As a result of cochlear implantation, therapeutic techniques have focused on one mode, listening and spoken language, and communication options have been segmented and placed along a continuum. Different communication options are categorized as listening and spoken language, sign language, cued speech, and/or total communication. These categories

As children are implanted, mainstreamed, and discouraged from using gesture and sign language, their opportunities to interact with ISL speakers and other deaf people in general contract.

The move from mass aiding to individual implantation marks a transition for the state and the corporation, from a performatively distributed external relation to a performatively implanted inhabitant of the body.

“Blommaert and Backus (2013) explain that ‘A repertoire is composed of a myriad of different communicative tools, with different degrees of functional specialization. No single resource is a communicative panacea; none is useless’”

“We want mothers to notice everything, they need to see everything.”

A focus on deaf communities and cultures—and other forms of deaf similitude—is an analytical and empirical move aimed at attending to, supporting, and perhaps bringing into being certain world-making projects, what Faye Ginsburg and Rayna Rapp (2013) call “disability worlds.” However, what happens when there is a focus on “normal worlds,” or

A commitment to deaf futurism allows us to include multiple sensory, social, and communicative orientations as normal and to see deaf as normal as well.

What are some other means of cultivating potential and reimagining communication?

mothers are required to play multiple roles in interacting with, teaching, and caring for their deaf children.