PRO JE CTS CO MP,.ETED BY STUD ENTS OF THE
NATIONAL LE ADERSHIP TRAINIMG PRO Gf{,1\M I N THE ARE,'\ OF THE DEAF
1975
Di rected by Dr. Ray L. Jon es Dr . G. Earl Sande rs
CALIFO RN IA STA TE UNIV ERS ITY, NO RTHRIDGE Depar tment of Specia l and Rehabi litation Educa t ion Nor thridge , Cal ifornia 913 24
Volume I I A RATIONALE FOR DEVELOPING
A DEAF STUDIES PROGRAM
GRADUATE PROJECT
SUBMITTED TO
THE NATIONAL LEADERSH IP TRAINING PROGRAM
BY
DENNIS B. HOFF~illYER
CALIFORNIA STATE UNIVERSITY
NORTHRIDGE, CALIFORNIA
JUNE, 1975 TABLE OF CONTENTS
Page PURPOSE . 1
CHAPTER I 3 Presentation of evidence to show there exists a deaf culture within general Arnerican society.
CHAPTER II 10 Evidence of a poor self image among deaf people.
CHAPTER III . 14 Examples of deaf studies programs adopted by schools for the de~f.
CHAPTER IV 19 Suggested subject areas to be included in a Deaf Studies P rogram.
CONCLUSION 23
BIBLIOGRAPHY .• 26
APPENDIX 28
ii PURPOSE
In the following paper this \·.'ri ter will attempt to develop a rationa le f or teaching a comprehensive Deaf s tudies Prog ram. Our p urpose will be to outline the his- torical i mplications that may have resulted because o f failing to properl y prepare deaf students for a productive role in socie t y .
Conside ring a ll of t he forces and p ressures operat ing on h i m, the t ypical hearing-impaired person does quite we ll. I n all prcbability he will find a job , marry, pay taxes , raise a family and become an inde pendent, contributi ng member of s ocie ty.
However, on a group basis, some difficulties can be observed. On the whole , there is a t endency toward neuroticism and the hearing- i mpaired, if we can gen eralize with s uch a large d i ver se group, have been found to be relatively rigid, inflexible , and imma ture. They tend to have negative feelings toward deafness and toward themselves; in other word s, they perceive t hems elves as i n f erior ... There is also evidence t o suggest that a s hearing i mpaired child ren mature and enter adolescence, their self- aware ness increases , and t h e problems encountered by normal Ame r i can adolescents are intensified . l
There are many conditions that c an be the cause of this . Mos t deaf adults were educa t ed in residential s chools where paternalism and authoritarianism have been the normal procedure for "education." Lack of communica- t ion between parents and child, bet ween teacher and child, a nd bet we en peers and child is also credited with the poor
:~c 1 f image. Mud can b e thrown at any one of a multitude of
:. i l c sophies, methodolog ies, and rationales . But let's
1 2
:, rocced a little deeper and attempt to see the world
~~ rough the child's e yes .
A crisis of identity develops wh e n the child be comes consciously and acutely aware of his dif fere ntness. His self-image may well be threatened He hus little opportunity to develop a r ealis tic life goal, a dream, a hero.2
We say he is a person, but we give him no identity .
1~ e call him intelligent, but we make a ll his decisions. We complain of his i mma turity , b ut we g ive him no responsibil- ity . The chi ld l ooks for models; they are all hearing . The child looks for identity , a nd we t each him the Fitzgerald
Key, the Pledge of Allegiance, and Dick and Jane. Then, when it's all over, we can afford the luxury of noting that
"On the whole the re is a tendency toward neuroticism, rigid- ity, immaturity, paranoia, inflexibility, etc."3
So this is the problem . This p aper is not meant to be a cure-all for all, or maybe any, of the results of 150 years of education of the deaf . It is only a rationale that may lead to some firm identity for our children. I
PRESENTAT ION OF EVI DENCE TO SHOW THERE EXISTS A DEAF CULT URE WITHIN GENE RAL AME RICAN SOCIETY
When one di s cusses t h e basic American culture , one
normally is r eferring t o the middle class core culture .
The middle class culture can be illus trate d by (a) an empha-
s i s on "success " in t he f o rm o f upvvard s ocia l mo b ility ;
(b) an emp has i s on " p rop rie t y " i n the form of observance of guides to b e h avior; (c) an emp hasis on the owne r s hip of material goods , cleanline ss, a voidance of ove rt aggression
(particular l y phys i cal a g gress ion), and active particip ation in organizatio n s ; (d) an emphasis on delay ed g ratification o f needs and desires. 4 Within the ma crocosm of our culture e x ists a multitude of ethnic, religi ous, racial and nationa l cultures. One microcosm of our Ame rican cultu r e i s mad e up of deaf people, o f ten r e ferred to as the deaf sub culture or t he deaf commun ity . 5
Most cultures have t h e a bove four principles in common,
~o a greater or lesser degree . The same is true of the deaf cormn uni ty. (Pleas e note that "deaf c ommunity " and "deaf culture " will be used inte rchang ab l y .) Howe ver, there are
::..; ome differences. Becaus e of t h e asp ect of comnmnication, i t is often difficult for the d eaf to assimilate information r c1 ~, i~l y . This c an cause time lag s in the chang i ng of social
':i!.i ts in movements, lik e ,;,.,omen's libera tion or civil
3 4
,· i· - a::! hts , a.rr.ong deaf people. There is also a difference in language and cormnunica-
tion of d e af people and society in general. Whereas most
of the civilized world conducts cornrnunication by the oral/
a ur al method, that is by the spoken word , the deaf community
relies l a rgely up on visual input . This writer says
"largely" because there is no universally accepted defini-
tion of "deaf." Persons having a 60 dB hea ring loss may
f unction as hard-of-hearing. Because educationally or
socially no one c an really define deafness , this writer
will use the most a ccepted definition. A deaf person , in
this paper, will be that individual who cannot hear or
understand connecte d speech in a "normal" conversational
situation. This visual input has varied considerably.
Laurent Clerc introduced manual sig n language to America.
La ter the oral method was introduced. Both are forms of
visual commun ication.
The lay person tends to underestimate the impact of
deafness and s ome even suggest that it is a blessing. The
hest illustration of the impact o f deafness i s one attrib
uted to He len Ke l ler. An interviewer is said to have
~uestioned which disability she considered the hardest to
overc ome. Her reply was that b lindness isolates one from
th ing s; deafness isolate s one from people. In that example
0 nc c a n see the basis of deaf culture. Deaf people tend to
·: ~\'c lop t heir own culture within the g eneral comrriuni t y .
.. ··--~-~...,.--- 5
"The majority of the deaf (people) want to socialize with
other deaf (people) and cities are the only places where it does not take too much time for one to find or visit
another. Therefore, distance and time involved in sociali
zing often limits the deaf person's selection of a job. 116
As indicated, the two areas that make up an individual's
life, work, and play are both dependent upon effec~ive,
meaningful communication. As shown in a report done by the
Teacher Preparation Program at California State University, 7 Northridge, California, those ~areas where the deaf culture
is deviant from general society are areas that involve
communication.
Deaf people have a proud history of employment and service. For most of the history of social welfare in the
United States, deaf people, as a group, have requested and
received less public support, percentagewise, than the
general public.
The general outcasts within the deaf community normal-
ly are one of two groups. The first are the peddlers, those
individuals who sell fingerspelling cards or other inexpen-
sive items in public places. The second group are those
people who willingly accept welfare payments rather than work. The general feeling among the deaf community is one
of self-sufficiency and self-worth.
"It is not a grammatical error that leads them (deaf
pe ople) to call their organizations 'clubs of the deaf.' 6
It i s their way of emphasizing that they are not the recip
ients of other people's charity, that the disability of
deafness does, not foster incompetence."8
Their culture s hares some attributes that other minority groups display. Deaf persons tend to marry other deaf persons. In the total deaf population, 79.5 percent of those married are married to deaf partners. Another 6.9 percent are married to partners who are classified as hard of hearing, a nd only 13.6 perc ent a re married to hearing partners. Congenitally , deaf persons marry other congeni tally deaf persons at a higher rate than do deaf persons in general.9
Deaf peop le have been historically underemployed and vocational advancements are often slow and difficult. The deaf family median income is 84 percent as much as the
United States average. Personal earnings are directly related to age at onset of deafness. Those born deaf have the lowest average, and those who lost their hearing after
6 the h~ghest. There is also a limitation in the choice of jobs for the deaf individual. Usually discrimination exists and the deaf individual may be refused employment, not on the basis of his lack of ability to perform the job, but be cause a secondary f actor may call for use of technical communication systems: telephone, intercom , etc.10
Deaf people, as do most minorities, have their own
:.~: ti ve language, better known as J\Jneslan , that does not 7
c onform to English syntax. The syntaxical structure of
:-.r·.c s lan follows more closely the structure of Chinese. Be-
cause of this, many educators see Arr.es lan as a barrier to
the learning of proper English. However, the majority of
these educators are not deaf.
This points out one of the tragedies of education of
the deaf, the reasons some people become involved in deaf-
ne ss. Dr. Allen E. Sussman, generall y recognized as one of
the outs tanding authorities on the psychology of deafness,
once listed, in a lecture at Western Ma r y l ~nd College, the
different c ategories of people who become involved in deaf- ness.
1. The dedicated - those people who have a true dedication to the education of deaf children.
2. The ambitious - the individual who seeks personal gratification and advancement.
3. The neurotic - those people who need the disabled in order to feel superior .
4. The missionary - the self-ordained indiv idual who perceives his task to be to l ead t he deaf from their oblivion.
His closing remarks relating to this illustrates the
Llcaf community's g2neral feeling. He said the best indi- v idual is that person who has a combination of the first
t ·. ..- o categories , t hen added, "Given all categories - God,
l c 2. s e save us from the missionary!,, 11
As mentioned earlier, the deaf adult usu2lly has
: : t tl c desire to integ rate f ully into the general com-
·. : ~/ · Communication is his own culture is very attractive to him. "He can develop a sense of belonging only when he is with his own kind, and there he prefers to be, for he knows that he would belong only to the fringe of a hearing community as a looker-on, not in the middle of the activities where he would be if he stays with the deaf community ."12 With this quote one can better understand the less than enthusiastic support "main streaming" has received from the general deaf community. In fact, the National Association of the Deaf has come out pub licly denouncing mainstreaming. The deaf community has also suffered some of the trag edies other minorities have suffered. One is that the dom inant culture stigmatizes groups that seem different. We are all aware of racial and ethnic slurs and so, too, can we see the same in the terms "deaf and dumb," "dummy," "deafie," and the currently used term of "deaf-mute." Another is the native language of the minority. Mexican Americans, Black-Americans, Asian-Americans all have native languages. Recent studies have shown that racial minorities have suffered misplacement in schools because of difficul ties with the English language. The same is true of the deaf child. His natural language being one of signs, he typically is misdiagnosed on psychological tests that are heavily verbal. Then, too, the deaf cowmunity shares the plight of the American Indian. For centuries white America tried to 9 eliminate the culture of the Indian. His ceremonial dances, his livelihood, and his religion were all downgraded, and attempts were made to eliminate them altogether. The same is true for deaf people. For most of the 150 years of education the deaf person has had to contend with the paternalism that has all but destroyed the American Indian. American Sign Language, the backbone of the deaf community, was deg raded and its use was often forbidden in schools for the deaf. Attemp ts were made to make the deaf person feel inferior if he had to "resort" to signs. He was told he could be "normal" if he could only learn to lipread and speak. It is little wonder that a feeling of inferiority has been established when a minority group is given an impossible model to emulate. What better way to dominate a culture than to destroy its language and communication. It is recorded that due to indifference by general society, the traditions of deaf culture have been transmitted through other than written form.13 Because of low reading levels, the practices and values of deaf culture have necessitated word-of-mouth, or better, sign-of-hand, for perpetuation. As with all cul tures that have little or no recorded history, deaf culture has lost much of its heritage. The time has arrived to try to salvage what remains. ) II EVIDENCE OF A POOR SELF IMAGE AMONG DEAF PEOPLE All too often the deaf child arrives at his school already feeling isolated and frustrated by his environment. Too frequently he arrives with no formal language and highly limited communication. Often he does not know his own name. He is isolated, ofttime s, because the majority of deaf children are born to hearing parents who are ill-prepared to communicate with their child. If he has hearing siblings, his frustration is often increased because of the ease of interaction between his peers and the family cannot be duplicated by the deaf child. With this background, he is introduced into an educa tional setting to which he is totally unprepared. Further hampered by communication problems, he is uncertain as to the expectations of his teacher. While most educators agree that children should be taught through their respective strengths, the deaf child's education typically centers around his weaknesses. From the time the child enters school until graduation, language and speech are the focal points of his education. Parents, teachers, and counselors are often correcting his language and speech even during after-hour recreation. The child is seldom, if ever, given the opportunity to escape from the constant reminders of weak or faulty language. The child 10 11 seems to lose touch with his own strengths, and he concen- t r a tes on his weaknesses. He has then developed a failure identi't y. 14 Deaf youngsters join children from other "special" g r oups, such as inner city childre n, in sharing the common e xperience of failure. Teachers and administrators are be- wildered and dishe artened as they observe the growing n umber of children who simply do not achieve, or who a ctively or passively resist the educa tional p rocess. Whe ther the child resists through rebellion or withdrawa l, the educatonal process is defea ted and the chance of the child gaining a positive self-image i s significantly diminished. 1 5 The self-image of a child is formed through experiences within his environment. A child's self-image of failure unfortunately increases with each repetition of failure. Most schools for the deaf have all hearing tea chers in t he primary department. 1 6 The y oung deaf child, therefore, is too ofte n started on his educational journey without the benefit of a deaf teacher. One deaf child in Maryland, who had never been exposed to a deaf adult, indicated to this ~riter that his hearing would get better. Since he had neve r seen a deaf adult, he reasoned that deafness was only ·· phase that all children go through, but outgrow, during ~do l e scence. This combined with the paternalism mentioned ; r c viously can further reinforce the child's poor self- 12 "I have noted, in more than one school for the deaf, an atmosphere of paternalism and authoritarianism. It would be reasonable for the deaf students in such schools to ab sorb the feeling that perhaps they just aren't capable of taking care of themselves."17 Dr. William Glasser makes some pertinent statements in his book, Schools Without Failure . He states that the most important need of any child is to identify with success. Some excerpts from his book on this subject f ollow: "I believe that if a child, no matter what his back ground, can succeed in school, he has an excellent chance for success in life ... If school failure does not exist, ot.her handicaps can be more easily overcome... Love and self worth may be considered the two pathways that mankind has discovered lead to a successful identity. "1 8 When a child identifies with failure, he not only feels unloved but feels unworthy of love and may suffer from a sense of incompetence. What is truly distressing is that with all the current references used here and the points made, this could have been written 50 years ago. These problems have been illus trated for decades. Neither new programs, modifications of old programs, "progressive" thinking, nor dynamic leader- · ship have solved or greatly improved the situation. Maybe we, as educators, need to listen to the cries of the 60's, when minorities cried for ethnic studies. They 13 could see their heritage being stripped from them and re fused to permit it. we, in the profession of education of the deaf, are beginning to see the same movement taking shape. It resem bles the civil rights struggles of the 1960's. Mattos like "Deaf Pride" and "Deaf Power" are frequently used; Total communication is being demanded for deaf children ; deaf peo ple are at long last moving into administrative positions where they have some authority over the educational program ming. Many educators welcome and encourage this movement, but still many more resist and try to hold against what is inevitable. It is time for educators of the deaf to realize that the deaf conununity is a viable, growing, alive culture that has much to offer both education and deaf children. III EXAMPLES OF DE AF STUDIES PROGRAMS ADOPTED BY SCHOOLS FOR THE DEAF This paper tries to detail the existence of a deaf culture, one that works in harmony with, but in many ways separate from, society in general. Also, I have shown evi- dence of the frustration and the often self-debasing iden- tity of deaf children. It seems logical to this writer that the resources from one could be tapped to help fill the deficit of the other. In a news release in the Washington Monitor, Ma rch 3, 19J5, details of a new education policy for Indian schools are outlined. The government has realized the value of self-determination in education. Those people who are being served by the Bureau of Indian Affairs schools can decide if they want their school to be a public school, a tribal con- tract school, a federal school, some combination of the above, or none of the above. The new Indian Self- Determination and Education Assistance Act states and pro- motes "maximum Indian participation in the government and education of Indian people. 11 19 The government, after 200 years of trying to "Arneri- canize" the Indian, has finally recognized the value of cul- tural influence in education. Surely after 150 years of trying to "normalize" deaf people we should realize the 14 15 value that deaf culture can have for education. Robert Panara, Professor at the National Technical Institute for the Deaf, has for several years championed the establishment of a deaf studies course in schools for the deaf. He states: "We already have the rationc'cle for such a thrust or movement in the example of the many col leges and high schools for the hearj ng which offer a variety of ethnic studies to interested students. We also have the needed precedent in the recent breakthroughs at Gallaudet College, which initiated a course, the Deaf Literature, in 1972, and at the Rochester Institute of Technology, where a similar credit-bearing cours e in Deaf Studies will be offer ed to interested dea f and hearing students."20 Some schools for the ceaf have established courses of study in deafness and de~f people. The Southwest School for the Deaf, Lawndale , California, initiated a program under the direction of Dr. Harry Murphy for junior high students consisting of two parts: (1) library research into the his tory of the deaf and the contributions of deaf individuals, and (2) face-to-face interaction with successful deaf adults. Dr. Murphy states in an article: "The 'Ethnic Studies' concept allows young deaf people an opportunity to build pride in the accomplishments o f extraordinary people who happen to have a serious hearing impairment. It recog nizes the fact that young deaf people may meet problems but also that they should be prepared to meet success."21 16 At the Maryland School for the Deaf, a class of twelve year olds were each assigned a chapter in the book, I'm Deaf Too, and were r esponsible for giving reports to the entire class. Although the reading l evel of the book was quite high, the children attacked the book with enthusiasm. The book gives thumbnail biograp hies of twelve deaf adults. After this writer left the Maryland School for the Deaf to become a membe r of the National Leadership Training Program I received a l e tter from the class referred to above. In the letter, the class stated: "We miss working with the orange book" (the color of the cove r). The North Carolina School for the Deaf, Morganton, North Carolina, has a modified "Deaf Studies" pr9gram. In North Carolina they also have added courses in audiology and psychology of deafne~s. In the fall of 1975, the California School for the Deaf in Berkeley will begin a "Deaf Culture" course taught by Leo Jacobs, an instructor in the school. Robert Panara suggests that a "Deaf Studies" program of necessity could be used to improve the English curricu lum. However, this may not be carrying this concept far enough. Social Studies could easily incorporate the his torical, sociological, and psychological aspects of a "Deaf Studies" program. At the present time, with so many fragmented programs being offered, more factual information is desperately ~ -·-· .. ·-·----- .._...... _,-.~ ... - -- - - 17 needed. Many schools for the deaf have valuable artifacts of the deaf heritage. The P..merican School for the Deaf, West Hartford, Connecticut, the fir~t school for the deaf in America, has a museum containing several bits of informa- tion from as far back as its inception. A cooperative ef- fort between Gallaudet College, the National Association of the Deaf, the Volta Bureau, the American Annals of the Deaf (the oldest professional journal in America), and the schools for the de af around the world is needed to comp ile, edit, publish, and make a v ailable as much of the heritage and culture of deaf people as is left. (See appendix for listings of notable deaf per sons and literature of and about deaf people.) Mr. Loy Golladay sta t e d in a letter of March 24, 1975: "I believe that there is a g r e at need for material on deaf persons with notable records for the inspirational value. There is altogether too little available to most young deaf people with their limited horizons, while still in school.n The time seems right for the adoption of a "Deaf Stud- ies Curriculum" in all schools educating deaf children. "It should be obvious, IT'.oreover, that one of the more interesting movements in the socio-cultural revolution of our time is the tendency to provide 'a place in the sun' for all those minority groups and disadvantaged peoples of today. Thus, the Negro is granted increasing opportunities to enjoy the rich cultural heritage of his race by pursuing research in Afro-American Studies, and s i ro i lar opportunities for the 'pursuit of happine s s ' are available to those other minority g roups . :o se interests lie in Latin-Am erican, Asian-Am e · Lean, and other ethnic studies. 11 22 18 "This awareness of all mi nority groups for the unique contributions o f their own kind should not in any way be construed as a polarization or a drifting awa y from the mainstream of Ameri can society. Rather, and as one writer has ob served in dealing with a socia l study of Italo Americans, it serves to int erpret the problems, the p r ogr ess , and the life- style o f such minority groups by viewing it in the contex t of the total American experience. In other words, it is time that these p eop le are studied a s the Americans they are. 11 23 "Similarly, it is time that the deaf are studied as the human b eings t hev are -- as a living represe ntation of t h e exper ience o f every man in his jour ney through life . Ce rtainl y , the ekperience o f the deaf has followed the same pat tern of oppress ion and ne g lect, alie nation, and despair, perseverance and p rogre ss as that of all other Am ericans. Howeve r, the proper study of their kind has yet to be acknowledged, much less initiated in our s chools and classes f or the deaf. Can it be that, in our zeal to educate and rehabilitate the deaf, we have treated them as an object instead of as a human being, as unwittingly as the phonetics p r ofessor treated the Cockney flower girl in Shaw's Pygmalion? 11 24 IV SUGGESTED SUBJECT AREAS TO BE INCLUDED IN A DEAF STUDIES PROGRAM In the previous chapters, the writer has attempted to show (a) evidence of a deaf culture within the mainstream of American society, (b) the negative self-image that is often the result of our educational system and/or social interac- tions, and (c) a rationale for the establishment of a Deaf Studies Program. Now the logical question would be, "How could such a program be implemented?" Robert Panara has suggested that the program should be included within the English curriculum. He lists the var- ious pieces of literature that deal with deafness or deaf characters (see Appendix A). However, this is not suffi- cient. By studying only the literature, one would leave large voids that could easily be filled if other subject areas were included. The classes could run simultaneously so that a concise, concentrated unit would result. Sug- gested areas of study are: etiologies of deafness, audio- logy, histories of deaf individuals and deaf ethnic groups, psychology of deafness, sociology of deafness, fiction and drama pertaining to deafness, vocational aspects of deaf- ness. Naturally this is not an exhaustive list of topics. Each school may want to make additions or subtractions to better fit their particular program. Wh at this writer is 19 20 .. ,,;( to do is to show how these topics could be t o a typical school program. h Language Arts - The literature about or per- , deaf people (e.g., In This Sign by Joanne Green ,1d, naturally, be included within the regular r riculum. Also, within this curriculum could be ? lays, poems, biographies, and autobiographies. e of biographies and autobiographies some effort made to study them concurrently with the histori s of deaf individuals (e.g., The Story of My e taught simultaneously with the study of Helen ' ife in Social Studies class. When one refers to , , one can easily see that the literature written -ut deaf people could be utilized to teach poetry, ·s and sciences, reading skills, and granunar. Also 0 lish curriculum could be an extensive sign lang -e . In this course the syntax of Ameslan could be n d it could be demonstrated how Ameslan differs ' s h. Several language teachers have recently sug , t English could be taught and more easily under ~ugh Ameslan examples. ·~e - Most deaf adolescents wonder why they are ·-: ow deaf they are. Most students are aware of and that these audiograms indicate how much they However, most of the students with whom this been acquainted cannot read or understand their 21 a ud iograms. Children are naturally curious about them- selves, and when they realize they have differences, they na turally want to know how differe nt they are. They should be taught to understand basic audiological testing. students have also asked questions like "Why am I deaf?" or "Why can my parents hear when I can't?" or "Why am I the only one in the family who can't h ear? " They deserve and need to know the answers. By combining e tiology with sci ence, the child could better understand the causes of deaf ness. They could understand the causes of deafness. They could understand why they and maybe a relative like an aunt or uncle are deaf and not a brother or sister. This is im portant for a child to understand that there is a reason for his deafness and that he has not been chosen at random for this disability. Social Studies - The hi s tory of deafness could easily be included in a Socia l Studies curriculum. It could be included either within existing studies with each episode studied during the appropriate time period or as a separate unit devoted only to the history of the deaf. Psychology and Sociology - These subjects are normal units in high school Social Studies. Therefore, the inclu s ion of psychology or sociology of deafness could follow the s am e pattern as the history of deafness and deaf people. Vocatio~al Educat ion - Where else would be better to lea ch an understanding of vocational opportunities, 22 potentials, and limitations than in vocational class? Limitations does not mean to indicate imp ossibilities; rather, the student should be exposed to those obj e ctions that potential employers have against hiring deaf people. By being made a ware of these objections, the deaf individual can better prepare himself to combat and overcome these bar- riers. It is better to expose students to emp loyer objec- tions in an atmosphere where they can be dealt with than for the student to encounter these discriminations, unp r e pared, after graduation. CONCLUSION In this paper the writer has attempted to develop a rationale for the inclusion of a Deaf Studies Program with in the regular school curriculum. When the student is ex posed to his heritage and prospects of his realistic future, one hopes that our educational system can help produce an individual who is better prepared to assume his rightful place in society. Hopefully, the student will understand that he is not a freak in society, but a valuable addi tion to American social life. By better understanding himself and his potentials he can better adapt himself to become a productive, self- relia nt individual. Recently there has been a great mo v e away from residen tial schools for the education of deaf children . However, no matter where deaf children are educated this course of study could be adopted. Black and Chicano studies are of fered in most schools throughout the United States. The in clusion of a Deaf Studies program would not require major modifications in current public school curriculums. It would also be assumed that the hearing student could also benefit from this program. Studies have shown that non- Blacks and non-Chicanos have benefitted from ethnic stud ies. Therefore, it only seems reasonable that hearing pupils can benefit from a course of studies designed to profit the non-hearing pupil. 23 FOOTNOTES 1. Donald Moores, unpublished research report, 1972. 2. Frank Bowe, "Crisis of the Deaf Child and His Family," Readings on Deafness, p. 42. 3. Allen E. Sussman and Larry G. Stewart, Counseling with Deaf People , p. 19. 4. Sandra A. Warden, The Leftouts, p. 16. · 5. Allen E. Sussman and Larry G. Stewart, Counseling with Deaf People, p. 24. 6. The Deaf Culture, the Teacher Preparation Program, p. 41. 7. Ibid. 8. Allen E. Sussman and Larry G. Stewart, Counseling with Deaf People, p. 25. 9. Jerome D. Schein and Marcus T. Delk, The Deaf Popuia tion of the United Sta tes, p. 40. 10. Ibid., p. 103. 11. Allen E. Sussman, Speech given at Western Maryland College. 12. Leo Jacobs, A Deaf Adult Speaks Out, p. 75. 13. The Deaf Culture, the Teacher Preparation Program, p. 19. 14. Brenda S. Sorenson and Don R. Campbell, Approaches to Building a Success Identity in the Deaf Child, p. 3. 15. Ibid., p. 2. 16. American Annals of the Deaf, Directory of Programs and Services, April, 1974, p. 175. 17. Larry G. Stewart, "Fostering Independence in Deaf People," The Deaf Man and the World, p. 60. 18. William Glasser, Schools Without Failure, pp. 5, 6, and 13. 24 25 19. Education U.S.A., Washington Monitor, p. 1. 20. Robert F. Fanara, Deaf Studies in the English Curric ulum, p. 2. 21. Harry Murphy, "'Ethnic Studies' Program in a School for the Deaf," Council for Exceptional Children, p. 28. 22. Robert F. Fanara, Deaf Studies in the English Currie- ulum, p. 3. 23. Robert F. Fanara, "The Deaf Writer in America," The American Annals of the Deaf, p. 509. 24. Robert F. Fanara, Deaf Studies in t he English Curricu lum, p. 3. BIBLIOGRAPHY Bowe, Frank. "Crisis of the Deaf Child and His Family," Readings on De a fness, Deafness Research and Tr aining Center, New York University School of Education, 1973. Bowles, Frank, and Decosta, Frank A. Between Two Worlds, McGraw-Hill Book Co., New York, 1971. Carranza, Eliu. Pensamientos, California Book Company, Ltd., Berkeley , California, 1971. Cruickshank, William M., Editor. Psy chology of Ex ceptional Children and Youth, Second Edition, Prentice-Hall, Inc., Englewood Clif fs, N. J., 1963. Education U.S.A., Washington Monitor, National School Public Re lations Associa tion, March 3, 1975. Glasser, William. Schools Without Failure, Harper and Row, New York, 1969. G~ffman, Erving. Stigma, Prentic Hall, Inc., Englewood Cliffs, N. J., 1961. Jacobs, Leo M. A Deaf Adult Speaks Out, Gallaudet College Press, Washington, D. C., 1974. Jacobs, Leo M. "Some Factors Contributing to the Deaf Adult's Poor Image," The New Mexico Progress, Vol. 66, September, 1973. Johnson, Charles S., Editor. Education and the Cultural Process, Negro Universities Press, New York, 1941. Krippner, Stanley. Existential Philosophy and the Educa tion of Deaf Children, a paper presented at the Thirteenth Annual Convention, New York State Associa tion of Educators of the Deaf, Buffalo, N. Y., 1969. Mindel, Eugene, and Vernon, McKay. They Grow in Silence, National Association of the Deaf, Silver Spring, Md., 1971. Moores, Donald F. Needs of Adolescent Hearing-Impaired Children, n.d. Murphy, Harry J. "'Ethnic Studies' Program in a School for the Deaf," Council for Exceptional Children, April, 1971. 26 27 Panara, Robert F. Deaf Studies: Class Book Reports, California State University, Northridge, California, 1974. Panara, Robert F. Deaf Studies in the English Curriculum and Deaf Characters in Fiction a nd Drama, California State University, Northridge, California, 1972. Panara, Robert F. "The Deaf Writer in America," The American Annals of the Deaf, Part I, September, 1970. Riessman, Frank. The Culturally Deprived Child, Harper and Row, New York, 1962. Schein, Jerome D., and Delk, Marcus T. The Deaf Population of the United States, National Association of the Deaf, Deafness Research and Training Center, New York University, 1974. Smith, Elsie J, Counseling the Culturally Different Black Youth, Charles E . Merri ll Publishing Co., Columbus, Ohio, 1973. Sorenson, Brenda S., and Campbell, Don R. Approaches to Building a Success Ide ntity in the Deaf Child, California State University, Northridge, California. Stewart, Larry G. "A Truly Silent Minority," Readings on Deafness, Deafness Research and Training Center, New York University School of Education, 1973. Stewart, Larry G. "Fostering Independence in Deaf People," The Deaf Man and the World, New Orleans, Louisiana, 1969. Sussman, Allen E., and Stewart, Larry G. Counseling with Deaf People, Deafness Research and Training Center, N~w York University School of Education, 1971. The Deaf Culture, the Teacher Preparation Program, Area of the Deaf, California State University, Northridge, California, 1974. Warden, Sandra A. The Leftouts, Holt, Rinehart, and Winston, Inc., New York, 1968. Who's Who in the Field of Deafness, prepared by the Nation al Leadership Training Program, California State Uni versity, Northridge, California, 1973. APPENDIX A* I. Deaf Characters in Fiction and Drama A. Novels Cable, Mildren and French, Francesca. The Story of Topsy : Little Lonely of Central Asia, (Hodder and Stoughton, London , 1 957 ). Calisher, Hortense . The New Yorkers, (Little, Brown, and Co., Boston, 1 969 ). Canfield, Dorothy (Fisher). Bonfire, (Harcourt, Brace and Co., N. Y. , 1933). Hugo, Victor. The Hunchback of Notre Dame, (Random House Modern Library Edition; also avail able in paperback: Norton, Bantam, Everyman). Huxley, Aldous. Crome Ye llow, (Doran Co., 1922; Sun Dial Press, N. Y., 1937). Salinger, J. D. Raise High the Room Beam, Car penters, (Little, Brown and Co., Boston, 1963; Bantam Books, 1965). Thompson, Morton. Not as a Stranger, (Scribners Sons, N. Y., 1954). Trevor, William. Mrs. Eckdorf in O'Neill's Hotel, (Viking Press, N. Y., 1969). Wojciechowska, Ma ia. A Single Light, (Harper and Row, N. Y., 1 968; Bantam Books, 1971). B. Mystery Novels and Detective Stories Creasy, John. Deaf, Dumb, and Blonde, (Doubleday and Co. , N. Y. , 19 61) . *Taken from Robert Panara's paper, Deaf Studies in the English Curriculum, California State University, North ridge, California, 1972. 28 29 McBain, Ed. Cop__!:!_ater, in The 87th Precinct: A Trilogy, (Simon and Schuster, N. Y., 1959). McBain, Ed. Let's Hear It for the Deaf Man, (Doubleday and Co., N. Y., 1973). Queen, Ellery. The X, Y, Z Mu rders: A Trilogy, (J.B. Lippincott, Co., N. Y., 1933). Queen, Ellery. Drury Lane's Last Case, (Avon Paperback, 1933). C. Short Stories Bierce, Ambrose. "Chicamauge," Twenty -Nine Short Stories, W. Peden (ed .), (Houghton, Mi f f lin Co., Boston, 1960). Dickens, Charles. "Dr. Marigold," Christmas Stories, (Thomas Crowell & Co., N. Y., 1935). Maupassant, Guy. "The Deaf Mute," Complete Shor t Stories, (Doubleday and Company, N. Y., 1955). Turgenev, Ivan. "Mumu," Famous Dog Stories, Doubleday and Comp any, N. Y., 1948. D. Drama Harris, Elmer. Johnny Belinda, (A play in three acts), Samuel French Publishers, Ltd., London and N. Y., 1939. Ionesco, Eugene. "The Chairs," Four Plays, (Grove Press, N. Y., Evergreen Paperback, 1958). O'Neill, Eugene. "Warnings," Ten Lost Plays, Random House, N. Y., 1914 and 1964. E. Anthology An excellent selection of excerpts from novels, including several complete short stories, can be found in an unpublished work of xeroxed material: The Deaf in Literature, edited by Trenton Batson and Eugene Bergman (Gallaudet College Bookstore, 1972, $5.50). This work includes the following anthology of deaf characters in fiction: 30 "Pierre et Camille," a short story by Alfred de Musset "Dr. Marigold," a short story by Charles Dickens "Mumu," a short story by Ivan Turgenev "The Deaf Mute," a short story by Guy de Maupassant "Chicamauga," a short story by Ambrose Bierce Not in the Calendar, a novel by Margaret Kennedy (excerpted chapters) 11 Why It Was W-On-the-Eyes," a short story by Margaret Montague King Silence, a novel by Arnold Payne (excerpted chapters) "Deaf Writers in America," a survey by Robert L. Panara II. Non-Fiction (Personal Narrative and ..-Success Stories") A. Autobiography Ballin,Albert. The Deaf Mute Howls, Gallaudet College Press paperback, 1930 reprint ($1.00). Parsons, Frances. Sound of the Stars: Vantage Press, Inc., N. Y., 1971 ($5.95). Wiggins, Julius. No Sound, Silent Press, N. Y., 1970. Wright, David. Deafness, Stein & Day, N. Y., 1970 ($5.95). Keller, Helen. Helen Keller's Journals, Doubleday , N. Y., 1938. The Story of My Life, Dell Paperback , ($0.75). Midsteam, Doubleday & Doran, N. Y., 1929. B. Biography DeGering, Etta. Gallaudet: Friend of the Deaf, David McKay Co., N. Y., 1964 (includes biographi cal sketch of Laurent Clrec, first deaf teacher of the deaf in America) $3.75 . ... ~ .,.. -~· ····· ..-----~- ....-- - 31 Hunter, Edith F. Child of th~ Silent Night: The Story of Laura Bridgman, Houghton Mifflin, Co., Boston, 1963 ($3.95). Marlowe, Stephen. Colossus: A Novel about Goya, Macmillan Co., N. Y., 1972, ($6.95). Ludwig, Emil. Beethoven: Life of a Conqueror, G. P. Putnam's Sons, N. Y., 1943. Shippen, Katherine B. Mr. Bell Invents the Telephone, Random House, N. Y., Landmark Book, 1958. (Mabel Hubbard, his wife, was totally deaf.) Powers, Helen. Signs of Silence: Bernard Bragg and the National The atre of the Deaf, Dodd, Mead and Co. , N. Y. , 19 7 2 ( $ 6 . 9 5) . Woods, Willard H. The Forg otten People (includes biographies o f Beethoven, Edison, Thomas Marr, and Robert Gregg), Dixie Press, St. Petersburg, Fla., 1973; also available from the National Association of the Deaf, Washington, D. c. ($6.50) III. Magazine Articles (Non-fiction) A, The Arts and Sciences Arnold, N. Hillis. "A Deaf Sculptor," The Vol ta Review, June, 1967. "Deaf-Blind Man Named Handicapped American of the Year" (Robert J. Smithdas), The Volta Review, May, 1966. Demich, Harold J. "John Carlin," American Annals of the Deaf, September, 1945. Kowalewski, Felix. "The Deaf in Art," The Silent Worker, October, 1954. Kowalewski, Felix. "Hillis Arnold: American Deaf Sculptor," The Deaf American, November, 1972. Panara, Robert F. "The Deaf Writer in America," American Annals of the Deaf, September-November, 1970. 32 Runde, Winfield S. "Douglas Tilden: Sculptor," The Silent Worker, December, 1952. Simon, Arthur B. "Call Him John, Please" (A biographical sketch of the deaf artist, Jean Hanneau), Volta Review, January, 1949. Wright, David. "A Deaf Man Goes to France" (Odyssey of the deaf poet, David Wright), The Volta Review, September, 1949. B. Professional Sports Kruger, Art. "William E. Hoy: Pro Baseball Star," The Silent Worker, July, 1952. McCarthy, Samuel. "Dununy Decker-: Deaf Ring Great" (Professional Prize-fighter), The Silent Worker, April, 1952. Warshawsky, Leonard. "The Taylor-made Story" (Dummy Taylor, Pro-Baseball Pitcher), The Silent Worker, September, 1952. Weingold, Hal and Jean. "Silent Rattan: Deaf dom's King of the Mat" (Professional Wrestler), The Silent Worker, November, 1948. IV. · Literary Works by the Deaf A. Autobiography (See "Non-Fiction.") B. Anthologies Fanara, Robert F., Denis, Taris, and McFarland, J.B. (Editors). The Silent Muse Anthology: Poetry and Prose by the Deaf, Gallaudet College, Washington, D. C., 1960 (Out of print; revised edition projected). C. Novels Muse, Helen. Green Pavilions, Carlton Press, N. Y., 1961. 33 Sullivan, James A. Valley Forge, Dorrance and Company, Philadelphia, 1964. · D. Poetry Lowman, Rex. Bitterweed, Bella Vista Press (Arkansas), 1964, Gallaudet College Bookstore, ($2. 75). Mc Van, Alice. ~ryst, Hispanic Society of America, N. Y. , 1953. Wright, David. Monologue of a Deaf Man, Andre, London, 1958. New Lines, An dre De utsch, London, 1961.