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New Materials

Access: Deaf Patrons in the Library

This DVD is designed to assist library staff in recognizing, communicating with, and accessing library materials and programs for the deaf patron. It will help librarians to minimize frustration and maximize their ability to serve deaf people.

produced by the National Academy of Gallaudet College
Washington, D.C. : Gallaudet College Television, 2013, 1983
Better English Through Sign

A continuing series of programs for English language instruction and improvement for deaf students.

Part 1: Introduction
Verb Endings (-ed, -ing)

Part 2: Articles
Subject/verb agreement(each, every, all)

Part 3: Verb I (v+v+ing)
Verb II (passive)

Part 4: Time & Place
Prepositions (in, on, at)

Bernard Bragg
[S.l.] : Gallaudet College Television, 2013, 1983
Telling Tales in ASL: From Literature to Literacy

Teleconference taped from a live broadcast from Gallaudet University on April 18, 1997. A panel composed of educators and professionals introduce the basic concepts of literature in American Sign Language and discuss its applications to classrooms serving one or more students who are deaf or hard of hearing. Pretaped video segments of ASL literary works enhance the understanding of the principles and strategies used in the discussions. *Accompanying packet of written materials available.

Gallaudet University
Washington, DC : Gallaudet University, 2013, 1997
The Americans with Disabilities Act: Access for Deaf Americans

Highlights the rights and responsibilities of deaf and hard-of-hearing people under the Americans with Disabilities Act of 1990 (ADA).  Can be used as a training tool for both individual study and group settings such as workshops or the classroom.  * A companion book, The ADA & You:  A Guide for Deaf and Hard-of-Hearing People, is available.

[Washington, DC : National Academy at Gallaudet University], c1992[Washington, DC : National Academy at Gallaudet University], c1992
Literacy: Share the Word

Teleconference taped from live broadcast from Gallaudet University on Nov. 13, 1996. Panels composed of parents and professionals share strategies on how to increase the literacy skills of deaf and hard of hearing children. Through videotaped demonstrations, viewers will learn how to read aloud to deaf and hard of hearing children using techniques based on current research into how deaf parents read to their children. Accompanying packet of written materials available.

Washington, D.C. : Gallaudet University Television, 2013, 1996
Access for All: Integrating Deaf, Hard of Hearing, and Hearing Preschoolers

This DVD presents child care providers, other early childhood educators, and administrators considering an integrated child care setting, exactly what is necessary to integrate a deaf or hard of hearing child into a mainstream child care setting. It is divided into three parts:

1. Info on Deafness (28 min.): Facts about Deaf people, their language and culture; audiological aspects of hearing loss; and use of assistive devices.

2. Interagency Collaboration (20 min.): Components needed to establish and implement formal relationships between local agencies serving Deaf and hard of hearing children and early education programs.

3. Inclusion and Adaptation (23 min.): Environmental modifications needed to make early childhood programs accessible for Deaf and hard of hearing children.

* A book by the same title is also available.

Gail Solit, Maral Taylor, & Angela Bednarczyk
Washington, DC : Gallaudet University, 1992
Moving Pictures, Moving Hands: The Story of Ernest Marshall

An interview with Ernest Marshall on his experience on being the first deaf film pioneer. Ernest explains about how he first decided to make feature films in ASL for deaf people, and he shares his experiences in creating those different films. Ernest talks about his life growing up, and how the deaf people would travel from 60 to 260 miles just to see his deaf film.

written by Don Bangs ; a presentation of World Beyond Sound in association with Century Southwest Cable Inc., Santa Monica, Ca
San Diego, Calif. : Dawn Sign Press, 2013, 1987
My Third Eye

Provides entertaining insights into the world of the deaf through skits, a circus side show and a sign language sing-along performed by the National Theater of the Deaf.

O'Neill Theater Center ; National Theatre of the Deaf ; WTTV / Chicago ; staged and directed for television by George Bunge
Washington, D.C. : Gallaudet University, 2013, 1973
A Handful of Stories

37 stories told by deaf people about deaf people which relate their experiences growing up deaf in a hearing world and retell stories of historical significance to the deaf culture.

Tape 1:
My First Summer Job Bernard Bragg
Trapped! Debbie Sonnenstrahl
The Eavesdropper Jack Gannon
POW! Michael Schwartz
My Horse and I Mary Beth Miller

Tape 2:
Spaced Out! Jerry Jordan
Gallaudet Theater on Broadway Eric Malzkuhn
Man’s Best Friend Matt Searls
Have Interpreter Will Talk Ed Corbett, Jr.

Tape 3:
Laurent Clerc: The Greatest Teacher of all Time Gilbert Eastman

Tape 4:
Me or We Frank Turk
Look or Listen Ray Parks
The Case of the Missing Scissors Barbara Kannapell
That Look of Envy Jack Gannon
A Little Bit at a Time Mary Beth Miller

Tape 5:
Applause for Eyes to See Bernard Bragg
On My Own Debbie Sonnenstrahl
The Stand-In Eric Malzkuhn
Our Paths Crossed Again Dr. Thomas Mayes
Caught in a Riot Michael Schwartz
My ABC Book Mary Beth Miller

Tape 6:
The Importance of Bilingual Education for the Deaf Barbara Kannapell
Life with Brian Eric Malzkuhn

Tape 7:
Deaf Pilots Jack Gannon
Experience is a Great Teacher Florence Crammatte
The U.S.S. Thomas Hopkins Gallaudet Jack Gannon
Here We Go Again Nancy Rarus
The Letter I Wrote But Never Mailed Barbara Kannapell
My Present Aspiration Ray Parks

Tape 8:
Lessons Learned From My Elders Frank Turk
Bar Talk Jack Gannon

Tape 9:
Through An Act of God Debbie Sonnenstrahl
Sink or Swim Michael Schwartz
How I Lied My Way to the Bottom Dr. Thomas Mayes
What I Learned About Irish Sign Language Bernard Bragg
Impossible Dream? Dr. Thomas Mayes
Gallaudet and I Nancy Rarus
* Accompanying book available

Gallaudet College, Television Department
[Washington, D.C.] : Gallaudet College, 2013, 1980
Another Handful of Stories

Thirty-seven stories by and about Deaf people. This volume in the “Deaf Storytellers Series” has 24 storytellers relating their experiences growing up Deaf in a hearing world. There are also fantasy tales and anecdotes that introduce some fascinating Deaf characters. This series is a valuable resource for language and reading classes, sign language classes, and Deaf clubs and associations.

DVD Two:
The Ideal Preacher: Henry Holter
The World’s Largest Picture: Carl N. Schroeder
My Summer Experience: Heimo I. Antila
My First Deaf Model: Lynn Jacobowitz
Some Funny Things Happened on my Way...: Tom Holcomb
Itchy Story: Heimo I. Antila
My Life at Kendall Green: Agnes Padden
Douglas Craig, M.M.: Heimo I. Antila
Thanksgiving Tug-of- War: Don Padden
College Hall Revisited: Francis Higgins
Do Deaf People Have Ears?: Francis Higgins

DVD Four:
Why Hearing Minors Got Up Late One Morning: Francis Higgins
A Ghost Story: Cheryl Shevlin
Oops!: Francis Higgins
Poor Beethoven : Francis Higgins
Candy or Death: Robert G. Sanderson
The First Deaf Postmaster: Hubert Anderson, Jr.

DVD Five:
An Embarrassing Moment: Leon Auerbach
A Close Brush With Death: Frances M. Parsons
Some People Just Can’t Read: Leon Auerbach
Rudi and Me: H. Paul Menkis

DVD Six:
Mr. Orman and Susie: May Curtis
The Windows of My Life: Mel Carter, Jr.
Rich Girl, Poor Girl: Hortense Auerbach
Church Experiences: Nathie Couthen
How I Learned About My Deafness H. Paul Menkis

DVD Seven:
A Summer in Los Angeles: Don Pettingill
Spelling: May Curtis
My Experiences in School: Carolyn McCaskill
Born Deaf and Free: Frances M. Parsons

*Accompanying book available

produced by Roslyn Rosen, Mariann Sasseen, Barbara Kannapell; directed by Larry Ashley
[Washington, D.C.] : Division of Public Services, Gallaudet College, 2013, [1984?]
Deaf American Prose 1980 - 2010

In Deaf life, the personal narrative holds sway because most Deaf individuals recall their formative years as solitary struggles to understand and to be understood. Few deaf people in the past related their stories in written form, relying instead on a different kind of “oral” tradition, that of American Sign Language. During the last several decades, however, a burgeoning bilingual deaf experience has ignited an explosion of Deaf writing that has pushed the potential of ASL-influenced English to extraordinary creative heights. Deaf American Prose: 1980–2010 presents a diverse cross-section of stories, essays, memoirs, and novel excerpts by a remarkable cadre of Deaf writers that mines this rich, bilingual environment.

The works in Deaf American Prose frame the Deaf narrative in myriad forms: Tom Willard sends up hearing patronization in his wicked satire “How to Write Like a Hearing Reporter” Terry Galloway injects humor in “Words,” her take on the identity issues of being hard of hearing rather than deaf or hearing. Other contributors relate familiar stories about familiar trials, such as Tonya Stremlau’s account of raising twins, and Joseph Santini’s short story of the impact on Deaf and hearing in-laws of the death of a son. The conflicts are well-known and heartfelt, but with wrinkles directly derived from the Deaf perspective.

Jennifer Nelson and Kristen Harmon, editors
Washington, D.C.: Gallaudet University Press, 2012
Working Text: Teaching Deaf and Second-Language Students to Be Better Writers

After teaching developmental writing to deaf students for may years, Sue Livingston found that students who can read and analyze written texts become better writers. They achieve their improvement by reading, then writing about what they have read. Livingston has embodied her successful approach in Working Text: Teaching Deaf and Second-Language Students to Be Better Writers.

In this straightforward instructional book, Livingston first explains what is involved and why her methods work with deaf students, second-language students, and other students who need to improve their writing ability. Upon this foundation, Working Text delineates how to teach students to write through reading and writing exercises. These exercises have been carefully crafted using the X-Word Grammar approach to help students discover common language constructions that they can apply to their own writing. As the students progress, their understanding of the elements of good writing will grow.

Sue Livingston
Washington, DC : Gallaudet University Press, 2010
Hearing Loss in Musicians: Prevention and Management

The editor and contributors are all experts in their relative fields and work daily with professionals in the performing arts who are endangered by exposure to high-volume sound. Here they clearly present some of the anatomy and physiology of the hearing mechanism; medical problems associated with exposure to long-term, high volume sounds in the musical environment; and, in the bulk of the book, hearing protection and practical advice on preventive measures.

Marshall Chasin, editor
San Diego, CA: Plural Publishing, Inc., 2008
Language from the Body: Iconicity and Metaphor in American Sign Language

What is the role of meaning in linguistic theory? Generative linguists have severely limited its influence while cognitivist and functionalist linguists believe that meaning pervades and motivates all levels of linguistic structure. This dispute can now be resolved conclusively by evidence from signed language. Language from the Body rebuts the generativist linguistic theories that separate form and meaning and asserts that iconicity can only be described in a cognitivist framework where meaning can influence form.

Sarah F. Taub
Cambridge, Massachusetts: Cambridge University Press, 2010/2001
Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community

Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.

Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.

Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.

Sherry Shaw
Washington, DC : Gallaudet University Press, 2013
Mrs. Sigourney of Hartford: Poems and Prose on the Early American Deaf Community

"Lydia Huntley was born in 1791 in Norwich, CT, the only child of a poor Revolutionary war veteran. But her father's employer, a wealthy widow, gave young Lydia the run of her library and later sent her for visits to Hartford, CT. After teaching at her own school for several years in Norwich, Lydia returned to Hartford to head a class of 15 girls from the best families. Among her students was Alice Cogswell, a deaf girl soon to be famous as a student of Thomas Hopkins Gallaudet and Laurent Clerc.

Lydia's inspiration came from a deep commitment to the education of girls and also for African American, Indian, and deaf children. She left teaching to marry Charles Sigourney, then turned to writing to support her family, publishing 56 books, 2,000 magazine articles, and popular poetry. Lydia Sigourney never abandoned her passion for deaf education, remaining a supporter of Gallaudet's school for the deaf until her death. Yet, her contributions to deaf education and her writing have been forgotten until now.

The best of Lydia Sigourney's work on the nascent Deaf community is presented in this new volume. Her writing intertwines her mastery of the sentimentalism form popular in her day with her sharp insights on the best ways to educate deaf children. In the process, Mrs. Sigourney of Hartford reestablishes her rightful place in Deaf history"

Edna Edith Sayers and Diana Moore, editors
Washington, D.C.: Gallaudet University Press, 2013
image of the cover of my life with kangaroos

Doris Herrmann was born deaf in 1933 in Basel, Switzerland, and from the age of three, she possessed a mystical attraction to kangaroos. She recalls seeing them at that age for the first time at the Basel Zoo, and spending every spare moment visiting them from then on. Eventually, her fascination grew into passionate study of their behavior. Her dedication caught the attention of the zookeepers who provided her greater access to these extraordinary animals. Despite her challenges with communication, Herrmann wrote a scientific paper about the kangaroo's pouch hygiene when raising a joey. Soon, experts from around the world came to visit this precocious deaf girl who knew about kangaroos.

Herrmann appreciated the opportunities opening up to her, but her real dream was to travel to Australia to study kangaroos in the wild. For years she worked and yearned, until Dr. Karl H. Winkelsträter a renowned authority on kangaroos, suggested an independent study in Australia at a place called Pebbly Beach. In 1969, at the age of 35, Herrmann finally traveled to the native land of kangaroos. During the next four decades, she would make many more trips to observe and write about kangaroos.

My Life with Kangaroos explores every facet of Herrmann's connection to these engaging marsupials. Her single-minded devotion not only made her a leading self-made scholar on kangaroos, it transformed her own personality and her relationships with others. As she forged bonds with kangaroos named Dora, Jacqueline, Manuela, and many others, she engendered great affection and respect in the people around her, truly a remarkable story of success.

Doris Herrmann ; with Michael Gaida and Theres Johl ; translated by Paul Foster
Washington, D.C.: Gallaudet University Press, 2013
On the Beat of Truth: A Hearing Daughter's Stories of Her Black Deaf Parents

As an African American woman born in 1943, Maxine Childress Brown possessed a unique vantage point to witness the transformative events in her parents' lives. Both came from the South -- her father, Herbert Childress, from Nashville, TN, and her mother, Thomasina Brown, from Concord, NC. The oldest of three daughters, Maxine was fascinated by her parents' stories. She marveled at how they raised a well-respected, middle-class family in the midst of segregation with the added challenge of being deaf.

Her parents met in Washington, DC, where they married and settled down. Her father worked as a shoe repairman for $65 per week for more than 15 years. A gifted seamstress, her mother gave up sewing to clean houses. Because of their modest means, Maxine and her sisters lived more than modest lives. When Maxine's tonsils became infected, her parents could not afford the operation to have them removed. For her high school prom, her mother bought her a dress on credit because she had no time to sew. Herbert Childress showed great love for his young daughters, but events turned him to bitterness and to drink. Throughout all, Thomasina encouraged her girls, always urging them to excel. She demanded their honest best with her signature phrase, her flat hand raised from her mouth straight up in the air, “on the beat of truth.”

Maxine Childress Brown
Washington, D.C.: Gallaudet University Press, 2013
Deaf American Prose 1830-1930

This new anthology showcases the works of Deaf writers during a critical formative period in their history.  From 1830 to 1930, these writers conveyed their impressions in autobiographies, travel narratives, romances, nonfiction short stories, editorials, descriptive pieces, and other forms of prose. The quick, often evocative snapshots and observations featured here, many explicitly addressing deafness and sign language, reflect their urgency to record Deaf American life at this pivotal time. Using sensory details, dialogue, characterization, narrative movement, and creative prose, these writers emphasized the capabilities of Deaf people to counter events that threatened their way of life.

Jennifer L. Nelson and Kristen C. Harmon, editors
Washington, D.C.: Gallaudet University Press, 2013
Deaf Epistemologies: Multiple Perspectives on the Acquisition of Knowledge

Epistemology is the study of how “knowledge” is formed. Standard epistemology isolates the “known” from the “knowers,” thereby defining “knowledge” as objectively constant. Multiple epistemologies suggest that individuals learn in different ways shaped by life factors such as education, family, ethnicity, history, and regional beliefs. In this groundbreaking volume, editors Peter V. Paul and Donald F. Moores call on ten other noted scholars and researchers to join them in examining the many ways that deaf people see and acquire deaf knowledge.

This collection considers three major groups of deaf knowledge perspectives: sociological and anthropological, historical/psychological and literary, and educational and philosophical. The first explores the adoption of a naturalized, critical epistemological stance in evaluating research; the epistemology of a positive deaf identity; how personal epistemologies can help form deaf education policies; and valuing deaf indigenous knowledge in research. The next part considers dueling epistemologies in educating deaf learners; reforms in deaf education; the role of deaf children of hearing parents in creating Deaf epistemologies; and the benefit of reading literature with deaf characters for all students. The final part explores the application of the Qualitative-Similarity Hypothesis to deaf students’ acquisition of knowledge; a metaparadigm for literacy instruction in bilingual-bicultural education; collaborative knowledge-building to access academia; and examination of the benefits and disadvantages of being deaf.

Peter V. Paul, Donald F. Moores, editors
Washington, DC : Gallaudet University Press, ©2012
Helping Parents Communicate Enjoyably and Effectively with Their Child in ASL

This 90-minute program includes 2 parts. Part 1 shows techniques that Deaf parents use with their deaf infants/young children to help them learn and communicate in ASL. Part 2 shows many fun ways to share ASL and Deaf culture with families, including ASL games and family activities.

Hope Publishing
North Logan, Utah : HOPE, Inc., c2004
ASL Pah!: Deaf Student's Perspectives on Their Language

This unique text/DVD combination features student essays on the role of ASL in their lives. The text features journal entries and the student essays; it is not a transcript of the DVD. Chapter headings include Family, Language, Education, and Identity. The tape features most of the authors further discussing their perceptions and recollections of their experiences. Voice-over is provided.

Linstok Press
Burtonsville, Md. : Linstok Press, 2013, 1992