When Gucci make hearing aids, I’ll be deaf: Sensory impairment in later life and a need to define it according to identity

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter examines my experience of late hearing impaired – becoming hearing impaired, being diagnosed as such and then living with this new impairment. The analysis considers this experience of impairment from the point of view of subjective and objective disability. I argue that I am currently less impaired now that I have been diagnosed as being hearing impaired than I was when I was not considered to be hearing impaired. The chapter concludes that impairment is subjective, and should be considered so. It also concludes that context and age of impairment should be considered when understanding disability.
Original languageEnglish
Title of host publicationInclusion, Disability and Culture
Subtitle of host publicationAn Ethnographic Perspective Traversing Abilities and Challenges
EditorsS Holder, L Assaf
Place of PublicationNew York, U. S. A.
PublisherSpringer
Pages77-88
Number of pages11
Volume1
ISBN (Electronic)978-3-319-55224-8
ISBN (Print)978-3-319-55223-1
DOIs
Publication statusPublished - 10 May 2017

Publication series

NameInclusive Learning and Educational Equity
PublisherSpringer
Volume3

Keywords

  • deafness
  • hearing impairment
  • Culture
  • hearing aid
  • Impairment

ASJC Scopus subject areas

  • Social Sciences(all)

Fingerprint Dive into the research topics of 'When Gucci make hearing aids, I’ll be deaf: Sensory impairment in later life and a need to define it according to identity'. Together they form a unique fingerprint.

  • Profiles

    No photo of Simon Hayhoe

    Cite this

    Hayhoe, S. (2017). When Gucci make hearing aids, I’ll be deaf: Sensory impairment in later life and a need to define it according to identity. In S. Holder, & L. Assaf (Eds.), Inclusion, Disability and Culture: An Ethnographic Perspective Traversing Abilities and Challenges (Vol. 1, pp. 77-88). [17] (Inclusive Learning and Educational Equity; Vol. 3). Springer. https://doi.org/10.1007/978-3-319-55224-8_6