Publicado Capítulo “Situación de la educación de los sordos en Chile” en el Informe Mundial “Deaf people around the world. Educational, develomental and social perspectives”.

Valeria Herrera (UMCE), Anibal Puente y Jesús Alvarado (UCM) han publicado recientemente el Capítulo relativo a la educación de los sordos en Chile, en un libro coordinado por Donald Moore y Margery Miller llamado “Deaf people around the world. Educational, develomental and social perspectives” Washington, Gallaudet University Press. 2009. A continuación una breve reseña en inglés.

 

 

Deaf People Around the World

Educational and Social Perspectives

Donald F. Moores and
Margery S. Miller, Editors

April 2009  $85.00s

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In Deaf People Around the World: Educational and Social Perspectives, the leading researchers in 30 nations describe the shared developmental, social, and educational issues facing deaf people filtered through the prism of unique national, regional, ethnic, and racial realities. Editors Donald F. Moores and Margery S. Miller have organized this remarkable collection in five major sections: Asia/Pacific, the Middle East and Africa, Europe, North and South America, and International Developments, which includes the International Committee on Sports for the Deaf and the World Federation of the Deaf.

More than 50 internationally recognized scholars provide a historical view of the education and treatment of deaf people in their respective countries. They examine a wide range of issues, including current academic placement; communication modes used in schools; the recognition of sign languages; the curricula of the deaf schools versus that of regular schools; for secondary and postsecondary opportunities; the status of deaf adults; deaf teachers; special laws if any; the preparation of teachers, psychologists, therapists, and other special personnel who work with deaf clients; and current trends and developments in their countries.

Deaf People Around the World reveals that deaf people generally have gained a sense of confidence, empowerment, and global awareness of their shared experience. Many have seen significant improvement in their lives from greater educational and professional opportunities. Finally, more deaf leaders argue that the pathological model of deafness must be abandoned to continue this marked progress for deaf people around the world.

Donald F. Moores is Professor, Department of Exceptional Student and Deaf Education, University of North Florida, Jacksonville, FL.

Margery S. Miller is Associate Dean, Enrollment Management, at Gallaudet University, Washington, DC.

ISBN 1-56368-410-1, 978-1-56368-410-4, 7 x 10 casebound, 416 pages, photographs, figures, tables, references, index

 

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Etiquetas de Technorati: Democracia,discapacidad,educación,integración escolar,lectura y sordera,literacy and deafness,necesidades educativas especiales,paradigmas educativos,reading

FRONTERAS DE LA DIFERENCIA

Valeria Herrera F. Dra en Psicología. valeria2hf@yahoo.com
Publicado en Rev. El rapto de Europa. Vol. 4.

Uno de los términos más ligado al concepto de discapacidad, es el de anormalidad. La discapacidad es definida en torno a la existencia de una conducta de excepcionalidad, de una diferencia o de una desviación respecto de la normalidad. Desde la perspectiva del modelo biomédico es definida como una patología orgánica, desde el modelo psicológico como una desviación estadística respecto de la población normal y desde el punto de vista del modelo sociocultural como mecanismos marginadores de tipo económico, político y cultural. Sea cual sea el modelo o enfoque desde el cual se conciba la discapacidad, en ella está implícita la noción de estar fuera o en el límite de la normalidad, de lo saludable, de lo productivo, en definitiva fuera de la modernidad.