Download A World Without Words: The Social Construction of Children by David Goode PDF

By David Goode

Throughout the Rubella Syndrome epidemic of the Nineteen Sixties, many little ones have been born deaf, blind, and mentally disabled. David Goode has committed his existence and profession to knowing such people's international, an international with no phrases, yet now not, the writer confirms, one with out conversation. This booklet is the results of his stories of 2 young children with congenital deaf-blindness and psychological retardation. Goode spent numerous hours watching, educating, and fidgeting with Christina, who have been institutionalized in view that age six, and Bianca, who remained within the care of her mom and dad. He additionally saw the women' mom and dad, university, and clinical environments, exploring the original verbal exchange practices occasionally so refined they're imperceptible to outsiders that relations and well-being care employees create to facilitate innumerable each day situations."A global with no phrases" offers relocating and convincing facts that people either with and with out formal language can comprehend and converse with one another in lots of methods. via numerous experiments in such unconventional different types of verbal exchange as enjoying guitar, mimicking, and physique events like leaping, swinging, and rocking, Goode validated an knowing of those teenagers all alone phrases. He stumbled on a spectrum of non-formal language wherein those youngsters create their very own set of symbols inside of their very own truth, and accommodate and maximize the sensory assets they do have. finally, he indicates, it really is impractical to try to interpret those kid's behaviors utilizing rules approximately common habit of the listening to and seeing international. David Goode is the Coordinator of this system in Developmental Disabilities and teaches sociology on the university of Staten Island, urban collage of latest York.

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Additional info for A World Without Words: The Social Construction of Children Born Deaf and Blind

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In fact, when I shared this line of thinking with them, they were generally enthusiastic in their response, if for no other reason than the fact that my analysis of the situation was antimedical and participated in a certain ground-up distaste for medical professionals at the hospital. But their support was more than this. When I told ward staff that I thought many of these children were "smart" in their own way, many of them were quick to agree and to cite evidence to this effect for particular children.

Teaching such skills to people who are congenitally deaf-blind and retarded is a very time-consuming and difficult enterprise, and given the paucity of staff in general and trained staff in particular, Chris had never mastered these skills. Of course, she could engage in elaborate behavior schemes in order to gratify herself (she could get up without any cue, go to the music room, and let herself in), but she could not master the skills and rationale behind procedures of toileting and dressing.

Obviously, Chris did not comply with culturally prescribed courses of rational activity. Yet in a more generic human sense, she seemed to conduct herself quite rationally. Perhaps she could not give her hedonistic pursuits names like "self-realization," "the pursuit of personal power," or "transcendence," but that she was a pleasure-seeking, worldmastering person made her quite understandable to me. In this enterprise, we were in basic agreement. We just used different technologies to accomplish our goal.

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