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 youngsters have been born deaf, blind, and mentally disabled. David Goode has dedicated his lifestyles and occupation to knowing such people's global, a global with out phrases, yet no longer, the writer confirms, one with out communique. This publication is the results of his experiences of 2 young ones with congenital deaf-blindness and psychological retardation. Goode spent numerous hours staring at, instructing, and fiddling with Christina, who have been institutionalized due to the fact age six, and Bianca, who remained within the care of her mom and dad. He additionally saw the ladies' mom and dad, institution, and clinical environments, exploring the original communique practices occasionally so sophisticated they're imperceptible to outsiders that kinfolk and future health care employees create to facilitate innumerable each day situations."A international with no phrases" provides relocating and convincing facts that humans either with and with out formal language can comprehend and speak with one another in lots of methods. via numerous experiments in such unconventional sorts of verbal exchange as enjoying guitar, mimicking, and physique events like leaping, swinging, and rocking, Goode demonstrated an figuring out of those teenagers all alone phrases. He found a spectrum of non-formal language wherein those little ones create their very own set of symbols inside of their very own truth, and accommodate and maximize the sensory assets they do have. eventually, he indicates, it's impractical to aim to interpret those kid's behaviors utilizing rules approximately common habit of the listening to and seeing global. 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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Extra info for A World Without Words: The Social Construction of Children Born Deaf and Blind

Example text

First, I attempted to approximate her perceptual environment by the simultaneous use of ear stops and blindfolds. I discovered that I was quick to make the necessary adaptations to the features of the visual-auditory world I already took for granted. This is not to say that the blindfolds and ear plugs did not cause me a lot of trouble, that they did not render me essentially helpless without the aid of a sighted or hearing person. Rather, the cognitive categories I already had learned allowed me to be deaf and A WoRLD WITHOUT WoRDs 25 blind in a fashion that bore little resemblance to the congenital deaf-blindness of the residents.

This seemed quite understandable to me, since, in terms of her life on the ward, Chris did not live a life particularly filled with gratificationespecially when she was interacting with others. However, left to herself, she was quick to provide herself, through varieties of autostimulatmy behaviors, with experiences she apparently enjoyed. Generally she occupied a powerless and frustrating position in many of her interactions and did not have the cognitive equipment (concepts, language, logic) through which she could rationalize (understand) her experience.

The description I sought to suspend belief in was itself imbedded in the very language I used to formulate my attempt. I realized that my enterprise was a standing contradiction, but I was willing to let this be, since to do othmwise would have meant to abandon all attempts to communicate to others what I was discovering. I was in much the same position as the anthropologist trying to code a native's language into the anthropologist's tongue. " Resident-initiated activities were considered by the staff "play" activities and not particularly relevant to their purposes at hand.

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