ASL 101
- "Train Go
Sorry" - Reading Activities
Goals for the reading assignment:
Preface: For many of you this book will be your first encounter with the world of Deaf people. Some of you have already read books, known deaf people, or have had contact with the Deaf community. Some of you may have personal experiences that are similar to the experiences of the characters in this book (immigration, second-language learning, discrimination, small community cohesiveness, etc). Quite naturally, each of you will react and respond differently to the contents and episodes in this book. Therefore, quite naturally, there will be no "correct" answers to some of the questions below.
As you answer each of the questions, it is expected that you will take the time to honestly consider if and how your perspectives and opinions about deafness have shifted.
Assignment: Some of the questions below ask for factual information provided in the book. Other questions ask you to provide your own opinions or perspectives about the content or episodes in the book. Please provide succinct and concise responses to all your questions (in other words don’t ramble, consider your words carefully and get to your point).
Type your responses: You all have access to computers and word-processing software and so I will request that you type your responses. You can turn in your responses by e-mail, disk (save as a "text file" or Microsoft Word document), or printed hard copy.
In-class discussion: During class we will discuss the book, your responses, and any questions you might have. Your participation in the discussion is considered to be part of the assignment.
Response Questions for Units 1 – 12
NOTE: It is likely that the answers for one question are found in more than one unit.
1. The Lexington School for the Deaf – this book centers on this particular school. Provide a brief description of the Lexington School for the Deaf. Include in your response it’s original name, location, purpose and educational philosophy. Also include its current location and educational philosophy.
2. Deaf people as a cultural group - the author makes several observations about Deaf people as a cultural group, as a community and as a family. Describe one circumstance or situation from the book that supports this view.
3. Assistive devices - The author mentions several assistive devices or services that deaf people use for communication with the hearing world. Describe three of these.
4. Deaf Education: Oralism vs. Signing – This is an age-old debate. In regards to the education of deaf children, should it be the priority for schools to teach deaf children how to speak, lipread, read, write English or should deaf children be provided an education through sign language. The author describes the viewpoints of supporters from both sides of this debate. Provide one point for each position that justifies that viewpoint.
5. "Least Restrictive Environment" – In 1975 Congress passed Public Law 94-142. Summarize the intended purpose of this law, and describe three repercussions of this law upon the education of deaf students.
6. Your own reactions/observations – while reading this book select one reaction or observation you had that was particularly strong or noteworthy. Describe the section in the book you are writing about, and describe your reaction or observation.
7. Deafinitions-Part One – The label "deaf" is defined several ways in this book. At one point, when James is visiting the audiologist, the author makes a distinction between audiological deafness and cultural deafness. Describe both labels for what it means to be "deaf".
8. Deafinitions-Part Two - Another way people label deafness is "pre-lingually deaf" and "post-lingually deaf". Describe two observations the author makes regarding the implications of being deaf before or after acquiring a spoken language. Provide one observation the author makes about people who are born deaf to deaf parents.
9. Cochlear Implants - If cochlear implants (CI are designed to "remedy the bad, damaged ear" why is there such strong opposition by the Deaf community? Provide two arguments in favor of children receiving a CI, and two arguments against.
10. Deaf President Now – Provide a brief description of this event and its importance to Deaf people.
11. Community Roles - Because Sophia is a good speechreader and can speak fairly clearly, certain duties and expectations have been put upon her by her family and by her Deaf peers. Describe the roles that Sophia is asked to play and describe her own reaction to these expectations.
12. Train Go Sorry – What does the phrase "Train Go Sorry" refer to? Why do you think the author has selected this phrase as her book title?
Response Questions for Units 13 - 18
NOTE: It is likely that the answers are found in more than one unit.
1. Roles within roles - In the chapter "Whose Apple Pie?", why is it that Oscar, a white, hearing male ends up co-chairing "The Black Deaf Experience Conference"? It seems an illogical choice at first thought so what circumstances allow this to happen?
2. Deafinitions -Part 3 - In the chapter "Moving the Boundaries" Alec Naiman teaches Laura the signs "hard of hearing", "strong deaf", and "think hearing". Explain how each of these signs are not describing a person's degree of hearing loss.
3. Sense of place - Each year the Lexington juniors take a social science field trip to Washington, D.C. to study U. S. history. What is the invariable main attraction of the trip and why?
4. Deafinitions -Part 4 - On the bus ride down to Washington, D.C. the students split up into groups. What labels do the students apply to each group? What do the labels represent? Are they derogatory labels? Describe the relationship between these two groups of students.
5. Role as an interpreter - The author struggles with moral and ethical dilemmas in her role as an interpreter. Describe at least two of the issues that she struggles with.