Mainstreaming has turned education for Deaf and hard of hearing children into a confusing mess. There are a lot of things that make Deaf advocates wonder out loud: “This kind of thing still goes on? In 2016?”
Yes, it does.
I’ve seen Deaf kids intentionally separated in mainstream programs – which is absurd, because meeting other people who have a lot in common with you is precisely what empowers you.
I’ve seen the use of sign language strongly discouraged in spite of research that shows it improves language acquisition for all Deaf and hard of hearing students, including those who use cochlear implants.
As a Deaf person who grew up mainstreamed – and, for a time, had my own Deaf son go through a similar experience – I realized there’s a lot of information that’s withheld from parents of Deaf children. Even worse, there’s a lot of misinformation that’s shared with the very same parents.
This the driving force behind my book, Madness in the Mainstream. My passion for getting the truth out is so strong that a 2nd edition has recently been released. I’ve been moved to expose some of the flawed logic about Deaf education in a way that would make George Carlin proud. Among some of the rants:
“How can a school celebrate Diversity Day like this one did, while going out of its way to make sure a diverse group of Deaf kids didn’t get to know each other? What’s next, separate bathrooms for the signing Deaf and the auditory-verbal Deaf?”
“What do you mean, ‘don’t send a Deaf kid to a Deaf school because you might lose him to Deaf culture?’ My Deaf kid has thrived in a Deaf school. And I have two hearing kids. I send them to hearing schools, and… (smacking myself on the head)… they keep coming back! I don’t ‘lose’ them to hearing culture.”
“Research has shown that social life is correlated with longevity. So should we assume mainstreaming is hazardous to our health?”
“Sign language doesn’t hurt your English. Lack of language hurts your English.”
“Hearing people are enrolling en masse in sign language classes all over the country. Hearing parents are tripping over themselves trying to teach their hearing babies how to sign because they know it offers a head start in language acquisition. And yet… Deaf children are told, ‘No! Don’t do that!’ What’s the logic behind this?”
Yes, I’m a lot of fun at presentations. It’s all in the book, too, because something needs to be done about the madness going on in the mainstream.
I’ve given up on trying to talk sense into legislators and educational administrators because it’s like talking to a plank. But I’ve found that parents – who have their kids’ best interests at heart – are often the best allies.
Madness in the Mainstream is written for the parents. A lot of parents who read this book often ask, “Why didn’t anyone tell us this before?” and appreciate the behind-the-scenes reality that’s opened to them.
It’s also an enjoyable read for Deaf people who have been there, done that, bought the T-shirt. Many of them have shared the book with their parents and said, “This is what we tried to tell you before.”
One of the reasons the issues revealed in the book fly under the radar is because it’s possible for Deaf and hard of hearing children to succeed academically in the mainstream. But socially and in other areas, there are gaps that are rarely addressed, and can cause long-term harm if they’re ignored.
Some mainstream educators are excited by Deaf and hard of hearing students’ academic success because it gives the impression these students are fitting in with the hearing world. They rarely understand how hard these students are working to pull this off. And that’s worthy of another rant right there:
“Their minds are so full of who they want us to be, they don’t see who we really are.”
The only way to break out of this and create positive change is through awareness. Madness in the Mainstream creates that awareness. The stories are heartfelt, touching, and in some cases ridiculously funny… but ultimately, they reveal a hidden world that’s in need of change. Let’s make it happen.
Mark Drolsbaugh is the author of Deaf Again, Anything But Silent, and Madness in the Mainstream. A former columnist for DeafNation, Silent News, and SIGNews, he currently has a DrolzUncensored blog on Deaf Culture Online (http://www.deaf-culture-online.com). Madness in the Mainstream is back with a 2nd edition that’s also available in ebook format at Amazon.com.
Hartmut
March 9, 2016
It seems, an independent commission, funded by either national or provincial government, will be necessary to oversee and regulate the whole spectrum of the education of the deaf. The commission should be run by deaf persons. Education of the Deaf should no longer be run by LEAs.
Cathy
March 9, 2016
Wow, great blog! I have never heard of you Mark, yet you have written 3 books on deafness! I will certainly buy them and put a review up on my website about them.
I have attended both mainstream and Deaf schools so I have a ‘double perspective’. In mainstream children are split up according to ability and this happened at MH too, so I wonder if Mark is talking about this when he says they are ‘intentionally split?’ It is a necessary evil, unfortunately for deaf children.
“Sign language doesn’t hurt your English” how do we know that for sure? All those I know using sign language as a first or preferred language have mediocre English skills, so am wondering should they not have managed to learn English?
It must also be remembered that it is not just lack of vocabulary that forms a hindrance to English, but the grammatical structure. Lots of vocabulary is missing from sign language so am not sure signing bumps up any deaf child’s English. And how would hearing teachers manage to do this, anyway? Are they all being taught sign language?
This is evident when I watch signed programmes on TV. What they actually sign does not always match subtitles. Quite a bit is missing, especially puns, catchphrases, or idioms. These factors are what makes English so fantastic, but they are largely omitted in sign language. At least I don’t meet deaf people who use them in sign language.
It is brilliant if hearing people are enrolling en masse to sign language classes, but in this neck of the woods signing classes have been closed down. Funding has disappeared. So fewer people are learning it! This also means Deaf people are out of work. And can this en masse group afford to get passed level 2?
Of course, deaf children can succeed academically, but is this book blaming “social gaps” on education? Teachers are there to teach core subjects, are we to expect them to “fill in” these gaps also? Are social aspects their responsibility? I don’t think so, even though the issue does need addressing.
I look forward to reading “Madness in the Mainstream”. I bet it poses more questions than answers!
Emma
March 10, 2016
Most of our spoken language acquisition is done through listening and copying other people, especially at around 2-3 years old when our language is developing. Even if we learn a foreign language when we’re older most of it is auditory. With that in mind I can understand why my sister – who is profoundly deaf – struggles with English, especially in terms of spelling and tenses.
The thing is with English and BSL, not every aspect of language can be translated/interpreted. Sometimes if you literally translate sentences they don’t always make sense in the other language so you have to adapt and change it so it is understandable. Many of our English idioms probably don’t make sense in BSL and I know that there are some BSL alternatives, for example, ‘our lips are sealed’ becomes ‘our hands are sealed’.
Cathy
March 10, 2016
I agree with you Emma. It is very tricky between sign language and spoken English. I met an interpreter some years ago, who said to me: English jokes are impossible to translate! I had never thought that before and Iam poor at remembering jokes, anyway!
It does demonstrate the difficulty for deaf children and adults. There are also other factors that compound the difficulties. Such as ones own IQ and support systems both in school and at home. IQ is the very reason why Maths and English classes are split into groups. Some children learn faster than others and pick up information at phenomenal speed, whereas others are much slower to grasp concepts and lag behind.
Naturally, hearing children are both fast and slow too, but those being deaf have even more problems and deserve more appropriate support. It is tragic for deaf children to be just as behind academically as they were decades ago!
Hartmut
March 10, 2016
Hi Cathy,
When you write, “All those I know using sign language as a first or preferred language have mediocre English skills, so am wondering should they not have managed to learn English?”, it does not mean much scientifically. It only says that you met deaf people with impoverished English skills who are in the middle of the statistical bell-curve (hence I use “the curve”). There are indeed deaf people at the higher end of the curve with amazing bilingual skills in both sign language and a spoken language, like BSL and English or ASL and English. You need to remember, rouhly 90 % or more of the deaf population have hearing parents who don’t use sign language at home. Many of them have become semilingual in both languages, because they began to acquire a language firstly late and secondly slowly after the age six under the oralistic or monolingualistic language acquisition system in the education.
There are potent evidences of a sign and spoken language bilingualism for deaf children:
1. Deaf children of Deaf parents. Numerous studies since 1950 attest to their superior English skills and academic skills. These kids belong to the population at the higher end of the curve, about the top ten percent. This results in 90% of them enter universities, earning MA or PhDs.
2. In Sweden, there is a national law in 1981 requiring all deaf children to learn Swedish Sign Language first, with all teachers furloughed for six months to learn SSL, and family sign language program for all parents to learn SSL from itinerant Deaf teachers. Between 1995-1999, all children were at the school-leaving age, ready to enter a vocational-technical training or academic career (14-16 yrs of age), were tested in comprehension of Swedish texts and writing essays. 50% of them tested equally well as the average of hearing school-leaving students. These test scores is a HUGE improvement in comparison to those tested during the oralistic time of 1975-1979, having scored between third and fourth grades, exactly the same in the USA and UK (Dr Conrad’s British study of British Deaf school-leavers in the 1980’s). An improvement from the average third grade to 8 or 9th grade reading level is TOO great as to be discounted by claiming different variables were responsible for the difference.
3. Now a few schools for the deaf in the US have turned to be Bi-Bi curriculum. I am noticing more and more of the graduates from Hearing parents who use ASL in their homes, who are reading beyond the 12th grade level, therefore capable doing highly academic work beyond the B.A. level.
4. Deaf persons from Hearing parents doing phenomenally well in English or German (the two spoken language I am fluent in) do exist. But the are at the far end of the curve, therefore a rare breed. Their high performances cannot be argued as being due to what education they have received in their schools, nor how their parents worked dedicatedly with them. Their achievements are DESPITE what they got as children, in other words: no matter what they got. I suspect, pennybsl is one of them as well as myself, having impoverished farmer hearing parents who did not spend much time on me, attended an ordinary school for the deaf with nun teachers who uses signs in classrooms.
Hartmut
March 10, 2016
Cathy,
your comparisons between BSL and English show inadequate knowledge of BSL. BSL and English, or ASL and English are too different from each other to compare both qualitatively and quantitatively, mostly due to modality (visual vs. aural) and simultaneity of the articulators (hands, mouth, face, body). The same is true between DGS (Germany) and Deutsch or between diverse sign languages and the corresponding majority languages of the country. A sign language is highly inflectional, and facial expressions increase the modulations of subtle meanings to be conveyed, while you need different vocabulary for them. Signed Idioms and puns cannot be easily translated into spoken languages, If you watch “Small World” in BSL Zone, you can recognize the wealth of subtleties expressed in BSL.
Emma,
the English idiom “mouth sealed” can also be rendered by “wrists chained/handcuffed”, or “lips zipped”. In German DGS there ius an idiom that is not used in German: “OLD SOUP”, meaning “old news, rehashing old well-known information”. in ASL, we have “TRAIN GONE” with the meaning “missed the boat”. Both idioms can be varied by the manner of the signing movements and facial expressions to convey different degrees of OLD or GONE and how old or boring the news are and how sorry you are with the missed opportunity.
pennybsl
March 10, 2016
Great links!
Ideal for Deaf Studies and to families / friends / professionals.
Interview with the author [10 mins]
https://www.youtube.com/watch?v=QIAS80VF0dk
Captioned lecture by the author [2 hours]