New England - Our Deaf Community - Convo
Summary
TLDRThe 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.
Outlines
🏝️ The Deaf Utopia of Martha's Vineyard and the Origins of Deaf Education
This paragraph describes the historical significance of Martha's Vineyard, a place where both hearing and deaf individuals communicated seamlessly through Martha's Vineyard Sign Language (MVSL). It reflects on the almost utopian society that existed, free of language barriers. The narrative transitions into the story of a young deaf girl who inspired Thomas Gallaudet to establish the first school for the deaf in America. After traveling to France, Gallaudet partnered with Laurent Clerc to form the American School for the Deaf (ASD) in 1817, a turning point for the Deaf community in America.
🏅 Rivalries, Triumphs, and the Decline of Deaf Schools in New England
This section recalls the author's experiences playing sports at a Deaf institute in Vermont, where intense rivalries with other Deaf schools, particularly Rhode Island, led to memorable victories. The narrative then shifts to the gradual decline of Deaf institutes in New England, particularly due to the mainstreaming movement that integrated Deaf children into public schools. This shift, driven by the 1975 IDEA Act, significantly impacted Deaf education. The paragraph highlights how mainstreaming separated Deaf children from their language and emotional needs, contributing to the eventual closure of many Deaf institutes, including the author's school, Austine.
🛳️ Navigating Challenges and Preserving Deaf Culture in New England
This paragraph reflects on the importance of leadership in preserving Deaf education and culture amidst the challenges faced by Deaf schools. The metaphor of a lighthouse is used to symbolize the guidance needed to avoid losing their language and identity. The author emphasizes the role of communities, job opportunities, and organizations in sustaining the Deaf community. The creation of events like Timberfest and ASL Cider Fest showcases how such initiatives can bring Deaf people together. The section also highlights the growing interest in ASL among hearing students and the advancements in Deaf studies and bilingual education in New England, particularly through institutions like Boston University.
📚 Marie Philip's Vision and the Legacy of Bilingual Education
This paragraph focuses on Marie Philip, a pivotal figure in promoting bilingual education for the Deaf, emphasizing the equal importance of ASL and English. Philip's efforts in introducing Deaf culture and language workshops helped legitimize ASL as a language and fostered a new educational philosophy. Her influence led to the establishment of bilingual programs at Deaf schools, and her passion for storytelling to Deaf children left a lasting impact. After her passing, her vision continued to shape Deaf education, culminating in the renaming of a school in her honor. The paragraph ends on an optimistic note, envisioning the future growth of Deaf education and community.
Mindmap
Keywords
💡Martha's Vineyard Sign Language (MVSL)
💡American School for the Deaf (ASD)
💡Bilingual-bicultural (Bi-bi) education
💡Thomas Gallaudet
💡Laurent Clerc
💡Mainstreaming
💡Marie Philip
💡New England Deaf Community
💡Oppression
💡IDEA (Individuals with Disabilities Education Act)
Highlights
The Deaf community long dreamt of a place where everyone signed, and this became a reality in Martha's Vineyard, with no language barriers.
Martha's Vineyard Sign Language (MVSL) was used by everyone on the island, creating a nearly utopian society for the Deaf.
The island had high percentages of Deaf babies being born, making signing a norm in the community.
Thomas Gallaudet, inspired by a young Deaf girl, began his journey that led to the establishment of the American School for the Deaf (ASD) in 1817.
Gallaudet met Laurent Clerc in France, and together they returned to America to create the first Deaf school in Hartford, Connecticut.
The American School for the Deaf opened the gates for Deaf children to receive education and develop fully in society.
Austine Institute in Vermont fostered a strong Deaf community and even achieved memorable victories in sports, but later declined due to mainstreamed programs.
Mainstream programs and laws like IDEA led to a decline in Deaf institutes as more Deaf children were placed in public schools.
The rise of abuse and neglect in Deaf institutes from the 1960s to 1982 was a significant and tragic chapter, leading to trauma within the community.
Governor Baxter School is nearing closure, and the shrinking Deaf community is likened to a lighthouse guiding people back to their language and culture.
Timberfest and other community events have helped to rebuild a sense of connection and belonging for the Deaf in New England.
Marie Philip, a trailblazer in bilingualism and Deaf education, was instrumental in integrating ASL and English instruction, revolutionizing Deaf education in New England.
The Boston University Deaf studies program and other institutions are driving research on language acquisition and accessibility for the Deaf community.
Marie Philip’s work in establishing the bilingual bicultural (Bi-Bi) approach has become a cornerstone for Deaf education and culture.
The community's recovery continues with growing support, such as the renaming of schools after Deaf leaders and the reestablishment of strong educational programs.
There is hope and determination to continue growing Deaf education from pre-school to high school, rebuilding a resilient Deaf community in New England.
Transcripts
The Deaf community has always dreamed of a place,
a country of our own where everyone signed.
One language. Where all are equal.
Well, it happened long ago
at Martha's Vineyard.
If my arm here represents Cape Cod,
and my chest, Massachusetts,
then Martha's Vineyard island is here.
Chilmark is located at the end of this island.
It's pretty isolated.
People stayed because they couldn't afford to cross over
to Massachusetts and Rhode Island.
High percentages of deaf babies were born.
It was almost like a Utopia.
There were no language barriers on the island.
Their language was MVSL (Martha's Vineyard Sign Language.)
Everyone signed. It was the norm.
One interesting thing about the island
is if you travel from France to New York,
Gallaudet and Clerc,
they must have passed the island.
Were they aware of its existence?
I doubt it.
They lived on the island for years
until ASD was established.
The parents of deaf children had heard about the school
in Hartford.
So they moved.
Then the community in America grew and expanded.
The deaf people on Martha's Vineyard dwindled
until there were no more.
I often like to say it all began with one young girl.
Each community has its origins,
a story about how that community came to be.
Long ago,
there was a deaf girl.
She sat without language, or anything alike it.
She was deaf, and there were no schools for her.
No one could communicate with her.
Thomas Gallaudet happened by and saw her.
A girl playing in the sand.
After some interaction, he saw that she was deaf.
He decided he wanted to teach her something.
He found a stick and stuck it in the ground,
and placed his hat atop it.
That old-fashioned hat.
He pointed at it and wrote the word HAT
in the dirt.
She understood.
It was then he realized she could learn anything.
So, he decided to talk among people
and wanted to set up a deaf school for her education.
He had heard of a few Deaf schools in Europe.
So, off Gallaudet went.
He flew - sailed.
Flew - sailed.
To...France?
Yeah, France.
He searched and found a man named Clerc.
His sign name is (because of a scar on his cheek.)
Because he fell
and hit his face on a stove. Thus, Clerc.
Clerc was lecturing with Sicard in sign language
Gallaudet said, "Yes! That's what I'm looking for!"
Gallaudet asked him to come to America to set up a school.
He agreed to, and they set sail.
Both of them sailed.
Imagine this passage here coming from Europe.
Did they both sit idly?
No. They both learned and taught one another.
They arrived and met with the Cogswell family.
They obviously met Alice, too.
I'm sure that to Clerc, Alice was another Deaf student to teach.
They established ASD.
American School for the Deaf.
In 1817...
On April 15th...
I think.
That really opened the gates
and gave all deaf children opportunities
to learn and to grow.
I've always thought New England to be small.
When you open up a map, you'll see only six states.
But when I moved here, I realized that it's big.
Yet, the states are nearby.
When you play sports for Deaf schools,
you're guaranteed to have half of your games
against other Deaf institutes.
You see the fans start to arrive,
and you feel a nervous excitement.
You see the other teams with their small fanbase,
while mine is big and they're rooting.
In true New England weather,
it's raining hard.
We're scrimmaging.
People are thinking, "Vermont? It's impossible they'll win against Rhode Island. The team's phenomenal."
Rhode Island was always good.
They'd beat us again and again.
People ridiculed Rhode Island because we were small.
"What? They have a Deaf institute there?"
Yes, we're small, but we think big
with beautiful hearts.
This silenced them.
They were on a winning streak for six or seven years,
so, we Austine people really wanted to win.
Everyone thought we'd go down, but we actually won.
1-0 at the very last minute!
I fell to my knees and cried.
"We won!"
You know when you're 13 or 14 years old,
you're already on that emotional, hormonal rollercoaster.
"We won, yeah!"
That overall experience of growing up was very positive.
People say, "Poor you for staying at the institute."
No, it was the opposite.
It was the best!
The prevalence of institutes occurred during the 1960's
and 1970's.
It was by the 1980's when we started seeing steady decline.
In 1975, an Act was created
which has evolved to what is called IDEA today.
It was a law that pushed for students to be mainstreamed.
Many people in general had the impression that the quality of Deaf education
in Deaf schools were lacking.
And that the mainstreamed programs at public schools
had better education.
They grouped all the disabled together at public schools,
including the Deaf.
I can understand the intention,
but, where was their language?
Where do they have their emotional needs met
and their leadership skills developed?
Where?
We, the older people have been
fighting and fighting
all the time,
for the future of Deaf children
because they need it.
What really hurt the Austine institute
were the mainstreamed programs.
Now that the school's closed down,
things have really changed.
Vermont is so far north,
that the institute was what kept the community together.
Now that it's gone, there are no job opportunities.
Where do the students go?
The community's dispersed.
It impacted my family hard.
My family traces its roots back to Austine,
where my father first learned sign language.
The campus was beautiful.
I'll always have memories there.
But now that it's gone, it's very sad.
Now, when I visit Austine,
I think, "Where are all the kids?"
What caused the Deaf schools to dwindle in New England?
You'd have to look at our history
and see what's impacted us over the years.
Mainstreamed program expansions.
Lack of student enrollment.
Oppression.
It started during the 1960's
all the way to 1982, which stopped abruptly.
What, exactly?
The abuse and sexual molestations,
which was done mostly by the staff.
The kids tried to tell people,
just to cry for, "help, help."
But they only listened to other hearing people.
The people who were involved held power over the school.
They had simply resigned and escaped
without being charged.
And no jail time.
Nothing.
But, what was done those kids...
I feel... bad. It's sad.
But, the reality is that it happened.
I want the world to know
that it really happened,
and why we've been struggling
to have our lives back on track.
Now, if you look at Governor Baxter School,
it's almost gone.
When I look at a lighthouse,
I see its significance.
It's easy for us to fall astray,
and allow our language to be taken away.
Get into heated discussions on what is the best for Deaf education.
With so many negative things in our view,
we can crash against the rocks.
Look to the lighthouse...
We need leaderships from each of the six states.
Six of us, just to come together
and figure out how to support New England.
Yes, the school should stay open
forever no matter what.
That kind of gathering can impact the Deaf community powerfully.
The community is created by job opportunities,
organizations, and businesses.
They're all a crucial part of the community.
Now the question is,
what can schools and organizations do for the community
together?
I thought one day, "Why not establish Timberfest?"
So that the Deaf can learn, play,
and have a taste of lumber work.
Deaf Sailing Adventures.
Feel the motions and become one with water.
We are gathered for ASL Cider Fest.
Many hearing students here are learning ASL.
This is the Deaf Interpreters Coalition.
There are over 28 Deaf Interpreters at work.
This is Deaf Culture Festival in Maine.
We've got booths and activities for children.
I started my business here
and my sales have been successful.
We're here from all over New England for the tournament.
Expression, sign language, and art all in one.
It's very small and one of the best kept secrets
here in New England.
We also have strong research
from U-Conn, Boston University,
and other colleges and universities in the New England area
that provides sound support for language accessibility,
language acquisition,
bilingual education, and more.
These students are learning about the Deaf world
and to see what it looks like.
They are all hearing.
Also, I currently teach a course at Harvard.
It's a brand new course.
When I entered the room for the first time...
It was absolutely packed.
Full of students mingling.
I had over a hundred students,
plus more lined outside...
and I could only pick 15?
I see something special going on here.
A fire catching in the bilingual field.
I see some schools hungry for it
and they're contacting Boston University.
Boston University established the first Deaf studies program
and the first Deaf education
bilingual philosophy training.
Both languages are used.
ASL for visual instruction,
and English for written instruction.
Other Deaf schools were skeptical at first,
but it caught and spread throughout.
Who was also the most influential in this?
Marie Philip.
Marie Philip had a vision
of strict adherence to bilingualism.
She determined on what to start with.
Her thinking was to start with culture and language first.
Before even going into the English and ASL aspect, culture and language first.
So, she set up workshops.
She taught "What is Deaf Culture?"
She taught "What is bi-bi?"
"What is ASL?"
It gained traction in the community!
Remember, when the notion of ASL to be considered a real language,
people laughed at that.
She was really willing to put herself forward
to show that ASL has an place in education.
What Marie truly loved to do
was sharing stories to Deaf children.
She loved children.
She'd sit cross-legged in front of them.
I remember her opening books,
to read the stories
in big,
beautiful
ASL.
Sitting down, I always felt overwhelmed
and yet, enthralled.
I would sometimes get up and walk
right in front of her face and stare.
She instilled a memory within me that I'll cherish forever.
When she died,
I knew immediately that something big
had happened to the Deaf community.
She was more than a role model.
She was inspiring.
Her passing shook the Deaf community profoundly.
But we were determined to carry down her belief and her philosophy.
We followed it.
We committed to it.
Last year, they renamed a school after her.
She earned it.
MPS is established upon
a non-traditional approach to education,
and it works.
We are a place where
if we dream it, we can make it happen.
Because it's a great place to learn.
Clerc started ASL in this fine institute.
It started here.
Let's do it again.
We can become passionate about the future.
We address the whole child,
not just their ears.
Once you understand their needs,
they will fly.
We're all in this together
like as a big family.
Because that is what Community is about.
This community is slowly recovering
and re-establishing relationships.
Pre-school has a total of 27 students.
We're expanding with more counting.
My son is in one of the classes.
So, it's bigger now. I feel like it'll keep growing in the future.
With support and encouragement, there is hope.
I do believe it.
We can re-grow our elementary school, our middle school, and our high school.
I predict that it will.
We have been assailed throughout our history
and we have seen our schools close down,
but, we're still here.
We have the opportunity to change the world
through our actions.
It starts with me.
It starts with you.
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