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Carolina Mull

Mrs. Kelly

Asl 2

11 February 2020

Journal Abstract

The American Annals of the Deaf article I decided to write about is titled

“The Works of Lloyd Dunn, Madeleine Will, E. D. Hirsh, and A Few Select Others: A

Nexus of Similar Provocative Ideas”, written by Peter V. Paul. The article I found focused

on the three deaf writers named in the title, Lloyd Dunn, Madeleine Will, and E. D. Hirsh.

This article, “The Works of Lloyd Dunn, Madeleine Will, E. D. Hirsh, and A Few Select

Others: A Nexus of Similar Provocative Ideas” describes how there is many steps and

positions one in the deaf community must take in order to achieve a goal and a legacy left

behind. Peter’s reasoning behind picking those three particular people to write about in this

article is because of, what he says, the fact that those few people are intellectual figures that

he says have particularly influenced and impacted his scholarly endeavors (The Works of

Lloyd Dunn, Madeleine Will, E. D. Hirsh, and A Few Select Others: A Nexus of Similar

Provocative Ideas, Paul V.).

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To start off his article, Peter writes about Lloyd Dunn and his achievements. Peter

calls Lloyd one of the “giant figures” because of the impact Lloyd made on the deaf

community and the world. One of Lloyd’s big achievements that Peter writes about is the

Peabody Picture Vocabulary Test. The use of this picture test created by Lloyd became very

successful in teaching the deaf or hard of hearing community and influenced Peter in is own

dissertation work. Peter describes how Lloyd represented the special education field,

creating a positive impact on the education for deaf or hard of hearing individuals both

young and old.

Peter also writes about how both Lloyd Dunn and Madeleine Will had similar framework

for their passions. However, Madeleine took further steps of inclusion in special education than

Lloyd. Madeleine believed in not only just the inclusion of deaf and hard of hearing children in

education but all severe and profound disabilities that go much further than just children who are

deaf or hard of hearing. Peter describes how Lloyd and Madeleine’s similar thinking branched

out into the emergency construct labeled “developmental framework” or “typical developmental

similar” which is, as Peter describes as “the assertion that the development if children with

disabilities follows the same trajectory or pattern as that of typical children” (The Works of

Lloyd Dunn, Madeleine Will, E. D. Hirsh, and A Few Select Others: A Nexus of Similar

Provocative Ideas, Paul V.).

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The final “giant”, E. D. Hirsh, that Peter introduces in his article, The Works of Lloyd

Dunn, Madeleine Will, E. D. Hirsh, and A Few Select Others: A Nexus of Similar

Provocative Ideas, Paul V., has a different approach then Lloyd and Madeleine. Peter writes

about how Hirsh’s main point “was that teaching critical thinking skills without students

having a deep prior knowledge of or background in the relevant topic is fruitless” (The

Works of Lloyd Dunn, Madeleine Will, E. D. Hirsh, and A Few Select Others: A Nexus of

Similar Provocative Ideas, Paul V.).

Furthermore, Peter V. Paul introduces three very influential “giants” that have

contributed to the bettering of the education received for the deaf and hard of hearing

children. It is very important that Peter acknowledges and gives credit to those who have

made an impact on the special education system in his article.

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Article Page

Editorial

The Works of Lloyd Dunn, Madeleine Will, E. D. Hirsch, and A Few

Select Others: A Nexus of Similar Provocative Ideas
In a previous editorial, I mentioned that it is critical—almost mandatory—for schol- ars to stand “on the
shoulders of giants” (Paul, 2018b, p. 289). This provides the springboard for creativity and wisdom—and
may influence and enhance one’s current research thrust or perspective. Another consequence—perhaps
an unintended one—is that scholars might perceive a big- ger picture, one that extends beyond or even
complements their specific area of interest or expertise. Unless you possess a severe case of generational
myopia, you might be surprised to see a nexus of similar provocative ideas promoted by these giants. I
discuss a few intellectual figures below, particularly those who have influ- enced my scholarly endeavors.

Let’s start with the work of Lloyd Dunn. Some background information on this giant figure can be found
in an obituary on a Vanderbilt University website, Vanderbilt News (“Developmental Disability Educa-
tion Pioneer,” 2006). Among other achieve- ments, Dunn developed the Peabody Picture Vocabulary
Test, which is not only an effective measure of standard English vocabulary but also a screening test of
“verbal ability in early reading.” The use of this test with d/Deaf and hard of hearing students was
discussed in a 2014 American Annals of the Deaf article by Bennett, Gard- ner, and Rizzi. The notion of a
“picture vocabulary test” certainly influenced my dissertation work (Paul, 1984).

The far greater influence—one that con- tinues today—has been provided by Dunn’s remarks about
special education, especially comments on constructs such as overrep- resentation, accessibility (to the
general education curriculum), and inequality. One of Dunn’s blockbuster comments is as follows:

“If I had my way, the field would get rid of the term ‘special education,’” [Dunn] said. “There should be no
dichotomy between general and special education. We are all just school teachers who don’t know as much as we
should about educating young people who are very different from the aver- age.” (“Developmental Disability
Education Pioneer,” 2006)

Dunn’s comment certainly is the precursor to, or at least related to, Madeleine Will’s Regular Education
Initiative (see related discussion in Winzer, 2009). Will promoted inclusive general education for students
with disabilities and was instrumental in facilitating the development of transition and supported
employment programs. (Note: In my view, currently, transition and supported employment programs are
in need of increased research and funding.) Will cited her concerns about the negative effects of “pull-
out” (into self-contained classrooms, etc.) programs, and, similarly to Dunn, she promoted the education
of stu- dents with “mild to moderate” disabilities in