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As we noted earlier, accommodations designed for disabled people, such as curb cuts and subtitles, are found to benefit others as well. The multiple applications of accommodation are one example of the gain society receives from ensuring that differently shaped bodies and differently organized brains are seen as a part of human diversity. We can now imagine replacing deaf education’s dreary focus on remediating hearing loss with a Deaf Gain–­focused education that maximizes the visual-­spatial-­kinetic nature de af gai n of deaf ways of being and the use of sign language to produce cosmopolitan, technologically savvy, yet collectivist global citizens who live in a deep, intersubjective reciprocity with fellow citizens of the world.

3 (November 2012): 291–­305. Daniel Nettle and Suzanne Romaine, Vanishing Voices: The Extinction of the World’s Languages (New York: Oxford University Press, 2000), 13. xxxix xl H - ­D i rks e n L . Bau man an d Jos e ph J .  J. 1117511109. Ibid. Tove Skutnabb-­Kangas, Luisa Maffi, and David Harmon, Sharing a World of Difference: The Earth’s Linguistic, Cultural, and Biological Diversity (Paris: UNESCO, 2003), 42. Ibid. Ella Mary Stack, “Aboriginal Pharmacopoeia” (occasional paper no.

Bauman and Joseph J. Murray, “Reframing: From Hearing Loss to Deaf-­ Gain,” Deaf Studies Digital Journal 2 (2009); and H-­Dirksen L. Bauman and Joseph Murray, “Deaf Studies in the Twenty-­First Century: Deaf-­Gain and the Future of Human Diversity,” in Oxford Handbook of Deaf Studies, Language, and Education, ed. Marc Marschark and Patricia Spencer, vol. 2 (Oxford: Oxford University Press, 2010). See Lennard J. Davis, Enforcing Normalcy: Disability, Deafness, and the Body (New York: Verso, 1995).

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