INTRODUCTION TO AUDISM• * Objectives:

• *Understand the impact audism has on Deaf education and the Deaf Community

• *Study Deaf Experience and analyze audism

• *Understand Deafhood and how it is included in Deaf education

• *Understand and identify audism-related oppressive attitudes with language usage and cultural behavior.

ANY QUICK ANSWERS?• *How many of you know the word?

• *How is it defined?

• *Where do you find audism?

• *How can Deaf people be audist?

• *Why and how did audism come to exist?

• *Why study about audism?

• *What are the long term effects of audism on Deaf people?

• *How can we diminish audism in our society?

AUDISM UNVEILED VIDEO• * We will watch a 50 minute video called “Audism Unveiled.” You

will be given a worksheet that you must complete after the video. I know it is difficult to remember all details in the 50 minute video, so you will be allowed to take notes on information you feel is important. You will be able to use your notes as you and your group members discuss what you feel are the correct answers. All group members must take notes so they can contribute in the completion of the worksheet.

UNDERSTANDING AUDISM• *How can racism be understood in a world of same race or sexism in a world

of same sex?

• *You must have an oppressed minority and their experience around you or in your system before you understand the dynamics of oppression.

• *Why don’t some women trust men?

• *Why don’t some black people trust white cops?

• *Why don’t some Deaf people trust hearing professionals?

• The bottom line: “To understand audism, we must study Deaf experience and include it in deaf education.”

DEAF EXPERIENCE• “What is Deaf experience?”

• *Family—hearing, deaf, signing, speech, support?

• *School—Deaf Institute or Public Education?

• *Society—What is their position? How are they treated?

• *Religion—Access, Lack of access, parental involvement, Deafhood in Church.

• “Definition of Experience”: “A rich history of wisdom of Deaf culture expressed and preserved through ASL literature, poetry, art, storytelling passed from generation to generation through gatherings such as Deaf clubs, churches, sports, and other types of gatherings.”

ISSUES WITH DEAF AMERICANS• *Lack of full access communication with parents.

• --2006: 69% family members do not sign.

• --2007: 70% family members do not sign.

• --2008: 71% family members do not sign.

• Source: Gallaudet Research Institute

• *Lack of acceptance of being a Deaf person in the hearing society.

• *Lack of support for their rights to use sign language.

• *Struggle to find place in hearing society and even Deaf community. Eventually become isolated.

• *Accepts audism

Learn to speak, read and write in English instead of learning ASL. It creates:

Frustration due to unnatural language acquisition, lack of teaching resources, dependence on speech and hearing modes. Often deaf forced into oral learn ASL as adults but never reach native level.

Social development depends on teachers and peers’ patience and attitudes.

Confused self identity. Unsure about self. Struggle socially with weak self identity.

Learn ASL natural language first, then learn to read and write English. By doing so it creates:

Self esteem- can code switch with hearing and Deaf. More communication modes & power.

Strong social development in both hearing and Deaf communities.

Gain self identity and bi-cultural awareness.

AMERICAN DEAF EDUCATION

Bilingual Dominant Oralism Dominant

DEFINE “AUDISM”

• Take a moment with a partner and come up with a short definition for what you think the definition for Audism might be.

AUDSIM DEFINITION BY “TOM HUMPHRIES” 1977• “The notion that one is superior based on one’s ability to hear or behave in

the manner of one who hears.”

• He manifests his definition…..

• Audism appears in the form of people who continually judge deaf people’s intelligence and success on the basis of their ability in the language of the hearing culture. It appears when the assumption is made that the deaf person’s happiness depends on acquiring fluency in the language of the hearing culture. It appears when deaf people actively participate in the oppression of the other deaf people by demanding of them the same set of standards, behavior, and values that they demand of hearing people. (Journal of Deaf Studies and Deaf Ed. 2004)

THE CORPORATE INSTITUTION

• Deal with deaf people by making statements about them, authorizing views of them, describing them, teaching about them, governing where they go to school, and in some cases where they live.

• …In short, audism is the hearing way of dominating, restructuring, and exercising authority over the deaf community. It includes such professional people as: administrators of schools for the deaf children and of training programs for deaf adults. Interpreters, audiologists, speech therapists, hearing aid specialists, social workers, and psychologists.

MORE AUDSIM DEFINITIONS:

• *An attitude based on pathological thinking which results in negative stigma toward anyone who does not hear, like racism or sexism, audism judges, labels, and limits individuals on the basis on whether a person hears and speaks. Humphrey and Alcorn, 1995

• *A system of advantage based on hearing ability.

• *A metaphysical orientation that links human identity with speech. Bahan and Bauman 2000

• Prevalent logic: Speech = language, Language = human (to differ from animals) therefore to be human, you have to speak.

SUMMARIZATION OF DEFINITIONS

• 1. Notion that one is superior based on one’s ability to hear.

• 2. A system of advantage based on hearing.

• 3. Metaphysical system that links human identity with speech.

• What is the common denominator of audism?

BEHAVIORS THAT SHOW AUDISM• 1. Jumping to help a deaf person communicate.

• 2. Asking a Deaf person to read your lips or write when they indicate it is not their preference to do so.

• 3. Making phone calls for a deaf person since they “can’t.”

• 4. Refusing to call an interpreter when one is requested.

• 5. Assuming that those with better speech/English skills are superior over ASL signers.

• 6. Asking a Deaf person to “tone down” their facial expressions because they are making other people uncomfortable.

BEHAVIORS THAT SHOW AUDISM CONTINUED….• 7. Refusing to explain to a Deaf person why everyone around him is

laughing- “never mind, I will tell you later, it doesn’t matter.”

• 8. Developing a significant amount of instructional time for a Deaf child to lip-read and speech therapy, rather than on educational subjects.

• Can you think of any more?........

EFFECTS OF AUDISM ON DEAF• *Education—same ed as hearing?

• *Employment—same opportunities?

• *Economy—Position in society?

• *Deaf Culture Damage—forced speech eliminate ASL?

• *Psychological/Mental Health—ex How to deal with isolation from family, school, work, society etc.

AUDISM MYTHS• * It is hearing people’s problem. Deaf people don’t have audism.

• *Audism is obvious.

• --Dysconscious audism: A form of audism that totally accept dominant hearing norms and privileges.

*DA denies people full acceptance of ASL.

• *It is belief in the importance of English.

• *Tolerance for different choices of communication methods with individuals.

--DA weakens development of Deaf ID

*Accept hearing impaired, disabled, and don’t fight back against audsism

WHERE IS AUDISM?• 1. Educational System

• 2. Hospital and Medical Community

• 3. Government and Legal System

• 4. Work

• 5. Service agencies and businesses

• 6. Family

• 7. Deaf Community

• 8. Hearing and Deaf populations

• 9. Others?

HOW CAN WE DIMINISH AUDISM IN OUR SOCIETY?1.Diversity workshops/training

2.Learn about the effects Audism has on Deaf and spread the knowledge.

3. Educational systems need to be changed.

4. Media and textbooks need to include Deaf culture, audism, ASL, etc. to spread public awareness and accurate picture of Deaf people. Learn the history so you don’t repeat it.

5.What can YOU do individually to diminish Audism???????

PART 2: “UNDERSTANDING DEAFHOOD”

• * What is Deafhood?

• * Compare this with these words, “Childhood, Motherhood, Boyhood”

• * Compare with “Deafness”

• * What is the sign for “Deafhood”

DEAFNESS VS. DEAFHOOD

• * Deafness: Is a focus on the inability to hear and ways of “fixing” it through hearing technology. It is also a mental framework that guides the deaf child’s development with a medical perspective.

• *Deafhood: Is a progress of self-actualization and establishing a Deaf identity through life events that shape one’s view of self as a Deaf person and their role in the Deaf community.

• DEAFNESS

• Medically oriented term, a state

• Condition

• Abnormality

• Individualism

• Diagnosed

• Handicap

• DEAFHOOD

• A process, not a state

• Cultural & Linguistic Minority

• Normality

• Collectivism

• Recognized

• Beliefs / Values

MORE COMPARISONS

STAGES OF DEAFHOOD

• 1. Oppression

• 2. Examination

• 3. Liberation

• 4. Empowerment

• 5. Activism

OPPRESSION AND DEAF IDENTITY

• Audism- “You are not like hearing people.”

• Linguicism- “You do not speak in our language.”

• Discrimination- “You are different; you cannot do it.”

• Deafism- “You are not Deaf enough.”

• Specialism- “You need more help and attention.”

• Intellectualism- “You are not smart enough.”

• Paternalism- “I’ll do it for you.”

FIGHTING BACK AGAINST OPPRESSION

• Counteracting the terms……

• Audism- “I am Deaf. I am ok.”

• Linguicism- “I can sign ASL fluently.”

• Discrimination- “ I can do it.”

• Deafism- “I respect all cultures.”

• Specialism- “I am like all people.”

• Intellectualism- “ I can learn.”

• Paternalism- “ I want us to work together.”

“HEARING PRIVILEGES”• 1. A system that is designed to give hearing people a power

to do things their way without question, struggle or challenge.

• 2. Whatever hearing professionals say, the hearing parents will listen to them in spite of the amount of advice or powerful arguments from the Deaf people with Deaf experience.

• 3. Hearing privileges can be positive or negative depending on how you use your power in Deaf education.

EMPOWERMENT

• “Once I learned that ASL is my native language, I developed a strong sense of identity as a deaf person and a more positive self-image.” –Barbara Kannapell (Deaf Heritage)

• “To know, once and for all, that our “primitive” and “ideographic gestures” are really a formal language on a par with other languages of the world is a step toward pride and liberation.”- Mervin D. Garreston (Deaf Heritage)

HISTORY OF EMPOWERMENT AND ACTIVISM IN THE DEAF COMMUNITY

• 1880-National Association of the Deaf-1880-civil rights org.

• 1951-World Federation for the Deaf-international non-gov org

• 1955-William Stokoe and ASL dictionary of linguistics principles

• 1988-Deaf President Now-Gallaudet protest for Deaf pres.

• 1989,2002-Deaf Way 1, 2-conference

• 2006-Unity for Gallaudet (second protest)

• 2007-Deaf Bilingual Coalition-rights for deaf to use ASL

• 2008- Audism Free America-unmask audism in media, equal rights,challenge ideologies

• 2010-Deaf Hate Crime Lectures

HEALTHY DEAFHOOD AND DEAF IDENTITY DEVELOPMENT FOR DEAF CHILDREN

• Acceptance of individual’s deafness

• Experience a natural acquisition of a visual language, ASL

• Bilingual-Bicultural (Bi-Bi) education with Deaf experience in curriculum

• Appropriate (audism free and linguicism free) environment for social development with other deaf children who uses ASL.

• Deaf adults as role models including teachers, community members, professionals, etc.

• Has his/her own belief system and Deaf Identity established through Deafhood process.

PART 2 END: QUOTE BY LAURENT CLERC

• “A day when deaf people and their language are completely accepted—no, more than that, truly welcomed—as a part of the family of man, in which God created diversity not to oppress the minority who are different, but to enrich the lives of all.”

AUDISM PART 3: “LANGUAGE AND CULTURAL ATTITUDES IN EDUCATION”

• How does this apply to teachers?

• “…the educator of the deaf must learn through the experience of the educated deaf wherein to modify and improve his methods.” –Enoch Currier (Deaf Heritage)

SITUATION AND QUOTATION ANALYSIS: AUDISM? LET’S HAVE A GROUP DISCUSSION….

• 1. “It’s a hearing world”

• 2. “The Deaf boy is smart.”

• 3. “BETTER ASK HEARING”…(for English etc)

• 4. “Speech skills will help you succeed in life”

• 5. “Deaf are incapable to reason” Aristotle 450 BC

• 6. “Deaf people are not ready to function in hearing world” Bassett Spilman 1988 DPN Protest at Gallaudet University

• 7. At a deaf children camp: Deaf hired to babysit deaf children while hearing professionals hired to teach parents about deaf children.

SITUATION AND QUOTATION ANALYSIS

• Media industries ignoring demands to put captions in their TV programs

• Singing hearing songs in Deaf Schools (i.e. Christmas songs)

• No ASL assessment needed for teachers for the deaf or even deaf students

• Being little behind with English skills compared with hearing peers, but “he still is doing excellent as a deaf student.”

• Deaf community have no say or influence on local deaf education. Why don’t we have a deaf ed. Advisory committee with Deaf experts?

AUDSIM: TEACHING S.E.E IN SCHOOLS.

• Do Deaf students really learn English by signing S.E.E?

• Does SEE really make concepts clear?

• Does teaching in ASL make learning English harder?

• Is this language prejudice?

EXAMPLES OF WHY S.E.E CAN MISREPRESENT MEANINGS AND CONTENT

• I am running

• I am running a meeting

• I am running for president

• My nose is running

• Engine is running

• The elevator isn’t running

• I need to run some errands

• A run on your panty hose

TABLE OF COMPARISONSENGLISH SEE ASL

• Language System not language Language

• Dynamic Can expand but frozen Dynamic

• Inflections, mood, None Facial expressions

• Tone Semantics

• Cultural Identity None Cultural Identity

• Community Very Limited Community

• Natural Not natural Natural

• Literature, drama None Literature, drama

• Folktales, poetry etc. Folktales, poetry etc.

AUDISM WITH HEARING TECHNOLOGIES

• 1. Receiving cochlear implants

• 2. Giving (forcing?) deaf children to receive cochlear implants

• 3. Removing cochlear implants. (Deafism?)

• 4. Deaf culture adults accepting CI

COCHLEAR IMPLANT AND AUDISM

• You cannot compare a technological device with a philosophy or attitude. But many Deaf people associate CI with audism. Why?

• There’s a lot of audism motives, money politics, pathological mentality with the push for C.I on the deaf children. The dilemma is that the child has no choice but they benefit best from CI at early age.

• Hearing professionals often strongly recommend separating CI children from deaf school to be taught exclusively in an oralism environment.

DOES THIS MAKE SENSE?

• Research shows that if hearing babies learn sign first, they will be ahead with language development. As this concept becomes very popular, why are deaf babies still denied this right for natural language acquisition? In order to receive speech training for the sake of hearing parents and audiologists who chose the most difficult and frustrating way of teaching children education Oralism which often result in a delay in language and social development?

ATTITUDES AFFECT AUDISM?

• An attitude of superiority that influences one’s perspective, attitude, or action toward other people according to a level of belonging to Deaf Culture.

• “Deaf Elites”

• “Not Deaf Enough”

• Deaf in family or number of deaf generations = Deaf status or authority in Deaf culture.

• “Deaf Power”

WHAT FORM OF OPPRESSION?

• I want to marry a Deaf woman.-Deafism?

• I want deaf children.-Deafism?

• I prefer to be with Deaf people.-Deafism/Discrimination

• You have to be Deaf to understand? Deafism/Discrimination

• Taking cochlear implant off for good? Deafism/Audism

CONTRIBUTIONS OF DEAF STUDIES TO OUR WORLD

• Anthropology: Culture can be global

• Disability: Deaf studies changed the worldview on “disability”.

• Visibility orientation broads our view of the world and accessibility to technology.

• Philosophical challenge to the ancient question: What it means to be a human?

INTEGRATING DEAF EXPERIENCE IN EDUCATION

• How can schools include them in the curriculum?

• ASL

• ASL storytelling / poetry

• ASL literature / drama

• Deaf Art

• Deaf History

• Deaf Studies

HOW LEARNING ASL IS BENEFICIAL

• Studying another language will help you with your first language.

• Bilingual studies prove that two languages improves code switching in your brain. More flexibility and thinking power.

• Hearing babies are known to get ahead with language development when they begin with signs. Why not try that with Deaf babies?

• Teaching gestures first before teaching ASL. Why? Teaches more communication modes and skills.

DEAF CULTURE AS GLOBAL

• Deaf cultures around the world have similarities…..

• Gathering of Deaf people through long history

• Gesture based communication

• Collectivism type society

• Stories and folk-tales dealing with Audism and Oralism

• Deaf heroism and “strike back” stories are common

• Deaf/Deaf marriages preferences

QUOTES FROM THE DEAF COMMUNITY

• “Sign language was God’s noblest gift to deaf people.”-George Veditz

• “There is no danger of sign language disappearing. It will live long after you and I are dead. If we were all to die tonight, a hundred years from now it would be still alive and serving the deaf.”-John W. Jones

• “What is it like to “hear” a hand? You have to be deaf to understand.”-Willard Madsen

MORE DEAF COMMUNITY QUOTES

• “Hearing and speaking does not make you smart, learning and understanding does.”-Gilbert Eastman

• “The aim of the education of the deaf should be to make him a well-balanced individual and not a pale imitation of a hearing person…”-Dr. Rudolph Pintner

• “..the study of sociolinguistics made me realize that in order to study a language one must understand the people to use it.” “..a person can know and use English without being able to speak it.”-Barbara Kannapell

PART 4: DEAF LABELS• Deaf and Dumb Hard of Hearing

• Deaf Mute Deaf

• Hearing Impaired

• Hearing Handicapped

• Hearing Challenged

• Hearing Disabled

• Hearing Defective

• Cant Hear

DEAF DUMB• Deaf perspective: Great Granddaddy of all negative

labels

• Based on misconception that deafness caused the inability to speak—if you were deaf, there was also something amiss with your capacity for speech (and, if followed, if you couldn’t speak, you had no language and couldn’t reason). It is a vulgar term and is insulting. www.deaflife.com

DEAF MUTE• Definition: Person who is unable to hear and speak.

• Deaf perspective: Deaf people resented the grandiose claims that all deaf people could be made to speak and clung to term to emphasize political stance: “We are deaf, we use sign language, and we refuse to be forced to speak. Thus it was seen as acceptable term. Then what was once a reasonable term became degrading because it changed from “proud non-speaking deaf signer” to “can’t talk.” It carries negative connotation, suggesting pathetic, mentally backward, helpless, hapless, or uneducated. It emphasizes abnormality. www.deaflife.com

HEARING IMPAIRED

• Definition: Having reduced or deficient hearing ability. Having defective sense of hearing but not deaf.

• Deaf perspective: Defines deaf people solely in terms of broken or defective ears. It is a narrow medical view that views deafness as a deficiency that needs to be remedied with auditory devices, therapy and implants. Hearing is to be “corrected.” Deaf dislike it because it categorizes them as broken machines and less capable, less independent etc. “ The emphasis should be on the person not on the impairment; one what we are, not what we lack.” www.deaflife.com

HEARING HANDICAPPED• Deaf perspective: A cute way of saying “deaf” while

avoiding the word “deaf.” It is a doublespeak. Deaf don’t like being categorized as a group solely on the basis of our hearing deficit. Handicapped—Most deaf people don’t have physical disability that interferes with their mobility. Society “makes” us handicapped by keeping so many opportunities inaccessible and refusing to learn how to communicate with us. We don’t think in terms of deficit but wholeness. www.deaflife.com

HEARING CHALLENGEDDeaf perspective: It was bound to happen when the term “mentally retarded” became “mentally challenged” arising from political correctness buffering instead of using blunt and tactless terms. We will put it bluntly: we consider this a ridiculous euphemism—even sillier and less apt than hearing impaired. The use of challenged to describe what is lacking, defective, impaired or nonfunctional is a fairly recent, and regrettable, linguistic phenomenon. Deaf have taken a light approach by joking that hearing people are “signing challenged.” www.deaflife.com

HEARING- DEFECTIVE• Deaf perspective: Disabled people were know as

“defectives” in the old Soviet Union. We don’t know what terms are used now, but we hope they are less chilling than this. Likewise, we hope that the psychiatric/psychological profession in the United States has cleaned up it’s act.( www.deaflife.com)

NON-HEARING• Deaf perspective: A colloquial replacement term for

“deaf.” It tries to avoid negative connotations or “hearing handicapped” and “hearing impaired.” Unfortunately it is still a negative term—it describes deaf people in terms of what they are not—rather like saying “non-whites: to describe Blacks.

• www.deaflife.com

CAN’T HEAR• Deaf perspective: Not so bad, but not so good either.

Nowhere near as offensive as the others. It still carries a whiff of the negative. The word “can’t” has long been employed as a deadly weapon against the aspirations of deaf children. (“You can’t do/ be / become that, you’re deaf.”) We prefer to accentuate the positive. Also, the label “can’t hear” is misleading, as it implies that it’s simply a matter of loudness, that shouting will remedy the problem. It doesn’t. (www.deaflife.com)

HARD OF HEARING• Deaf perspective: A socially and medically

constructed term that does not hold a great deal of negativity. Currently individuals who are born with or experience some percentage of hearing loss will use this as an acceptable term. It still does not define them as a whole person, just on the audiological aspects physically.

“THE CONSTRUCTION OF DEAF IDENTITY” BY THOMAS K. HOLOCOMB

• Many Deaf do not come from a family where deafness is a common and normal condition.

• Those parents often follow the expert opinion of the professionals and attempt to “normalize” their deaf child by forbidding the use of signs.

• Conflicts and frustrations emerge between parents and deaf child when parents to not share the language that the majority of deaf people eventually adopt as their primary mode of communication.

FRUSTRATIONS THAT OCCUR

• Frustrations mount for deaf adolescent left out of casual family conversations during meal time and family gatherings.

• Most often they become estranged from family due to ineffective communication.

• Some parents need an interpreter to communicate with their child.

REBELLION

• Some parents are shocked when they realize that the child they nurtured is becoming a stranger in the house.

• Some parents actually need an interpreter to communicate with their deaf child.

• It is common for deaf adolescents to rebel against parents’ wishes and begin to associate with deaf friends who may not win parent approval.

• Many deaf elect to participate in the Deaf community, seeking companionship of other deaf peers out of frustration from limited communication at home.

THE NEED FOR A STRONG SELF-THEORY

• Parents need to accept, recognize and support the child’s deafness and assist the child to develop a strong-self concept or a sound self-theory as a deaf individual.

• Unfortunately, many deaf children do not develop any language until they begin schooling and therefore have no knowledge or understanding of the culture around them. Growing up they are often in cultural limbo with no language and no exposure to cultural traditions and beliefs.

OVER PROTECTING THE DEAF CHILD

• Further compounding the problem, many parents have been found to over protect their deaf child which poses a serious barrier to the development of independence and self-identity.

• Some parents underestimate the abilities of their deaf child.

• Many deaf children have no social life with deaf people and they have very little meaningful contact with hearing peers.

• Deaf children experience feelings of frustration and pain of being isolated, not only at home but also at school and in the neighborhood.

WHY WON’T YOU SIGN WITH ME?

• It is not at all an uncommon situation where none of the family members sign.

• Deaf adolescents lose tolerance of poor communication at home, and challenge their parents to learn sign language in order to include them in their daily conversations. Often this request is denied.

• Do you know any deaf people who have parents or family members who don’t sign?

DEAF COMMUNITY INVOLVEMENT LEADS TO POSITIVE SELF-IDENTITY

• For many, involvement in the Deaf community becomes the bulk of their social lives where they learn about Deaf language, heritage, literature, stories, art, drama, films, shared experiences, oppression etc. They begin to gain a different perception of who they are.

• In the hearing environment, a deaf individual may be passive and withdrawn, while in the Deaf community this same person may be inclined to be much more active and involved.

• Less than 25% of deaf children are being educated in this type of setting. Instead, the majority of deaf children are being mainstreamed in public school settings and have very little contact with other deaf people.

HOW CAN PARENTS CHANGE THE OUTCOME?

• New parents can learn to sign with their deaf child

• Both parent and child can benefit by becoming acquainted with members of the Deaf community.

• Get to know the child instead of assuming they can’t do something or need over protection.

• Adopt patterns that would enable the deaf child to participate in every aspect of family dynamics.

• Surround deaf child with other deaf role models.

• Organize social activities with other deaf children.

• If mainstreamed, implement Deaf studies curriculum and reinforce the notion that deafness is not deviant.

• End Slide of Construction of Deaf Identity by Thomas K. Holocomb

DEAF• Deaf perspective: Many deaf overwhelmingly prefer “deaf” because it

is a simple, non-judgmental term. Some hearing feel awkward using the word deaf. Or they avoid it because they perceive it as undignified, crude, or prefer fancy polite sounding terms. But deaf have been standing up boldly saying “ We’re deaf, and it’s okay to be deaf. We have a history, a language that is a source of our heritage, an ethnic identity. We are human and whole. We are just as normal as hearing people consider themselves to be. We are not freaks, dummies, impaired, defective, or challenged. We live full, rich, rewarding lives. We are first class citizens. We insist on being accepted as we are.

• www. Deaflife.com

THE END

• As long as we have deaf people on this earth, we will have signs.”---George Veditz, 1913• “It is better to be a well-adjusted deaf

man than a poor imitation of a hearing one.”—Schowe 1979