Deaf History Manual Education

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Deaf HistoryManual Education   

• TutorialSocial Aspects of Deaf CultureSign
  Language Interpreter Training ProgramKirkwood
  Community College 

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• Objectives
• Identify important events and people and
  ideologies in the development of Oral education
  for the deaf given information contained in the
  tutorial.
• Identify important events and people and
  ideologies in the development of manual education
  for the Deaf given information contained in the
  tutorial.

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• Vocabulary
• Manualism - education of the deaf using sign
  language, and the manual alphabet
• 2. Oralism - education of the deaf using speech
  and lip-reading

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• Deaf - a cultural and linguistic identity
  acquired by many deaf person which is viewed as a
  desirable and valued state-of-being.
• 4. deaf a term used to describe the inability
  to hear normal speech patterns and general sounds
  within the environment.

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5. Residential Institution - state school for
the deaf, state funded schools serving a regional
or statewide population of Deaf and
hard-of-hearing children. 6. Language - a
systematic form of communication which enables
its users to talk about anything, anywhere,
according to a system of grammatical rules which
are learned and internalized.  
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• American Sign Language - a natural,
  visual-gestural language  which is indigenous to
  North America with specific grammatical and
  linguistic properties.
• Congenital Deafness - deafness which is present
  at birth.

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• Deaf Community a community made up of Deaf and
  non-deaf people who share the goal of furthering
  the goals and interests of Deaf people and work
  collaboratively to that end.
• Hearing a term used within the Deaf Community
  to refer to non-deaf people who are basically
  misinformed or uninformed about the Deaf
  experience.

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• Pre-lingual deafness - the significant loss of
  hearing which occurs after birth, but prior to
  the time an infant acquires oral/aural language
  competence.  This is usually considered to be
  before the age of three.
• Post-lingual deafness -  the significant loss of
  hearing which occurs during adolescence, after
  oral/aural language competence has been acquired.
  

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Manual Education in France1700 - 1850
All text is taken from the Encyclopedia of
Deafness, Gallaudet Press
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The Abbe Charles Michel De lEpee was born in
France. He is revered as the Father of modern
education of the deaf. Living in Paris, he
noticed two deaf twin girls and enquired of their
mother. This encounter created a desire to
provide an education for the deaf children. The
Abbe believed that adherence of the soul to
religion was not dependent up on the sense of
hearing or the mastery of language. He also
believed in using signs. However, when he began
his public school for the education of the deaf
in Paris, he did not use the language of the
Paris Deaf Community. Instead, he developed
Methodical signs and, in 1771, began his school
in his fathers house.
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The first public school for the deaf using the
oral method did not open until 1778 in Germany.
The Abbe did not keep his methods secret, as
Pereira and others did with the oral methods.
Because the Abbe was able to teach several
students at one time, his school grew, in
contrast to the oral method which required one on
one contact. The Abbe felt that speech teaching
was tedious and boring. He said loosening of
ones tongue nevertheless left the mind in
profound darkness. lEpee used Bonets hand
alphabet and methodical signs which were not
indigenous to the Paris Signed Language. Indeed,
he may have been unaware that it exited. The
Abbe believed that ideas exist before language
and he was not interested in making a profit.
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He broke the secrecy of the past and established
an open teacher-training program. Abbe Roch
Sicard (1741-1822) was the successor to the Abbe
De lEpee at the French National Institute in
1790. The clergy was in charge of education in
France before the French Revolution. Pliability,
popularity and an array of friends saved Sicards
life and the school during the Revolution.
Sicard continued to argue and win rights for the
handicapped. He devised a dictionary of sign
language and brought deaf people to the front of
world recognition.
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Massieu grew up under the Abbes care and became
very educated. It was this success that won the
Abbe headmastership at the school and
scholarships in 1791. He, in turn, taught
Laurent Clerc. It was during a public
demonstration in London that Thomas Gallaudet met
Sicard, Massieu and Clerc.
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• Questions
• What was the Abbes mode of communication with
  the deaf?
• What was his main motivation for teaching the
  deaf?

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Answers
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• From philosophers, law givers, and physicians.
• Prevalent thoughts about deafness were that it
  was a disability.
• That deafness meant lack of a soul or a severe
  defect in the soul.
• Disability.
• Not much, however, they had located the center of
  speech in the brain, not the soul.
• As a sever disability, seemingly worse than
  blindness.
• Postmortem examinations helped mans knowledge of
  human anatomy which could anatomically trace
  speech and hearing to the brain.

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• Physicians.
• From the St. Benedictine monks and their
  adaptation of signs to communicate due to a vow
  of silence.
• To preserve their vast fortune. They were not
  allowed to inherit if they could not read and
  write.
• It was used to teach reading and writing as well
  as crude manual communication.  De l'Epee used it
  to teach Parisian deaf children.
• Combination - manual signs were used to augment
  oral speech education, reading and writing.

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• Using signs that he had made up and the manual
  alphabet from Bonet's book.
• To save their souls.