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Unit 1: Concepts, Notes & Information
ASL IS NOT ENGLISH
~ASL & English have different word order in sentences.
~ASL and English have different grammatical structures.
~ASL and English have different mechanisms for pluralization.
~ASL and English have different mechanisms for establishing tense.
~In ASL some adverbs and adjectives can be expressed as facial expressions.
~One word in English can have many separate ASL signs, depending on the concept. (p. 23- the word "get" has multiple meanings and each meaning has a different sign)
~Some words in English are not signed because one ASL sign can mean more than one word.
~ASL doesn't use separate signs for personal pronouns. All personal pronouns are done with Deixis. (he, she, I, me, you, they, it, us, we, them)
Eye Contact with signers is very important. Breaking eye contact is rude. It shows disinterest and lack of respect. Use the "hold" signal if you must break eye contact. Learning ASL requires visual attention. Developing sign skills also requires frequent practice, review and memorization of signs.
Eye GazeShifting your eyes as you point to a person, place or object that you are talking about is called "eye gaze" it helps to "hold" that place as a referent.
Basic Family Backgrounds
1. Deaf Child-Deaf Parents -All sign, child experiences full involvement in Deaf Culture. 2. Deaf Child-Hearing Parents, Parents choose sign, child learns signs, so do parents. Parents support Deaf child learning ASL & Deaf Culture. Parents get involved in Deaf Culture too. 3.Deaf Child-Hearing Parents, Parents allow the Deaf Child to learn sign(at school) but parents don’t learn sign and don’t get involved in Deaf Culture. Deaf Child can be involved in Deaf Culture at school, but parents don’t actively get involved with Deaf Culture with the child. 4.Deaf Child-Hearing Parents-No One Signs- the child is forced to lipread and speak. The parents do not want the child involved in Deaf Culture. They want the child in the hearing Culture. The parents are often advised by other hearing people not to use signing. 5 Parameters of ASLHandshape
Location Palm Orientation Movement Non Manual Signal (NMS) Precision in sign production is important. If you are not precise you will cause misunderstanding. Pluralization in ASLSometimes a "sweep" movement means plural. As in "all of you" or "They"
Sometimes a repetition can signal plural as with the sign "FRIEND" Do the sign twice and it means friends. Strategies for Communicating with Deaf people
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Deixis, pronouns and the to be verbsDeixis means using your index finger to point to a person or object. The following pronouns are conveyed by pointing: He, She, They, Them, It, We, Us, Me, You, Those.
When you use Deixis you are also expressing the "to be" or "state of being" verbs (is, are, am, ) She is Deaf. I am learning signing. They are Hard of Hearing. The state of being verb is not created as a separate ASL sign. There are ASL signs for action verbs. NMS means Non-Manual Signal. It is a facial expression, head/chin/lip position or body position that is part of the message. Changing the NMS can change meaning of a sign. In ASL some adverbs and adjectives can be facial expressions. A blank face while you are signing causes confusion and meaning of a sign can be difficult to understand.Nearly 90% of Deaf people have hearing families. Most Deaf people learned ASL and Deaf culture at Schools for the Deaf. ASL and Deaf Culture have been passed from one generation to the next in these schools-a very important and valued part of the Deaf -World.Cultural DifferencesSigners use a wider space between one another when conversing. If one is too close it restricts the ease of sending and receiving visual information.
Deaf Culture is more Collectivist. American Hearing Culture is more Individualist. In Deaf Culture people put more value on the common good of the group rather than pursuing personal gains without consideration of the common good. Deaf Culture members share more information among members especially when that information can be helpful to Deaf people in the hearing world. Deaf people have long goodbyes. They often hug as part of the hello and goodbye. Goodbyes often include when to meet again. Deaf people use a more direct style of giving feedback and criticism. Hearing people use a more indirect style of giving feedback and criticism. Deaf people prefer and value signing over speech. Deaf people use eye contact to show listening and respect. Lack of eye contact is rude. |
Facial Grammar:
QM face, also called Y/N question is a brow raise held throughout the signed question, head forward and holding the closing signal until partner begins to answer. This type of question can by answered with "yes" or "no". Here are some examples:
Is your name Sue?
Are you learning ASL?
Do you understand the homework?
WH face is brows down or furrowed, head forward and hold the final sign, which will be the WH question word. In English this type of question begins with a WH question word like "What" Here are some examples:
What is your name?
What is your teacher's name?
What does this sign mean?
What are they studying?
Getting Atttention
Depending on the situation and location of a Deaf person you could
~shoulder tap
~hand wave
~flick lights on/off
~stomp floor
~rap table
~ask a 3rd person to get attention for you
~shoulder tap
~hand wave
~flick lights on/off
~stomp floor
~rap table
~ask a 3rd person to get attention for you
Meeting Deaf People: Topic of conversationWhen hearing people meet Deaf people they should be prepared to talk about where they are learning sign, who their sign language teacher is, if their teacher is Deaf or Hearing and why they are learning sign. Deaf people want to know if you have Deaf family or friends.
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LipreadingOn average only about 30% of english can be lipread. Check the lipreading document tab under ASL I at the top of the page to find an outline of why only 30% of speech can be lipread.
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When do Deaf people learn sign language & Deaf Culture?1. Some learn from infancy because they are born to Deaf parents who use ASL and are part of the Deaf Culture.
2. Some deaf children have hearing parents that send them to educational programs for Deaf students, such as a School For the Deaf when the child is very young (age 3-5). Deaf children in these schools start to learn ASL and Deaf culture from all the other signers (both students and adults) who are part of the school experience. 3. Some deaf children have hearing parents who do not send them to a Deaf school. Instead, the deaf child is placed in a program to learn to speak and lipread. This doesn't work for all deaf children. When it fails the parents may change their minds and transfer the deaf student to a school for the Deaf later in their academic career. These children start to learn ASL & Deaf Culture once they arrive at a school for the Deaf. 4. Some deaf people are raised in hearing families who never expose the deaf child to sign language and other signers. These children never attend a Deaf school with other signers. Some of these children become deaf adults who choose to learn ASL and become involved in the Deaf World as adults. |
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Introductions in the Deaf-WorldMeeting Others: When Deaf people meet other Deaf people they exchange information about where they are from, what Deaf school they went to and if they have Deaf or hearing family. This helps establish their ties and connections within the Deaf Community.
When Deaf people meet hearing signers they want to know: Where you learn sign, who your sign teacher is, if your sign teacher is Deaf and why you are learning ASL. |
Unit 2: Concepts, Notes & Information
Iconic Signs are visually clear-even to Non-signers. The sign looks like the concept. Here are some examples of Iconic signs.
Non-Iconic signs are not visually clear to non-signers.
Millions of Americans have hearing loss. Only about 5% of them are members of the Deaf Community and users of ASL. Why is this?
Some deaf people grew up with hearing loss, but grew up in hearing families that did not encourage or allow the use of sign language. The children were sent to oral programs and were taught to lipread and to speak. Some of them were successful in this method and have enough skill and confort in using speech and lipreading that they do not use sign language and they do not participate in Deaf Culture.
Most people with hearing loss grew up with normal hearing. There hearing loss began after the age of 19. The two most common causes of hearing loss in adulthood are overexposure to noise and the aging process. Overexposure to noise causes hearing loss slowly over time. When hearing people are in their middle to elderly years of life they may by that time have significant hearing loss. However, they are not likely to learn ASL and become involved in the Deaf World at that point in their lives.
Heather Whitestone McCallum was Miss America 1995. She lost her hearing before the age of 3. Her parents sent her to oral programs. She has very very good speech and lipreading skills. She doesn't use sign language. (although she does know some sign language)
What is Culture? Culture is the totality of socially transmitted behavior patterns, arts, literature, beliefs, values,traditions, attitudes, behaviors institutions, products and language shared by a group of people.(Zinza, p.53)
What is Deaf Culture? Deaf Culture is the shared experiences of Deaf people that has its own values, social norms, history, traditions, values, beliefs, behaviors and language that are passed from generation to generation.(p.48)
What are the common bonds in Deaf Culture? The common bonds are the experience of being deaf and the use of ASL.(p. 48)
What is a cultural view of Deafness?A cultural view of deafness is one that understands Deaf people as a linguistic and cultural minority group of people who have a different native language, and who have their own socially appropriate ways of doing things. It recognizes that Deaf people will do some things, and believe some things and see some things from a different perspective than hearing people. A cultural view understands there is nothing wrong, nothing broken, nothing that needs to be fixed in a person's hearing system. A cultural view sees Deaf people as fully capable, and fully functioning people. This is the view Deaf people have of themselves and the view they want hearing people to adopt as well.
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What is a pathological view of Deafness?A pathological view (or medical view) focuses on the inability to hear. It focuses on the lack of functioning within the hearing system. It focuses on the "broken" ear and how much or how little one can hear with ears. Them emphasis of this view is on how to fix the hearing loss, how to cure deafness and how to prevent deafness from occurring. It also focuses on how to make people with a hearing loss "normal" or more like a hearing person. This is the view many hearing people (including parents, educators and health care professionals) often have. It is not a view that is welcomed or appreciated by members of the Deaf World.
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Sound is two-dimensional. There is volume(loud vs. quiet) and there is ton or pitch (low pitch vs. high pitch)Below is an audiogram of familiar sounds in the environment. See how sounds can be quiet or loud (decible level) but also changes from low pitch(like a dog woofing) to a high pitch(like a bird singing)
Looking at the audiogram you see the black line. This means this person would hear the sounds below the line, but not the sounds above the line. This person might hear a dog barking because it is loud, and in the lower pitch and this person might hear a band playing music, because it is loud and at that db level the can hear more pitches. But in normal conversation, this person can't hear much of the speech banana. Therefore, hearing and understanding a person who is talking is very very hard. They only hear a few of the speech sounds in the lower pitch range. When a person can't hear all the speech sounds, they may still be able to hear your voice, but not be able to understand your words. It can sound muffled and
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The sounds of human speech are in the 250 Hz range -6500 Hz range.Notice how various sounds we use while we speak fall in different pitches. In addition, normal human speech is in a db range of 20-db to 60 db. (Unless we are shouting as loud as we can)
Look at the audiograms below. Notice that the black line means a person cannot hear sounds above the line, but can hear the sounds below the line. See that this means a person may hear some sounds and not others. They may hear part of the sound environment, but not be able to understand words/speech clearly because they can't hear all parts of the words.They can't hear all the sounds in the "speech banana."
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UNIT 3: CONCEPTS, NOTES AND INFORMATION
Using "and" and "or"
In English the word "or" implies a choice. To show choice in ASL we use the sign "WHICH" The English sentence do you work on Tuesday or on Wednesday is signed YOU WORK TUESDAY WEDNESDAY WHICH.
In ASL we usually do not make a sign for the word "and" Rather we show it by using NMS. The signals are a slight pause, a shoulder shift, an eye gaze change and a nod.
Pronouns: When to Point (Deixis) and When to Use Palm
Deixis is used for personal pronouns: He, She, I, me, Him,Her, We, Us, They, Them, It, They're
Because the state of being verb is assumed when using Deixis it is the grammatically correct sign when giving names. Note in the following examples the English pronoun is a possessive form, but in ASL the possessive pronouns do not convey the state of being verb, so signing these sentences in ASL one would use the Deixis instead of the possessive pronoun form. My name is Jim (I AM NAMED JIM) Her name is Kay(SHE IS NAMED KAY) His name is Pete(HE IS NAMED PETE) |
The palm is used when signing possessive pronouns: Our, My, Mine, Your, Theirs, His, Hers, The verb is not assumed to be present when using the Palm, so do not use the palm to say "Her name is Pat, My name is Kay" Using the possessive pronoun for this is ungrammatical because the state of being verb is not attached to the possessive pronoun.
Her teacher is deaf. His teacher is hearing My favorite color is blue. Their homework is due. Our ASL teacher is hearing. When is your birthday? |
Deaf people have used TTY's for many years to allow them to make phone calls that use a typed message rather than using speech and hearing. Now we have video phones that allow Deaf people to see and sign with each other. A person needs a monitor and high speed internet access for a video phone to work.
When necessary a video relay interpreter service can be used for communication between signer and non signer. An interpreter will speak so the non-signer understands the signer and will sign so the signer understands the non-signer. The interpreter is seen on the video screen.
Some ASL signs differ just slightly from another sign. Do you know these signs and how they differ?
What's the Difference?
LIVE Single long movement ADDRESS Double short movement |
What's the Difference?
WINTER Has no NMS COLD Uses the OOO NMS |
What's the Difference?
RAIN fingers do not wiggle SNOW fingers wiggle |
Topic/Comment sentence structureIn ASL the topic of the sentence is signed first,with a brow raise and a slight pause, then followed by the comment. The comment can be a Yes/No question, a WH question, a statement or a command. Here are some examples:
1. I want to see the movie. (the topic is "movie" the comment is "i want to see it) ASL: MOVIE SEE I WANT 2. When is the homework due? (the topic is "homework" the comment is "when is it due") ASL: HOMEWORK DUE WHEN 3. Give me your paper.(the topic is "paper" the comment is "give it to me" ASL: YOUR PAPER GIVE-ME 4. Is your ASL teacher Deaf?(the topic is "your ASL teacher" the comment is "is he/she deaf" ASL: YOUR ASL TEACHER DEAF 5. What activities do you enjoy in the summer DURING SUMMER ACTIVITY YOU ENJOY WHAT 6. I love to travel during my summer vacation. DURING MY SUMMER VACATION I LOVE-IT TRAVEL 7. I was born in Wisconsin but live in Minnesota now. What about you? I BORN WISC BUT NOW LIVE MINN. YOU 8. How many TV sets does your family have? TV YOUR FAMILY HAVE HOW-MANY 9. I want to visit Alaska in the summer, not in the winter. ALASKA I WANT VISIT DURING SUMMER NOT DURING WINTER 10. Does your community have a name sign? YOUR TOWN HAVE NAME SIGN 11. Is the party going to be on Saturday or on Sunday? PARTY SATURDAY SUNDAY WHICH 12. Would you mind handing out the papers? PAPER MIND-YOU HAND-OUT 13. Is the restaurant near the park? RESTAURANT NEAR PARK 14. Their names are David and Diana. THEY NAME DAVID DIANA 15. I need your address and phone number. YOUR ADDRESS PHONE NUMBER I NEED 16. Do you have a birthday this month? NOW MONTH BIRTHDAY YOU 17. The weather tomorrow will be cool with some light showers. TOMORROW WEATHER COOL RAIN 18. In August it is hot and dry in Texas. TEXAS DURING AUG HOT DRY |
SVO sentence structureThe SVO pattern (subject verb object) is common in English. We use that structure in ASL when we link two phrases with the word "because" In ASL we sign the first phrase in SVO structure, then for the word "because" we sign WHY,(with a Brow Raise) following that we sign the second phrase in SVO structure. Here are some examples:
1. I didn't go to school because I was sick. ASL: I NOT GO SCHOOL WHY I SICK 2. Ben wants to live in Alaska because he loves to hunt and fish. BEN WANT LIVE ALASKA WHY HE LOVE-IT HUNT FISH 3. I don't want a test today because I did not study. I DON'T-WANT TEST TODAY WHY I NOT STUDY 4. I need to get help because I am confused. I NEED HELP WHY I CONFUSE 5.I can't go to the movie because I have to work. I CAN'T GO MOVIE WHY I NEED WORK 6.He isn't improving because he doesn't practice. HE NOT GET-BETTER WHY HE NOT PRACTICE 7. I can't explain the homework because I don't understand it. I CAN'T EXPLAIN HOMEWORK WHY I DON'T-UNDERSTAND IT 8. He is hungry because he didn't eat this morning. HE HUNGRY WHY HE NOT EAT NOW MORNING 9. They are excited because they are going skiing tomorrow. THEY EXCITED WHY GO SKI TOMORROW 10. They are happy because there is no homework. THEY HAPPY WHY NONE HOMEWORK |
Using Numbers in ASL
The rule when using counting numbers 1, 2, 3, 4 and 5 is to have your palm in. (one teacher, five books, two students, three cars, four boys)
However when these numbers are used in strings such as for addresses and phone numbers the palm stays forward (553-2841, 1394 Oak St.)
The rule when using counting numbers 1, 2, 3, 4 and 5 is to have your palm in. (one teacher, five books, two students, three cars, four boys)
However when these numbers are used in strings such as for addresses and phone numbers the palm stays forward (553-2841, 1394 Oak St.)
Is Sign Language Universal?? What is Gestuno?
ASL is not universal, meaning that the sign language used by Deaf people in other countries is not always ASL. There are many countries of the world that have their own signed language, just as countries have different spoken languages. Gestuno is a visual communication system that is used at world Deaf events and international gatherings of Deaf people. It is not a native language used on an everyday basis by any one group of Deaf people. It is an artificially created system based on visual concepts and gestures that allows for communication of Deaf people with various sign language backgrounds.
Deaf people and their family backgrounds
1. Some Deaf people grow up in homes with Deaf parents, and maybe even Deaf siblings. They may have Deaf
grandparents, aunts and uncles. These Deaf people grow up with ASL and in Deaf Culture.
2. Most Deaf people grow up in homes with hearing parents and often have no other Deaf relatives. Some of the hearing parents, upon learning the child was deaf chose to expose the child to sign language. The deaf child learned sign, usually in a early childhood program designed for deaf children. The hearing parents also chose to take sign language classes and as the Deaf child grows up the hearing parents are capable of having sign conversation, and communication with their Deaf child. Many of these Deaf children have the opportunity to attend school or social events with other Deaf peers. The hearing family is supportive of the Deaf child's engagement in the world of Deaf people, ASL and Deaf Culture.
3. In some homes the hearing parents of Deaf children are willing to let the deaf child be exposed to signing and deaf culture at school, but the hearing parents do not develop sign language communication skills very well. They mostly "gesture" maybe learn and use a few basic signs (eat, sleep) but really don't have an ability to fully converse in sign with their own child. The child is often "left-out" of the conversations at home. While not opposed to the child having deaf friends and using sign these hearing parents don't actively assist their child in becoming involved in Deaf World events and activities.
4.Many hearing parents upon learning their child is deaf want to "fix" the hearing problem and make the child into a hearing (and speaking) child. They seek medical help, (cochlear ear implants & hearing aids) and speech therapy services. These parents do not want their child to use sign language and do not encourage any involvement in the Deaf World. These deaf children are expected to be "oral" and no other communication option is given to them. Some of the children do develop good speaking and lipreading skills, but those abilities do not guarantee the child "fits" well in the hearing world. (Some do, some don't)
A good number of Deaf people were raised in an oral only environment and too many of them were robbed and cheated of language, communication and education because of the failure of oralism as a means of communication. As adults these "oral failures" have turned to the Deaf World and to sign language and many would say that was like "coming home" to the place they belonged all along.
grandparents, aunts and uncles. These Deaf people grow up with ASL and in Deaf Culture.
2. Most Deaf people grow up in homes with hearing parents and often have no other Deaf relatives. Some of the hearing parents, upon learning the child was deaf chose to expose the child to sign language. The deaf child learned sign, usually in a early childhood program designed for deaf children. The hearing parents also chose to take sign language classes and as the Deaf child grows up the hearing parents are capable of having sign conversation, and communication with their Deaf child. Many of these Deaf children have the opportunity to attend school or social events with other Deaf peers. The hearing family is supportive of the Deaf child's engagement in the world of Deaf people, ASL and Deaf Culture.
3. In some homes the hearing parents of Deaf children are willing to let the deaf child be exposed to signing and deaf culture at school, but the hearing parents do not develop sign language communication skills very well. They mostly "gesture" maybe learn and use a few basic signs (eat, sleep) but really don't have an ability to fully converse in sign with their own child. The child is often "left-out" of the conversations at home. While not opposed to the child having deaf friends and using sign these hearing parents don't actively assist their child in becoming involved in Deaf World events and activities.
4.Many hearing parents upon learning their child is deaf want to "fix" the hearing problem and make the child into a hearing (and speaking) child. They seek medical help, (cochlear ear implants & hearing aids) and speech therapy services. These parents do not want their child to use sign language and do not encourage any involvement in the Deaf World. These deaf children are expected to be "oral" and no other communication option is given to them. Some of the children do develop good speaking and lipreading skills, but those abilities do not guarantee the child "fits" well in the hearing world. (Some do, some don't)
A good number of Deaf people were raised in an oral only environment and too many of them were robbed and cheated of language, communication and education because of the failure of oralism as a means of communication. As adults these "oral failures" have turned to the Deaf World and to sign language and many would say that was like "coming home" to the place they belonged all along.
Deaf & Hearing first time meeting-Topic of Conversation
When you first meet Deaf people they usually have several things they want to know from you. They want to know;
1)Where you are learning ASL
2)Who your ASL teacher is
3)If your ASL teacher is Deaf or Hearing
4)Why you are learning ASL.
When you first meet Deaf people they usually have several things they want to know from you. They want to know;
1)Where you are learning ASL
2)Who your ASL teacher is
3)If your ASL teacher is Deaf or Hearing
4)Why you are learning ASL.
Origin of ASL & the Elements that combined to become modern day ASL.
Modern day ASL can be traced to the first American School for the Deaf, founded by Thomas Gallaudet and Laurent Clerc in 1814. The school was called the American School for the Deaf and was located in Hartford Connecticut. The founding of this school brought together a community of deaf people who lived at the school and sign was the method of communication. Laurent Clerc served as the first teacher. Clerc was Deaf, having grown up and educated at the Paris School for the Deaf he was fluent in French Sign Language (FSL). He used FSL at the American School for the Deaf. However, his signs were not the signs used at this school. The deaf students came to school with gestures and sign symbols they had used as "home signs" created by them for the purpose of basic communication with their hearing families. Some of the students came to the school with knowledge of the signs used by the Deaf Community on Martha's vineyard. FSL, home signs, and Old ASL signs were mixed at the American School for the Deaf. Some of the signs were altered or modified (The French sign for "Walk" was modified to the ASL version.) Some signs were discarded all together and replaced with newly created signs. Thus over time the sign system used by the American Deaf community gradually evolved to become a separate and distinct language. However, about 40% of ASL is closely related to the vocabulary and structures used in FSL.
OH-I-SEE
This expression is used in conversations to show you understand what is being said. It can also be used to show concern or sympathy It is like saying "hmm", "oh", "uhhuh" or "ahh" |
City Name Signs
A city usually has a well-known name sign if it has major league sports, and/or has a large Deaf population. At a local level signers often use an sign based on the first letter of the name of the city "D" (Delavan)for example. However, it is necessary to spell the name in it's entirety first when talking to a person who is not from your area before using an the local name sign as it could be the same sign used for other cities around the country.(Denver, or Durham or Danville) Most cities & towns around the country do not have a nationally used city name sign. |
Metropolitan areas have larger Deaf populations.
Most Deaf Americans live in larger metropolitan cities because there are more social opportunities, Deaf-interest agencies, more interpreters, more jobs and more schools for the Deaf. |
Rochester, New York
Rochester New York has the largest per capita population of the Deaf people in the U.S. |
History and Timeline
1500 - Deaf people are recognized as having the ability to reason.
1620-first book on educating the deaf published in Spain.
1755- Samuel Heinicke establishes the first oral school for the deaf in Germany.
1755-Abbe De l’Epee establishes the first free school for the deaf in Paris, France.
1760- Thomas Braidwood opens first school for the deaf in England. The was an oral school.
1814-Thomas Gallaudet meets 5-year-old Alice Cogswell.
1815-Gallaudet travels to Europe to seek methods of teaching the deaf.
1816-Laurent Clerc returns to America with Gallaudet. Clerc is Deaf, was educated at the Paris school for the Deaf, then became a teacher at that school
1817-Clerc comes to the US with Gallaudet, together they open the first school for the deaf in America in Hartford, Conn. Clerc is the first teacher of the Deaf in America. Because of Laurent Clerc’s involvement in the American Deaf School, approx. 40% of ASL is related to FSL.
Clerc was not the first person to use sign language here in America. There is evidence dating to the 1600’s that a large group of deaf people lived in a community on Martha’s Vineyard. Both deaf and hearing people used signing as a communication method.
The school in Hartford became the birthplace of a standard and formalized American Sign Language. The school brought deaf people together and through their daily interaction and communication, a sign system became a formal language. Clerc’s FSL was used, some of his signs were maintained, some were modified and some were replaced by home signs the students brought to school with them. Some signs from the Deaf Community on Martha’s Vineyard were incorporated. New signs were created. These different elements evolved into modern-day ASL.
Graduates of the Hartford school went on to open other schools for the deaf across the country. Many of them became the teachers of deaf students in these schools. They spread ASL across the country. Eventually almost every state had a separate residential school for the Deaf. (Residential means the students live at the school in dorms) The Minnesota State Academy for the Deaf was opened in 1861. It is located in Faribault, MN. It is still open today and approximately 100 Deaf students from Minnesota go to to school there.
1620-first book on educating the deaf published in Spain.
1755- Samuel Heinicke establishes the first oral school for the deaf in Germany.
1755-Abbe De l’Epee establishes the first free school for the deaf in Paris, France.
1760- Thomas Braidwood opens first school for the deaf in England. The was an oral school.
1814-Thomas Gallaudet meets 5-year-old Alice Cogswell.
1815-Gallaudet travels to Europe to seek methods of teaching the deaf.
1816-Laurent Clerc returns to America with Gallaudet. Clerc is Deaf, was educated at the Paris school for the Deaf, then became a teacher at that school
1817-Clerc comes to the US with Gallaudet, together they open the first school for the deaf in America in Hartford, Conn. Clerc is the first teacher of the Deaf in America. Because of Laurent Clerc’s involvement in the American Deaf School, approx. 40% of ASL is related to FSL.
Clerc was not the first person to use sign language here in America. There is evidence dating to the 1600’s that a large group of deaf people lived in a community on Martha’s Vineyard. Both deaf and hearing people used signing as a communication method.
The school in Hartford became the birthplace of a standard and formalized American Sign Language. The school brought deaf people together and through their daily interaction and communication, a sign system became a formal language. Clerc’s FSL was used, some of his signs were maintained, some were modified and some were replaced by home signs the students brought to school with them. Some signs from the Deaf Community on Martha’s Vineyard were incorporated. New signs were created. These different elements evolved into modern-day ASL.
Graduates of the Hartford school went on to open other schools for the deaf across the country. Many of them became the teachers of deaf students in these schools. They spread ASL across the country. Eventually almost every state had a separate residential school for the Deaf. (Residential means the students live at the school in dorms) The Minnesota State Academy for the Deaf was opened in 1861. It is located in Faribault, MN. It is still open today and approximately 100 Deaf students from Minnesota go to to school there.
Name Signs
There are two types of name signs. Descriptive name signs identify a characteristic or physical aspect of the person. They may also be connected to a person's interests or hobbies. Arbitrary name signs are not connected to any particular personal characteristic. Arbitrary name signs often use a person's first initial, although it could use both first initial and last initial. Name signs are most often located on the head, or on the torso. Name signs are given by Deaf people. Hearing people need to associate with Deaf people to get a name sign.
Here is a video discussing Name Signs in the Deaf Community.
Unit 4: CONCEPTS, NOTES AND INFORMATION
Deaf Family Dynamics: 90% of Deaf people are born and raised in hearing families. Often they are the only deaf person in the entire family. Only about 12-15% of these hearing families learn and can use sign language effectively with these Deaf children. In some families the mother may learn and use some sign, and perhaps a sister. It is more rare that fathers and brothers learn sign. Because they have grown up in families that did not learn to sign they are curious as to your reasons for learning sign. Is it because you have a Deaf family member, relative, neighbor, classmate, co-worker??
To ask if someone has Deaf people in his/her family the ASL sentence is: FAMILY HAVE DEAF
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CODA
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Contrastive Structure
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Shoulder Shifting
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All Language Change over Time
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AGE NUMBERS: THE RULE IS ALL AGE NUMBERS ORIGINATE(BEGIN) AT THE "AGE SPOT" (the tip of the chin) Numbers are not signed before the age spot is used.
4 THINGS TO KNOW ABOUT SIGNING AGE NUMBERS
1. Use Rule of 9 for the ages 1-9. This means you place the number at the age spot and slide it forward.
2. For ages 13, 14, 15. set the 3, the 4 or the 5 on the age spot, then slide hand forward and make the number 13, 14 or
15.
3. For ages between 10 and 100 either signal "old" using a little "tug" and an "s" handshape before signing the
number, or use the index finger, touch and drop from the age spot then sign the number.
4. For some of the numbers you may set the first number at the age spot, slide out and move hand to the second
number (27, 38, 42, 51, 63, 79, 86, 95)
THE RULE OF 9: The Rule of 9 means that a number sign (1-9) is used on the hand, the hand then also makes a sign for another concept, such as age so that you can say "5 years old" by making just one sign using your "5" sign. You can also use the same rule to sign "4 weeks" or "7 months" by using a number (1-9) while making the sign "WEEK" or "MONTH". You cannot use the rule of 9 with a number over 9.
Signs & their Use/Meanings
HAVE
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SINCE
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LOVE
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LOVE IT
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DIVE IN
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THE DEAF WORLD AND THE ARTS
There are several Deaf Theaters around the country. Two of the best known are
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Deaf Artists and De'VIA Art
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How to Fix Mistakes: Use "WHOOPS" or "WAVE-NO" as your signs to show you made a mistake. Don't over exaggerate your signs or your facial expression. Fix the mistake and continue signing. You don't need to ask permission to fix a mistake.
"WAVE -NO" also is used to give a stronger negative response than saying "NO", it is used to object to what another is saying or to refuse something.
Using Pronouns in ASL
Use the Generic pronoun (They, We) when you don't know the exact number, or if the group is large.
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Use number pronouns to say You and I, He and I, They Three of Us, the Four of you, The Five of Them. With a number pronoun you know the exact number and it is less than nine.
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LISTING & ORDERING: In ASL we use our non-dominant hand (palm in, fingers horizontal, thumb to sky) to create a visual list. With the index finger of our dominant hand we contact and tap the fingers, starting at the thumb and moving down to each finger to give a list of data, such as names, ages, or idenifiying information.
Why don't hearing parents of Deaf Kids learn sign?
They want the child to use spoken language as that is what the parents know and use.
They don't know about the benefits of ASL.
They don't know Deaf people.
Learning a new language is difficult and takes time.
They don't understand the difficulty hearing loss causes in how the child will learn language. They don't realize the communication problems that will exist without signing.
They are often told signing will interfere with the child learning to talk.
They don't realize Deaf people do everything hearing people do even if they don't use speech.
The Benefits of ASL & the Drawbacks of Oralism
There are many benefits to using ASL with Deaf Children.
1. ASL is easily and quickly learned as it makes use of eyes and hands, with no need for hearing. 2. ASL give a child the language needed to communicate, express him/herself, and understand other signers. 3. Language is critical to emotional, social, psychological and cognitive development. Without language these areas of development will suffer. 4. With ASL and exposure to other Deaf people Deaf children can develop positive self esteem and positive identity as a fully capable member of a social world. |
Some deaf people may succeed with oral only approaches, but for many who were born deaf it is a very limited means of communication.
1. Language and communication development are delayed, leading to frustration. 2. Lack of language leads to delays in social, emotional, & cognitive development leaving deaf children behind in achieving their potential. 3. Not all deaf people develop speech that is easily understood by hearing people. 4. Having speech skills is not a guarantee a deaf person will receive all incoming information through lipreading. Often enormous amounts of information is missed by relying on lipreading. |
Rachel Coleman, host of Signing Time is a hearing parent of a Deaf daughter. Here is her story.
What is daily life like for Deaf people. Here are some videos with Deaf and Hard of Hearing and Deaf Blind people sharing their daily life.
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What happens when a Deaf person struggles to communicate in the hearing world?
Langauge and Communication is the Key to a child's success in life. For a deaf child, the Key to language and communication is the eyes and signing.
For years, hearing parents of deaf children have been told not to sign. They were told deaf children needed to learn to speak and lipread and that signing would interfere with speech skills. Even at the Schools for the Deaf, oralism was the educational philosophy.
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Gallaudet University-A College for the Deaf
Gallaudet University is located in Washington D.C. It is the world's only liberal arts college for the Deaf. It was founded in 1864. In March of 1988 students and staff held a rally in support of the appointment of a Deaf President. In the 124 year history of the college there had never been a Deaf person appointed to the position of presidency at Gallaudet. In 1988 the hearing college president retired and the Board of Trustees interviewed and prepared to select the new college president. Among the top five candidates for the position were three Deaf applicants. The students and staff of Gallaudet rallied in support of the Deaf Candidates, however, the Board of Trustees selected one of the hearing applicants. That person had no prior experience working with Deaf people and no skills in using sign language. The Deaf students, faculty and staff of the college were outraged. They protested vigorously, gaining world wide attention in their refusal to accept the discrimination of Deaf people. They were successful in forcing the resignation of the appointed hearing president and the appointment of Dr. I. King Jordan as the university's first Deaf President. Dr. I. King Jordan served as Gallaudet president for 3 years. His successors have all been Deaf. This event was a significant turning point in the Deaf World and has lead to greater self determination and empowerment of Deaf people everywhere as they continue to fight discrimination and lack of confidence in the abilities of Deaf people found in the hearing world.
The World’s First Free School for the Deaf was founded in Paris,France .- It was founded by the Abbe de l’Epee in Paris, France. The school opened in 1775 and used a manual language (FSL).
- The First School for the Deaf in America was opened by Thomas Gallaudet
- in America in Hartford, Connecticut on April 15, 1817. The first teacher there was a Deaf French man named Laurent Clerc. This was a boarding school and sign language was the language of instruction and communication.
- in America in Hartford, Connecticut on April 15, 1817. The first teacher there was a Deaf French man named Laurent Clerc. This was a boarding school and sign language was the language of instruction and communication.
The Milan Conference- In 1880 an international convention of Educators of the Deaf was held in Milan, Italy. This convention was attended by Deaf and Hearing educators of Deaf Children.
- A proposal was made and a vote was taken in the absence of all deaf delegates that the instruction of the deaf should be only through oral methods. Signing was to be abolished in classrooms for deaf children. Throughout the world and throughout the U.S. most schools for the deaf switched to a more oral approach. Deaf teachers were replaced with hearing teachers. Because young deaf children were now being expected to learn to lipread and speak their level of academic achievement started to decline.Huge amounts of class time was spent on speech drills, not academics. Deaf students could no longer understand their teachers. Teachers could not understand the deaf students. Deaf kids begin to fail to achieve academically. Their educational achievement is often much lower than the educational achievement of hearing students.
- A proposal was made and a vote was taken in the absence of all deaf delegates that the instruction of the deaf should be only through oral methods. Signing was to be abolished in classrooms for deaf children. Throughout the world and throughout the U.S. most schools for the deaf switched to a more oral approach. Deaf teachers were replaced with hearing teachers. Because young deaf children were now being expected to learn to lipread and speak their level of academic achievement started to decline.Huge amounts of class time was spent on speech drills, not academics. Deaf students could no longer understand their teachers. Teachers could not understand the deaf students. Deaf kids begin to fail to achieve academically. Their educational achievement is often much lower than the educational achievement of hearing students.
In 1975 the U.S. Congress passed public law 94:142. The Education of All Handicapped Children Act. This law required every public school provide a free and appropriate education in the least restrictive environment for every child with a disability. School were required to provide a range of placement options to meet the needs of every student. The continuum of options include; 1)full inclusion/mainstreaming in the regular education classrooms with students who do not have disabilities 2)partial inclusion in regular education classrooms with the additional support of partial day in a resource room for students with disabilities 3) most of day in a separate self-contained classroom for students with disabilities, perhaps limited or no inclusion in regular education classrooms 4)separate day school for students with disabilities or 5)separate residential schools.
What are the options for Deaf students in Minnesota???
We have one residential school (MSAD, K-12) in Faribault, MN. ASL is used by everyone here. There are dorms for students who do not live nearby. Students do go home on weekends. Deaf students can take mainstream classes at Faribault Public schools, and they can also participate in athletic activities not offered at MSAD but offered at FPS through a cooperative agreement.
We have one Oral Day School (Northern Voices, K-8) in Roseville. Signing is not used here. It is expected that students will speak and lipread well enough to mainstream into hearing high schools where they will lipread all conversation and instruction and that they will speak clearly enough to be understood by hearing people at school.
We have one ASL Day School (MDS/North Star Academy, K-12) in St. Paul. No dorms are available, so students must live close the metro. A few extra-curricular activities are offered, but not as many as at MSAD. ASL is used by everyone at this school.
The large metro districts have self contained classrooms for K-12 Deaf students. Deaf students are taught by trained teachers of the Deaf. Students may take mainstream classes in their school as well, with interpreters available for those classes.
Mainstreaming can be done in any public school in the state, resource rooms with special ed staff, interpreters, and perhaps a visiting Teacher of the Deaf are part of the services Deaf students in the mainstream have available. Most hearing schools do not have more than a few Deaf students, and sometimes the mainstreamed Deaf student is the only Deaf student in the entire school.
We have one residential school (MSAD, K-12) in Faribault, MN. ASL is used by everyone here. There are dorms for students who do not live nearby. Students do go home on weekends. Deaf students can take mainstream classes at Faribault Public schools, and they can also participate in athletic activities not offered at MSAD but offered at FPS through a cooperative agreement.
We have one Oral Day School (Northern Voices, K-8) in Roseville. Signing is not used here. It is expected that students will speak and lipread well enough to mainstream into hearing high schools where they will lipread all conversation and instruction and that they will speak clearly enough to be understood by hearing people at school.
We have one ASL Day School (MDS/North Star Academy, K-12) in St. Paul. No dorms are available, so students must live close the metro. A few extra-curricular activities are offered, but not as many as at MSAD. ASL is used by everyone at this school.
The large metro districts have self contained classrooms for K-12 Deaf students. Deaf students are taught by trained teachers of the Deaf. Students may take mainstream classes in their school as well, with interpreters available for those classes.
Mainstreaming can be done in any public school in the state, resource rooms with special ed staff, interpreters, and perhaps a visiting Teacher of the Deaf are part of the services Deaf students in the mainstream have available. Most hearing schools do not have more than a few Deaf students, and sometimes the mainstreamed Deaf student is the only Deaf student in the entire school.
ADVANTAGES OF RESIDENTIAL SCHOOLS
1. All the students are deaf-there are peers & friends
2. Being Deaf is Normal. 3. Full socialization and communication are possible. 4. It is a visual environment 5. There is Deaf Culture 6. Staff is trained in Deaf Education 7. Involvement in Extra Curricular like sports, drama, student leadership is available. 8. Classes are small 9. ASL IS USED 10. Deaf Adult Role models |
ADVANTAGES OF MAINSTREAMING
1. Students live at home with family.
2. Students have the love, support, emotional ties with their own family. 3. The academic programs are better. 4. The variety of courses is larger. 5. The number of extra-curricular offerings is greater |
Disadvantages of Residential Schools1. Child lives away from family, may only be home on
weekends. They can be disconnected from family, miss out on family events that happen during the week. 2. The academic quality is lower than the mainstream school. The curriculum is not as challenging. 3. The variety of course offerings is fewer. 4. The school may not meet the emotional and family connection needs of all the students. Staff there is not the same as having your parents to love and comfort you. |
Disadvantages of Mainstreaming1. No Deaf Culture
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The Least Restrictive Environment and two conflicting views.
The Least Restrictive Environment is one where students with disabilities have the exact same opportunities for educational activities and instructional means as children who do not have disabilities. To most hearing educators this means placing a child with disabilities in the regular education classroom in the local school with children who do not have disabilities. Separating children and teaching them in a different place is not desired. Thus the residential schools are thought of negatively.
To Most Deaf People the Mainstream classroom is seen as very restrictive for a deaf child. This is because the environment is designed for hearing students, it is a place where spoken language is used. Deaf children are often very isolated in this setting, they do not get the free and easy access to participate, communicate and interact as they get when they are in a residential school. To Deaf people the Residential school is the least restrictive because in that classroom the Deaf child is fully able to participate, communicate and interact with teachers and peers.
ASL CLASSIFIERS
ASL classifiers are specific handshapes that are used to represent nouns and verbs. The classifier provides descriptive information such as location, orientation, spatial relationship, size/shape, or action. They may be used for categories of objects with similar characteristics, such as; CL: 3 represents the class of motorized vehicles, CL: B represents wide, flat surfaces, CL:1 represents an upright person, or to "draw" lines that are vertical, horizontal, or spiral, CL:V represents the actions of eyes or legs, and CL:FF represents long tube shaped objects.