Renate Cooper
03/13/2007
ABSTRACT
Children in the deaf community, in many cases, are dealing
with lower proficiencies in English, low self-esteem, lack
of administrative support and funding in schools. Research
is demonstrating that the techniques of sign writing, along
with learning sign language, are increasing children’s
skills in language when incorporating sign writing along
side sign language. As teachers and partnering organizations
increase the tools and techniques of sign writing, a child’s
potential to excel in English skills may increase. In this
research we will look at the causes of deafness in children
and a brief history of sign writing and American Sign
Language. The American Sigh language has no written system.
It is significant and imperative that a written language be
put into place to establish sign writing and literature
accessibility to everyone.
Sign Writing for Deaf and Hard of Hearing Student
Learning sign language and watching people sign is fascinating
to many. Those people that have never signed often wonder what
people communicating by signing are saying to one another. After
learning sign language, one realizes much of the American Sign
Language (ASL) being used is represented by symbols and ideas,
not just signing letters. Not only do they use symbols and ideas
for words but facial expressions and upper body language as
well. As an adult, the ideas and representations of signing
words make sense, but how does one teach these ideas and skills
to children? Researchers are working on sign writing, along with
ASL, as a technique to enhance skills for the deaf and hard of
hearing (DHH) students and those having difficulties with
English. ASL. Sign writing may enable students to achieve a
greater connection between the two languages.
There
is continuous support in the area of sign writing, but there is
also concern and obstacles facing teachers dealing with ASL and
DHH in schools. According to Cecilia Flood, a teacher in New
Mexico:
Explanations for
this 'unhappiness' run the gamut; lack of administrative
support, inequitable economic compensation, minimal
participation and discipline backing from parents, discounting
of previous accomplishments, criticism of sign proficiency,
blame for student academic failure, over abundance of report
writing, IEP goals, end of school reports, parent conferences
and so on. Perhaps the more current educational paradigm shift,
bilingual bicultural education, has generated the most
ambivalence or 'crisis' (opportunity for change or a 'dangerous
wind') among deaf educators. (Cecilia Flood)
Some of the positive aspects of the
inclusion of sign writing along with ASL, according to Cecilia
Flood are:
Deaf and Hard of Hearing students should learn to write the
language they use for everyday interaction, that is learning to
read and write signs using sign writing. This will enhance their
literacy experiences in academic contexts, will effect their
self-esteem development, will make them smile more, will promote
a cultural and linguistic empowerment, will heighten their
awareness of the power of the written word, will increase their
meta-linguistic awareness and abilities, will contribute to
their expressive language development, will validate the
language they use everyday, will strengthen and reinforce
bilingual skill development, will motivate students in their
ongoing English literacy development, will provide opportunities
for collaborative bi-literacy experiences and will offer insight
and provide an informed perspective into the academic literacy
experiences of Deaf and Hard of Hearing students.
There are many reasons why a child can be born deaf or become
deaf early in life. It is not always possible to identify the
reason, but, there is information on possible causes that happen
before a child is born and those that happen at birth or
afterwards.
Causes before
birth (pre-natal causes) Many children are born deaf because
of a genetic reason. Deafness can be passed down in families
even though there appears to be no family history of deafness.
Sometimes the gene involved may cause additional disabilities or
health problems. Deafness can also be caused by complications
during pregnancy. Illnesses such as rubella, cytomegalovirus (CMV),
toxoplasmosis and herpes can cause can cause a child to be born
deaf. There is also a range of medicines, known as ototoxic
drugs, which can damage the hearing system of a baby before
birth.
Causes in
infancy (post-0natal causes) As with pre-natal causes there
are a number of reasons why a child may become deaf after they
are born. Being born prematurely can increase the risk of being
deaf or becoming deaf. Premature babies are often more prone to
infections that can cause deafness. The may also be born with
severe jaundice or experience a lack of oxygen at some point.
Both of these can cause deafness.
In early childhood
there is a range of things that can be responsible for a child
becoming deaf. Infections like meningitis, measles and mumps can
cause deafness. Ototoxic drugs, used to treat other types of
infections in babies, can also be a cause. Occasionally deafness
is caused by an injury to the head or exposure to loud noise.
These can cause damage to the hearing system,
Conductive
deafness or Otitis Media is the most common type. It means
that sounds cannot pass efficiently through the outer and middle
ear to the cochlea and auditory nerve. This is the most often
caused by fluid building the middle ear. This condition is
called Otitis Media with Effusion (OME) and can be referred to
as glue ear in some countries. Most conductive deafness is
temporary but there is a chance that it can be permanent.
Sensori-neural
deafness is caused by a fault in the inner ear or auditory
nerve. This is sometime called ‘nerve deafness’ but this term is
usually not completely accurate. Most sensori-neural deafness is
caused by a problem in the cochlea. Commonly, this is because
the hair cells of the cochlea are not working properly. Sensori-neural
deafness is permanent. Mixed deafness is a combination of both
conductive and sensori-neural deafness. For example a child may
have glue ear and at the same time have a problem in their
cochlea.
American sign language defines a culture and has been accepted
by members of the deaf community whether they are from different
faiths, different backgrounds, or different communities. There
is no deaf cuisine. . . . Members of the deaf community are
either born into it or choose to be a part of it at various
ages. (Amy Rosenberg, 1995) In 1880, the International Congress
of Educators of the Deaf conference, held in Milan, decided deaf
schools should focus on oralism. Oralism is an educational
theory focused on the goal of teaching deaf children to speak
English without the use of signs or gestures. According to Amy
Rosenberg, this created an extremely poor educational setting.
Without having access to sound, and without the help of Sign,
learning English through writing and lip-reading was not easily
accomplished and was almost never completely successful.
Sign-writing is a practical writing system for deaf sign
languages, composed of a set of intuitive graphical-schematic
symbols and simple rules for combining the to represent signs.
(Antonio Carlos da Rocha Costa and Gracaliz Perieira Dimuro,
2003) Although it seems like it would be just one more form of
language the DHH community has to learn it is also a form of
language that can be entered into and as output from a computer.
I t has the capabilities of storage and retrieval, analysis and
generation, translation, spell-checking, search, animation, and
dictionary automation, etc. The capabilities of language
processing, through the use of computers creates a whole new
area of uses for the deaf sign language and the deaf community
at large.
Deaf
educators and linguists have been recommending Sign-writing as a
form of language for a long time. Yet, even today, specialist in
the field, are finding themselves having to prove the usefulness
of a writing system for deaf children. Sign writing should be
utilized as a form of communication for the same purposes the
hearing community uses the written language. It is putting in
symbol form the everyday language being used by the deaf
community and should become a part of the ASL culture.
References:
Carlos da Rocha
Costa, Antonio & Dimuro, Gracaliz Pereira, 2003, Sign Writing
and SWML: Paving the Way to Sign Language Processing, Escola de
Informatica, Universedade Catolica de Pelotas, 96.101-000 Pelota,
RS, Brazil {rocha, liz} @atlas.ucpel.tche.br
Gallaudet
University Library for Deaf-relate Resources: Frequently Asked
Questions, Including medical syndromes, Prepared by Tom
Harrington, Reference and Instruction Librarian, May 2002
Flood, Cecilia
1999, Perspectives in education, Volume 16 #1, Sept./Oct 1997,
Teacher at website: Albuquerque Public Schools, Special
Education,
cmf@gateway.net
Rosenberg, Amy
B.A., University of Virginia, 1995, Writing Signed Language: In
Support of Adopting an ASL Writing System,
amy_nemiccolo@yahoo.com Masters Degree Thesis, University of
Kansas, Department of Linguistics, 1999