Pro-Tactile: DB People at the Center Chapter 4.2.1.

Slides:



Advertisements
Similar presentations
Tactile ASL and Fingerspelling Chapter Overview Research on how DB people use Sign Language has barely begun. Some DB people grew up deaf using.
Advertisements

Effective Listening Skills
DB People and Communication: Connections & Combinations
DB People and Autonomy Chapter Overview This presentation explores the elements of autonomy (for DB people) and how it relates to SSPs: – Autonomy.
DB People and Communication: Connections & Combinations Chapter
Pro-Tactile Workshop MRID Conference Rochester, MN October 19, 2014 Presented by Lee Clark and Kimberly Williams With Credit to aj Granda and Jelica Nuccio.
Visual Information IV: Perspective Chapter
Discourse Part VI: Signs of the DB Community Chapter
Learning Styles What does it mean for me?.
Power of Naming Feminist Perspectives on Women and Computers WS 445/545 – Spring 2005 Pat Samuel.
 Background Philosophy  Definition of Multiculturalism  Goals  Arts’ Standards  Students Will  Why Teach From the Arts  Why Use the Fine Arts in.
Educational Issues for Sensory Disabilities Created by Matt Maurer, Ph.D.
Gardner’s Multiple Intelligence Theory
Assistive Technology Tools Alisha Little EDN Dr. Ertzberger.
Deaf-Blind People: Diversity and Commonality Chapter
Discourse Part VII: DB Community Discourse Practices & Manners Chapter
Discourse Part III: Orientation, Scale and Sense of Place Chapter
Roles, Relationships and Boundaries Chapter Defining the Roles.
Ergonomics: Saving your Back and Arms Chapter
Chapter 24 Leadership, Delegation, and Collaboration.
Guiding Part II: Basic Techniques Chapter Overview This power point will show the basic techniques for guiding including: How it works Various.
Discourse Part IV: Tactile Classifiers and Maps Chapter
Deaf-Blind People: Diversity and Commonality Chapter
“Deaf-Blind Class” The Seattle Lighthouse for the Blind A Bonus Presentation.
Glossary: Some Illustrations Chapter 2. Assistive Listening Device.
ITP 119: Support Service Provider Training Seattle Central Community College Brenda Aron.
Visual Information V: Describing People Chapter
Gender Review The Way We Talk. The Power of Language Language is our means of ordering, classifying and manipulating the world Through language we become.
Glossary: Some Illustrations Chapter 2. Assistive Listening Device.
CONSTRUCTIVISM & CONTINUOUS COMPREHENSIVE EVALUATION
Visual (and Auditory) Information Part II: Interesting vs. Useful Chapter
Visual (and Auditory) Information Part II: Interesting vs. Useful Chapter
Visual Information Part III: Where Are We? Chapter
“Deaf-Blind Class” The Seattle Lighthouse for the Blind A Bonus Presentation.
EXPANDING YOUR TRANSITION TOOLBOX: Teaching Transition Knowledge and Skills “Building Futures” Transition to Education and Employment Conference Salem,
DISABILITY ETIQUETTE JulieAnn Chavez Sara Vogler 1.
Ethics, Role & Power II Chapter Overview In Chapter we discussed the basic tenets of ethical behavior as an SSP. This presentation addresses.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
Guiding Part V: More Beyond the Basics Chapter
Guiding Part IV: Beyond the Basics Chapter
Assertiveness II: Healthy Interactions Chapter
Visual Information IV: Perspective Chapter
Guiding Part VI: Recreational Outings Bonus. The Terrain Recreational outings may include going to a swimming pool or out on a hike. Here the SSP-guide.
Scenarios for Discussion Chapter Scenario One Mike is deaf-blind. Mary is his SSP. They work together once every two weeks and sometimes communicate.
Low Vision Part II Chapter Overview Now that you have had some experience with using the simulators, this presentation provides: – An introduction.
Guiding Part I: SSP & Sighted Guide: Two Functions in One Role Chapter
Guiding Part I: SSP & Sighted Guide: Two Functions in One Role Chapter
COMMUNICATING EFFECTIVELY. TWO ESSENTIAL ELEMENTS FOR POSITIVE RELATIONSHIPS 1. SHOWING RESPECT 2. RECIPROCAL RELATIONSHIPS.
Guiding Part IV: Beyond the Basics Chapter
Presented by Tiffany Cooks November 17 th, 2008 Deaf-Blind Interpreting Class.
Diversity Matters The Transformed School Counselor Chapter 9 ©2012 Cengage Learning. These materials are designed for classroom use and can be used for.
Jane Hankins RESNA Many of the educational materials used for children in general education are not accessible to children who are deaf-blind. Toys.
ASL Class 04/23/2015. Unit 15.3 – Cinnie’s Autobiography Please watch how Cinnie talks about her life, beginning with her birth and ending with her future.
When the participants do it all by themselves Kate Lindley Scheidegger Geneva Facilitators Network November 17, 2010.
Master ASL Unit Two Test Review. What labels are used to describe deaf people? Deaf & Dumb Deaf Mute Hearing Impaired Handicapped Disabled.
Low Vision Part I Chapter Overview This presentation covers the implications for communication with people who have tunnel vision. It includes:
Diversity Matters The Transformed School Counselor Chapter 9 ©2012 Cengage Learning. These materials are designed for classroom use and can be used for.
Chapter 1: Building Responsibility Section 1: What is Communication?
Elements of Communication How do you communicate with your friends, family, teachers, and co-workers?
Communication Skills “Communication” is the process by which ideas, feelings, and information are shared. It involves the skills of listening, speaking,
Developmentally Appropriate Practices (DAP)
Intercultural Communication: Globalization and Social Justice
Gardner’s Multiple Intelligence Theory
Empowerment for Deaf-Blind People
Conversational ProTactile v. Interpreted ProTactile
Summary National SSP Survey on Curriculum & Training
2019 DB Texas Symposium Resonance.
Gardner’s Multiple Intelligence Theory
The Basics… Division of Services for the Deaf and Hard of Hearing
Presentation transcript:

Pro-Tactile: DB People at the Center Chapter 4.2.1

Overview ‘Pro-Tactile’ is a philosophy and method developed primarily by aj granda (she prefers lower case letters for her name). Granda has developed this philosophy and method in close collaboration with Terra Edwards and Jelica Nuccio. It is central to this curriculum and to an understanding of the experience of DB people.

Overview (cont.) This presentation explains ‘Pro-Tactile’ and how it can (and should) be applied by SSPs, interpreters and others in the DB Community.

Definitions & Distinctions ‘Pro-tactile’ is: – a philosophy, – a method, and – an attitude. It should not be reduced to haptics (relating to the sense of touch) although it is very much about touch.

Pro-Tactile is a Philosophy

Philosophy As a philosophy, ‘Pro-Tactile’ asserts the right of DB people to define themselves and their own culture, and to not be dominated by non- deaf-blind thinking or the values of the dominant culture. This means to value touch and the DB Way, just as Deaf people value vision, ASL and the Deaf Community (as opposed to “fitting in”).

Community As a philosophy, ‘Pro-Tactile’ rejects the emphasis on differences such as degrees of vision or amount of hearing among DB people, which is based on an individualistic, “case-by- case” conception of what it means to be “deaf- blind”. ‘Pro-Tactile’ affirms the value of a common tactile language but also community itself.

Responsibility The philosophy of ‘Pro-Tactile’ is centered in the DB experience but it is also about responsibility of the DB person to: – take the initiative, – think for themselves, – seek out information, and – do tasks on their own rather than passively receiving information second-hand at the discretion of others.

Autonomy vs. Independence The DB person who follows a ‘Pro-Tactile’ philosophy does things by themselves (as opposed to alone). In the next slide the DB woman is shown the position of the elevator button which she then pushes herself. It is about responsibility and about a fuller experience.

Empowering The ‘Pro-Tactile’ philosophy says, “DB can do!” as in an earlier generation’s “Deaf can do!” or I. King Jordan’s famous quote, “Deaf people can do anything but hear.” Using touch and their intelligence: Given access, DB people can do anything but hear and see.

Pro-Tactile is Pro- (not Anti-)

Pro-, not Anti- ‘Pro-Tactile’ is pro-touch i.e. pro-tactile, pro- experience and pro-responsibility. It is not anti-vision, anti-hearing or anti-SSPs. Just as being “pro-reading” is not being “anti- math”, pro-ASL is not anti-English. While ‘Pro-Tactile’ promotes the use of touch, it does not discourage any additional access a DB person may be able to make use of.

Jorge (left) uses both touch and vision while listening to Lee.

Pro-Tactile is a Method

Pro-Tactile as a Method As a method ‘Pro-Tactile’ supports ‘hands-on’ learning and ‘hands-on’ experience rather than an experience limited to the DB person’s partial vision / hearing or vicarious information. SSPs should tell the DB person about the environment and also facilitate touch as a part of the experience.

Touch The next few slides illustrate DB people using touch as a part of the experience while using an SSP on a shopping excursion or learning about new art in the light rail tunnel. These are an illustration of the ‘Pro-Tactile’ approach or method.

Pro-Tactile and SSPs

Sighted Pro-Tactile Method The way sighted people and deaf-blind people use touch will be different, but when sighted people are with DB people, this method instructs them (sighted people) to use touch to: – Maintain a presence (stay in touch with the DB person) – Use tactile back-channel signals (including ‘hands- on’) for listening to a DB person. (See presentation, “Tactile ASL”)

Staying in Touch The next few slides show pictures of sighted SSPs using touch to communicate non- verbally. This may simply be “I’m here” or it may be back-channel information (feedback) during a conversation. This staying in touch precludes the DB person having to talk into a void.

Here the DB woman uses a pro-tactile approach to choosing bananas while the SSP stays in touch.

Notice the SSP on the left staying in touch with the DB man. The SSP on the right is doing the same, while the two DB people are using one hand to talk and one to listen and do back-channeling.

Pro-Tactile is an Attitude

Pro-Tactile as an Attitude ‘Pro-Tactile’ as an attitude or value emphasizes: 1.The responsibility and ability of DB people to seek out and get direct information on their own, rather than to depend on mediated experiences as filtered through SSPs or others. 2.A rejection of the pressure from the dominant society to conform to sighted-hearing norms.

Pro-Tactile is for Sighted People Too

Pro-Tactile for Sighted People ‘Pro-Tactile’ is a philosophy that values equality of all DB people regardless of vision or hearing, and values the contributions of non-deaf-blind people who participate as equals in the DB Community. In the pictures that follow you see non-deaf- blind people listening tactually (while still using their vision).

Sighted-hearing person

Sighted-hearing person

Sighted- hearing person Sighted-Deaf person

Radical Sighted people listening tactually (as well as with their vision) is a radical thing. It is parallel to hearing people communicating with each other using Sign Language (and no voice) when in a deaf environment. Thus ‘Pro-Tactile’ is also political. It challenges sighted privilege.

Conclusion ‘Pro-Tactile’ is a philosophy, method, attitude and political movement. It is PRO-, not anti-. At its root it is egalitarian and values Community. It is inclusive, not exclusive. It challenges sighted privilege.