as well as academic of the education system (Martin, 76).
In order for the deaf children to achieve the best in their education all the doors should be open to them so as they can explore all the life possibilities. There are also many other advantages of mainstreaming the education of the deaf as well as little corns. Studies mainstreamed in hearing school have most of their lessons taught through interpreters as compared to those in institute of deaf where the class is taught using ASL. The students in mainstreamed schools are often held to federal and state standards while most reports have shown those in deaf institution having lower reading levels. However, in the institutes of the deaf, a child is likely to make deaf friends and be even a role model other when he is in mainstream school where he is the minority. The students who are not mainstream tend to have direct contact with their teachers and not interpreters like in mainstream schools (Ballantyne, 67).
The job of an interpreter is actually to translate sign or spoken language statement from one to the other. Interpreting is very much dependent keen listening, comprehending and memorizing the information, then the ability to produce and the statement in a another target language. It is the work of the interpreter of sign language to facilitate efficient communication between the deaf and the hearing culture especially when it comes to business.
In Oder to developed language for the deaf it’s always vital to identify the deaf cases among children more so infants. Today, most of the children born with deafness in America are being introduced to the modern learning while have minimal sign language but visual display (Ballantyne,79). Technology has a greatly impacted the development of language among deaf. Although they are few who people who still thrive using the tradition sign language, most of the signs have changed to completely to simpler ones. Once children are early diagnosed with having deafness, it is easier to manage due to the tender age. The child is expected to have chattering fast words at the age of one year.
There are two types of deafness namely d and D deaf. The d deaf is a medical condition while that of type D is a culture. Those with the D deafness embrace and associate with only deaf people. Those of type b do not associate themselves with the other deaf and choose to live solely among the hearing culture. The individuals of type D deafness are majorly depends on the tradition sign communication which is contrary with the typed as most individual hear embrace modern communication. Another difference in the two types of deafness is that most members of type D are born deaf while most of type d acquire deafness in advanced ages (Paul, 56).
Ballantyne, John C. Deafness. Edinburgh: Churchill Livingstone, 2005. Print.
Martin, David S. Advances in Cognition, Education, and Deafness. Washington, D.C: Gallaudet University Press, 2001. Print.
Paul, Peter V, and Stephen P. Quigley. Education and Deafness. New York: Longman, 2000. Print.
Wright, David. Deafness. New York: Stein and Day, 2008. Print.