Deaf Culture

Communication can be affected by the surrounding culture. Language is one of the most prominent examples of diverse communication. Language can consist of different communication styles that can be used with technology and between family, friends, and associates. The Deaf Culture has had a definite impact on how to communicate lessons in school systems. This essay depicts how deaf culture influenced the education teaching system by reviewing the following topics.
What was education like for deaf children before 1975?
How did the Gallaudet University riots alter the governmental side of deaf integration into school systems?
Why did the Deaf Culture self-isolate them from the Hearing Population?
How was the slow progression of sign language
taught after 1975?
How has modern society and school been impacted by deaf children and sign language?
By looking at the evolution of the education system over the last fifty years, one can see how deaf culture influenced the school systems approach to teaching. This is important because it created a new way of communication between students, teachers, and other professionals in modern day classrooms.
How has the Deaf Culture Influenced the Education System?
The Education for Deaf Children Before 1975 Deaf culture was nonexistent in education before 1975 because children in school with hearing problems were ignored and dismissed by other students and teachers of the hearing culture. As Phil Seamans (1996) remarked after World War II the American government wanted to create a unity, or melting pot of culture, between the countries by requiring minors to attend school (Volume 44, p. 41). The alternative motive for requiring school attendance was to establish English as the national language for America. Deaf education in school, as Seamans expressed, was centered on oral communication and word pronunciation, but deaf children easily failed at this because they only were able to lip read every five words (Volume 44, p. 41). This failure often led to restriction in school and a negative self-image and concept of the child and their capabilities.
In the sixties oralism was the most popular teaching method that portrayed sign language as wrong for hard of hearing individuals. Tara Smith(2014) notes that this approach was very word based centering on speech in order to communicate (Smith, 2014, para. 3). This resulted in teachers not understanding how important sign language was to deaf children and their learning abilities. In the mid-seventies teaching styles progressed toward total communication, use of communication such as signed, oral, auditory, written and visual aids, depending on the particular needs and abilities of the child. As Smith states sign language was thought as wrong until research showed that, “Deaf children of Deaf parents were able to better understand the concepts of language and grammar in comparison to children with hearing parents” (Smith, 2014). Michelle Oldale(2008) alludes to incorporating sign language into classrooms was difficult because educated signing professionals were spread out around the country making it difficult for accessibility to hard of hearing and deaf individuals(Volume 8, p. 22). Inaccessibility to an individual who can understand what is emotionally happening can lead to mental stress on people who have no means of communicating their feelings.
Gallaudet University Riots and Outcomes
Gallaudet University in Washington D.C.
had one of the largest deaf student populations across the country. Many deaf individuals did not think they were good enough or smart enough to go to college and have a successful career. The riots over DPN, Deaf President Now, at Gallaudet brought change to the work force by shining light that no profession was incapable of reaching for a deaf or hard of hearing individual. The riots began in the mid nineteen sixties due to the fact that even though half of the students at Gallaudet were deaf their administrators were all hearing individuals. After the DPN protests many government laws were passed to promote the rights of deaf or hard of hearing individuals. These riots brought more change to government through Congress who, “passed more bills in the five years between DPN and 1993 that promoted the rights of and provided access for deaf people, than in the 216 years of the nation’s existence”(UNIVERSITY). After these changes deaf administrative directors gained popularity at several schools for hearing and deaf individuals. These changes impacted the hearing world as well as the deaf culture because hearing people now realized how much potential for success deaf or hard of hearing individuals had
(UNIVERSITY).
The Self-Isolation of Deaf Individuals The oppression deaf individuals faced in school and society before 1975 led to a unity among deaf community members. This oppression led to deaf people's turning away from the hearing population to depend on their own community members. Harlan Lane (2005) reveals that Deaf and deaf are both associated with people who cannot hear, but those words do not mean the same (Lane, 2005). Using a small first letter represents people who do not associate with other members of the deaf community. They strive to identify themselves with hearing people and regard their hearing loss solely in medical terms. Using a capital letter refers to people who identify themselves as culturally deaf, and have a strong deaf identity. According to Lane the Deaf-World has more “endogamous” marriages, most people marry someone else who is also deaf, or in their same deaf community (Lane, 2005). Stated by Lane the Deaf-World individuals show allegiance to their community and their traditional customs such as the way communities have their own way of instructing and their own taboos (Lane, 2005). The members have distinct values and ways of order that is known throughout the community.
The Slow Progression of Sign Language After 1975 After the 1975 education transition IEP’s, Individual Education Plan, were brought into school. Phil Seamans (1996) confirms that IEP’s were used to help deaf children create a broader and more successful education plan (Volume 44, p. 41). With this development counselors in schools began to realize that when communicating with a child using their natural language allows them to express themselves easier. Michelle Oldale (2008) notes using sign language to communicate with a deaf child had more of an impact on the child and increased emotional support (Volume 2, p. 22). With no one to talk to in their own language deaf individuals were more prone to be diagnosed with a mental health condition such as depression from a lack of social life (Oldale, 2008, Volume 8, p. 22). These mental health conditions can lead to isolation from the Deaf-World and the hearing world. When isolated out from other deaf adults and children, Tara Smith (2014), discusses that some students would not grow in school and become emotionally uneasy (Smith, 2014, para. 3). Seamans declares that with a change in the education systems occurring more sign language professionals were emerging which allowed for deaf children in school to have a communicator (Volume 44, p. 41). According to Seamans, “It has been proven that deaf children born to deaf parents have higher self-esteem than those born to hearing parents” (Volume 44, p. 41). This has helped advance children in school because they believe in themselves.
In the early twentieth century education has focused on the belief that deaf children will integrate into society and school better by learning the spoken language and speechreading (Stewart & Akamatsu, 1988, Volume 19, p. 235). This was a misunderstanding in education because deaf children could lip read a few of the words and couldn’t hear what people said. Stewart and Akamatsu also explain that in the late twentieth century classrooms began to endorse the means to communicate using a combination of oral-aural, visual signing, and fingerspelling (Volume 19, p. 236). This slow change allowed for educators to become trained in using simple signs for communicating with hard of hearing children (Stewart & Akamatsu,1988, Volume 19, p. 241). This slow advances made it difficult for education to progress for deaf individuals. Phil Seamans (1996) acknowledges that sign language was slowly introduced into the school systems, but it was altered to fit into the English language (Volume, p. 41). School was about conformity, following the guidelines in order to be proper, and speaking properly. As Stewart and Akamatsu (1988) suggest ASL, American Sign Language, differs grammatically from the English language which made it difficult to incorporate into classrooms (Volume 19, p. 236). These changes created a new opportunity in the learning environment to develop teaching styles and lessons that integrate educators in the deaf culture.
The Impacted Modern Society
As society changes their point of reference ASL has become more accepted. According to Stewart and Akamatsu (1988) in recent years, through much research, ASL has been seen as an actual language (Volume 19, p. 237). This has proven how vital sign language is to the education system and has allowed for schools and universities to teach ASL as a communications course. Jenny Carrow comments that sign language is now widely used among preschools in the United States (Carrow, n.d.). Sign Language has become so vital in today’s society that parents teach it to preverbal babies. Preverbal Babies as young as six months are able to remember signs taught to them and within eight months can sign simple commands like food or hungry (Carrow, n.d.). This communication between parents and babies can lead to a better understanding of language at a young age. Using sign language allows for children and babies to slide into verbal communication easier than a young child just learning how to talk (Carrow, n.d.). This ability to transition into talking can be less frustrating for a child trying to learn the English grammar. Research has proven that sign language quickens speech development, reduces their frustration, increases family communication, and allows babies to sign small vital words (Carrow, n.d.). This can increase family bonds and strength the family relationship and dynamic from a young age. As Carrow states, “Sign language has also proven to be a successful intervention with children with special needs including autism and Down syndrome” (Carrow, n.d.). This is helpful in preschools when trying to communicate directions or lessons to those with a disability or learning challenge.
Deaf culture has greatly impacted modern school systems and the way lessons are taught in school.
With this modern change in society the hearing world perceives deaf individuals in a more accepting way. Before 1975 deaf culture was oppressed and was undetectable in school classrooms. After years of strife ASL began to be used in classrooms, but because of the difference between ASL and the English language it was difficult to incorporate. It wasn’t until the Gallaudet University riots that the hearing world realized how much potential deaf people had in society. The deaf culture received much oppression throughout the years this turned the deaf community to rely on themselves for structure and support. It hasn’t been until the late twentieth century and early twenty-first century that in all classroom setting there is an interpreter for hard of hearing individuals. Sign language has evolved from an oppressed culture to influencing hearing individuals such as children with special needs and preverbal infants as means to promote
communication.