242 where to get more information
Deaf Friendly Schools: A guide for
teachers and governors, with a
supplement toolkit on inclusion:
Deaf children in mainstream schools
(2002, 32 pages)
Clara Ratcliffe
National Deaf Children’s Society (NDCS),
UK (see page 241 for address.)
A guide for staff in mainstream secondary
or primary schools who have deaf pupils.
Information on teaching strategies,
inclusion, communication, deafness, and
technical support.
Deaf Like Me (1985, 292 pages)
Thomas S. Spradley and James P. Spradley
Gallaudet University Press
Chicago Distribution Center
11030 South Langley Ave
Chicago, IL 60628, USA
phone: (1-773) 568-1550
phone inside the USA: (1-800) 621-2736
tty inside the US: (1-888) 630-9347
fax inside the US: (1-800) 621-8476
email: [email protected]
website: gupress.gallaudet.edu
Deaf Like Me is an account of parents
coming to terms with their baby girl’s
profound deafness. It expresses the love,
hope, and anxieties of many hearing
parents of deaf children. In the epilogue,
Lynn Spradley as a teenager reflects upon
being deaf, her education, her struggle to
communicate, and the discovery that she
was the focus of her father’s and uncle’s
book.
Deafness: A guide for parents, teachers,
and community workers (2001, 32 pages)
Akach Philemon
Special Needs Education, UNESCO
7 Place de Fontenoy
75352 Paris 07-SP, France
fax: (33-145) 685-627
email: [email protected]
website: unesdoc.unesco.org/
images/0012/001255/125541e.pdf
This short and simply-written UNESCO
publication explains many complex issues
related to deafness, sign language, and the
education of deaf children. It is intended to
raise awareness among parents, teachers,
doctors, nurses, and social workers of
the importance of sign language for deaf
children, particularly in the early years. It is
accompanied by a video. Free.
Developing Personal Safety Skills in
Children with Disabilities
(1995, 214 pages)
F. Briggs
Paul H. Brooks Publishing Co
PO Box 10624
Baltimore, MD 21285-0624, USA
Offers learning activities to develop self-
esteem, assertiveness, and independence
— skills that children with disabilities need
to safeguard themselves. It can be used
to teach children to recognize dangerous
situations, take action, handle approaches
by strangers, communicate their feelings,
and to recognize right and wrong ways of
touching.
Family Action for Inclusion in
Education (2002, 120 pages)
EENET, School of Education
University of Manchester, Oxford Road
Manchester M13 9PL, UK
phone: (44 -161) 275-3711
fax: (44 -161) 275-3548
email: [email protected]
website: www.eenet.org.uk
A practical and inspirational handbook
with stories of family-based advocacy
organizations that have helped to
transform educational systems in southern
Africa, South Asia, Europe, and Australia.
Useful for family and community members
who want to form a support group or
challenge exclusion. Provides valuable
insights into the activities, thoughts, and
feelings of parents involved in fighting for
the inclusion of their disabled children.
Helping Children Who Are Deaf (2004)