Happy (almost) spring! It definitely feels like spring here in DC, and with that, comes Deaf History Month! I actually had never heard of Deaf History Month (March 13- April 15) until very recently, so wanted to write and spread the word as well as share some ideas and resources. You can read more about the origins of Deaf History Month here. It dates back to 1997, with other holidays and recognition before that.
I’ve included some books below, but sadly, there weren’t as many as I had hoped. Also, it is important to make sure we are showing students how there are a wide variety of people who are Deaf, deaf, or hard of hearing. Make sure you understand the difference in terminology before talking about it with students. I found this resource from the NAD (National Association of the Deaf) very helpful. Another great resource and significant institution to teach students about is Gallaudet University which is right here in Washington DC! Gallaudet is the only university in the world that is a signing community. Many students and staff members speak English as well, but everyone signs or learns American Sign Language (ASL).
I remember reading a chapter book as part of a series as a child and there was one character who was deaf. She was able to sign, but also lip read, and speak English, and the plan was for her to go to high school and lip read when teachers were speaking. However, her teachers often forgot that she needed to see their faces to lip read and kept turning around to write on the board so it wasn’t working out. Then, another student revealed that both of her parents were Deaf and she knew ASL, so she signed what the teachers were saying while they were talking, and everything was solved. While this is the only Deaf representation I remember from all of the reading I did in my childhood (which was a lot!), many of the details in this story are wildly inaccurate. This story also portrayed Deafness as something that you try to “fix” instead of delving into the complexity and richness of Deaf culture.
ASL interpretation (like all simultaneous interpretation) is hard, requires special training, and is tiring. In graduate school, one of my classmates was Deaf, and would have two ASL interpreters come to class with her. The two interpreters took turns as it was a 2 hour class and too long for someone to simultaneously interpret without a break. I loved watching the interpreters sign. So many things about ASL are intuitive and part of the way we communicate as human beings. For example, you use your face to show tone or if you are asking a question. Often, you conjugate by pointing. These examples are based on my limited understanding and exposure to ASL (I took an evening class in college, but it was only a basic introduction), so apologies if I’m not explaining it correctly or oversimplifying.
I find children also find basic ASL intuitive. We taught our baby some signs when he was very young and he used the sign for “more” and “all done” frequently until he started talking a lot. For more information on teaching babies ASL, see resources from Michigan State University here. I also use sign language in my elementary school classroom as a communication tool that can help with classroom management, collaboration, communication, and more. Sign language also is a great tool for literacy instruction with hearing students. I learned a little about this when I student taught in a first grade classroom, but wish I had explored it more!
In all of my years teaching, I have had one student who was deaf and used a cochlear implant. I learned so much being her teacher. She was a brilliant student with so many ideas and so much to share. Teaching her was also a valuable reminder about how minor accommodations can go a long way and help others. For example, we watched videos with subtitles on, but this benefited everyone so much that we continue to do so in my classroom to this day! It really helps with new vocabulary and spelling, among other things. As a hearing person, most of my interactions with the Deaf community have been with people who are deaf and use a hearing aid or cochlear implant. I try to make sure I’m not only sharing that one aspect and an ableist narrative with my students, but it is challenging as that is overwhelmingly the message reflected in the media as well.
The good news is that children often love learning about ASL as they find it intuitive and exciting. They are so often told to be quiet so being able to communicate silently is like a superpower! One way to introduce students to a snippet of Deaf culture is through ASL poetry. I would suggest starting with Clayton Valli, the renowned ASL poet (and linguistics scholar). He describes how ASL poetry is more visual and can be a more vibrant form of communication than simply speaking, as you have two hands instead of just one mouth. I’ve used ASL poetry as part of a storytelling unit and a poetry unit, but there are many other ways to incorporate it into your classes. Plus, it is beautiful to watch and will hold your students spellbound.
Newsela does not have a text set for Deaf History Month, but they do have a text set called “Exploring Deafness” which could be another great place to start.
Here are some books to share with students or read aloud for Deaf History Month: