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Chapter Three - Coggle Diagram
Chapter Three
Post-Milan Attitudes
The ban on sign language did not affect the US until the early 1900s. There was a separation formed between manualists and oralists in the US.
In 1882, 7.5 % were taught orally. By 1900, that increased to 47%. By 1919, it had increased to 80%.
Non-deaf teachers who knew sign language were considered a danger and teachers who were deaf weren't allowed near small deaf children.
From the 1850s, the number of deaf teachers consistently dropped and by the 1960s, only one eighth of teachers were deaf.
Many hearing superintendents liked having deaf teachers around because they were good role models for the students.
The NAD tried to prevent laws going into place that pushed oralism at the Nebraska school for the deaf, but Bell was a powerful advocate.
There was a project that involved 18 sign language films in order to preserve the language as there was no visual history of sign language.
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Not all 18 survived to today. Most of the films were less than 10 minutes long and were damaged over the years.
After the conference, some schools moved towards complete oralism, but most adopted a combined method.
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Segregation
In residential schools, boys and girls ate in separate areas of the classrooms and dining halls. On Saturdays, boys and girls would go to town for shopping, but never together.
Women were barred from attending Gallaudet until 1864. Six women were admitted in 1887, and the year following, the doors opened permanently.
Even though there was no law regarding it, black students were not admitted until the 1950s.
Audism
term coined to define someone believing they're superior due to their ability to hear over a deaf person who cannot.
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