Publisher's Synopsis
The majority of deaf sign language users have a grossly unequal share of power in the organisations in which they work. 'Inclusion' of deaf people requires a renegotiation of policy, organisational structure and working practice. In some schools, hospitals and social services, the professional team is now one in which both deaf and hearing colleagues attempt to work together, yet the challenges in creating such cooperation are immense. This study examines deaf/hearing working practice and working relations in three statutory organisations: a school for deaf children and two specialist psychiatric units for deaf people. Looking on identifies the critical issues for deaf and hearing colleagues in their cooperative working relations; identifies the strategies of working practice used to address these issues and assesses whether they are effective; examines the extent to which the characteristics of specific organisations influence these concerns; identifies models of good practice used by organisations to manage the changes deaf people's presence brings; makes clear recommendations for development of good practice that meet both the needs of deaf and hearing colleagues and build effective services. The authors conclude that good working practice can be built through flexibility in the distribution of power, regardless of occupational status, and by addressing the significantly different meaning of the signing environment for deaf and for hearing staff. The thought-provoking findings are directly relevant to all who work in or manage deaf/hearing teams. The study will also be a valuable resource for students of sociology, deaf studies, cultural studies, deaf education and disability studies.
