New England - Our Deaf Community - Convo

Summary

The video explores the rich history and evolution of Deaf culture, starting with Martha's Vineyard, where sign language was once the norm. It follows the establishment of Deaf education in the U.S., led by Gallaudet and Clerc, and discusses the rise and fall of Deaf institutions, the impact of mainstreaming, and the abuse that affected Deaf schools. The narrative highlights key figures like Marie Philip, whose commitment to bilingual education revolutionized Deaf learning, while emphasizing the ongoing efforts to rebuild the Deaf community and preserve its unique culture.

Takeaways

• 🌍 The Deaf community long dreamed of a place where everyone used sign language, and this once existed on Martha's Vineyard, where a high percentage of deaf individuals lived and communicated using Martha's Vineyard Sign Language (MVSL).
• 🚢 Thomas Gallaudet was inspired by meeting a deaf girl in the U.S. and eventually traveled to France to meet Laurent Clerc, who helped him establish the American School for the Deaf (ASD) in 1817.
• 🏫 The establishment of ASD in 1817 created new opportunities for deaf children to receive education and grow, marking a pivotal moment in the history of Deaf education in America.
• 🏞️ Austine School for the Deaf was a vital part of Vermont's Deaf community, but the rise of mainstream programs in public schools contributed to its closure, which had a significant impact on the local Deaf community.
• ⚖️ Legislation such as the Individuals with Disabilities Education Act (IDEA) in 1975 pushed for mainstream education, but many felt that this neglected the unique language and emotional needs of Deaf students.
• 💔 The closure of Deaf schools, including Austine, was further exacerbated by historical issues such as abuse by staff, leading to a decline in trust and student enrollment in the 1960s and 1980s.
• 🛑 The history of Deaf schools in New England is marked by struggles, including efforts to preserve the community and fight against the oppression and abuses faced by deaf students.
• 🌟 Marie Philip played a critical role in promoting bilingual education (ASL and English) and Deaf culture, establishing workshops and advocating for ASL to be recognized as a legitimate language in education.
• 📚 Bilingual-bicultural (bi-bi) philosophy became a key educational approach in Deaf schools, focusing on both ASL and English while prioritizing Deaf culture and community.
• 🌱 Despite challenges, there is hope for the Deaf community's future, with signs of regrowth in Deaf schools and a shared belief in creating strong educational and cultural opportunities for Deaf children.

Q & A

What was unique about the Deaf community on Martha's Vineyard?

The Deaf community on Martha's Vineyard was unique because everyone on the island, both Deaf and hearing, used Martha's Vineyard Sign Language (MVSL), creating a Utopian environment without language barriers.

How did Thomas Gallaudet become involved with Deaf education in America?

Thomas Gallaudet became involved with Deaf education when he met a young Deaf girl, Alice Cogswell, and realized that she could learn. This inspired him to travel to Europe, where he met Laurent Clerc, and together they founded the American School for the Deaf in 1817.

What role did Laurent Clerc play in establishing Deaf education in the United States?

Laurent Clerc, a Deaf French educator, joined Thomas Gallaudet in his mission to establish Deaf education in the U.S. Clerc brought his knowledge of French Sign Language and helped establish the American School for the Deaf in Hartford, Connecticut.

What impact did the establishment of the American School for the Deaf have on Deaf education in the U.S.?

The establishment of the American School for the Deaf in 1817 opened up educational opportunities for Deaf children in the U.S., marking the beginning of formal Deaf education in the country and the spread of sign language instruction.

What changes in Deaf education occurred in the 1960s and 1970s?

During the 1960s and 1970s, mainstreaming programs in public schools grew in popularity due to the belief that they offered better education. This, combined with the 1975 IDEA law, led to the decline of Deaf schools as more Deaf students were placed in mainstream programs.

What challenges did Deaf institutes face in the 1980s?

In the 1980s, Deaf institutes faced challenges from mainstream programs, a decrease in enrollment, and instances of abuse and neglect, which severely impacted the trust in these schools and contributed to their decline.

How did the closure of Deaf schools like Austine impact the Deaf community?

The closure of Deaf schools like Austine dispersed the Deaf community and removed vital job opportunities, social hubs, and educational institutions that had long served as the center of Deaf life in regions like Vermont.

Who was Marie Philip, and what was her contribution to Deaf education?

Marie Philip was a pioneer in the bilingual education philosophy for Deaf students, advocating for ASL and English to be taught side by side. She played a key role in introducing ASL as a legitimate language in Deaf education and was influential in spreading bilingualism.

What was the significance of renaming a school after Marie Philip?

Renaming a school after Marie Philip was a recognition of her contributions to Deaf education and her vision of bilingualism, which had a lasting impact on the Deaf community and education in the U.S.

What are some ways the Deaf community is working to rebuild after the closure of many Deaf schools?

The Deaf community is rebuilding by creating new opportunities, such as festivals like Timberfest, ASL Cider Fest, and Deaf Sailing Adventures. These events foster community connections, promote Deaf culture, and provide platforms for Deaf businesses and organizations.