DOCSLIB.ORG

Compiled Deaf Timelines Deaf History & Heritage

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Compiled Deaf Timelines Deaf History & Heritage Deaf History & Heritage Series Compiled Deaf Timelines Deaf History & Heritage Secular – Sports – Religious - Missions Technology - News Events Compiled and Edited By Dr. Ted Camp, SWM Deaf Timeline 1000 BC – 2011AD 1775 L'Epee 1814 Gallaudet 1817 Laurent Clerc 1876 A.G. Bell 1880 Keller Learn More About Deaf History & Heritage Silent Word Publications PO Box 889 Trenton, Georgia 30752 ~ Revised February 2013 ~ DD03 Deaf Timeline Compiled Deaf Timelines Deaf History & Heritage Secular – Sports – Religious - Missions Technology and News Events Compiled By Dr. Ted Camp, SWM Deaf Timeline 1000 BC to 2011 AD Revised & Updated February 2013 Silent Word Ministries Silent Word Ministries Executive Operating Board Dr. Ted Camp, Founder - Jon Barr, President - Jim Bracelin, Vice President SWM is a nonprofit, Independent Baptist organization with a federal 501(c)3 approval. Silent Word Ministries was established in 1966 to fulfill the Great Commission through evangelism and the written Word especially into the Deaf world. Our goal is to fulfill the Great Commission to go into all the world especially to the Deaf. SWM articles of faith, policies, and more information are available at SilentWordMinistries.org. SWM Area Meetings - “Fantastic Saturdays” and “D-Days” are area-wide meetings conducted to help local deaf ministries and to evangelize deaf people. Contact: Jon Barr: [email protected] SWM Programs - “Deaf Bible Institute” is a free correspondence program for Deaf people to study the Bible at home. “Teaching & Training Bible Institute” is a DVD (signs and voice) and manual correspondence program that teaches and trains both deaf and deaf leaders in all areas of deaf ministry. SWM also publishes The Silent Word, a free bi-monthly newspaper for Deaf and deaf ministries. SWM Publications publishes and prints literature and materials for Christian Deaf ministries in America and foreign countries. This literature program includes Sunday School lessons, manuals, tracts, books. and SWM preaching and teaching videos produced in Sign Language and voice. SWPublications also distributes “free” Bible materials to missionaries and national pastors. Contact: [email protected] SWM Mission Board is a world-wide serving agency for both hearing and deaf missionaries with a burden to reach the deaf for Christ. SWM mission board specializes in deaf ministry. - Jon Barr, Director. SWM International is a foreign mission program for “missionaries,” both deaf and hearing. SWMI also conducts foreign outreaches with “Team Mission Trips.” Contact: David Bennett - [email protected] SWM Internet Ministry - SilentWordMinistries.org – SWM website presents the Gospel in several languages. Learn more about our ministry and also purchase materials directly via pay-pal on the website. SWM has Bible materials and ASL books and video materials for “all” ministries. Mission Statement: But we will give ourselves...to the ministry of the word -- to Deaf people -– Acts 6:4 Credits - Since 1966, SWM has been compiling Bible materials for use in Deaf ministry. Many materials needed to be revised or re-edited for Deaf culture as English is not their first language. Some materials were written by pastors and some materials were obtained from unknown sources. Since January 2009, we have tried to give proper references, credits and copyrights to known sources. As we reprint, our goal is to upgrade all references, credits and copyrights where possible. If by chance, we have infringed on or violated any copyrights, upon notification, we will remove, change, or seek permission. -- SWM SWM Copyright Policy: ©SWM - Since SWM is a nonprofit missionary organization, all funds from sales will be used to print more literature. Our goal is to offer SWM materials at a minimal cost so it will not be necessary to make copies. If your ministry cannot afford cost, we grant permission for you to make limited copies for your ministry. Please maintain quality, make no changes and give SWM credits. - SWM All Scripture references are King James Version. Send for a free catalog listing or free sample of our literature. PH: (706) 657-8000 - E-Mail: [email protected] Web: SilentWordMinistries.org Silent Word Ministries PO Box 889 Trenton, Georgia 30752 We are here to serve! Introduction Please Note: Your suggests, corrections, updates and comments are welcomed. We plan to continually update and revise as needed and reprinted – Ted Camp. As I was compiling the History & Heritage Series, I realized the great need to also compile the History and Heritage of the Deaf in a sequence Timeline. Then I thought why not compile Deaf history and heritage to also include secular, sports, technology, religious, missions and news events. As I compiled information from many sources I quickly learned to appreciate those who have gone before and made this new Timeline manual possible. It would not have been possible without their research and knowledge. Also, modern technology via Internet help make it very convenient. Again, we appreciate those who have gone before and recorded Deaf History and Deaf Heritage. We express our gratitude for their diligence, research and recording of deaf history and heritage. Deaf Timelines will continually be updated with new available information. Please send your dated information, changes, and suggestions to SWM. Visit our Website for More Information: SilentWordMinistries.org Dr. Ted Camp, Founder, Silent Word Ministries. [Edited by Hannah Coburn a willing servant of the Lord] Credits - References - Resources http://archives.gallaudet.edu/timeline.htm Deaf Heritage by Jack Gannon (NAD) ASL Info - www.aslinfo.com/trivia.cfm NAD Timelines - www.nad.org Deaf Population of the USA (1971) Jerome Schein & Marcus Delk, Jr. (NAD) Sorenson Communications wikipedia.org Many Internet Sources First Printing June 2010 Revised New Additions... February 2013 Deaf History & Heritage Series Deaf Timelines Compiled Deaf Timelines Secular – Sports – Religious - Missions Technology and News Events Compiled and Edited By Dr. Ted Camp, SWM Note: SWM has tried to verify and attest the following dates and information to the best of our ability. If you note any information or data that is incorrect, please advise us, and it will be corrected in the next printing. Our goal is simply to inform the public, those in deaf ministries, and especially the Deaf concerning their Deaf History & Heritage. – Ted Camp, Silent Word Publications Published by Silent Word Publications Silent Word Publications PO Box 889 – Trenton, Georgia 30752 SilentWordMinistries.org Deaf History & Heritage ~Deaf Timelines~ Bible Days – Religious! “And they bring unto him (Jesus) one that was deaf, and had an impediment in his speech... And he took him aside...and put his fingers into his ears, and he spit...touched his tongue...looking up to heaven... saith...Ephphatha...Be opened. And straightway his ears were opened, and the string of his tongue was loosed, and he spake plain” (Mark 7:32-35). This is the first Bible recording about a born deaf person. – TC Ancient Times – Quintus Pedius a Roman painter was the first deaf person in recorded history known by name. This is recorded in a single passage of the Natural History by Roman author Pliny the Elder. american-sign-language.com/famous-deaf-people.html 1000 BC - Hebrew law provided that the Deaf have limited rights to property and marriage. These laws protected deaf people from being cursed by others but prevent the deaf from participating fully in rituals of the Temple. 360 BC - Plato’s Cratylus. Socrates mentioned the use of signs by the deaf. He said persons born perfect but without speech gave no sign of intelligence. Therefore, Deaf people are incapable of language and ideas. 355 BC - "Those born deaf all become senseless and incapable of reason” (Aristotle). 99-55 BC - Lucretius, a Latin Poet who wrote only one poem. In his poem, he wrote, “To Instruct the deaf, no art can ever reach, no care to improve them, and no wisdom teach.” His one work was titled De Rerum Natura. 77 AD - Pliny the Elder published his Natural History. He mentioned Quintus Pedius, the son of a Roman Consul. Quintus was a very talented artist who happened to be Deaf. In order to be an artist, he had to first receive permission from Caesar Augustus. 354-430 AD - Augustine believed that “faith cometh by hearing” so deafness is a hindrance to faith. However, he believed that Deaf people could learn and thus were able to receive faith and salvation. He referred to bodily movements, signs, and gestures, and believed that these modes were capable of transmitting thought and belief. He implied they were equal to spoken language in terms of reaching the soul. 529 - The Justinian Legal Code of Emperor Justinian. The code... (1) stated that full rights were available only for those who could speak and were educated (Geoffrey Poor '74). (2) deduced that deaf and mute are two different traits and are not always together. Citizens with deafness had limited rights (Wikipedia). (3) identified five classes of deafness whose rights were limited in degrees of the disabilities (Handbook of Disability – Sage Pub.). (4) denied deaf people the ability to hold property, make contracts, or write a valid will (Wikipedia). 721 - St. Bede wrote about St. John of Beverly teaching a deaf-mute to speak. 1485 - Rudolphus Agricola wrote about a deaf-mute who learned to read and write. 1500 - Girolamo Cardano was the first physician to recognize the ability of the Deaf to reason and the first to challenge Aristotle's belief that hearing was a requirement for understanding. 1500 - Joachin Dubellay (1522-1560), a deaf poet published Hymn to Deafness. 1521 - Dutch humanist, Rudolf Agricola, said Deaf could communicate via writing. He advocated the theory that the ability of speech was separate from the ability of thought. 1550 - Pedro Ponce de Leon began teaching the Deaf. 1575 - Lasso, a Spanish lawyer, argued that those who learn to speak are no longer dumb and therefore have a right to primogeniture (inheritance).
Load more

Recommended publications
  • Hohonu Volume 5 (PDF)
    HOHONU 2007 VOLUME 5 A JOURNAL OF ACADEMIC WRITING This publication is available in alternate format upon request. TheUniversity of Hawai‘i is an Equal Opportunity Affirmative Action Institution. VOLUME 5 Hohonu 2 0 0 7 Academic Journal University of Hawai‘i at Hilo • Hawai‘i Community College Hohonu is publication funded by University of Hawai‘i at Hilo and Hawai‘i Community College student fees. All production and printing costs are administered by: University of Hawai‘i at Hilo/Hawai‘i Community College Board of Student Publications 200 W. Kawili Street Hilo, Hawai‘i 96720-4091 Phone: (808) 933-8823 Web: www.uhh.hawaii.edu/campuscenter/bosp All rights revert to the witers upon publication. All requests for reproduction and other propositions should be directed to writers. ii d d d d d d d d d d d d d d d d d d d d d d Table of Contents 1............................ A Fish in the Hand is Worth Two on the Net: Don’t Make me Think…different, by Piper Seldon 4..............................................................................................Abortion: Murder-Or Removal of Tissue?, by Dane Inouye 9...............................An Etymology of Four English Words, with Reference to both Grimm’s Law and Verner’s Law by Piper Seldon 11................................Artifacts and Native Burial Rights: Where do We Draw the Line?, by Jacqueline Van Blarcon 14..........................................................................................Ayahuasca: Earth’s Wisdom Revealed, by Jennifer Francisco 16......................................Beak of the Fish: What Cichlid Flocks Reveal About Speciation Processes, by Holly Jessop 26................................................................................. Climatic Effects of the 1815 Eruption of Tambora, by Jacob Smith 33...........................Columnar Joints: An Examination of Features, Formation and Cooling Models, by Mary Mathis 36....................
    [Show full text]
  • Firm Background Information
    1215 Hamilton Lane, Suite 200 Naperville, IL 60540 Moran Technology Consulting (MTC) is an experienced and proven provider of consulting services to the Higher Education, K-12 and public-sector industries. MTC offers a full range of IT and management consulting services to our clients. Our consultants have worked with over 240 institutions and have conducted over 590 projects. We work hard for our clients. We have focused our resources in several key areas: • ERP Transformation, Planning and Oversight: We have led projects to help clients plan for the impact that a new ERP system can have on an institution (organization, technology, processes, and culture). We approach these projects as a multi-phased effort: Establish Transformation Guidelines to define how the school wants to run its business processes in the future; Utilize Process Transformation / Improvement to provide the details on how the processes should be performed; Develop a Product Deployment strategy and support; and Plan for Post-Installation support. These same tools have also proven highly successful in helping institutions drive services improvements within existing ERP environments. • Product/Package Selection and Acquisition Support: We have led projects for clients in all phases of selecting and acquiring a new product or software package and the associated consulting services. We have done engagements for many products/technologies, including: VoIP, ERP, SIS, Finance, HCM, LMS, CRM, SaaS based and on-premises based and many others. We approach these projects as a multi-phased effort: Requirement Definition to define the RFP requirements to meet the institutions needs and to support the new business processes; RFP Development to help clients write the detailed RFP specification needed to select a vendor; and RFP Support to help clients through the vendor selection and contract negotiations processes.
    [Show full text]
  • 2007 Tuskegee Symposium Program
    HBCU Faculty Development Network Conference Program http://hbcufdn.org Fourteenth National HBCU Faculty Development Symposium “Enhancing Quality through Engaged Assessment & Research” October 18-20, 2007 Kellogg Hotel and Conference Center Tuskegee University Tuskegee, Alabama ♦ Sponsored by HBCU Faculty Development Network ♦ Co-hosted by Tuskegee University & Alabama State University ♦ Fourteenth National HBCU Faculty Development Symposium “Enhancing Quality through Engaged Assessment & Research” October 18-20, 2007 Kellogg Hotel and Conference Center Tuskegee University Tuskegee, Alabama ♦ October 18, 2007 STEERING COMMITTEE Hasan Crockett Dear Colleague: Morehouse College This Fourteenth National HBCU Faculty Development Symposium on Phyllis Worthy Dawkins Johnson C. Smith University “Enhancing Quality through Engaged Assessment & Research” places focus on the importance of examining the outcomes of our instructional strategies to Henry J. Findlay Tuskegee University develop the most effective approaches for enhancing teaching and learning, and also for meeting the growing demands of accreditation organizations and grant Laurette B. Foster Prairie View A&M University funders. Eugene Hermitte Bringing the HBCU Faculty Development Symposium to Tuskegee gives us Johnson C. Smith University the opportunity to visit an institution that is rich in history and that serves as a M. Shelly Hunter symbol of the ongoing struggle for equal rights and justice. We will also be Norfolk State University focusing on nearby Montgomery with our visit to Alabama State University and Stephen L. Rozman the showing of a documentary film on the women behind the Montgomery Bus Tougaloo College Boycott, followed by a panel discussion. Emeritus We welcome as keynote speaker Dr. Vincent Tinto, a national leader in the Joyce P. Peoples Atlanta Metropolitan College use of learning communities and collaborative pedagogies to enhance student learning and retention.
    [Show full text]
  • ABSTRACT Hearing Humanities: a Holistic Approach to Audiology
    ABSTRACT Hearing Humanities: A Holistic Approach to Audiology Education Callie M. Boren Director: Jason Whitt, Ph.D. This thesis explores the intersection of Deaf/disability identity and the practice of audiology, and has three aims: first, to establish broad background information about the common cultures, identities, and models that relate to disability; second, to connect this background information to the personal and social domains of the lives of people with hearing loss; and finally, to establish current problems and provide direction in training future audiologists in order to ensure clinicians provide care that is above and beyond minimum ethical standards. The first aim will be accomplished by outlining the history and development of Deaf culture and its key features, framing the parallel history and development of disability culture and identity, and comparing and contrasting Deaf culture and identity with disability culture and identity. The second aim of this work will be accomplished by revisiting the definition of disability models, introducing the models that might have bearing on the lives of people with disabilities, and applying these models to the social experience of a person with hearing loss. The final aim of this work will be accomplished by establishing a brief history of the field of audiology, examining the ethics that guide audiology practice, defining and describing audiological counseling, and introducing a new approach to training clinicians that incorporates the humanities. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________________________ Dr. Jason Whitt, Honors Program APPROVED BY THE HONORS PROGRAM: ______________________________________________________ Dr. Andrew Wisely, Interim Director DATE: _____________________________ HEARING HUMANITIES: A HOLISTIC APPROACH TO AUDIOLOGY EDUCATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Callie Michelle Boren Waco, Texas April 2021 TABLE OF CONTENTS Dedication.
    [Show full text]
  • Schools and Libraries 1Q2014 Funding Year 2013 Commitments - 3Q2013 Page 1 of 136
    Universal Service Administrative Company Appendix SL35 Schools and Libraries 1Q2014 Funding Year 2013 Commitments - 3Q2013 Page 1 of 136 Applicant Name City State Committed ABERDEEN SCHOOL DISTRICT 6-1 ABERDEEN SD 32,793.60 ABERNATHY INDEP SCHOOL DIST ABERNATHY TX 19,385.14 ABSECON PUBLIC SCHOOL DISTRICT ABSECON NJ 13,184.40 Academia Bautista de Puerto Nuevo, Inc Rio Piedras PR 59,985.00 ACADEMIA SAN JORGE SAN JUAN PR 45,419.95 ACHIEVE CAREER PREPARATORY ACADEMY TOLEDO OH 19,926.00 ACHILLE INDEP SCHOOL DIST 3 ACHILLE OK 49,099.48 ADA PUBLIC LIBRARY ADA OH 900.00 AF-ELM CITY COLLEGE PREP CHARTER SCHOOL NEW HAVEN CT 31,630.80 AFYA PUBLIC CHARTER MIDDLE BALTIMORE MD 17,442.00 ALBANY CARNEGIE LIBRARY ALBANY MO 960.00 ALBIA COMMUNITY SCHOOL DIST ALBIA IA 26,103.24 ALBION SCHOOL DISTRICT 2 ALBION OK 16,436.20 ALEXANDRIA COMM SCHOOL CORP ALEXANDRIA IN 32,334.54 ALICE INDEP SCHOOL DISTRICT ALICE TX 293,311.41 ALL SAINTS ACADEMY WINTER HAVEN FL 14,621.51 ALL SAINTS CATHOLIC SCHOOL NORMAN OK 1,075.34 ALLEGHENY-CLARION VALLEY SCH DIST FOXBURG PA 15,456.00 ALPINE COUNTY LIBRARY MARKLEEVILLE CA 16,652.16 ALPINE SCHOOL DISTRICT AMERICAN FORK UT 279,203.16 ALTOONA PUBLIC LIBRARY ALTOONA KS 856.32 ALVAH SCOTT ELEMENTARY SCHOOL HONOLULU HI 4,032.00 AMHERST COUNTY PUBLIC SCHOOL DIVISION AMHERST VA 245,106.00 AMSTERDAM CITY SCHOOL DISTRICT AMSTERDAM NY 96,471.00 ANTWERP LOCAL SCHOOL DISTRICT ANTWERP OH 22,679.24 ANUENUE SCHOOL HONOLULU HI 5,376.00 APPLE VALLEY UNIF SCHOOL DIST APPLE VALLEY CA 409,172.44 ARCHULETA CO SCHOOL DIST 50 PAGOSA SPRINGS CO 81,774.00
    [Show full text]
  • The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
    THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2.
    [Show full text]
  • School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH
    School State 11TH STREET ALTERNATIVE SCHOOL KY 12TH STREET ACADEMY NC 21ST CENTURY ALTERNATIVE MO 21ST CENTURY COMMUNITY SCHOOLHOUSE OR 21ST CENTURY CYBER CS PA 270 HOPKINS ALC MN 270 HOPKINS ALT. PRG - OFF CAMPUS MN 270 HOPKINS HS ALC MN 271 KENNEDY ALC MN 271 MINDQUEST OLL MN 271 SHAPE ALC MN 276 MINNETONKA HS ALC MN 276 MINNETONKA SR. ALC MN 276-MINNETONKA RSR-ALC MN 279 IS ALC MN 279 SR HI ALC MN 281 HIGHVIEW ALC MN 281 ROBBINSDALE TASC ALC MN 281 WINNETKA LEARNING CTR. ALC MN 3-6 PROG (BNTFL HIGH) UT 3-6 PROG (CLRFLD HIGH) UT 3-B DENTENTION CENTER ID 622 ALT MID./HIGH SCHOOL MN 917 FARMINGTON HS. MN 917 HASTINGS HIGH SCHOOL MN 917 LAKEVILLE SR. HIGH MN 917 SIBLEY HIGH SCHOOL MN 917 SIMLEY HIGH SCHOOL SP. ED. MN A & M CONS H S TX A B SHEPARD HIGH SCH (CAMPUS) IL A C E ALTER TX A C FLORA HIGH SC A C JONES HIGH SCHOOL TX A C REYNOLDS HIGH NC A CROSBY KENNETT SR HIGH NH A E P TX A G WEST BLACK HILLS HIGH SCHOOL WA A I M TX A I M S CTR H S TX A J MOORE ACAD TX A L BROWN HIGH NC A L P H A CAMPUS TX A L P H A CAMPUS TX A MACEO SMITH H S TX A P FATHEREE VOC TECH SCHOOL MS A. C. E. AZ A. C. E. S. CT A. CRAWFORD MOSLEY HIGH SCHOOL FL A. D. HARRIS HIGH SCHOOL FL A.
    [Show full text]
  • Seutonius: Lives of the Twelve Caesars 1
    Seutonius: Lives of the Twelve Caesars 1 application on behalf of his friend to the emperor THE LIVES OF THE TWELVE CAESARS Trajan, for a mark of favor, he speaks of him as "a By C. Suetonius Tranquillus most excellent, honorable, and learned man, whom he had the pleasure of entertaining under The Translation of Alexander Thomson, M.D. his own roof, and with whom the nearer he was brought into communion, the more he loved Revised and corrected by T. Forester, Esq., A.M. 1 him." CAIUS JULIUS CAESAR. ................................................. 2 The plan adopted by Suetonius in his Lives of the Twelve Caesars, led him to be more diffuse on OCTAVIUS CAESAR AUGUSTUS. .................................. 38 their personal conduct and habits than on public TIBERIUS NERO CAESAR. ............................................ 98 events. He writes Memoirs rather than History. CAIUS CAESAR CALIGULA. ........................................ 126 He neither dwells on the civil wars which sealed TIBERIUS CLAUDIUS DRUSUS CAESAR. ..................... 146 the fall of the Republic, nor on the military NERO CLAUDIUS CAESAR. ........................................ 165 expeditions which extended the frontiers of the SERGIUS SULPICIUS GALBA. ..................................... 194 empire; nor does he attempt to develop the causes of the great political changes which A. SALVIUS OTHO. .................................................... 201 marked the period of which he treats. AULUS VITELLIUS. ..................................................... 206 When we stop to gaze in a museum or gallery on T. FLAVIUS VESPASIANUS AUGUSTUS. ..................... 212 the antique busts of the Caesars, we perhaps TITUS FLAVIUS VESPASIANUS AUGUSTUS. ............... 222 endeavor to trace in their sculptured TITUS FLAVIUS DOMITIANUS. .................................. 229 physiognomy the characteristics of those princes, who, for good or evil, were in their times masters of the destinies of a large portion of the PREFACE human race.
    [Show full text]
  • Deaf History Notes Unit 1.Pdf
    Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44
    [Show full text]
  • American Sign Language
    tm American Sign Language 1. What is American Sign Language? In the 19th century, American Sign Language (ASL) evolved from a combination of French Sign Language and homemade signs from Mar- tha’s Vineyard and New England homes with deaf children. In the 1960’s, researchers William C. Stokoe, Dorothy S. Caster- line and Carl Croneberg noticed that ASL has linguistic parameters (phonology, morphology, syntax) found in other languages. They recognized ASL as a bona fide language with its own rules of grammar, sentence and sign formation. Like Spanish, French, Chinese and other languages, ASL is a language in and of itself, separate from English. The only difference is that ASL is visual rather than auditory. ASL users convey critical information with their hands through the use of handshapes, locations, movements, palm orientations and non- manual grammatical signals (eyes, face, head, shoulders). Providing full visual access to communication and language, ASL can convey subtle, complex, and abstract thoughts. In short, ASL can communicate anything. The English language has individual letters. Likewise, ASL and other signed languages consist of handshapes. In English, the letters must be arranged in specific ways to convey meanings. It is also true for ASL: handshapes are arranged syntactically. Often the first language for many Deaf North Americans, it is now the fourth most commonly used language in the United States (Nakamura, 2002). It is best learned from other Deaf persons or through interac- Communication Considerations A-ZTM American Sign Language tion with other competent ASL users. Research shows a strong correlation between fluency of ASL and written English, meaning highly skilled ASL users are often competent in written English (Strong & Prinz, 2000).
    [Show full text]
  • Schools and Libraries 2Q2016 Funding Year 2015 Authorizations - 4Q2015 Page 1 of 182
    Universal Service Administrative Company Appendix SL27 Schools and Libraries 2Q2016 Funding Year 2015 Authorizations - 4Q2015 Page 1 of 182 Applicant Name City State Primary Authorized 100 ACADEMY OF EXCELLENCE NORTH LAS VEGAS NV 11,790.32 4-J SCHOOL GILLETTE WY 207.11 A + ACADEMY CHARTER SCHOOL DALLAS TX 19,122.48 A + CHILDRENS ACADEMY COMMUNITY SCHOOL COLUMBUS OH 377.16 A B C UNIFIED SCHOOL DISTRICT CERRITOS CA 308,684.37 A SPECIAL PLACE SANTA ROSA CA 8,500.00 A W BEATTIE AVTS DISTRICT ALLISON PARK PA 1,189.32 A+ ARTS ACADEMY COLUMBUS OH 20,277.16 A-C COMM UNIT SCHOOL DIST 262 ASHLAND IL 518.70 A.C.E. CHARTER HIGH SCHOOL TUCSON AZ 1,530.03 A.M. STORY INTERMEDIATE SCHOOL PALESTINE TX 34,799.00 AAA ACADEMY BLUE ISLAND IL 39,446.55 AACL CHARTER SCHOOL COLORADO SPRINGS CO 10,848.59 AAS-ADMINISTRATIVE OFFICE SAN DIEGO CA 2,785.82 ABBOTSFORD SCHOOL DISTRICT ABBOTSFORD WI 6,526.23 ABERDEEN PUBLIC LIBRARY ABERDEEN ID 2,291.04 ABERDEEN SCHOOL DISTRICT 5 ABERDEEN WA 54,176.10 ABERDEEN SCHOOL DISTRICT 58 ABERDEEN ID 8,059.20 ABERDEEN SCHOOL DISTRICT 6-1 ABERDEEN SD 13,560.24 ABIDING SAVIOR LUTHERAN SCHOOL SAINT LOUIS MO 320.70 ABINGTON COMMUNITY LIBRARY CLARKS SUMMIT PA 208.81 ABINGTON SCHOOL DISTRICT ABINGTON PA 19,710.58 ABINGTON SCHOOL DISTRICT ABINGTON MA 573.19 ABSAROKEE SCHOOL DIST 52-52 C ABSAROKEE MT 16,093.91 ABSECON PUBLIC LIBRARY ABSECON NJ 372.26 ABUNDANT LIFE CHRISTIAN ACAD MARGATE FL 1,524.99 ACADEMIA ADVENTISTA DEL CENTRO RAMON RIVERA SAN SEBASTIAN PR 1,057.75 PEREZ ACADEMIA ADVENTISTA DEL NORESTE AGUADILLA PR 5,434.40 ACADEMIA ADVENTISTA DEL NORTE ARECIBO PR 7,157.47 ACADEMIA ADVENTISTA DR.
    [Show full text]
  • Julius Caesar
    Working Paper CEsA CSG 168/2018 ANCIENT ROMAN POLITICS – JULIUS CAESAR Maria SOUSA GALITO Abstract Julius Caesar (JC) survived two civil wars: first, leaded by Cornelius Sulla and Gaius Marius; and second by himself and Pompeius Magnus. Until he was stabbed to death, at a senate session, in the Ides of March of 44 BC. JC has always been loved or hated, since he was alive and throughout History. He was a war hero, as many others. He was a patrician, among many. He was a roman Dictator, but not the only one. So what did he do exactly to get all this attention? Why did he stand out so much from the crowd? What did he represent? JC was a front-runner of his time, not a modern leader of the XXI century; and there are things not accepted today that were considered courageous or even extraordinary achievements back then. This text tries to explain why it’s important to focus on the man; on his life achievements before becoming the most powerful man in Rome; and why he stood out from every other man. Keywords Caesar, Politics, Military, Religion, Assassination. Sumário Júlio César (JC) sobreviveu a duas guerras civis: primeiro, lideradas por Cornélio Sula e Caio Mário; e depois por ele e Pompeius Magnus. Até ser esfaqueado numa sessão do senado nos Idos de Março de 44 AC. JC foi sempre amado ou odiado, quando ainda era vivo e ao longo da História. Ele foi um herói de guerra, como outros. Ele era um patrício, entre muitos. Ele foi um ditador romano, mas não o único.
    [Show full text]