Deaf In America - Proud To Be Deaf

Inside a Deaf School’s Fight for Civil Rights in America.

WASHINGTON DC -- AJ+ channel on YouTube share the short documentary - What's it like to be a young Deaf college student at a Deaf university? Gallaudet University isn't just a school – it's the center of the American Deaf community.

Here's why there's so much more to being Deaf than you think.

Watch Part 2: https://youtu.be/9Rkctxo_LQI.

Note: When "deaf" is capitalized as "Deaf," it's referencing the Deaf community, an important and empowering distinction to those in the community.

Archival material courtesy of Gallaudet University and Cahlah Chapman. Music tracks courtesy of APM and Audio Networks. Special thanks: Kati Mitchell, Robert Weinstock, Melissa Elmira Yingst.

SOURCE - AJ+

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Stop Moving Deaf To Mainstream Schools

Petition: Stop moving Deaf children to Mainstream Schools, Keep and Open more Deaf Schools.

More Deaf Schools has been closed in last few decades which means more parents of Deaf children have very fewer choices. One or two limited choices available which forced the parents to make decision to move their children to Mainstream schools.

It costs the Government MORE money to spend money on BSL CSWs or BSL interpreters and all extra unnecessary support for few Deaf pupils at Mainstream Schools.

It was said that many Deaf children losing their Deaf identities including found this is a big barrier to access to Deaf Culture and to Sign Language.

Many Deaf people become Qualified Teachers NOW! More Deaf people are qualified in specialist subjects and they can teach at Deaf Schools.

"The World Federation of the Deaf (WFD) promotes and safeguards the right of all Deaf people to quality education, starting at birth and throughout life. As for all learners, Deaf children have the same right to education and full access to quality education."

WFD then says "Full inclusion for a Deaf learner means a totally supportive, signing and student-centred environment. This permits the learner to develop to his/her full educational, social and emotional potential. This is stated also in the Convention on the Rights of Persons with Disabilities".

"Otherwise, inclusion as a simple placement in a regular school without meaningful interaction with classmates and professionals at all times is tantamount to exclusion of the Deaf learner from education and society. In such environments, the Deaf child is physically present but may be mentally and socially absent."

Deaf children should not experience mentally and socially absent, as they should easily access to high quality of education via Deaf teachers or Teachers who hold high level of sign language communication.

We are asking the Government to change the current policy of mainstream schools and adopt a language policy to ensure to protect Deaf Schools, and find ways to reopen more Deaf Schools.

See WFD recommendations of the Government to follow UN Convention on the Rights on the Persons with Disabilities http://wfdeaf.org/databank/policies/education-rights-for-deaf-children. Sign this petition - HERE.

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American Sign Language Effects On The Brain

Deaf children need adequate communication to develop a healthy brain, experts say.

DHN's coverage story of the education and communication skills for Deaf children in the United States of America. Experts tell us how the brain works when it doesn't develop properly and when it does.

Their solution? Giving Deaf children access to both American Sign Language and English leads to healthy development and should be part of every child's learning process from day one. Next week we meet two women who did just that.

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DHN is a place where everyone can get the news in the language that suits them best, whether they are Deaf or Hearing. DHN is a news agency and incorporate American Sign Language, spoken English and captions into each broadcast.

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The Human Right To Language For Deaf Children

Rethinking LRE: The Human Right To Language for Deaf Children.

Rethinking Language-Rich Environment by Brenda J. Falgier. The video bases its dicussion on "The Human Right to Language" by Mr. Siegel.

Gallaudet University Press has published, "The Human Right To Language," by NDEP's founder and director, Lawrence M. Siegel who created the Statement of Principle in which he argued that the educational delivery system in America must be "communication-driven" for Deaf and Hard of Hearing students, proposes in his new book that current special education law violates the 1st and 14th Amendment rights of Deaf and Hard of Hearing children.

Brenda Falgier's discussion is based on Lawrence M. Siegel argument regarding the First Amendment in safeguarding the human right to language for Deaf children.

Reference: Siegal, L. M. (2008). The human right to language: Communication access for Deaf children. Washington, DC: Gallaudet University Press.

The Truth About Illinois School For The Deaf

Under Fire: ASL and Cued Speech at the Illinois School for the Deaf.

JACKSONVILLE, IL -- A few months ago, Michele Westfall tagged me and a few other people about the Illinois School for the Deaf's website on "Cued Speech Myths." What I saw there was heartbreaking. This is my response to the situation, sharing observations on their video series. Please support the Illinois Deaf Community's efforts to improve conditions at the school.

An Illinois Deaf Community member has stated that the superintendent is leaving in June 2015 and the pro-Cued Speech principal, Angela Kuhn, is a candidate for the position. The community does not want her to take the job.

Description of Adrean Clark, a Deaf white woman wearing a black and silver ASL Bat t-shirt appears against a dark blue background. Her narrative is interspersed with footage from the Illinois School for the Deaf's video series featuring the superintendent and classroom situations.

RELATED - Free Illinois School For The Deaf From Audism

Summary: The Illinois School for the Deaf released a series of videos intended to dispel doubts about their "bilingual" program. I was heartbroken by what I saw in the footage and would like to show you what I noticed.

- The school's mission is to provide a bilingual ASL - English environment. The actual practice is far from bilingual. The example footage shown takes place during an English composition class. The teacher asks (with Cued Speech) what "to conclude" means. Two students respond - one with ASL/fingerspelling and another by oral English only. The teacher winks at the speaking students. This is common to oral environments that try to "share space" with ASL. Speaking English tends to come first. The student that spoke got special treatment while not signing at all.

- The superintendent claims that the thousands of words in science and social studies have no ASL equivalent, therefore must be fingerspelled. That is a false claim, since ASL has built-in systems for developing new words. The choice to depend on fingerspelling actually robs students of full access to ASL - as an example a video from the ASL THAT! group is posted. In the video Joseph Wheeler differentiates between deer, moose, and elk by following ASL handshapes and structures. The result is a rich natural sciences education that all Deaf students should have access to.

- The superintendent states that Cued Speech provides an alternative for long-term retention of English information that doesn't involve English print alone. That statement shows that speaking is considered superior at the Illinois School for the Deaf.

- In a mathematics classroom, the teacher interrupts teaching to show students how to speak the word "proper." An assistant is called in to display proper mouthing and cueing for the students. When she tries to fingerspell the word, she gets a slap on the hand. It is disconcerting that so much time was spent on that one word - and on top of that, even daring to use English fingerspelling was considered "bad." That is not an ASL-English bilingual environment at all!

The Illinois School for the Deaf is an oral program that uses manually-coded English as the primary mode of instruction. It is not a bilingual program. Footage Sources: Myth 1, 2, and 5 at http://illinoisdeaf.org/FactOrMythASL.html.

Facebook link: https://www.facebook.com/video.

SOURCE

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Facundo Element: The D: Detroit Deaf Education

Facundo Element: The D: Detroit Deaf Education Film.

Facundo Element: An organization that actively works to remove oppression and misrepresentation of D-E-A-F people through the means of mass media and non-violent activism.

The project film documentary of a narrative of Deaf students and parents' experience with Detroit Public Schools.

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The Power of Sign Language

Deaf News: Human Rights Watch: Sign language is critical for Deaf people to be able to communicate, express themselves, and learn.

SYDNEY, Australia -- Deaf children have a right to a quality education, like all other children, in a language and environment that maximizes their potential. In a video released on October 18, 2013, in conjunction with a global conference in Sydney on equality for Deaf people, Human Rights Watch shows some of the challenges faced by Deaf children and young people, and the opportunities sign language education offers Deaf and Hard of Hearing children.

Worldwide, Deaf children and young people are often denied an education, including in sign language. There is a lack of teachers well-trained in sign language, and in many cases parents do not know that their children have a right to go to school and that they can learn if only given the opportunity.

“Sign language is critical for Deaf people to be able to communicate, express themselves, and learn,” said Shantha Rau Barriga, disability rights director at Human Rights Watch. “Depriving Deaf people of the opportunity to learn sign language can condemn them to devastating isolation.”

Hundreds of Deaf people, their families, government officials, and disability experts have gathered in Sydney for a major conference on October 16-18 organized by the World Federation of the Deaf.

Human Rights Watch documented cases of Deaf children and young people in Nepal, China, and northern Uganda who were denied their right to education in sign language. Some Deaf children and young people interviewed did not attend school at all. Teachers and parents often have the misconception that Deaf children lack the intellectual capacity to learn.

A Deaf teacher featured in the video told Human Rights Watch: “Our disability only affects our hearing, not our minds. A Deaf child’s mind is as good as a hearing child’s mind.”... Read The Full Story.

Parents Of Deaf Children Encouraged To Learn Sign Language

Parents of Deaf children encouraged to learn sign language.

KENYA -- Parents of Deaf children need to learn sign language in order to communicate with their children.

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This is the proposal by the undugu society of Kenya, who maintain that most Deaf children, especially those from poor backgrounds, live most of their formative years in silence because both their parents and the community at large cannot communicate with them.

The society also faulted the education system for not being accommodative enough to enable effective learning by Deaf children.

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No More Sign Language For Deaf Children With Implants?

No more sign language for the Dutch Deaf children with implants.

LEIDEN, Nederlands -- The language development of children with a cochlear implant who only learn spoken language is faster than that of children with a cochlear implant who are also learning sign language. This is what Leiden researcher Karin Wiefferink concludes in her dissertation.

Monolingual environment may be better for development of spoken language: Wiefferink compared the language development of Flemish children with a cochlear implant (CI) with that of Dutch children who also had a cochlear implant, but who grew up in a bilingual environment in which they were learning both spoken language and sign language.

The study shows that the spoken language development of the Flemish children was faster than that of the Dutch children. What was remarkable was that the sign language of the Dutch children barely showed any signs of development once they had a cochlear implant. In addition, after a while, the Dutch children developed a preference for spoken language. These results suggest that a monolingual environment is better for language development than a bilingual environment.

Socio-emotional development: A second study from the dissertation shows that the socio-emotional development of children with a CI is slower than that of hearing children. A notable finding was that the linguistic development only played a minor role in this context. One possible explanation is that CI children are less aware of what is happening in their direct environment, because they find it difficult to follow conversations in a noisy environment. Wiefferink: ‘Access to the social environment therefore seems to play an important role in socio-emotional development.’... Read The Full Story.

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Calling The ASL Community: Remove Karl White

Be toxic may stop spread of audism! Suggest to watch this video and do share to Deaf community only if you love American Sign Language!

As State Director of Special Education and the person who gathered nominations for the Application Selection/Screening Committee members, it is important that I let you know there are two problems.

There is only one Deaf person on this committee. This is unacceptable. Deaf people are heavily invested in USDB and should have a majority position on any committee discussing it.

One of the committee members, Karl White, is seen, by the Deaf Community and also by professionals who study and teach about Language Acquisition, Brain Development, and Deaf Culture, as someone who is very lacking in being able to help decide interview questions for the upcoming USDB Supt candidates.

His past interactions have been disrespectful towards Deaf professionals and those knowledgeable about Deaf Education. This has been evident at EHDI conferences and other NCHAM lectures. He has a known reputation for disregarding Deaf input. He has been oppressive and patronizing to Deaf adults and the Deaf community. I feel he is someone who does not understand what is critical to understand about Deaf Education and the skills/talents needed in the next USDB Supt. I would petition you and those who have made this appointment to please remove Karl White from this committee. He is unacceptable.

Share this on Facebook, Twitter, and even email your friends and family.

COPY and PASTE

Email -- glenna.gallo@schools.utah.gov
Subject Line: Complaint Regarding to Application Screening Committee

Sample Letter:

Dear Ms. Gallo

As State Director of Special Education and the person who gathered nominations for the Application Selection/Screening Committee members, it is important that I let you know there are two problems.

There is only one Deaf person on this committee. This is unacceptable. Deaf people are heavily invested in USDB and should have a majority position on any committee discussing it.

One of the committee members, Karl White, is seen, by the Deaf Community and also by professionals who study and teach about Language Acquisition, Brain Development, and Deaf Culture, as someone who is very lacking in being able to help decide interview questions for the upcoming USDB Supt candidates.

His past interactions have been disrespectful towards Deaf professionals and those knowledgeable about Deaf Education. This has been evident at EHDI conferences and other NCHAM lectures. He has a known reputation for disregarding Deaf input. He has been oppressive and patronizing to Deaf adults and the Deaf Community. I feel he is someone who does not understand what is critical to understand about Deaf Education and the skills/talents needed in the next USDB Supt. I would petition you and those who have made this appointment to please remove Karl White from this committee. He is unacceptable.

Sincerely,

(name)
(stakeholder position:whichever you are)
Deaf adult
Parent
Professional
Student
--------------------------------------------------------------------------------

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Mainstream School Is Failing Deaf Students

Mainstream school is failing Deaf students in the United States.

Here's the Proof! School Mainstreaming is FAILING Deaf students!

A recently published study by the National Center for Special Education Research - under the U.S. Department of Education on February 2011; The Secondary School Experiences and Academic Performance of Students With Hearing Impairments shows that over 80% of Deaf and HH students are not doing well in the areas of reading comprehension, word knowledge, math, science and social studies.

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With the recent threats to the existence of schools for the Deaf in the U.S., Canada and worldwide, this research underscores the failure of mainstream education for Deaf students and the importance of maintaining schools for the Deaf as an educational placement for Deaf and HH students. The implications of the failure of mainstream education for Deaf students is also discussed.

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Deaf Teacher Student On The Fox News

One local man in Colorado Springs won't let disability get in the way of helping others and achieving his goal, Fox 21 has the story.

COLORADO SPRINGS, Colorado -- Kyle Viola is a student teacher at Stratton Elementary School. This is first year as a student teacher, but there is something a little different about his teaching style. "I am profoundly Deaf, so I cannot hear anything at all," He says. "My teaching style is to communicate to kids through sign language and voice."

Viola is working on his masters degree in Deaf education from the University of Northern Colorado. He attended grade schools in district eleven, and is happy to be back. He is a student teacher for Kate Foote. "Kyle is a fabulous role model for our children," She says. "For the most part, They understand me well." Explains Kyle. "Sometimes they don't understand me with my voice. It's not perfectly clear."

Kate and Kyle work together to teach the students the phonics portion of the curriclum. "Seeing himself make himself understood to these children, through both signs and speech... It's just been a wonderful experience to see kids focusing on him and really follwing him." Voila says, "I feel my journey has been wonderful. I've learned a lot from my teachers, and I had great family support. I feel that's really important." Voila is in last year of his mater's program. He plan to teach elementary through high school. Matthew Kruger, Fox 21 News.

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