Introduction
Hearing impairment affects effective communication between the deaf and other community members. The book Deaf Like Me by Spradley, T. S. and Spradley, J. P. presents a learning journey between parents and their deaf child (Spradley & Spradley, 1985).
The book was published in 1985, but its context depicts life in the 1960s. In essence, the authors narrate the life of Tom and Louise with their first child Bruce. Lynn, their child, encountered difficulties understanding traditional practices recommended for effective communication (Spradley & Spradley, 1985). This condition arose from Bruce, the first child, who caught measles while Louise was pregnant. The disease affected the parents resulting in severe consequences to the unborn child. Most importantly, improving interaction with individuals with communication challenges is vital for facilitating exclusive diversity in modern societies, as presented in the book.
Traditional Practices of Deaf Communication
Physically challenged individuals encountered problems engaging with their colleagues due to a lack of a common deaf language. Victims were expected to learn new arts of sending and receiving information through lip-reading (Spradley & Spradley, 1985). The early 1960s was challenging to the deaf community, mainly as policies required manual listening techniques (Spradley & Spradley, 1985). Lip-reading was the common practice adopted by families which had a deaf relative. The book highlights similar encounters between Lynn and her parents. Measles that attacked Bruce during Louise’s pregnancy resulted in adverse impacts, as explained by the doctor.
A slight rash on the skin was a sign of measles, which would have medical complications for the unborn (Spradley & Spradley, 1985). Consequently, both Tom and Louise experienced significant challenges communicating with Lynn, who became deaf as warned (Spradley & Spradley, 1985). The parents used lip-reading to communicate, but the approach proved insignificant after some time. Lynn failed to respond at times, and this worried the parents.
Moreover, oral interpretation of some words constitutes a popular method of interacting with deaf persons. This approach allows a person with hearing challenges to interpreting messages by seeing. Both Tom and Louise found the practice ineffective as Lynn would not make sounds as a sign of communication (Spradley & Spradley, 1985). The parents became very worried about the psychological growth and behavioral development of their daughter.
The authors highlight these situations presented minimal options for improving interaction with individuals with hearing impairment (Spradley & Spradley, 1985). Attending a social meeting on lip-reading and interpretation of words exposed Tom and Louise to helpful information. The book acknowledges that this encounter transformed interests in learning sign language. It is worth noting that the second half of the 20th century presented hope to vulnerable populations (Spradley & Spradley, 1985). Practical innovations were made, including special equipment for deaf societies.
American Sign Language (ASL)
Additionally, people with hearing impairment learn sign language from childhood to ensure fluency in communication. Initially, Tom and Louise trained Lynn to acquire skills on lip-reading for advancing interaction (Spradley & Spradley, 1985). However, this traditional practice failed to generate positive results as she could not make the usual voices. Subsequently, the parents had to learn new skills of engaging their daughter by acquiring knowledge of sign language (Spradley & Spradley, 1985). The American Sign Language (ASL) was initially developed for individuals with hearing impairment to converse.
This approach was useful to the parents after the second meeting, as indicated in the book (Spradley & Spradley, 1985). In essence, Tom, Louise, and Bruce were happy to get a positive response when Lynn began making communication voices again. Sign-language was instrumental in reconnecting the family, which was getting worried as Lynn grew older. The American Sign Language provides useful information for individuals without hearing challenges to interact with deaf people.
Barriers to Effective Deaf Communication
Conversing with individuals with physical disabilities requires accuracy in interpreting information. The book provides helpful information concerning the interaction with the deaf community. In essence, the ASL recognizes misinterpreted challenges among people from this society (Spradley & Spradley, 1985). For example, some deaf people do hear, but their vocal abilities are defective. Such individuals also depict hearing challenges as they are unable to hear their own voices.
Most significantly, barriers to effective communication with the deaf arise from a lack of a common language. Tom and Louise had to acquire the sign knowledge for ensuring objective interaction (Spradley & Spradley, 1985). The book highlights that academic performance was improving substantially after the family members engaged comprehensively. However, it is objective to state that sign language still encounters fundamental challenges as presented by the ASL (Spradley & Spradley, 1985). The deaf community records social disconnection with individuals with normal speaking abilities.
Conclusion
In conclusion, the book Deaf Like Me presents useful information for enhancing communication in modern contexts. Lynn’s inability to respond positively when lip-reading was a turning point in the family. Tom and Louise depict liberal and informed parents responsible for the progressive upbringing of their son and daughter. Bruce’s measles condition left detrimental impacts on Louise during the pregnancy period. Most notably, the authors narrate how the parents had to overcome sign language barriers after a social meeting. The deaf community fails to communicate effectively for imminent reasons such as socio-cultural diversity. However, the book has been critical in highlighting techniques of improving interaction with the deaf.
Reference
Spradley, T. S., & Spradley, J. P. (1985). Deaf like me. Gallaudet University Press.