Answer to Question 1
Students should indicate familiarity with the term Deaf as used in a broad cultural contextDeaf culture versus characteristics associated with a sensory impairment. Answers might include examples of Deaf culture, events such as the uprising sparked by the attempt to hire a hearing person to be president of Gallaudet University, or personal experiences with the Deaf community.
Students might also describe the uniqueness of Deaf culture, in which there is limited access for hearing/non-signing persons, although these individuals can be members of the Deaf community if they are active learners and participants, especially if they are able to use ASL.
Answer to Question 2
Students will focus on the lack of auditory input, which disrupts the integration of oral language in a childs schema for communication and language-based thinking. In order to make up for the lack of oral input, children who are deaf or hard of hearing need alternative modes of input, such as a parent or sibling learning to sign with a deaf child.
Students should indicate that loss of hearing does not imply a loss in communication competence. Research suggests that some type of language acquisition is inherent in the organism whether the organism receives auditory, visual, or no communication. Also, there are many alternative modes of communication in addition to oral communication that can be used to interact with the child.
These examples of stimuli were used in the experiment by Vinckier et al. (2007). Mouton is the Frenc
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