Focus on depth education and various educational options for deaf individuals
Established in the 1880s during the Milan Conference
Key discussion on the methods of educating deaf children: sign language vs. oralism
Consensus reached to adopt the oralism method, sidelining sign language in education
Significant impact on both European and American schools
Shift in focus: children educated primarily via oralism, emphasizing speaking and lip-reading skills
Decline of deaf educators
Increase of hearing educators in deaf schools as they adopted the oralism method
Deaf teachers had difficulty teaching using oralism; many lost their positions
Objective: hone hearing abilities and learn to speak
Various approaches employed in teaching
Rhythm classes: Utilizing sounds or beats to help students recognize speech patterns
Inclusion of instruments like pianos for students to feel vibrations of words
Physical feedback techniques: Teachers guiding students to place hands on their face to feel sound production during speech
Example: Annie Sullivan's methods in teaching Helen Keller
Tactile methods allowed Keller, who was deaf and blind, to understand speech through physical sensations
Emphasis on persistent practice and overcoming struggles in communication
The term "deaf and dumb" was prevalent but considered offensive now
"Dumb" referred to the inability to speak, leading to negative connotations
Consequences of focusing on oralism
Students labeled as oral failures if they did not succeed in oral communication
Delay in language development and cognitive/social skills
Increased sense of isolation among deaf students
Lack of connection with peers and families due to the emphasis on oral communication
Deaf adults express frustration about their educational experiences under oralism
Lack of family relationships and communication hindered by the oralism focus
Desire for families to learn sign language to facilitate deeper connections
Established during the International Congress in Deaf Education at Gallaudet University
Response to dissatisfaction with oralism methods
Acknowledgment of the necessity for improved educational approaches for deaf students
Advocacy led by the National Association of the Deaf (NAD) to promote sign language integration
Data showed that focusing solely on oralism led to inadequate support for deaf students
The approach incorporates various methods for communication
Options: American Sign Language (ASL), oralism, and sign systems based on individual student needs
Aim: Enhance communication and education options rather than limiting to oralism
Students can choose methods suitable for their language development, with options fostering literacy skills
Studies from the 1980s and 1990s indicate better academic performance among deaf children of deaf parents
Strong language foundation from deaf parents enhances learning capabilities
Importance of language acquisition: providing a solid foundation is critical for effective learning
Analogy of language foundation to constructing a house: a strong base is essential for stability
Final remarks and invitation for questions about the session's content.