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| Preface | |
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| Foreword: Service Provision to People with Disabilities: A Deontological Perspective | |
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| Contributors | |
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| Introduction and Overview | |
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| Author Introduction | |
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| A Few Quotes to Consider | |
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| Importance of the Topic | |
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| Motivation for Undertaking This Book | |
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| Intended Audience | |
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| The Book Ahead | |
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| Rationale for Design | |
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| Description of the Book | |
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| Arrangements of Chapters | |
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| What Do the Contributing Authors Bring? | |
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| Acknowledging Realities | |
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| Title Terms and Other Definitions | |
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| Intrepidly Looking Ahead | |
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| Trying to Identify Key Questions | |
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| Identifying the Players and Their Positions | |
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| Appendix | |
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| From Birth to Three Years | |
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| Ethical Considerations in the Demography of Deafness | |
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| Author Introduction | |
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| A Case to Consider | |
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| Ethics Defined | |
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| Definitions of Deafness | |
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| Time | |
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| Geography | |
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| Other Factors | |
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| Toward Solving the Problems | |
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| Some Concluding Comments | |
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| Appendix | |
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| Deafness, Science, Technology, and Ethics | |
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| Author Introduction | |
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| Cases to Consider | |
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| Introduction | |
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| The Question of "Normality" and "Disability" | |
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| Paths and Lives-Lived | |
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| Implants and Genetics and Regeneration | |
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| Conclusions | |
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| Appendix | |
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| Mother Tongue/First Language | |
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| Author Introduction | |
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| A Case to Consider | |
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| Introduction to Language | |
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| Historical Perspective on Language | |
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| Overview of Language and Communication | |
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| Ethical Framework | |
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| Example of Renn | |
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| Example of Ginny | |
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| Example of Sandra | |
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| Example of Bobby and Alisa | |
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| Reflections | |
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| Appendix | |
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| Ethics of Assessment | |
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| Author Introduction | |
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| Author Introduction | |
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| A Case to Consider | |
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| Ethics of Assessment: An Introduction | |
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| Cochlear Implantation | |
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| Communication Assessment | |
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| Approaches to Ethical Decision Making | |
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| Principlism | |
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| Alternative Perspectives | |
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| Conclusions | |
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| Appendix A | |
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| Appendix B | |
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| From Three to Six Years | |
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| Equality, Excellence, and Parental Choice in Education of Deaf and Hard of Hearing Children in Israel: Ethics and Balancing Individual, Group, and National Agendas | |
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| Author Introduction | |
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| Two Cases to Consider | |
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| Introduction | |
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| General Information about the Israeli Educational System | |
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| General Secular Jewish Sector | |
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| General Religious Jewish Sector | |
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| Ultra-Orthodox Religious Jewish Sector | |
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| Arab Sector | |
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| Follow-On Considerations | |
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| The Israeli Educational Reform and The Special Educational Law (SEL) | |
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| The Educational Reform | |
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| The Special Education Law (SEL) | |
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| The SEL and Parental Choice | |
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| Suggested Changes of the SEL | |
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| The Reasons for the Changes | |
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| The Main Suggested Changes in the SEL with Regard to Children | |
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| The Functions of Education and the Freedom of Choice | |
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| Perceptions of Deafness | |
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| Academic Achievement versus Social and Emotional Development | |
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| Excellence versus Equality | |
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| Choice and Marketing of Competing Values | |
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| Choice, Vouchers, and Social Equality | |
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| Some Practical Considerations | |
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| Conclusions | |
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| Appendix | |
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| Educational Placement | |
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| Author Introduction | |
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| Introduction | |
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| Early Considerations | |
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| Deaf Parents | |
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| Initial Placement | |
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| School Entry | |
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| The Political Framework of Provision | |
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| Communication Mode | |
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| Inclusion | |
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| Individual Support | |
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| Pragmatic Perspective | |
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| Legislative Framework | |
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| The Mainstream | |
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| Resource Base or Unit | |
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| Special School Settings | |
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| Support for Learning | |
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| Family Friendly Services | |
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| A Practical Approach | |
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| Resourced for Families | |
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| The Role of Deaf Adults | |
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| Self-Esteem | |
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| In-Class Support | |
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| Deaf Children with Disabilities | |
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| Outcome Measures | |
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| Conclusions | |
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| Appendix | |
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| Curriculum Considerations | |
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| Author Introduction | |
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| Cases to Consider | |
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| Introduction | |
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| Defining Curriculum | |
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| The "Hidden" Curriculum | |
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| Official and Unofficial Curriculum | |
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| Curriculum Development and Implementation in Practice | |
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| Addressing Curriculum Questions Ethically--An Example | |
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| The Significance of Perspective on Deafness | |
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| Dealing with Prevailing Issues and Alternative Perspectives in the Curriculum Development Process | |
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| Revisting the Ethical Dilemmas | |
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| Conclusions | |
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| Appendix | |
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| Ethics and the Preparation of Teachers of the Deaf | |
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| Author Introduction | |
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| A Case to Consider | |
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| Introduction | |
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| From the Beginning | |
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| The Ethics of What We Teach Teachers | |
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| Ethics Education | |
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| Case Studies | |
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| The Ethics of What Teacher Preparation Programs Teach | |
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| The Ethics of Hanging on to One's Job | |
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| The Ethics of Professional Knowledge | |
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| Conclusions | |
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| Appendix | |
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| Thoughts and Projections | |
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| Author Introduction | |
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| A Few Quotes to Consider | |
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| Introduction | |
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| Additional Thoughts On What is Needed | |
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| Charters of Bills of Rights Concerning Speech/Language Impairments and Deafness | |
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| Code of Ethics | |
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| Supports, Threats, and Complications | |
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| Media Support of Interference | |
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| Tribal Conflicts | |
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| Projections for Older Individuals with Hearing Impairments | |
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| Cost of Unethics | |
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| Considering Closure | |
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| Appendix | |
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| Extended Glossary | |
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| References | |
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| Index | |