Discussion—Low-Incidence Exceptionalities: The Deaf Culture

There is a greater variety of cultures than those related to ethnicity, religion, or geography. For example, there is also the deaf culture. One low-incidence exceptionality you may have learned about in children is deafness. Although it might seem an easy decision to utilize technology such as cochlear implants to enable someone to hear, there are many issues to consider.
View the following video:

• Aronson, J. (Producer & Director). (2006). Sound and fury: Six years later[Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/View/1650486

Based on your readings and analysis of the video, address the following:

• Explain the lessons individuals from the hearing and deaf cultures learned from each other.
• Describe the impact early intervention might have for individuals with hearing impairment (including social, communication-related, and emotional repercussions).
• Synthesize the information from your readings and from the video to explain how you might utilize the information to work with children with low-incidence exceptionalities (beyond hearing impairment) and their families. Provide a minimum of three recommendations.

Write your initial response in 300–500 words. Apply APA standards to citation of sources.

Social workers who utilize the solution-focused model are mindful of how their conversations with their clients, families, groups, or even community members facilitate their thinking about solutions. The client is always the “expert,” and therefore social workers ask questions to explore how the client perceives the problem and situation.Social workers may use solution-focused questions such as the miracle question. For example, “Suppose you woke up one morning and by some miracle everything you ever wanted, everything good you could ever imagine for yourself, had actually happened—your life had turned out exactly the way you wanted it. What would be different in your life?” When clients are asked this, it forces them to reflect on what they want or would like to achieve. By projecting themselves into the future, clients are more likely to imagine what is possible rather than focusing on the past and their failures. This allows for the possibility of developing solutions.
In this Discussion, you apply the solution-focused model and solution-focused questions. You provide other solution-focused questions, similar to the miracle question that was provided for you. Although the textbook provides actual examples of solution-focused questions, always think about your client—you may have to modify the question a bit to take into account the client’s age, cognitive and developmental stage, culture, etc., so that the question makes sense to the client.
To prepare:Recall a case from your fieldwork experience to use for this Discussion.Review and focus on pages 520–521 in your textbook.
In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience. From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.) Remember that the goal of these questions is to assist clients in identifying a solutionExplain how asking these two questions would help the client in coming up with the solution. In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel. No more then 500 words