Bryn Mawr, is a census-designated place (CDP) located across three townships: Radnor Township and Haverford Township in Delaware County and Lower Merion Township in Montgomery County, Pennsylvania, United States. It is located just west of Philadelphia along Lancaster Avenue, also known as U.S. Route 30.
The city of Northampton is the county seat of Hampshire County, Massachusetts, United States. As of the 2020 census, the population of Northampton was 29,571.
Bryn Mawr College is a women's liberal arts college in Bryn Mawr, Pennsylvania. Founded as a Quaker institution in 1885, Bryn Mawr is one of the Seven Sister colleges, a group of historically women's colleges in the United States. It is one of 15 Quaker colleges in the United States. The college has an enrollment of about 1,350 undergraduate students and 450 graduate students. It was the first women's college to offer graduate education through a PhD.
Grace Anna Coolidge was the wife of the 30th president of the United States, Calvin Coolidge. She was the first lady of the United States from 1923 to 1929 and the second lady of the United States from 1921 to 1923. She graduated from the University of Vermont in 1902 with a Bachelor of Arts degree in teaching and joined the Clarke Schools for Hearing and Speech in Northampton, Massachusetts, to teach deaf children to communicate by lip reading, rather than by signing. She met Calvin Coolidge in 1904, and the two were married the following year.
The Louisiana School for the Deaf is a state school for deaf and hard-of-hearing students in Louisiana, located in Baton Rouge, the state capital. It was established in 1852 as a joint school for blind students. In 1860, its first purpose-built facility was completed and admired as an elegant monument to philanthropy. The schools were divided in 1898, and in 1908, Louisiana School for the Deaf was renamed.
Oralism is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech. Oralism came into popular use in the United States around the late 1860s. In 1867, the Clarke School for the Deaf in Northampton, Massachusetts, was the first school to start teaching in this manner. Oralism and its contrast, manualism, manifest differently in deaf education and are a source of controversy for involved communities. Oralism should not be confused with Listening and Spoken Language, a technique for teaching deaf children that emphasizes the child's perception of auditory signals from hearing aids or cochlear implants.
The Country Day School movement is a movement in progressive education that originated in the United States during the late 19th century. Country Day Schools sought to recreate the educational rigor, atmosphere, camaraderie and character-building aspects of the best college-prep boarding schools, while allowing students to return to their families at the end of the day. To avoid the crime, pollution and health problems of the industrial cities of the early 20th century, the schools were sited in the 'country', where wealthy families owned large homes in areas that would later be known as suburbs.
Van Asch Deaf Education Centre was located in Truro Street, Sumner, Christchurch, New Zealand. It was a special school for deaf children, accepting both day and residential pupils, as well being as a resource centre providing services and support for parents, mainstream students and their teachers in the South Island and the Lower North Island.
The Maryland School for the Deaf (MSD) offers public education at no cost to deaf and hard-of-hearing Maryland residents between the ages of zero and 21. It has two campuses located in Frederick and Columbia, Maryland.
Manually coded languages (MCLs) are a family of gestural communication methods which include gestural spelling as well as constructed languages which directly interpolate the grammar and syntax of oral languages in a gestural-visual form—that is, signed versions of oral languages. Unlike the sign languages that have evolved naturally in deaf communities, these manual codes are the conscious invention of deaf and hearing educators, and as such lack the distinct spatial structures present in native deaf sign languages. MCLs mostly follow the grammar of the oral language—or, more precisely, of the written form of the oral language that they interpolate. They have been mainly used in deaf education in an effort to "represent English on the hands" and by sign language interpreters in K-12 schools, although they have had some influence on deaf sign languages where their implementation was widespread.
The Learning Center for the Deaf (TLC) is a Framingham, Massachusetts-based non-profit organization and school serving deaf and hard-of-hearing children and adults. The mission of The Learning Center for the Deaf is to ensure that all deaf and hard of hearing children and adults thrive by having the knowledge, opportunity and power to design the future of their choice.
The Atlanta Speech School is a language and literacy school located in Atlanta, Georgia, established in 1938. The school provides educational and clinical programs. The Atlanta Speech School's Rollins Center provides professional development for teachers and educators in partner schools and preschools. The Rollins Center focuses on the eradication of illiteracy. The Rollins Center has an online presence called Cox Campus, which is an online learning environment with coursework targeted for the education of children age 0–8.
The Austine School for the Deaf, now closed, in Brattleboro, Vermont, was an independent, coeducational day and residential school for deaf and hard-of-hearing children age four to eighteen from New England and New York.
Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.
The history of deaf education in the United States began in the early 1800s when the Cobbs School of Virginia, an oral school, was established by William Bolling and John Braidwood, and the Connecticut Asylum for the Deaf and Dumb, a manual school, was established by Thomas Hopkins Gallaudet and Laurent Clerc. When the Cobbs School closed in 1816, the manual method, which used American Sign Language, became commonplace in deaf schools for most of the remainder of the century. In the late 1800s, schools began to use the oral method, which only allowed the use of speech, as opposed to the manual method previously in place. Students caught using sign language in oral programs were often punished. The oral method was used for many years until sign language instruction gradually began to come back into deaf education.
The Summit Speech School is a year-round educational institution based in New Providence, Union County, New Jersey, United States, which assists children in northern and central New Jersey who have difficulty hearing. The school uses an approach which has been described variously as an oral-option or auditory-oral or auditory-aural method, in the sense that the program helps children "to listen and talk without the use of sign language". The school receives funding from various sources, including the Junior League of Summit and the State of New Jersey. It hosts benefits to raise funds. According to a report in 2010, fund-raising is on-going and ranges from $800,000 to $1 million a year. It has been assisted in the past by volunteers. An introduction to music had been provided by renowned educator Capitola Dickerson for thirty years.
Lexington School and Center for the Deaf comprises the Lexington School for the Deaf, the Lexington Hearing and Speech Center, Lexington Vocational Services, and the Lexington Center for Mental Health in New York City, aimed at serving the deaf and hard of hearing community.
Caroline Ardelia Yale was an American inventor and educator who revolutionized the teaching of hearing-impaired students. A collaborator of Alexander Graham Bell, her phonetic system became the most widely used in America. She worked most of her career at the Clarke School for the Deaf, eventually becoming Principal of the institution, and was involved in raising funds for the deaf through leading figures such as her childhood friend, Grace Coolidge, First Lady of the United States. She was also director and cofounder of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.
Harriet Burbank Rogers was an American educator, a pioneer in the oral method of instruction of the deaf. She was the first director of Clarke School for the Deaf, the first U.S. institution to teach the deaf by articulation and lip reading rather than by signing. Her advocacy for oralist instruction children increased utilization of oral-only communication models in many American schools.
Helen Louise Hulick Beebe was an American educator and pioneer of auditory-verbal therapy. In 1938, she made headlines when a judge jailed her for wearing trousers while appearing as a witness in court.
