asl development 1-20-26

Early 19th Century Timeline
- The first German school for the deaf was established.
- In the U.S., around 800 deaf and hard of hearing children were reported based on church census data at that time.

Thomas Hopkins Gallaudet (1840)
- Instrumental in finding educators for the deaf and invited Laurent Clerc, a deaf Frenchman, to help establish the American School for the Deaf in 1817.
Laurent Clerc
- Known for significant contributions to deaf education in the U.S.

1863: By this year, 22 schools for the deaf were operational in the U.S.; American Sign Language (ASL) began to flourish.
Individuals in the deaf community endorsed sign language and written English as effective communication methods.
- Cognitive benefits were noted in bilingual individuals compared to monolinguals.
- Deaf individuals pushed for recognition and pride in their unique language and culture.

Despite the growth of American Sign Language, significant opposition emerged:
- Oralists believed that sign language hindered the potential development of deaf individuals, promoting a separation between deaf and hearing societies.
- They argued for an exclusively oral method, requiring deaf students to abandon sign language entirely.

John Carlin
- A deaf poet and artist who favored a systematic sign method and finger spelling to teach English word order.
Morris Mann
- Saw ASL as a barrier to deaf individuals integrating into the hearing culture, claiming that it impaired deaf Americans from citizenship responsibilities.

The oralist movement gained traction during the 19th century as education reformers promoted this method as essential for integrating deaf children into hearing society.
Horace Mann
- Advocated for oralism, arguing that speech was a vital human attribute, assisting in social integration.

Alexander Graham Bell
- Became the prominent figure of the oralist movement, asserting that oral methods were the only successful means of education for deaf individuals.

A pivotal event in deaf education:
- Delegates from multiple countries gathered in Milan, declaring oral methods superior to manualist (sign language) methods.
- Resulted in a drastic decline in schools using sign language, with approximately 80% shifting to oralist principles within the next ten years.

Bans on signing in classrooms emerged, leading to significant reductions in deaf educators—dropping from 40% to 15% in deaf classrooms.
This created a long-standing conflict between manualists (supporters of sign language) and oralists.

Influences from broader societal beliefs:
- Charles Darwin's Evolution Theory
- Advocated the idea that sign language represented a primitive form of communication, which further hampered the perception of sign language.
The tension between assimilation of deaf society into mainstream English and the preservation of sign language continued to shape the educational landscape.

By 1940, the oralist model had taken a firm hold:
- Over 100 schools exclusively using oral methods were established.
- Hearing women became prominent in the education of deaf children, aligned with societal gender roles of nurturing.
- Arguments promoted sign language as isolating, hence advocating for a sole oral approach without sign exposure.

William Stokoe (1960)
- Researched and validated ASL as a legitimate language, elevating its scientific status in linguistic studies.
- His work challenged misconceptions that ASL was merely a mimicry of spoken English, proving its unique syntax and grammar.
Despite resistance, Stokoe’s research results catalyzed broader acceptance of ASL and its significance in the cultural realm of the deaf community.

The visibility and appreciation of deaf culture and ASL significantly increased due to advocacy and awareness campaigns.
Stokoe's efforts laid the groundwork for the acceptance of ASL and the recognition of deaf individuals' cultural identity.

Continuing misconceptions about languages in the deaf community persist:
- In 2016, Meredith Sugar, president of the Alexander Graham Bell Association, reinforced oralist views, suggesting that ASL was inferior.
- Research published in journals erroneously categorized sign language as detrimental to English acquisition, leading to adverse implications for deaf education.
- Advocacy continues against flawed methodologies that critique ASL without proper evidence.

Data on literacy rates reveals ongoing challenges:
- Median literacy rates of deaf high school graduates have remained stagnant, often at a fourth-grade level since the 20th century.
- Factors contributing include lack of early sign language exposure and overarching reliance on oral methodologies.
Statistics
- 1 in 5 deaf students graduate with reading skills below second grade.
- 51% of deaf students score below basic reading proficiency.

Under IDEA, requirements for placement emphasize inclusion with hearing peers to the maximum extent appropriate.
- Educational settings for deaf students should only separate them if necessary for adequate learning accommodations.
Issues of potential institutional bias against sign language and inadequate provisions highlight systemic barriers faced by the deaf and hard of hearing populations.

The discussion on ASL's legitimacy continues, emphasizing the urgency of including sign language in all educational approaches for deaf students.
Understanding the neurological implications of language development and the impact of communication models on literacy is crucial moving forward.
The examination of oral vs. manualist philosophies remains pivotal in redefining effective education for deaf and hard of hearing children, advocating for bilingual approaches that include ASL and spoken language.