Der Status der Gehörlosen(kultur) in der Gesellschaft und seine Auswirkungen auf Handlungsbedarfe der Bildungspolitik. Ein erweiterter Blick durch interdisziplinäre Ansätze

In ihrem Beitrag trägt die Autorin mit dazu bei, den Horizont der Vergleichenden Erziehungswissenschaft - durch die Vorstellung einer vielen Personen wenig bekannten Kultur – zu erweitern. Dieser Beitrag gibt guten Anlass, über die Grenzen und Reichweiten sowohl von gesellschaftlichen als auch von wissenschaftlichen Traditionen zu reflektieren. (DIPF/Orig.)
The needs and rights of deaf children seem to still be neglected in context of pedagogics and educational sciences. Culture-based behavioral patterns are often misread as compromised behavior, and potential developmental disorders are attributed to the hearing loss itself, not for instance to an inappropriate early intervention that disregards the importance of sign language. In large parts this might be due to a narrow view of the scientific field that copes with the situation of deaf children. It follows a mainly medical perspective that concentrates on loss rather than being aware of the existence of a deaf culture which offers a language, identification, self-positioning and the possibility to develop a healthy self-concept, all of which are essential for the deaf child's development. Such a cultural view on deafness might provide positive new ways for working with deaf children and it may also allow people to re-think today's educational mandate in general. Therefore it is essential for the educational studies to open up to interdisciplinary scientific approaches to make way for alternative views that enable this field to truly meet its responsibilities regarding the Deaf. (DIPF/Orig.)