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American Sign Language (ASL) is a natural language that serves as the predominant sign language of Deaf communities in the United States of America and most of Anglophone Canada. ASL is a complete and organized visual language that is expressed by employing both manual and nonmanual features. Besides North America, dialects of ASL and ASL-based creoles are used in many countries around the world, including much of West Africa and parts of Southeast Asia. ASL is also widely learned as a second language, serving as a lingua franca. ASL is most closely related to French Sign Language (LSF). It has been proposed that ASL is a creole language of LSF, although ASL shows features atypical of creole languages, such as agglutinative morphology.
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 coined the term "Deaf Culture" and he was the first to discuss analogies between Deaf and hearing cultures in his appendices C/D of the 1965 Dictionary of American Sign Language.
Irving King Jordan is an American educator who became the first deaf president of Gallaudet University in 1988 after the Deaf President Now protest. Gallaudet is the world's only university with all programs and services designed specifically for deaf and hard-of-hearing students.
Tactile signing is a common means of communication used by people with deafblindness. It is based on a sign language or another system of manual communication.
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. By some, deafness may be viewed as a disability, but the Deaf world sees itself 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.
Andrew Jackson Foster (1925–1987) was an American pioneer of deaf education in several countries in Africa. In 1954, he became the first Deaf African American to earn a bachelor's degree from Gallaudet University, the American university for the Deaf, and the first to earn a master's degree from Eastern Michigan University. He earned a second master's degree from Seattle Pacific Christian College, also in education. He founded Christian Mission for the Deaf African in 1956 and set out for Accra, Ghana, where he established the first school for the deaf in West Africa.
Bimodal bilingualism is an individual or community's bilingual competency in at least one oral language and at least one sign language, which utilize two different modalities. An oral language consists of an vocal-aural modality versus a signed language which consists of a visual-spatial modality. A substantial number of bimodal bilinguals are children of deaf adults (CODA) or other hearing people who learn sign language for various reasons. Deaf people as a group have their own sign language(s) and culture that is referred to as Deaf, but invariably live within a larger hearing culture with its own oral language. Thus, "most deaf people are bilingual to some extent in [an oral] language in some form" In discussions of multilingualism in the United States, bimodal bilingualism and bimodal bilinguals have often not been mentioned or even considered, in part because American Sign Language, the predominant sign language used in the U.S., only began to be acknowledged as a natural language in the 1960s. However, bimodal bilinguals share many of the same traits as traditional bilinguals, as well as differing in some interesting ways, due to the unique characteristics of the Deaf community. Bimodal bilinguals also experience similar neurological benefits as do unimodal bilinguals, with significantly increased grey matter in various brain areas and evidence of increased plasticity as well as neuroprotective advantages that can help slow or even prevent the onset of age-related cognitive diseases, such as Alzheimer's and dementia.
Bilingual–Bicultural or Bi-Bi deaf education programs use sign language as the native, or first, language of Deaf children. In the United States, for example, Bi-Bi proponents claim that American Sign Language (ASL) should be the natural first language for deaf children in the United States, although the majority of deaf and hard of hearing being born to hearing parents. In this same vein, the spoken or written language used by the majority of the population is viewed as a secondary language to be acquired either after or at the same time as the native language.
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.
Laura-Ann Petitto is a cognitive neuroscientist and a developmental cognitive neuroscientist known for her research and scientific discoveries involving the language capacity of chimpanzees, the biological bases of language in humans, especially early language acquisition, early reading, and bilingualism, bilingual reading, and the bilingual brain. Significant scientific discoveries include the existence of linguistic babbling on the hands of deaf babies and the equivalent neural processing of signed and spoken languages in the human brain. She is recognized for her contributions to the creation of the new scientific discipline, called educational neuroscience. Petitto chaired a new undergraduate department at Dartmouth College, called "Educational Neuroscience and Human Development" (2002-2007), and was a Co-Principal Investigator in the National Science Foundation and Dartmouth's Science of Learning Center, called the "Center for Cognitive and Educational Neuroscience" (2004-2007). At Gallaudet University (2011–present), Petitto led a team in the creation of the first PhD in Educational Neuroscience program in the United States. Petitto is the Co-Principal Investigator as well as Science Director of the National Science Foundation and Gallaudet University’s Science of Learning Center, called the "Visual Language and Visual Learning Center (VL2)". Petitto is also founder and Scientific Director of the Brain and Language Laboratory for Neuroimaging (“BL2”) at Gallaudet University.
Tom L. Humphries is an American academic, author, and lecturer on Deaf culture and deaf communication. Humphries is a professor at the University of California, San Diego (UCSD).
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.
Marie Jean Philip was a leader in both the American and international Deaf community. She advocated for the right to a natural sign language for Deaf people. Marie was one of the original researchers studying ASL and Deaf Culture. She was active in establishing American Sign Language (ASL) as a recognized language in the colleges of Massachusetts in the early 1980s. Later, Marie was the Bilingual-Bicultural Coordinator at The Learning Center for the Deaf in Framingham, Massachusetts.
Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline. However, at least 90% of deaf children are born to hearing parents who use a spoken language at home. Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition. For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes. However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability. Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.
Beth S. Benedict is a professor in the Department of Communication Studies at Gallaudet University, advocate for the deaf, and a mentor for families with deaf children. Her research focuses on early intervention, early language acquisition, and family involvement. Benedict is also an advocate for the use of bilingualism in education of the deaf - incorporating the value of American Sign Language in deaf children. Benedict advocates for deaf-hearing partnerships, avoiding audism, the importance of bilingual education, deaf culture and the use of sign language while also working as a family mentor for families with deaf children. Recently, she was a keynote speaker for an International Deaf Studies conference and the featured speaker for the deaf education summit. Benedict takes what she researches about deafness and education and shares it broadly by way of talks and application - for example, she has helped the Georgia School for the Deaf work on developing bilingual education in their programs. In 2015 Benedict was the featured speaker at the Deaf education summit in Louisiana - a conference that brought together practitioners, educators, and parents to discuss local issues surrounding education of deaf children.
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.
Language deprivation in deaf and hard-of-hearing children is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf or hard of hearing child's life, often called the critical or sensitive period. Early intervention, parental involvement, and other resources all work to prevent language deprivation. Children who experience limited access to language—spoken or signed—may not develop the necessary skills to successfully assimilate into the academic learning environment. There are various educational approaches for teaching deaf and hard of hearing individuals. Decisions about language instruction is dependent upon a number of factors including extent of hearing loss, availability of programs, and family dynamics.
Sanjay Gulati is a child psychiatrist in Massachusetts whose research revolves around people who are deaf and hard of hearing and whose focus is on educating professionals working with deaf and hard of hearing populations about language deprivation syndrome. He is credited with coining the concept of language deprivation syndrome and studies the constellation of behaviors that result from lacking a foundational first language in deaf children.
DeafSpace is an approach to architecture that is primarily informed by the unique ways in which deaf people live and inhabit space. The design concept can be applied to public and domestic spaces. Buildings, classrooms, hallways, furniture, and other spatial arrangements and technologies can be designed to suit people with hearing impairments and their way of being. Not to be confused with Universal design as it embodies much of Deaf culture as well as providing visual access in its designs.
Dr. Laurene Simms is a Deaf American educator and advocate. She is the Chief Bilingual Officer at Gallaudet University.
References
- ↑ "Melissa Malzkuhn, Deaf Advocate". PBS NewsHour. January 31, 2019. Retrieved October 1, 2021.
- ↑ Bowman, Emma (June 28, 2015). "When It Comes To Learning For The Deaf, 'It's A 3-D Language'". NPR. Retrieved October 1, 2021.
- ↑ Foreman, Paige (May 1, 2015). "How the Motion Light Lab at Gallaudet is making bilingual books for Deaf children". Technical.ly DC. Retrieved October 1, 2021.
- 1 2 3 "Digital Advancements for the Deaf: SVA Alumnus Melissa Malzkuhn on Her 2018 Obama Fellowship". School of Visual Arts | SVA | New York City. Retrieved March 3, 2022.
- ↑ "Melissa Malzkuhn - Obama Foundation Fellow". Obama Foundation. Retrieved March 3, 2022.
- ↑ "Face to Face with the Fellows: Melissa Malzkuhn". Obama Foundation. Retrieved March 3, 2022.
- ↑ "PBS NewsHour: Brief But Spectacular". PBS Newshour. January 31, 2019 – via Gale.
- 1 2 3 Larimer, Sarah (May 28, 2017). "How Gallaudet University is working to reach young, deaf readers". The Washington Post.
- 1 2 Herzig, Melissa; Malzkuhn, Melissa (2015). "Bilingual Storybook Apps: An Interactive Reading Experience for Children". Odyssey. pp. 40–44.
- ↑ "Gallaudet University Dissertations and Theses". American Annals of the Deaf. 154 (2): 262. 2009. ISSN 0002-726X. JSTOR 26234603.
- 1 2 Leigh, Irene W.; Andrews, Jean F.; Harris, Raychelle L.; Ávila, Topher González (November 12, 2020). Deaf Culture: Exploring Deaf Communities in the United States, Second Edition. Plural Publishing. ISBN 978-1-63550-180-3.
- 1 2 3 Nolan, Elizabeth; Indrisano, Roselmina (January 2016). "The Baobab, a Storybook App". Journal of Education . 196 (1): 53–54. doi:10.1177/002205741619600109. ISSN 0022-0574. S2CID 188336231. ProQuest 1776673905.
- ↑ Newhouse, Kara (August 31, 2020). "Why Deaf Students Need Access to ASL Stories During Distance Learning - MindShift". KQED. Retrieved October 1, 2021.
- ↑ Jenkins, Mark (February 11, 2022). "In the galleries: The art of looking inward to provoke societal change". Washington Post.
- ↑ Malkuhn, Melissa (2016). "The Role of the NAD during the American Eugenics Movement". NADmag. National Association for the Deaf. pp. 28–33. Retrieved July 7, 2022– via Issuu.com.