MAY 1- SPRING LECTURE DAY

Clear off your desks- no writing required

Key concepts to remember:

Remember: Conceptual Accuracy- signing what is meant, not the sounds

Remember: Circumlocution- “talking around the concept”

Classifier PPT too

See classifier PowerPoint for ASL 2

Communication:

When two or more exchange information in meaningful ways.

Language: the vehicle that carries communication- it is living, changing, natural

Hearing: usually spoken, but not always---

Spoken, signed, pictorial Eg. hieroglyphics

Some items to consider…

90% of deaf and hard of hearing children are born to hearing (mostly non-signing) parents.

A majority of these hearing parents continue to be advised to avoid sign language at any cost, until and unless it becomes the “last resort”

There is a huge battle over oralism vs. manualism in this country and around the globe.

Deaf and hard of hearing children are left with the fall out of these battles. More and more, supporters are fighting to change Deaf education in this country!

Millions of $ for hearing babies to sign; but signing discouraged for deaf babies?

Oral Communication- “Oralism”

Alexander Graham Bell, Alexander Graham Bell, ““The Father of Oral The Father of Oral CommunicationCommunication”/Oralism in ”/Oralism in this country (speech/lip reading this country (speech/lip reading only)only)

Influenced the Influenced the establishment of early oral establishment of early oral schools in Americaschools in America

Goal: integration into hearing society at whatever percent it is possible (“better than nothing”)

However, he believed against marriage for deaf, etc. (though married to a deaf woman)

The tragedy of Oralism: Quotes from the AGB website:

“Spoken communication skills are rooted in two interdependent categories: speech and language. Language is first learned through hearing, and speech is an expression of that language.” (AGB assoc.)

--- NOT true! Not all language is [first] learned through hearing!-Dr. Weast

“Regardless of what…your family chooses, the goal will always be to teach the child how to make the best possible use of hearing and to “learn to listen.” (AGB assoc.)

---Ug, NO!-- the goal should be for the child to be healthy, happy, and a productive member of the community, finding a life purpose and embracing life through whatever language mode works best for them! – Dr. Weast

Manualism response:Manualism response: Lipreading at most reveals 30% of language, and without sound, “listening”

cannot be taught!!! What about written English comprehension? Children need a full language. Research shows written English skills are best learned through a full language, such as ASL!

***it should not be more important to “say Algebra” than to “learn Algebra”, but that is what I (Dr. Weast) witnessed first hand years ago, and what Deaf advocates fight to change. Luckily, it is now changing school by school, and teacher by teacher.

Speech Therapy is a valuable tool, but is just that- and should Speech Therapy is a valuable tool, but is just that- and should be treated as an elective, similar to music lessons. Some prefer be treated as an elective, similar to music lessons. Some prefer it, some do not- it should NOT be forced on students as the it, some do not- it should NOT be forced on students as the foundation of an education program (such as Oralism), but foundation of an education program (such as Oralism), but instead offered as one of many options for the student.instead offered as one of many options for the student.

Facts, supported by linguistic research:- “The brain is most receptive to language acquisition during “sensitive periods” early in a child’s development.”

- “Acquiring a complete first language during early childhood is critical for later reading comprehension.”

- “Learning two languages [that is, American Sign Language (ASL) and English] is advantageous for deaf and hard of hearing children.”

- “Deaf and hard of hearing children who receive early [visual language] intervention services [especially through age 5] have been found to have better language outcomes.”-VL2

““Any speech or Any speech or language problem is language problem is likely to have a likely to have a significant effect on the significant effect on the child's social and child's social and academic skills and academic skills and behavior. behavior. The earlier a The earlier a child's speech and child's speech and language problems are language problems are identified and treated, identified and treated, the the less likely it is that less likely it is that problems will persist or problems will persist or get worse.”get worse.”

-AGB Association

http://listeningandspokenlanguage.org/Document.aspx?id=238

These are assumptions, NOT facts! - Dr. Weast

Manualism-views- Oralism-views-Whatever helps the child learn, live, whatever helps the child and communicate: learn to “listen” & “talk”:

“A Strong Language Foundation, (regardless of the language or modality) is important for reading success.”-quote from brief

http://vl2.gallaudet.edu/educator.php?id=2.11

Dark Ages of Deaf History

1880 to 1970’s/80’s and beyond! – now some are emerging from the fog

Oralism- no signs allowed, Deaf teachers fired, manual schools shut down. Promise was that students of any hearing loss could “learn to listen”

--- uh, ??????

Average deaf or hard of hearing student graduated high school at a

3rd or 4th grade reading level- NOT their fault! (and these statistics are generally NOT the outcome for students now, if given full access to ASL)

1960’s proof ASL is a fully developed language 1975 Section 504 (now called IDEA) 1990’s the ADA (American’s with Disabilities Act).

Problems…

1970’s-80’s-Response to Section 504: Total 1970’s-80’s-Response to Section 504: Total Communication – “whatever works”, became signing and Communication – “whatever works”, became signing and talking at the same time “simcom” (simultaneous talking at the same time “simcom” (simultaneous communication), but no ASL- visual English only, if signs communication), but no ASL- visual English only, if signs were deemed “necessary”, and they had to use voicewere deemed “necessary”, and they had to use voice

No real improvements in scores….so, beginning in the No real improvements in scores….so, beginning in the 1990s, More ASL was allowed in (1990s, More ASL was allowed in (depending depending on school), on school), which led to great research in support of the child and which led to great research in support of the child and ASL! But, others fight it ASL! But, others fight it despitedespite evidence… evidence…

1990’s to now…

Research shows written English is best acquired through a real language, such as American Sign Language

1990’s to now: Many ASL bilingual/bicultural/dual language 1990’s to now: Many ASL bilingual/bicultural/dual language schools are demonstrating effective Deaf Education and student schools are demonstrating effective Deaf Education and student success. Many schools, however, still limit access to signs even success. Many schools, however, still limit access to signs even for the profoundly deaf child. If that child does not have a family for the profoundly deaf child. If that child does not have a family member to “re-teach” them in their own language ASL, they end member to “re-teach” them in their own language ASL, they end up behind, despite a brilliant mind!up behind, despite a brilliant mind!

Advocates for change continue to provide new research to support manual method. Speech therapy is considered an augmentation of a child’s life, not more important than learning concepts.

It is time for all Deaf children to have equal access to great education!

Cochlear Implant Controversy- experimental, parents are often misinformed by medical

pratictioners, some do benefit, but parents should not be scared into surgery.

Change through the years ““If your child receives little to no benefit from hearing aids, has a If your child receives little to no benefit from hearing aids, has a

severe-to-profound hearing loss and is at least 12 months old, he or she severe-to-profound hearing loss and is at least 12 months old, he or she may be a candidate for a cochlear implant. Although the Food and Drug may be a candidate for a cochlear implant. Although the Food and Drug Administration (FDA) recommends cochlear implant surgery no younger Administration (FDA) recommends cochlear implant surgery no younger than 12 months, many children as young as 6 months old are having than 12 months, many children as young as 6 months old are having the surgery with the surgery with few reports of complications. few reports of complications. As with any surgery As with any surgery performed under general anesthesia, there are always risks parents performed under general anesthesia, there are always risks parents should be aware of.” (AGBell Assoc.)should be aware of.” (AGBell Assoc.)

How would you like to be one of those “few complications”? What about How would you like to be one of those “few complications”? What about the limitations this surgery imposes for the rest of your life? Also, any the limitations this surgery imposes for the rest of your life? Also, any residual hearing is gone once you are implanted- so when it is not residual hearing is gone once you are implanted- so when it is not attached, you are in a full “silent” world, regardless. If possible, wait attached, you are in a full “silent” world, regardless. If possible, wait and let the child decide.and let the child decide.

Cochlear Implant is serious brain surgery. Parents need to make Cochlear Implant is serious brain surgery. Parents need to make informed decisions informed decisions and weigh the risks/benefits of this surgery, without and weigh the risks/benefits of this surgery, without being misled that their child will never acquire written English without being misled that their child will never acquire written English without it- not true! it- not true!

Also- many parents are choosing Oralism for imlanted children- these Also- many parents are choosing Oralism for imlanted children- these children still need exposure to signs, and teachers who advocate for children still need exposure to signs, and teachers who advocate for this.this.

Communication Methods--- American Sign Language (ASL)- A full language!

Systems (not languages), attempting to show “visual English”-Systems (not languages), attempting to show “visual English”- Where you are to associate what is seen to “sounds”, even though

you may have never “heard” them -and no, crazy as it sounds, I am not making this up! -- see #1-#4 below:

1.Manually Coded English Systems Contact Signing (CS) Total Communication

2.Rochester Method- a fingerspelling system 3.Oralism (Oral Communication, speech/lipreading only) 4.Cued Speech –a type of sound/sight recognition system

ASL: It’s Own Language

Visual/manual communication system with it’s own syntax and vocabulary

Signs in conjunction with facial expression and body language convey concepts

Facial and bodily cues differ from nonverbal cues used with speech

An interactive language between the signer and the receiver

Youtube links :

ASL vs. SEE--- The Bankhttp://www.youtube.com/watch?v=M6drv_kpqw8&feature=youtube_gdata_player

Westwood ASL- Deaf high school teacher-ASL:

http://www.youtube.com/watch?v=0hnOmEWzlN4&feature=related

Click Clack Moo SEE vs. ASL

http://www.youtube.com/watch?v=1zzPDo4PVpg

http://www.youtube.com/watch?v=19YXU8QQXhA

Manually Coded English Systems Signed EnglishSigned English

Seeing Essential English (SEE I)Seeing Essential English (SEE I)

Linguistics of Visual English (L.O.V.E.)Linguistics of Visual English (L.O.V.E.)

Signing Exact English (SEE II)Signing Exact English (SEE II)

Rochester Method

1876 Zenas Westervelt, deaf Rochester School for the Deaf

Summary for MCE SEE1: BUTTER + FLY, visual English; BOW

has only one sign (Bow and Arrow, Bow you tie…)

SEE2: spin-off group from SEE1, one-to-one correspondence (BOW = 4 different signs); adds many initialized signs

Signed English: 14 markers, sometimes ASL signs to English word order; includes initialized signs. Often looks similar to SEE2.

Seeing Essential English

David Anthony, deaf, Gallaudet College SEE1 1966

Signing Exact English

SEE2 1972 Gerilee Gustason (deaf, PhD, Education

USC)

LOVE

Dennis Wamper 1972 Gallaudet community

Robert Cornett 1966 Gallaudet community

Signed English

Mid 1970’s Harry Borstein (deaf?) Gallaudet College

Contact Signing

Continuum between ASL and English Sometimes the varieties appear more

ASL-like, and other times more like English (“contact varieties”- variations in contact signing)

Often called a “Pidgin”, but linguists generally now agree it is not a true Pidgin

Manually Coded English –systems They are not languages, but attempt to show visual EnglishThey include Signed English, SEE1, SEE2,…

You may see a continuum of signing which ranges from: “Pure” ASL -----------------------------------------------------”Pure” MCE system “conversational” ASL--------------------------------“Conv. “ Signed English “Contact varieties” “contact” ASL--------- ----------“contact” Signed Eng.

More Spatial attempt at “English” on the hands Production of more Linear, try to think in sounds meaningful units initialized signs, Conceptual accuracy 14 markers full language follow English order visually “makes sense” often use lips, voice

Note: “contact varieties” used to be called Pidgin Signed English- not anymore