ASL for Everyone?

ASL for Everyone?
Considerations for Universal Design
and Deaf Youth Identity
Adapted by Dr. Sam Supalla, Dr. Anita Small and Ms. Joanne
Cripps, June 14, 2013 from presentation by Dr. Sam Supalla,
MDASLTA Conference, November 10, 2012
Background on
ASL Instruction in Canada
• Proliferation of Baby Sign programs – ASL offered to
hearing infants and their parents
• ASL offered as a foreign/second language for study –
high schools
• Legitimacy of ASL as human language reinforced and
social stigma reduced
What More Can We Do?
Martha’s Vineyard
as a Socio-linguistic Model
Universal Design Concept
Subject to Exploration
Ramps for people who are capable of
walking
Captioning for people who are capable of
hearing
Can ASL follow a similar path?
Keeping in mind…
• ASL acquisition not fully addressed or endorsed
for deaf infants and children
• Declining enrollment in provincial schools for
deaf students
• Increased numbers of deaf students
mainstreamed in public schools
• The cochlear implant controversy
• Elimination of funding for Ontario students to
attend Gallaudet University
• The rise of Disability Studies
Definition of Universal Design (UD)
“Typically, products and environments are
designed for the average user. In contrast,
UD is ‘the design of products and
environments to be usable by all people, to
the greatest extent possible, without the need
for adaptation or specialized design’
(http://www.design.ncsu.edu/cud/about_ud/ab
out_ud.htm)”
S. Burgstahler (2011, p. 1)
Scope of UD
Undergoing Expansion:
“Work in the area of UD is being approached
from differing perspectives. Some applications of
UD are drawing heavily on the architectural roots
of the concept and are building on the Principles
of UD (North Carolina State University, 1997).
Others are looking more holistically at what
‘universal’ might mean in higher education
setting and exploring inclusive strategies.”
S. Scott, G. Loewen, C. Funckes, and S. Kroeger (2003,
p. 1)
A Noted Weakness
“Employing UD principles does not eliminate
the need for specific accommodations for
students with disabilities. For example, you
may need to provide a sign language
interpreter for a student who is deaf.”
S. Burgstahler (2011, p. 3)
Problem Needing Correction
for UD
ASL not recognized as a product
Signing not recognized for environment
Spoken language retaining a superior
position in society
Proposed UD and the
Deaf Community’s Perspective
Socialization in signed language over use of
interpreters
Signed language has unique advantages and
social benefits
ASL as secondary language for hearing users
Strong countermeasure to audism
Signed language education and reverse
integration in schools
Some Issues Needing
Clarification in Regards to UD
Deaf identity of paramount importance
Deafhood resembling womanhood
Oral language and reading unattainable
for deaf children
Martha’s Vineyard as unrealistic
Insights from New Zealand
‘That we are here launching New Zealand Sign
Language into the New Zealand Curriculum offers a
greater hope of that ordinary life – not only for the Deaf
community, but for all disabled New Zealanders. And Im
proud to be part of a government that is working to
ensure New Zealanders have the tools and support to
reali[z]e their potential … having these guidelines boosts
the recognition of New Zealand Sign Language as a
native language… But, critically, it removes sign language
from the realms of Special Education. It firmly places New
Zealand Sign Language within the mainstream, where
hearing students will have the access to the language
and culture of the Deaf; where someday its use will
become unremarkable – just another facet of ordinary
life’ (Dyson, 2007, p. 1 & 2).
Adjustments to
NZ Signed Language Policy
Addressing literacy issues for deaf
students
Participation of schools for the deaf
Choice of signed language opportunities
for hearing students
Two U.S. Situations
to learn from
Insert quote here
Conclusion of Analysis
on Article #1
Deaf culture not realized as result of
society’s priorities
ASL overlooked as disability-deduced
language
Lack of understanding for why both deaf and
hearing students are drawn to Gallaudet
Society’s support for alternative language
modality (i.e. signed) becomes imperative
Conclusion of Analysis
on Article #2
Perception of deafness being ‘different’ from
other disabilities
No mention of English being problematic for
deaf students
‘Special needs’ should include accessing
the reading process through ASL
Segregation concerning non-disabled
students continues to be a factor
A Historical Note
Implications for
deaf Youth identity
Theoretical Application to deaf
Youth in Ontario Schools
Recommendations
and
Closing Remarks