Gallaudet Research Institute

This volume is about extreme sanctions. Some of the sanctions under consideration in this issue are extreme in themselves; others are extreme in their consequences. There is a sense in which all sanctions in modern justice systems are life sanctions, since sentences are virtually never expunged and thus are a stain on one's record that endures for the remainder of one's life. Likewise, all sanctions leave their mark on the offender in a psychological sense. For better or worse, and mostly worse, exposure to the justice system and its sanctions changes the character of those punished. Sanctions also change the lives of the loved ones of those punished, and indeed, we learn from the work of Todd Clear and Natasha Frost (2013), take a toll on the community from which offenders and their loved ones originate. To punish is to inflict pain. Pain has consequences. We are admonished to face and ameliorate those consequences -by way of alternative, less intrusive interventions (Carlone, this volume) or by a focus on restoration (Moretti, this volume) -but in the absence of fundamental reforms, a presumption of harm attends all criminal sanctions. Many of the entries in this volume deal directly with life sentences, death sentences, and solitary confinement, sentences that inflict great suffering, indeed suffering that violates the human dignity of offenders and arguably constitutes a case of torture. These harsh sanctions are most commonly deployed in America, which has the highest incarceration rate in the Western world, if not the entire world. Conditions in American prisons, particularly high security prisons reserved for those serving extreme sanctions, are uniquely harsh and have been described by Alison Liebling (2011) as "dehumanizing" and "hellish", and ultimately

This report describes activities serving the deaf population carried on by the Gallaudet Research Institute and the Office of Sponsored Programs. Introductory comments note the establishment of two new research units, the tenth anniversary of the institute, and administrative changes. The main text describes the following major institute components (the number of activities reported for each follow the component name where relevant): Center for Assessment and Demographic Studies (14); Culture and Communications Studies Program (3); Center for Studies in Education and Human Development 7.1); Technology Assessment Program (5); Center for Auditory and Speech Sciences (3); Genetic Services Center (3); Mental Health Research Program (7); the Scientific Communications Program; and Visiting Scholars. The concluding section consists of a report on the Office of Sponsored Programs noting the number and dollar amounts of sponsored projects. The grants and contracts awarded during the year are briefly listed by principal investigator. Information is also provided on grants and contracts awarded by Gallaudet unit/department as well as preliminary and final proposals submitted during the academic year. Appendixes contain lists of 1987-88 publications (about 110); presentations (about 120) of institute personnel; and institute personnel and affiliated researchers. Numerous black and white photographs illustrate the text. (DB)

The education of deaf students in the United States is not as it should be. It has been documented time upon time that deaf children lag substantially behind their hearing age mates in virtually all measures of academic achievement.' Gentile (1972) found that deaf students' achievement on the Stanford Achievement Test (SAT) was markedly depressed in spelling, paragraph comprehension, vocabulary, mathematics concepts, mathematics computation, social studies, and science. Allen (1986) demonstrates that these patterns still persisted in 1983 and that,

Write B24! To the Editor: No one knows how many people die due to HIV-related causes in South Africa every year. According to the latest statistical release, HIV is the 9th leading underlying cause of death in the country. 1 This is hard to believe. Research has shown that only about 25% of all deaths related to HIV are notified as such 2-either 'HIV' as an underlying or contributing cause of death is left out completely, or a euphemism for HIV is recorded instead. These euphemisms (e.g. immunosuppression, retroviral disease), although widely accepted by medical professionals, cannot be classified as HIV by the ICD-10 coders at Statistics South Africa, who may only code what they see. 1

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Department of Education, Grant #R203A70030-97. The purpose of the Star Schools project is to implement and test a proposed bilingual/ESL model for deaf students acquiring and learning two languages, American Sign Language (ASL) and English. In addition, the project will design an effective system of staff development within deaf residential schools to guide teachers in the use of effective instruction to maximize deaf students' affective, cognitive, social, ASL proficiency, English literacy acquisition and academic achievement through the use of two languages: ASL and English. This report summarizes research on the implementation of staff development for teachers of deaf children. Today, schools for deaf children and youth in the nation are in the process of change. Many, dissatisfied with traditional ways of teaching, have sought opportunities to reexamine current pedagogical practices. One change has been the adoption of ASL-English bilingual programs in deaf residential schools across the country. As yet, however, published standards, curriculum guidelines, and effective strategies available for teachers to use this approach are very limited. Further, many teachers for the deaf receive little or no training in the process of teaching deaf children bilingually (Strong, 1995). The challenge for the deaf education field is to implement and test a proposed bilingual/ESL model by focusing on how bilingual education can be effective for deaf students. We have chosen the title Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development because our aim is to promote an approach to teaching and learning in which teachers and students reflect critically on classroom practice with the objective of improving student learning. Using this approach, the Star Schools project teachers "name" or recognize their beliefs about language learning and teaching, "reflect" critically on them, and then "act" on these beliefs in the classroom. In the same way, students are encouraged to practice and test the validity of the knowledge they acquire in the classroom using their own contexts and experiences and thereby empowering themselves by taking ownership of their education. The theoretical background for the project model is based on bilingual and English as a Second Language (ESL) principles, theories of first (L1) and second (L2) language acquisition, Whole Language practices, ASL signacy development, and English literacy development for deaf students. This model supports classroom instruction that incorporates ASL, English, and Deaf culture. In this report, we describe and discuss the findings of the first year of our five-year longitudinal project using this model. 7 adminstrators, participating teachers, an educational research team, an advisory board, and additional reviewers. They have provided thoughtful reactions and insightful suggestions to improve the quality of the Star Schools First Year Report. Although they are not responsible for the contents of the report, their contributions are gratefully acknowledged:

The New Mexico School for the Deaf, Santa Fe, was awarded a five-year federal grant to improve language teaching practices of teachers working with children who are deaf by using current bilingual theories and pedagogical techniques, including "engaged learning" practices and educational technology. The project developed and refined the American Sign Language (ASL)/English Bilingual Staff Development Model for practicing K-12 teachers in five state residential schools for students with deafness. This report discusses activities and outcomes of year two of the five-year project. The first section of the report discusses the theoretical framework of the ASL/English Bilingual Staff Development Model. Section 2 describes the project's activities, including a technology plan for the next three years. Sections 3 and 4 discuss significant findings of three of the residential schools' teacher reflective logs, and conclude with excerpts of teachers' comments. Section 5 examines and discusses the significant issues of the complexity of assessing language of students with deafness, and describes assessment instruments such as signing attitude and reading and writing attitude surveys. It also discusses the assessment instruments for project

This paper examines and compares the ef fects of two different cultures, social systems of activities with their own standing rules, arti facts, beliefs. social roles and practices, on a deaf child born to hearing parents. The two cultures refer to hearing and deaf culture. Hearing culture is an auditory/vocal-based culture into which the majority (90%) of deaf children are born. This is a social world cre ated and shaped by the activities of hearing persons whose language is spoken (Cicourel & Boese, 1972a, 1972b; Erting, 1992). His torically, hearing researchers and educators have translated the distinctiveness of their own (hearing) experiences into philosophical argu ments that have served as guidelines for pre paring deaf children to participate in a hearing society (Binderly 1990; Cicourel & Boese,

English-only educators of deaf students embody the complexity of dis positions that view the use of and teaching of ASL as a social, economi cal, and educational disadvantage. Such beliefs lead to a devaluation of ASL and the Deaf community and favor English-only groups (Nover & Ruiz 1992, 1994). This ASL-as-problem orientation has been present in

has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis arxJ dissertation copies are in typewriter face, while others may t>e from any type of computer printer. The quality of this reproduction is dependent upon the quality of tho copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print t)leedthrough, substandard margins, arnj improper alignment can adversely affect reproduction. In the unlikely event that the author dkj not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will irnJicatB the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. Photographs included in the origir^l manuscript have t)een reproduced xerographically in this copy. Higher quality 6' x 9' black and white photographic prints are availat)le for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.