Deaf Perspectives on Communication Interventions

Abstract

This chapter provides a comprehensive analysis of the historical and current landscape of communication interventions from the perspective of a multigenerational deaf person. The chapter highlights the dominance of hearing perspectives in early intervention and deaf education and the recent shift towards deaf leadership and involvement in the field. Concerns are raised about the use of standardized assessments normed on monolingual hearing children to determine the need for remediation in deaf children. The valuable contributions that deaf people have made to the field are spotlighted. However, many effective practices developed by deaf people are not being studied or incorporated into teacher and clinician preparation programmes at universities. Additionally, the chapter discusses the importance of embracing translanguaging and linguistic care work as an approach to communication.