Deaf history

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The history of deaf people and deaf culture make up deaf history. The Deaf culture is a culture that is centered on sign language and relationships among one another. Unlike other cultures the Deaf culture is not associated with any native land as it is a global culture. While deafness is often included within the umbrella of disability, many view the Deaf community as a language minority. Throughout the years many accomplishments have been achieved by deaf people. To name the most famous, Ludwig van Beethoven and Thomas Alva Edison were both deaf and contributed great works to culture.

Contents

Deaf people who know Sign Language are proud of their history. In the United States, they recount the story of Laurent Clerc, a Deaf educator, and Thomas H. Gallaudet, an American educator, coming to the United States from France in 1816 to help found the first permanent school for deaf children in the country. In the late 1850s there was a debate about whether or not to create a separate deaf state in the west. This deaf state would be a place where all deaf people could migrate, if chosen to, and prosper; however, this plan failed and the whole debate died. [1]

Another well-known event is the 1880 Second International Congress on Education of the Deaf in Milan, Italy, where hearing educators voted to embrace oral education and remove sign language from the classroom. This effort resulted in strong opposition within Deaf cultures today to the oralist method of teaching deaf children to speak and lip read with limited or no use of sign language in the classroom. The method is intended to make it easier for deaf children to integrate into hearing communities, but there have been many arguments about whether the manual method (where the teachers teach Sign Language as the main way to communicate) or the Oral method (where the teachers make the student learn to speak) are better. Most people now agree that the Manual Method is the preferred method of Deaf communication. The use of sign language is central to the Deaf peoples as a cultural identity and attempts to limit its use are viewed as an attack. [2]

Bond history of the deaf culture

Sign language is the most important instrument for communication between deaf people and the Deaf culture. Using sign language deaf people can join social networks, local and globally, which join the Deaf culture together. Sign Language is a loose term for people that are deaf or hard of hearing and use signs to communicate. American Sign Language (ASL) is most closely related to the older form of French Sign Language, as Laurent Clerc, who was deaf and a teacher, was brought to the America's by Thomas Hopkins Gallaudet. Though Clerc brought French Sign Language, there was already sign language being used. Martha's Vineyard had more than average deaf people who had created their own Martha's Vineyard Sign Language. The French Sign Language and the Sign Language that was already in use, became American Sign Language. Deaf and Hard of Hearing communities are closely drawn together due to their culture and use of Sign Language. Sign languages, like the English language, are always changing. In the United States there are many varieties of Sign Language - from SEE sign (Signed Exact English), which follows English grammar rules when using modified ASL signs, to the Rochester Method, where every single word is finger spelled out in the English Language, generally without the use of signs. There is a grey area in between 'English' and 'ASL' known as Contact Variety (previously referred to as Pidgin Sign Language, or PSE), which uses any number of combinations of English word order/grammar combined with aspects of ASL (or SEE).

Another powerful bonding forced in the Deaf culture is athletics. Athletics open up a path to achievement where many others are shut out by prejudice due to the level playing field of certain sports. Athletics also create many networking opportunities for Deaf people across the United States to expand their social circles, due to the increased mobility that results from out-of-state competitions, because the deaf population is considerably small at the local scale. [3] Deaf people participate in athletic activities to cultivate their cultural identity as Deaf people. In athletics, they can find solidarity where they are able to comfortably communicate with one another without barriers, embrace values and social norms natural for them and distinct from those in the hearing community, and allow for Deaf people to participate as coaches, athletes, and participants. [4] The American Athletic Association of the Deaf (AAAD) is huge help for deaf people by representing Deaf clubs and organizations throughout the entire American states. [5] The impact of sports in the deaf community can also be seen on the international level. The Deaflympics, sanctioned by the International Olympic Committee, are an elite international sporting event where deaf athletes from across the world compete against each other quadrennially. [6]

Famous living Deaf people

Timeline

B, C, D. Engravings by Diego de Astor of Reduccion de las letras y arte para ensenar a hablar a los mudos (Bonet, 1620) Lengua de Signos (Bonet, 1620) B, C, D.jpg
B, C, D. Engravings by Diego de Astor of Reducción de las letras y arte para enseñar a hablar a los mudos (Bonet, 1620)
  1. UPS failed to address communication barriers and to ensure equal conditions and opportunities for deaf employees;
  2. Deaf employees were routinely excluded from workplace information, denied opportunities for promotion, and exposed to unsafe conditions due to lack of accommodations by UPS;
  3. UPS also lacked a system to alert these employees as to emergencies, such as fires or chemical spills, to ensure that they would safely evacuate their facility; and
  4. UPS had no policy to ensure that deaf applicants and employees actually received effective communication in the workplace.

The outcome was that UPS agreed to pay a $5.8 million award and agreed to a comprehensive accommodations program that was implemented in their facilities throughout the country.

See also

Further reading

Related Research Articles

<span class="mw-page-title-main">Gallaudet University</span> Private university for those with hearing loss in Washington, D.C.

Gallaudet University is a private federally chartered university in Washington, D.C., for the education of the deaf and hard of hearing. It was founded in 1864 as a grammar school for both deaf and blind children. It was the first school for the advanced education of the deaf and hard of hearing in the world and remains the only higher education institution in which all programs and services are specifically designed to accommodate deaf and hard of hearing students. Hearing students are admitted to the graduate school and a small number are also admitted as undergraduates each year. The university was named after Thomas Hopkins Gallaudet, a notable figure in the advancement of deaf education.

<span class="mw-page-title-main">Deaf culture</span> Culture of deaf persons

Deaf culture is the set of social beliefs, behaviors, art, literary traditions, history, values, and shared institutions of communities that are influenced by deafness and which use sign languages as the main means of communication. When used as a cultural label, especially within the culture, the word deaf is often written with a capital D and referred to as "big D Deaf" in speech and sign. When used as a label for the audiological condition, it is written with a lower case d. Carl G. Croneberg was among the first to discuss analogies between Deaf and hearing cultures in his appendices C and D of the 1965 Dictionary of American Sign Language.

<span class="mw-page-title-main">Laurent Clerc</span> French-American educator (1785–1869)

Louis Laurent Marie Clerc was a French teacher called "The Apostle of the Deaf in America" and was regarded as the most renowned deaf person in American Deaf History. He was taught by Abbé Sicard and deaf educator Jean Massieu, at the Institution Nationale des Sourds-Muets in Paris. With Thomas Hopkins Gallaudet, he co-founded the first school for the deaf in North America, the Asylum for the Education and Instruction of the Deaf and Dumb, on April 15, 1817, in the old Bennet's City Hotel, Hartford, Connecticut. The school was subsequently renamed the American School for the Deaf and in 1821 moved to 139 Main Street, West Hartford. The school remains the oldest existing school for the deaf in North America.

Gary Malkowski is a former Canadian provincial politician. He represented the riding of York East in the Legislative Assembly of Ontario from 1990 to 1995, as a member of the Ontario New Democratic Party (NDP). He was Canada's first deaf parliamentarian, and the first deaf parliamentarian in the world to address a legislature in a sign language, specifically American Sign Language. He was formerly a table tennis player who went onto represent Canada at the Deaflympics in 1977 and 1985.

Audism as described by deaf activists is a form of discrimination directed against deaf people, which may include those diagnosed as deaf from birth, or otherwise. Tom L. Humphries coined the term in an unpublished manuscript in 1975, which he later reiterated in his doctoral project in 1977, but it did not start to catch on until Harlan Lane used it in his writing. Humphries originally applied audism to individual attitudes and practices; whereas Lane broadened the term to include oppression of deaf people.

The National Association of the Deaf (NAD) is an organization for the promotion of the rights of deaf people in the United States. NAD was founded in Cincinnati, Ohio, in 1880 as a non-profit organization run by Deaf people to advocate for deaf rights, its first president being Robert P. McGregor of Ohio. It includes associations from all 50 states and Washington, DC, and is the US member of the World Federation of the Deaf, which has over 120 national associations of Deaf people as members. It has its headquarters in Silver Spring, Maryland.

<span class="mw-page-title-main">Beverly School for the Deaf</span> School in Beverly, Massachusetts, United States

The Children's Center for Communication/Beverly School for the Deaf (CCCBSD) is a school, established in 1876, for students from birth to age twenty-two who are Deaf, Hard-of-Hearing, or hearing with complex communication needs by providing language that is visually accessible via American Sign Language, written English, speech, and AAC/Assistive Technology.

In the United States, deaf culture was born in Connecticut in 1817 at the American School for the Deaf, when a deaf teacher from France, Laurent Clerc, was recruited by Thomas Gallaudet to help found the new institution. Under the guidance and instruction of Clerc in language and ways of living, deaf American students began to evolve their own strategies for communication and for living, which became the kernel for the development of American Deaf culture.

<span class="mw-page-title-main">Deaf education</span> Education of the deaf and hard of hearing

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.

<span class="mw-page-title-main">Francis Maginn</span> Missionary and co-founder of British Deaf Association

Francis Maginn (1861–1918) was a Church of Ireland missionary who worked to improve living standards for the deaf community by promoting sign language and was one of the co-founders of the British Deaf Association.

<span class="mw-page-title-main">Deaf studies</span>

Deaf studies are academic disciplines concerned with the study of the deaf social life of human groups and individuals. These constitute an interdisciplinary field that integrates contents, critiques, and methodologies from anthropology, cultural studies, economics, geography, history, political science, psychology, social studies, and sociology, among others. The field focuses on the language, culture, and lives of the deaf from the social instead of the medical perspective.

The first school for the deaf was established in France during the 18th century, in 1771 by Charles-Michel de l'Épée. L'Épée was the leader in establishing sign language for the deaf and is notable as the "father" of deaf education. He founded the Institut National de Jeunes Sourds de Paris. French Sign Language was developed and heavily influenced by L'Épée working with deaf people who were already using their own home signs and combining those signs with new signs, which, in this time period, became known as L'Épée sign language. This French sign language became a major foundation and influence on all international sign languages, especially on American Sign Language, which still retains much of the historical signs and signing grammatical structure that originated from France. The Cobbs School was founded in 1815 in Chesterfield County, Virginia. It was the first school for teaching Deaf and Mute people in the United States; however, it closed in 1816. The American School for the Deaf, in West Hartford, Connecticut, was the first school for the deaf established in the United States, in 1817, by Thomas Gallaudet, in collaboration with a deaf teacher, also from France, named Laurent Clerc with support from the well-known Hartford Cogswell family. Alice Cogswell was the very first student to attend this school in 1817. Thomas Gallaudet spent time in Paris observing French Sign Language and education at The National Institute for the Deaf.

The Deaf community over time has worked to improve the educational system for those who are Deaf and hard of hearing. The history of Deaf education dates back to ancient Egypt where the deaf were respected and revered. In contrast, those who were deaf in ancient Greece were considered a burden to society and put to death. The educational aspects of the deaf community has evolved tremendously and still continues to grow as the science of linguistics, educational research, new technologies, and laws, on local, national, and international levels are steadily being introduced. Strategies, however, remain controversial.

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.

Deafness has varying definitions in cultural and medical contexts. In medical contexts, the meaning of deafness is hearing loss that precludes a person from understanding spoken language, an audiological condition. In this context it is written with a lower case d. It later came to be used in a cultural context to refer to those who primarily communicate through sign language regardless of hearing ability, often capitalized as Deaf and referred to as "big D Deaf" in speech and sign. The two definitions overlap but are not identical, as hearing loss includes cases that are not severe enough to impact spoken language comprehension, while cultural Deafness includes hearing people who use sign language, such as children of deaf adults.

<span class="mw-page-title-main">Deaf rights movement</span>

The Deaf rights movement encompasses a series of social movements within the disability rights and cultural diversity movements that encourages deaf and hard of hearing to push society to adopt a position of equal respect for them. Acknowledging that those who were Deaf or hard of hearing had rights to obtain the same things as those hearing lead this movement. Establishing an educational system to teach those with Deafness was one of the first accomplishments of this movement. Sign language, as well as cochlear implants, has also had an extensive impact on the Deaf community. These have all been aspects that have paved the way for those with Deafness, which began with the Deaf Rights movement.

Mervin "Merv" Donald Garretson was an American educator, leader, and deaf community rights advocate. His works were primarily directed towards changing mainstream opinion about deaf culture and about the deaf community.

The establishment of schools and institutions specializing in deaf education has a history spanning back across multiple centuries. They utilized a variety of instructional approaches and philosophies. The manner in which the language barrier is handled between the hearing and the deaf remains a topic of great controversy. Many of the early establishments of formalized education for the deaf are currently acknowledged for the influence they've contributed to the development and standards of deaf education today.

Gertrude Scott Galloway was an American educator and administrator working with deaf children. She was the first female president of the National Association of the Deaf. She is among the first deaf women to head a school for the deaf in the United States. Galloway was an advocate for deaf women throughout her life.

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