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ABSTRACT
CULTURALLY AFFIRMATIVE DISCIPLINE MODEL…
INVESTIGATING FACTORS IN DEVELOPING A CULTURALLY AFFIRMATIVE DISCIPLINE MODEL IN SCHOOLS FOR THE DEAF
Although there have been numerous studies on various discipline approaches and models in schools, there has not been much attention given to the effects of culture, discipline and Deafness in schools for the Deaf. However, in an article authored by Susan Burnes, David Seabolt and Judith Vreeland (1992), they wrote that the establishment of a strong Deaf cultural identity, which includes American Sign Language, a sense of family, and community, contributed to the success of a program for Deaf children with emotional and behavioral problems.
The purpose of this study was twofold: one, to identify two discipline models and second, to investigate cultural characteristics and values; discipline; and develop a culturally affirmative discipline model in residential and day schools for the Deaf in an attempt to lessen discipline problems and create an environment that is conducive to effective learning.
There are four essential components identified for the investigation: One, to investigate the various discipline models utilized by schools for the Deaf; two, to ascertain from respondents cultural values and characteristics of Deaf individuals; three, to find out if there were differences between counselors and administrators with respect to what they perceived as Deaf culture; and four, to find out if there was a difference between Deaf and non-Deaf subjects with respect to what they perceived as Deaf culture.
The design methodology applied in this study was the gathering of data by both questionnaires and focus group interviews. The data were then analyzed through the triangulation of results, which included a descriptive analysis.
The study resulted in six conclusions: one, the majority of respondents in the study were non-Deaf raised in families whose parents were also non-Deaf; two a higher percentage of respondents claimed that their discipline practices were child – or student centered. However, a significant percent of the respondents in the study indicated that their schools were more inclined to be teacher – centered; three, when respondents were asked to respond to what is Deaf culture? Most selected most like Deaf culture; four, there was a difference between counselors and administrators as to how they perceived Deaf culture; five, there was no differences between Deaf and non-Deaf as to what they perceived as being characteristics of Deaf culture and; six, there was a trend as to what respondents perceived as characteristics of Deaf culture.
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