New England - Our Deaf Community - Convo

Convo Communications

5 Nov 201620:34

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

00:00

🏝️ 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.

05:10

🏅 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.

10:12

🛳️ 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.

15:14

📚 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)

Martha's Vineyard Sign Language was the primary language used by both hearing and Deaf residents on Martha's Vineyard, creating a unique society where everyone signed, and no language barriers existed. The script highlights Martha's Vineyard as a historical Deaf Utopia, where MVSL was a norm, reflecting a time when Deaf and hearing people lived equally, bound by a shared language.

💡American School for the Deaf (ASD)

ASD, founded in 1817 by Thomas Gallaudet and Laurent Clerc, is the first permanent school for Deaf students in the United States. The video emphasizes how this institution revolutionized education for the Deaf community, providing opportunities for growth and learning that were previously unavailable. It also mentions how ASD's creation led to the decline of the Deaf community on Martha's Vineyard.

💡Bilingual-bicultural (Bi-bi) education

Bi-bi education is an approach that uses two languages (American Sign Language and English) and two cultural perspectives (Deaf and hearing) to teach Deaf students. The video references Marie Philip's promotion of this educational model, which became influential in New England Deaf schools. Bi-bi programs focus on ensuring Deaf children develop strong language skills in ASL while learning English literacy.

💡Thomas Gallaudet

Thomas Gallaudet was a pioneer in Deaf education in America and co-founder of the American School for the Deaf. The video recounts his interaction with a Deaf girl, which inspired him to seek educational methods for Deaf children. His efforts in bringing Laurent Clerc to the U.S. from France were pivotal in shaping Deaf education in the early 19th century.

💡Laurent Clerc

Laurent Clerc was a Deaf French educator who co-founded ASD with Thomas Gallaudet. He is remembered for his significant role in bringing French Sign Language to the U.S. and adapting it to form American Sign Language (ASL). The script describes his collaboration with Gallaudet during their journey to America, highlighting the educational exchange between them.

💡Mainstreaming

Mainstreaming refers to placing Deaf students in general public schools rather than specialized Deaf institutions. The video critiques mainstreaming, suggesting it led to the closure of Deaf schools like Austine Institute. It argues that mainstreaming often failed to meet Deaf students' linguistic, emotional, and leadership development needs, as it grouped them with other disabled students without providing a strong Deaf culture or language support.

💡Marie Philip

Marie Philip was a visionary in Deaf education and a champion of the bilingual-bicultural model. She played a critical role in spreading awareness of Deaf culture and ASL as a legitimate language. The script describes her passion for teaching Deaf children, her workshops on Deaf culture, and her influence in naming a school after her. Her legacy continues to inspire the Deaf community.

💡New England Deaf Community

The New England Deaf Community refers to the historically significant Deaf population in the New England region of the U.S. The script discusses various aspects of the community's growth, struggles, and resilience, from the early days of Deaf schools to the challenges posed by mainstreaming and school closures. It also touches on the sense of community fostered by sports, festivals, and other cultural events.

💡Oppression

Oppression, in the context of the video, refers to the systemic challenges and abuses faced by the Deaf community, particularly in educational institutions. The script mentions historical oppression through mainstreaming, language suppression, and, more disturbingly, abuse and molestation by staff members at some schools. The video conveys the emotional impact of these abuses and the ongoing fight for the rights and recognition of the Deaf community.

💡IDEA (Individuals with Disabilities Education Act)

IDEA is a U.S. law that ensures students with disabilities receive a free and appropriate public education. Passed in 1975, it aimed to integrate students with disabilities into mainstream schools. The video suggests that while IDEA had good intentions, it contributed to the decline of Deaf schools by promoting mainstreaming, which often neglected the linguistic and cultural needs of Deaf students.

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.