May 1- Spring Lecture Day

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May 1- Spring Lecture Day

• Clear off your desks- no writing required ?

2
Key concepts to remember

• Remember Conceptual Accuracy- signing what is
  meant, not the sounds
• Remember Circumlocution- talking around the
  concept

3
Classifier PPT too

• See classifier PowerPoint for ASL 2

4
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

5
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!

6
Millions of for hearing babies to sign but
signing discouraged for deaf babies?
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Oral Communication- Oralism

• Alexander Graham Bell, The Father of Oral
  Communication/Oralism in this country
  (speech/lip reading only)
• Influenced the establishment of early oral
  schools 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)

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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 whatyour 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
• 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 be treated as an elective,
  similar to music lessons. Some prefer it, some do
  not- it should NOT be forced on students as the
  foundation of an education program (such as
  Oralism), but instead offered as one of many
  options for the student.

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Facts, supported by linguistic research- The
brain is most receptive to language acquisition
during sensitive periods early in a childs
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
Manualism-views- Oralism-views- Whatever
helps the child learn, live, whatever helps the
child and communicate
learn to listen talk

• Any speech or language problem is likely to have
  a significant effect on the child's social and
  academic skills and behavior. The earlier a
  child's speech and language problems are
  identified and treated, the less likely it is
  that problems will persist or get worse.
• -AGB Association
• http//listeningandspokenlanguage.org/Document.asp
  x?id238
• ?These are assumptions, NOT facts! - Dr. Weast

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A Strong Language Foundation, (regardless of the
language or modality) is important for reading
success.-quote from brief
http//vl2.gallaudet.edu/educator.php?id2.11
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Dark Ages of Deaf History

• 1880 to 1970s/80s 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)
• 1960s proof ASL is a fully developed language
• 1975 Section 504 (now called IDEA)
• 1990s the ADA (Americans with Disabilities
  Act).

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Problems

• 1970s-80s-Response to Section 504 Total
  Communication whatever works, became signing
  and talking at the same time simcom
  (simultaneous communication), but no ASL- visual
  English only, if signs were deemed necessary,
  and they had to use voice
• No real improvements in scores.so, beginning in
  the 1990s, More ASL was allowed in (depending on
  school), which led to great research in support
  of the child and ASL! But, others fight it
  despite evidence

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1990s to now

• Research shows written English is best acquired
  through a real language, such as American Sign
  Language
• 1990s to now Many ASL bilingual/bicultural/dual
  language schools are demonstrating effective
  Deaf Education and student success. Many schools,
  however, still limit access to signs even 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 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 childs life,
  not more important than learning concepts.
• It is time for all Deaf children to have equal
  access to great education!

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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 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 Administration (FDA) recommends
  cochlear implant surgery no younger than 12
  months, many children as young as 6 months old
  are having the surgery with few reports of
  complications. As with any surgery performed
  under general anesthesia, there are always risks
  parents should be aware of. (AGBell Assoc.)
• 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 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 and let the child decide.
• Cochlear Implant is serious brain surgery.
  Parents need to make informed decisions and weigh
  the risks/benefits of this surgery, without being
  misled that their child will never acquire
  written English without it- not true!
• Also- many parents are choosing Oralism for
  imlanted children- these children still need
  exposure to signs, and teachers who advocate for
  this.

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Communication Methods---

• American Sign Language (ASL)- A full language! ?
• 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

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ASL Its Own Language

• Visual/manual communication system with its 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

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Youtube links

• ASL vs. SEE--- The Bank
• http//www.youtube.com/watch?vM6drv_kpqw8feature
  youtube_gdata_player
• Westwood ASL- Deaf high school teacher-ASL
• http//www.youtube.com/watch?v0hnOmEWzlN4feature
  related

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Click Clack Moo SEE vs. ASL

• http//www.youtube.com/watch?v1zzPDo4PVpg
• http//www.youtube.com/watch?v19YXU8QQXhA

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Manually Coded English Systems

• Signed English
• Seeing Essential English (SEE I)
• Linguistics of Visual English (L.O.V.E.)
• Signing Exact English (SEE II)

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Rochester Method

• 1876
• Zenas Westervelt, deaf
• Rochester School for the Deaf

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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.

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Seeing Essential English

• David Anthony, deaf, Gallaudet College
• SEE1
• 1966

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Signing Exact English

• SEE2
• 1972
• Gerilee Gustason (deaf, PhD, Education USC)

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LOVE

• Dennis Wamper
• 1972
• Gallaudet community
• Robert Cornett
• 1966
• Gallaudet community

CUED SPEECH
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Signed English

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

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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

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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