Bobbie Beth’s Tidbits... English / ASL...Hand in Hand the same… i.e., the words “ate” and “eight” and lead to misunderstanding. Lip-readers become experts at filling in the blanks and far too much is left to guesswork. There is good reason that not EVERYONE in the Deaf community should be expected to learn how to lip-read and

24th Year, 4th Issue, December 2006 Year, 24th speak. Not everyone is a great candidate to be lip-read either. Imagine the stuffy types that talk through their teeth and barely move their lips at all. Speech is also a skill that not EVERYONE can master. It’s almost like n light of the Gallaudet Protest resulting asking a hearing person to become verbally in the termination of Jane Fernandes as fluent in a foreign language through the Ithe President-Designate and the recent exclusive use of printed text. If you can’t announcement of the Interim President, Dr. hear it, then it is nearly impossible to know if Robert R. Davila, this article will be you are producing it correctly. addressing common myths concerning deaf It is also a myth that hearing aids and and hard of hearing people. cochlear implants completely correct hearing In our community, leaders and loss. In reality, the most powerful device stakeholders alike are now beginning to available will never result in normal hearing. discuss among themselves exactly what it Hearing aids and cochlear implants are tools means to be deaf. Myths about what it means used to augment sound; they are not cures for to be deaf persist. The level of awareness . within the general public must be raised to This is the same analogy as people ensure that a situation like the Gallaudet wearing eyeglasses. It’s true that eyeglasses Protest does not happen again. This protest correct a visual problem, so many people was about social justice and was never about assume that wearing a hearing aid or having a “not deaf enough.” This was an unfortunate cochlear implant corrects the hearing problem myth perpetuated by the general media due and that is simply not the case. to their lack of awareness and our inability I want to share with you how the to deal with the suaveness of media wanting Gallaudet Protest experience affected me sensationalism, creating many spin-offs and personally. Because I have always been clouding what was really at stake during the concerned about social justice; success of protest. “Not deaf enough” was never the women, equal employment, support for those issue. in need....and especially educational Another common myth that still persists continued on page 2 today; “deaf and hard of hearing people can read lips proficiently.” First of all...statistics In this issue... show that even the BEST lip-reader only clearly identifies 30-40% of the words that Bobbie Beth’s Tidbits ...... 1 they see. The rest of the message must be Emergency Email Alerts...... 3 assumed with “context guessing”…meaning Miss Deaf Kentucky...... 3 What’s Up, Kentucky? ...... 3

632 Versailles Road Frankfort, Kentucky 40601 www.kcdhh.org 632 Versailles they do their best to figure out what the rest of the words must have been. Lip-reading “Through Deaf Eyes” Documentary ... 4 First Step in Gallaudet Revolution? ..... 6 is a highly complex SKILL that some deaf CapTel...... 7 or hard of hearing people accrue while others Communicator Kentucky Commission on the Deaf and Hard of Hearing Season Greetings! ...... 8 never master it. Some words look exactly 2 Communicator December 2006 requirements for deaf and hard of Bobbie Beth’s Tidbits hearing children. Commission Members continued from page 1 The educational system of today achievement for deaf and hard of does not respond to the obvious gap in Dr. Patricia Freeman, Chair hearing children, I related quickly to the educational achievement by deaf and Member at Large Representative goals of this protest. Gallaudet students hard of hearing students. We do not like participated in the protest because it change. We do it like it has always been Mark Birdwhistell was, always was, about social justice. done. A system of advocacy must be Health and Family Services Over the years many issues developed developed on behalf of our children. We Cabinet Secretary at Gallaudet that needed to be must not perpetuate a system that does addressed: Racism and Audism not and cannot teach these skills with Susan Brown (discrimination toward deaf and hard excellent results. We must EDUCATE Kentucky Speech, Language & of hearing persons) are two of those the decision makers. We must insist that Hearing Association Representative issues. Another issue seems to be, the auditory-based teaching techniques alone misconception about American Sign will not succeed with our children and Cristal Collins Language (ASL) and its use on campus. that all available tools must be employed Parent Representative Because ASL goes hand in hand with to teach literacy skills to every deaf or written and spoken English skills, hard of hearing child. Nina Coyer students were advocating for ASL as Kentucky Association of the Deaf is destined to the language used on campus, with Representative give deaf and hard of hearing students equal emphasis that the command of an education which will enable them to Shannon Grider written and spoken English is just as fit in with mainstream America by giving Kentucky Registry of Interpreters important to master. them much needed tools to move on for the Deaf Representative Immigrants from other countries when they graduate from the University. are required to learn English before they Gallaudet must take the lead and work Diane Haynes can become citizens. Are deaf and hard with deaf education programs Service Provider Representative of hearing children to be less qualified? (mainstreamed and deaf school It is our moral obligation to ensure that programs) across the nation to provide a Dodie Karr our deaf and hard of hearing children seamless teaching system to ensure that Kentucky Association of the Deaf develop fluency in BOTH languages. ALL deaf and hard of hearing children Representative It is a myth that the use of are exposed to a minimum set of precludes development of English academic standards before entering the Kevin Martin skills. So why is it that English is still post-secondary scene. Kentucky Association of the Deaf being taught to our deaf and hard of It was quite an honor to work with President hearing children using auditory-based these outstanding Gallaudet students. techniques which work efficiently for They inspired me and give me hope for Laura Owens hearing children, when it has been the future! Education Cabinet Secretary proven that many children with a If I have seen farther than others, it is because I hearing loss are more receptive to visual was standing on the shoulders of giants.” Bob Stuckey cues? What about Fitzgerald Key, a Sir Isaac Newton Hearing Loss Assocation of America method for teaching the order of continued on page 3 Representative words in a sentence? What about rote memorization utilizing newer Commission Staff Betty Timon technologies? What about the good American Association of Retired Bobbie Beth Scoggins, Ed.D. ole 3 R’s utilizing video-based Persons Representative Executive Director technology? Deaf Educational John Barnes, Information Systems Supervisor programs and advocates for deaf and Anita Dowd, Information Program Coordinator Sherry West Rowena Holloway, Information Office Supervisor Kentucky Association of the Deaf hard of hearing children must insist that Kevin Kreutzer, Network Analyst I Representative changes within the educational service Virginia L. Moore, State Interpreter Administrator delivery system be MORE accountable Rachel Morgan, Executive Staff Interpreter Rachel Payne, Executive Secretary Merle Williams toward the models which are Sharon White, Document Processing Specialist III Alexander Graham Bell conducive to learning processes, while Wilma Wright, Administrative Assistant encouraging ASL and written and Vacant, Executive Staff Advisor Representative Vacant, Interpreter Relations Coordinator spoken skills as ESSENTIAL www.kcdhh.org Communicator December 2006 3

Bobbie Beth’s Tidbits continued from page 2 I met with the future leaders – Emergency Email Alerts the students themselves at Gallaudet. It is my hope through Would you like to receive email alerts related to emergencies such as severe weather, this new evolution they will use the national security, Amber alerts, etc? Visit www.emergencyemail.org today to sign lessons learned from this protest up for the alerts you would like to receive. … lessons of transparency and accountability must be the values for any deaf-related program, oppressive tactics (unintentionally or otherwise) must be addressed, communicated and resolved, in a proactive manner through effective Congratulations Mickie! communication at all times. Micki Brunton, Miss Deaf Kentucky, was announced The students want a leader that knows how to get things done! as 1st runner up in the National Association of the There is a time when talking is over. Deaf (NAD) Miss Deaf America 2006-2008 Pageant. Micki There is a time to get things done. grew up in Danville with her family. She worked at KCDHH A leader knows where to go to during the summer as an intern and is now attending Eastern get things moving. A leader needs Kentucky University. Mickie is available for speaking an awareness of how things work engagements upon request. Contact Barbie Harris at (859) in the world. A leader needs 239-7017 or [email protected] to coordinate arrangements. contacts and understanding of the Miss South Dakota, Chelsea Tobin, was crowned Miss ways to get world leaders to match Deaf America 2006-2008. Miss Congeniality went to Miss Deaf Ohio, Teresa stride with her/him. They want a Gasaway, and 2nd runner up went to Miss Deaf Florida, Lisa Herbert. “deep to the core” ASL proficient Congratulations to each of these young women who demonstrated outstanding leader who comes from a deaf institution of education where leadership by participating in the Miss Deaf America event. there are stem cells of healthy deaf leaders to be nourished and grown. This experience has been an eye-opener for me as I look at the local needs for our kids here at home. I see that we have many similar issues and feel we should hold ourselves to the same standards. We must do better for our children and for our future. There are times we have an What’s Up Kentucky? opportunity to do something Did you know that KCDHH has a calendar of events on our bulletin right.....just because it is RIGHT board: http://www.kcdhh.ky.gov/bulletin/events.html TO THE VERY CORE! Hmmmm...... yes. There is always a We will post deaf or hard of hearing related events coming up in price to pay. We have already said your area if we are aware of the dates. The events can be at schools, “We don’t like change.” But change clubs or other social gatherings, etc. Please contact us at there must be! Are we willing? Or, [email protected] and give us the date, information are we the ones that don’t want about your event and a contact person and we will help you change? Are we satisfied with what spread the word!! is happening to our kids, right here at home in Kentucky? 4 Communicator December 2006

Documentary Chronicles 200 Years of Deaf Life in America First Comprehensive Film on Premieres on PBS March 21, 2007 “Through Deaf Eyes” is a two-hour including a Deaf rock band. Little warned that formation of a “deaf HDTV documentary for PBS known are the many Deaf stories about race” was underway and pointed to the exploring nearly 200 attempts to be growing number of Deaf clubs, years of Deaf life in “cured” through churches, schools, and social events. America. The film religious healings, Bell suggested that deaf people should presents the shared diving airplane rides, not marry each other and proffered experiences of electrical impulses, and ways to prevent connections between American history – even the thrill of deaf people. family life, education, meeting a baseball “Through Deaf Eyes” brings to work, and community hero. These puzzling light the efforts by Deaf leadership to connections – from the events in the lives of address the systematic suppression of perspective of deaf citizens. Interviews Deaf people demonstrate a complex language and other barriers. The include community leaders, historians, relationship with hearing society. National Association of the Deaf, and deaf Americans with diverse views “Through Deaf Eyes” shows the founded in 1880, began to preserve on language use, technology and broad sweep of U.S. history language on film. Their charismatic identity. Bringing a Deaf cinematic lens intersecting the experiences of Deaf president, George W. Veditz, spoke out to the film are six artistic works by people. Education has been perhaps forcefully on issues of language, Deaf media artists and filmmakers. the issue in this story. “Through Deaf education, and employment for deaf Poignant, sometimes humorous, these Eyes” traces the evolution of deaf people. By 1910 the organization films draw on the media artists’ own education, from the founding of the feared that sign lives and are woven throughout the first school for the deaf in 1817 to the language would documentary. But the core of the film 1864 chartering of Gallaudet University, be gone and remains the larger story of Deaf life in the only place that deaf people could filmed master America — a story of conflicts, earn a college degree in a signing signers in order prejudice and affirmation that reaches environment, to the late-20th century to preserve “the the heart of what it means to be “mainstreaming” movement. natural language human. “Through Deaf Eyes” will be “Through Deaf Eyes” explores the of the deaf.” Veditz and many other broadcast nationally on PBS on enduring linguistic debate on how to leaders argued that oral communication Wednesday, March 21 at 9 p.m. ET educate deaf children, examining the alone was inadequate. (check local listings). reasons behind it and leaders on both Through much of the 20th century, “Through Deaf Eyes” does not sides of the argument. The strongest most deaf children started their approach the topic of deaf history proponent of oral education was education in an oral classroom, though from the perspective of sentimentality Alexander Graham Bell. He argued often signing was still the method of or overcoming, nor does it deny the that deaf children should be instructed communicating in school dormitories. physical reality of being deaf. The using a pure oral method, with no signs. It was not until the 1960s that research documentary takes a straight-forward Further, Bell stated into the grammar and structure of look at life for people who are part of that deaf people signing prompted many to begin to see the cultural-linguistic group who use should not teach deaf that visual signs were indeed a language. American Sign Language and often children, as they William Stokoe, a hearing professor at define themselves as “Deaf ” with a would introduce sign Gallaudet, researched hand shapes, capital, and cultural, “D” and deaf language and could movements, and placement of signs people who, for a variety of reasons, not instruct during and came to a radical conclusion at the do not identify with the Deaf cultural speech lessons. His time: that sign is a language, with all the community. The history often shows ideas were widely richness and nuance of spoken that intersections between deaf and accepted. languages. This revelation would Deaf people are many and that Bell studied prompt greater analysis of language, oppression and discrimination are eugenics, the science community, and identity. common experiences. of improving a Technology also played a hand in The film is full of surprises, species. In 1884 he continued on page 5 Communicator December 2006 5

Documentary inside perspective by some of the mount events and discussions exploring continued from page 4 protest leaders. the issues raised in the film. In the rapidly changing world the The film was inspired by the social change for deaf people. The Deaf community has experienced exhibition “History Through Deaf invention of teletype machines that revolutions of place, language, identity, Eyes,” curated by Jack R. Gannon at could communicate across phone lines and access. These revolutions have deep Gallaudet University. “Through Deaf made it possible for deaf people to historic roots and profound individual Eyes” is a production of WETA “talk” to each other. Captioning impact. Personal interpretations of Washington, D.C., and Florentine provided new access to information Deaf life are brought to the film by Films/Hott Productions in association such as the evening news. Technology the six filmmakers: Wayne Betts, Renee with Gallaudet University. The also created controversy. “Through Visco, Tracey Salaway, Kimby Caplan, producer is Emmy and Peabody Deaf Eyes” explores the issues Arthur Luhn, and Adrean Mangiardi. Award winner surrounding cochlear implants, now These extraordinary artists introduce a Larry Hott. The used by more deaf children Deaf frame of reference behind the editor is Diane and adults than ever before. documentary camera. To most people, Garey. The writer The film explores both “deaf ” means to not hear. To Deaf is Ken Chowder. sides of the issue, people and these Deaf filmmakers, it The executive presenting frank means much more. producers are conversations with deaf A comprehensive Web site, Karen Kenton people who use found at http://www.pbs.org and Dalton Delan, cochlear implants and accompanies the film. The site WETA. The project director at those who do not, and with parents includes interviews with the deaf Gallaudet is Jean Bergey. Senior who often struggle to make the best filmmakers whose work is featured in advisor to the project is Harry G. Lang, decisions for their deaf child. the documentary, while also inviting professor in the department of Teacher Deaf experiences have most often viewers to submit their own stories, and Research Education, National been portrayed in film as isolated and photographs, and films. These will Technical Institute for the Deaf at tragic, but Deaf life burst upon the become part of the archival collection Rochester Institute of Technology, and popular culture with TV and stage of Gallaudet University. A companion the author of many books on deaf presentations by the National Theatre book is being published by Gallaudet. history. of the Deaf in the 1960s. Later, the Major funding for “Through WETA Washington, D.C., is the success of “Children of a Lesser God,” Deaf Eyes” is provided by the National third-largest producing station for first on Broadway and then in a feature Endowment for the Humanities, public television. WETA’s other film for which won an Corporation for Public productions and co-productions Oscar, further brought Deaf life and Broadcasting, PBS, The include “The NewsHour with American Sign Language to the public. Annenberg Foundation and the Jim Lehrer,” “Washington Week In one of the more dramatic and National Endowment for the with Gwen Ifill and National inspirational events in this chronicle, Arts. Private individuals have Journal,” “In Performance at students, faculty, staff and alumni at also contributed to the the White House,” and Gallaudet University protest the 1988 funding of this project. The documentaries by filmmaker selection of a hearing president, extensive outreach campaign Ken Burns, including “The demanding a “Deaf President Now.” is funded in part by Sign Civil War,” and coming The protesters gain widespread public Language Associates. September 2007, “The War.” support for this civil rights struggle, and Outreach partners are the Sharon Percy Rockefeller is their demands are met with the National Association of the president and CEO. More appointment of Deaf, Gallaudet University, the information on WETA and its Dr. I. King National Technical Institute for the programs and services is available on Jordan in what Deaf at Rochester Institute of the Web site at http:// www.weta.org. was a galvanizing Technology, and California State moment for University-Northridge. As part of the Deaf society. outreach campaign, numerous local “Through Deaf organizations, some in association with Eyes” offers an their public television stations, will 6 Communicator December 2006 First Step in Gallaudet Revolution? written by Kelby N. Brick, Esq. To many at Gallaudet University, the removal of Jane Fernandes as incoming president represented merely the first step in reforming a repressive system that excluded stakeholders from the governing process. The Deaf President Now protests in 1988 installed a deaf person as president, but they did not reform this almost 150-year-old entrenched bureaucracy of paternalism. Gallaudet’s governing system has been led by a self-perpetuating board that appoints its own replacements with very little external input. University bylaws prevent the board of trustees from receiving any communication or information from the campus community independent from the president’s office. Moreover, the university’s governing system was set up in an era when deaf people had very little say in how they were to be governed - and were viewed as incompetent. Such exclusion of stakeholders from the governing process reinforces institutional “audism” - discriminatory attitudes and practices based on the inability to hear. Because of limited interaction with the campus community, board members have not been exposed to its true diversity and thus have made decisions in a vacuum. Only a minority of board members are university alumni, which underscores their limited knowledge of campus concerns. The campus community became frustrated because it was unable to get the board to address critical issues and hold the administration accountable for numerous failures. Sparked by groups of minority students objecting to the exclusion of a prominent black candidate from an all-white group of finalists, the protest quickly attracted supporters who had their own exposure to a governing system that seemed autocratic and unresponsive. The protest then morphed into a characteristic revolution underpinned by a long list of grievances: systematic institutional discrimination (including racism and audism), rapidly falling academic achievement (as noted by a federal government report), repeated campus security misconduct, and administrative intimidation and retaliation. Last May, at the beginning of the protest, a team of three outside mediators was brought in to facilitate communication. The administration agreed to systemwide reforms - for example, in the areas of diversity, communication and accountability - but these were ignored, fueling the eruption last month. When officials of an autocratic system sense they are losing power, they frequently turn to propaganda, restrictive policies on information and physical coercion to retain power and suppress dissent. Those outside Gallaudet were confused by what was happening on campus, and this confusion was reinforced by the administration’s implementation of a disingenuous media strategy: branding dissent as terrorism. University officials argued that there should be a “new order of deaf people” and claimed the campus community was afraid of technology - ignoring the fact that this campus revolution was led by many people who, like Ms. Fernandes, grew up reading lips before learning American Sign Language later in life. The administration sought to claim that protesters were unreasonably charging Ms. Fernandes with not being “deaf enough.” When this was exposed as a red herring, the administration instituted - under the guise of safety - a campuswide policy restricting public assembly and discourse. When this failed to stop the protests, the administration turned to mass arrests of students (known on campus as Black Friday) and other displays of dangerous brute force, such as the bulldozing of students’ overnight shelters without checking first to ensure those structures were vacant. The removal of Ms. Fernandes, who had been one of the top officials at Gallaudet for the past 11 years, is seen as only the first step. Gallaudet now faces a defining moment. The board needs to move expeditiously to become more inclusive and transparent, while demanding measurable accountability from the university administration. The campus community needs to return to its task of teaching and learning while working with the board in developing the kind of “shared governance” system that has been instituted in so many other colleges and universities. Perhaps the person most critical to the university’s future will be the outgoing president, who has two months left in his presidency. President I. King Jordan can renounce the propaganda and lead, through example, the process of forgiveness. He can bring together stakeholders to reform the system. His lasting legacy - and to a lesser extent, Gallaudet’s future and viability - will be determined by his conduct and decisions in the next two months. The outgoing president can determine whether the recent crisis was a revolution for a better Gallaudet - or a rebellion that still needs to be put down, along with the university itself. NOTE: Kelby Brick, a deaf attorney and Gallaudet alumnus, is former director for law and advocacy at the National Association of the Deaf and co-author of “Legal Rights: The Guide for Deaf and Hard of Hearing People.” November 2, 2006 - The Sun - Baltimore, MD Communicator December 2006 7

Taking the Future in Our Hands! Software Changes: photos by Dick Moore CapTel Keeps You Current

rom time-to-time, enhancements F may be made to the CapTel phone to take advantage of new telephone capabilities or to fine-tune existing features. For your convenience, the CapTel phone is designed to be updated over the telephone line, without having to send your phone in for service. These enhancements are sent right over the telephone line directly to your CapTel phone. If your phone ever receives a software update, the display screen will show a special message that reads: NOTICE: Update Available. This message appears when the phone is hung-up and not in use. To begin the update process, simply: • Leave the CapTel phone hung up • Make sure the red light above the “CAPTION” button is lit • Press the menu button next to the “Update CapTel?” arrow There is nothing else you need to do, aside from not using the CapTel phone (or any other phones or devices that share a phone line with the CapTel) for about five minutes while the update is sent over the telephone line. The display screen will let you know the progress of this update, and will say “Update Completed” when it is finished. You may then continue using your CapTel phone as you normally would, enjoying the latest enhancements. If you do not see an update message on your display screen, it means your CapTel software is current and no changes are required. 8 Communicator December 2006

KCDHH 632 Versailles Road Frankfort, Kentucky 40601

An agency of the Kentucky Education Cabinet