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1000 BCE
1000 BC: Rights denied to the Deaf
1000 BC: Hebrew Law denied the Deaf from owning property, participating in temple rituals, and being witnesses in court proceedings. This event is important because it began the segregation of people with hearing impairments. They were treated as invalid incapable of intelligence and general abilities that any typical adult would have.
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427 BCE
427: Philosophy of Innate Intelligence
427 BC: The Philosophy of Innate Intelligence from Plato stated that all intelligence was present at birth. Those who were Deaf and could not speak, due to inability to hear the language, were determined to be unintelligent. This continued to alienate those were deaf or hard of hearing. The general population did not believe they should have rights or places of importance within their communities.
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355 BCE
355 BC: Ancient Greeks Denied Education for those who were Deaf
355 BC: Those were born Deaf were denied an education and determined to be useless barbarians. Those who were deaf could not prove their intelligence continued to be seen as uncivilized. Without given the opportunity to prove themselves, they must have also thought they were incapable of being educated or fully functioning members of society.
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345
345: Christians determined Deafness was a sin
345: Christians believed those who were born Deaf due to their families angering God. During these times when religion was revered, it was decided that the families of those who were born with any disability must have done something to deserve it. Often these children were also committed to asylums because they were thought to be possessed by demons. Once again this segregated those who were deaf by diminishing their sense of self from infancy.
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1500
1500: Educating the Deaf
1500: Geronimo Cardano was the first doctor to believe the deaf could be educated. He taught his own deaf son a form of sign language and written language. This was significant but it was the first time someone who was deaf was recognized to have intelligence. During this time, Pedro Ponce de Leon also taught a form of sign language to other monks. He was able to teach speech to students who were Deaf. This was the beginning of the realization that intelligence cannot be based on hearing.
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1600: Poor Houses or Almshouses
1600 and 1700’s: Adults and children who had disabilities, or who had no money, were separated from families and the general population and housed in poor houses or almshouses. Any kind of physical or intellectual disability was hidden away from society in these almshouses. Individuals who were deaf were part of this group shunned from leading a meaningful life.
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1755: Teaching the deaf to speak
1755: Samuel Heinicke, a German oral teacher, taught those with hearing impairments how to speak by opening an oral language school. This proved that although a person could not hear, they could still produce all speech sounds and learning language just like those with typical hearing ability. This enabled those who wear deaf to communicate better and present like they did not have a disability.
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1760: French Sign Language created
1760: Charles Michel de L'Eppe worked to find a way for those who were deaf to communicate with those were hearing. He created a system of standardized signs and introduced finger spelling. This was a huge development for those with hearing impairments to prove they could learn a language, be educated and communicate with the world around them in a meaningful way.
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1771: First free public school for the deaf opens in Paris, France
1771: Charles Michel de L'Eppe opens the first free public school for the deaf in Paris, France. This development made it possible for those children who were deaf to receive an education. They were also able to communicate and feel empowered by creating a community of others they could relate to.
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1817: The American School for the Deaf founded
1817: Laurent Clerc founded The American School for the Deaf with the help of Thomas Hopkins Gallaudet and Mason Cogswell in Hartford, CT. Laurent taught French sign language to students and became the first U.S. teacher to do so. This enabled students who were to deaf to be educated and successful in jobs and in their communities.
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1850: A Deaf state?
1850: John Flournoy proposed the idea to Congress of creating a deaf state in the western territory. This state could exist with its' own laws, schools and government and its' people would be free from judgement of the general population. If Congress had accepted this idea it would have been a huge setback for the deaf community. They would have been segregated from society and seen as less than or outcasts.
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1864: First College for the Deaf opened
1864: The National Deaf-Mute College opened in Washington, DC. This proved that those who were deaf could continue their education at the collegiate level. They were absolutely capable of higher order thinking and application. This college is now known as Gallaudet University.
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1872: Alexander Graham Bell opens school for the deaf
1872: Alexander Graham Bell opens school for the deaf in Boston, MA. This was viewed as controversial because Bell believed in teaching the deaf only in oral communication and not in sign language. He was determined to invent a way to mechanize speech. This move created a divide in the deaf community about the best practice of teaching and learning the best communication method.
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1876: Telephone invented
1876: Alexander Graham Bell invented the telephone. He began to use his fame and notoriety to promote his ideals of oral based education for student who were deaf. This continued to widen the gap of followers between oral learning versus sign language in the education of deaf students. Each group believe their way was best.
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1880: Upheaval at Milan Conference
1880: The Conference of Milan was an international meeting for teacher of the deaf. It was determined at this gathering that oral education was better than sign language, also known as manual education. The United States opposed this view point and continued to find value in sign language, even if other countries did not. This could have completely eliminated manual communication if all constituents agreed and moved forward with oral communication only.
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1880: National Association of the Deaf founded
1880: The National Association of the Deaf was founded in United States in reaction to the Conference of Milan's decision about oral language. This movement drew many professionals and teachers who believed in the importance of continuing to teach sign language communication. American Sign Language and manual communication were proving successful in the United States and it was clear what a tragedy it would be to lose those teachings.
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1892: Invention of Electric Hearing Aid
1892: The electric hearing aid was invented. It need to sit on a desk or table and weighed several pounds. This was first time anyone deaf or hard of hearing could have amplified sound even though it was far from perfect. This invention began a way for those who were DHH to continue using sign but also be exposed to spoken oral language. This event may have been the very beginning of the ability for one to use total communication.
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1894: Football huddle invented
1894: A college football team at Gallaudet University invented what is now known as the football huddle. The team members gathered in a close circle so the opposing team could not read the play signs and instructions given in American Sign Language. This huddle continued to be used in various sports to create a privacy barrier between teams and opponents.
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1906: Deaf not allowed to work for the government
1906: Articles were passed that stated the deaf were not allowed to work for the government or have civil service jobs. This was degrading to the deaf and continued the stereotype that they were ignorant and unable to hold important jobs. After 2 years of grassroots complains to protest, President Roosevelt repealed the decision.
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1914: The Central Institute of the Deaf (CID)
1914: Max Goldstein conducted a research to improve the education of those who were born deaf by concentrating on stimulating their auditory sense. “He invented an acoustic amplification device and used it for auditory training” (p. 99). He believed oral teachers of the deaf did not have enough training. Goldstein opened The Central Institute for the Deaf (CID) in 1914. This school was based on the theory of a team of professionals working with students on various aspects of deafness.
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1958: Public Law 85-905
1958: President Eisenhower approved of Public Law 85-905 which essentially supplied funding for captioned films for the deaf. This was provided by the Department of Health Education and Welfare. The government was beginning to take a real stand to recognize and provide for the deaf community.
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1960: ASL is a language
1960: William Stokoe wrote: Sign Language Structure which was the first research book written in defense of American Sign Language as a language. ASL was viewed at the time as simple gestures that could not take the place of language. Through Stokoe's research, he proved that ASL was an actual language that included syntax, morphology, and structure. This was a huge development for those who were DHH and solidified their ability to communicate in meaningful, effective ways.
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1961: Downs begins infant hearing exams
1961: Marion Downs began to travel around to pediatricians across the country testing the hearing of newborns with sound making devices such as horns or rattles. This was an important step in identifying babies with hearing impairments as soon as possible. This early detection meant early intervention and treatment could begin and further research in this area could be conducted.
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1964: First phone for the Deaf invented
1964: Robert Weitbrecht invented a phone for the deaf called the teletypewriter (TTY). This device used phone lines but allowed callers to type out messages instead of relaying them verbally. This development continued to give deaf individuals further access to communicate with the world beyond their immediate community.
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1970: Manual code for English
1970: A manual code for English is created in order to supplement the Oral/aural method. This code included Signed English, Seeing Essential English and SEE II methodologies. These developments continued to lead to the idea of total communication where deaf individuals can use multiple methods of communication to best suit their needs.
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1972: Funds for early intervention
In 1972 NH sheltered workshops and Early Intervention programs were funded with Title XX (Social Services Block Grants) and NH DHHS/BDS money. This event was important because it signified the beginning of early intervention services being accessible and available to all young children with developmental delays. The government officially accepted the importance of these services.
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1972: Captioning on television
1972: WBGH in Boston was the first television station to show a nationwide program with captions. By 1980 close captioning was available for every program but only if the user had a special device. Finally in 1993 everyone has access to captioning. This action allowed people who were deaf to keep up with current events and social programming in the same as the vast majority. It allowed them instant gratification from television programming.
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1975: EHA passed
1975: The Education for All Handicapped Children Act, now known as the Individuals with Disabilities Education Act (IDEA), guaranteed access to a free, appropriate, public education (FAPE) in the least restrictive environment to every child with a disability. This act required schools to assess all students with a suspected disability with no cost to their parents. It ensured all students received access and supports to be successful in public schools.
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1975: NH Law RSA 171-A
1975: NH law RSA 171-A was passed. This law made comprehensive statewide service deliveries, including early intervention services, possible. At this time, more than half of the people nationwide who had disabilities were living in the community but many were not receiving any supports. This law continued to allow all children to access supports to ensure they were able to learn and reach appropriate developmental milestones.
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1985: Cochlear Impants
1985: Cochlear implants were approved for clinical trials for deaf individuals age 18 and older. This device places electrodes in the cochlea where the auditory nerve can interpret the sound waves. This device had mixed reviews from the Deaf community. Those in favor of manual communication did not see the merits of this implant. Those who used oral communication believed absorbed sound would improve spoken speech sounds. Either way, the outcome was another option for total communication.
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1986: PL 99-457
1986: PL 99-457 tried to get states to participate in developing a statewide system of coordinating programs. This initiative continued efforts to provide appropriate early intervention services to all infants and toddlers with disabilities and their families. Now all service providers could collaborate and concentrate their efforts together to provide services and supports for young children in need.
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1988: Deaf President Now!
1988: The Deaf President Now movement occurred. Students, faculty and community members staged a week long protest at Gallaudet University in order to have the first deaf president of the college appointed. Their efforts gains national new coverage and attention. The Deaf community proved they could "do anything a hearing person could, except hear." (President King Jordan)
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1990: Most Restrictive Environment
1990: Deaf schools are determined to be the most restrictive environment for students to learn. They lost support of government and the public, which forced many of them to close. The problem is that many deaf children lost their most important social groups and ability to communicate with peers. Hearing parents often decided to place their deaf children in public schools.
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1993: Hearing screenings begin for all infants
1993: The National Institute of Health recommends universal newborn hearing screenings. This event is significant because all infants began to be tested for hearing impairments. Early detection lead to early intervention services and supports being available right away.
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1993: IDEA passed
1993: Individuals with Disabilities Education Act (IDEA) is passed. This began inclusion and placing students in the least restrictive environment. While this act was beneficial for most students, it all continued the movement of students leaving schools for the deaf and the closure of those schools. This students were placed in public school where teachers were not equipped to adequately teach them.
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References (4-5)
(4) Marvelli, Alan L. (2010). Highlights in the History of Oral Teacher Preparation in America. The Volta Review. Volume 110(2), Summer 2010, pp.89-115. (5) McDevitt, T.M. & Ormond, J.E. (2013). Child Development and Education. (5th ed). Upper Saddle River, NJ: Pearson. -
References (6-7)
(6) Sullivan, Becky. “Remembering The Pioneering Audiologist Who Tested Hearing At Birth.” NPR, NPR, 28 Dec. 2014, www.npr.org/2014/12/28/371962273/remembering-the-pioneering-audiologist-who-tested-hearing-at-birth.
National Association of the Deaf. https://www.nad.org/about-us/ (7) About Us. (2018). National Association of the Deaf. 18 Oct. 2018. Retrieved from https://www.nad.org/about-us/ -
References (1-3)
(1) Arends, Richard. (2012). Learning to teach 9th Edition. Boston, MA: McGraw Hill Higher Education, (2) CanLas, Loida R. "200 Years of Deaf Education in America." Clerc Center, Gaulladet University, N.D. http://www3.gallaudet.edu/clerc-center/info-to-go/deaf-education.html (3) Hunter, Evelyn. “Deaf Culture Timeline.” Sign Language Interpreters - ASL Interpreters, The Sign Language Company, 20 Mar. 2013, signlanguageco.com/deaf-culture-timeline/.
