UTAH DEAF HISTORY
The 1909 Utah Association of the Deaf Convention at the Utah School for the Deaf in Ogden, Utah
"Yesterday is history.
Tomorrow is a mystery.
Today is a gift, that's why they call it the present." ~Eleanor Roosevelt~
Tomorrow is a mystery.
Today is a gift, that's why they call it the present." ~Eleanor Roosevelt~
Welcome to our Utah Deaf History and Culture website! I'm excited to have you join us as we explore the rich history that may have gone unnoticed statewide and nationwide. On October 21, 2012, I launched the 'Utah Deaf History and Culture' website, a crucial platform for preserving this exceptional legacy. Without your commitment to learning and our dedication to historic preservation, the Utah Deaf History Collection, which includes photographs, films, and historical documents, could have lost significant events and cultural heritage spanning decades. I have been researching, collecting, and writing about Utah Deaf History since 2006, and I am honored to share this journey with you.
The Utah Deaf History logo designed by Joshua L. Kinner, 2024
Utah has several historical highlights,
including the following:
including the following:
Gallaudet University
Gallaudet University, the only liberal arts university in the world serving Deaf and hard of hearing students, was established in Washington, D.C., in 1864. Two remarkably courageous Deaf individuals from Utah, Elizabeth DeLong and John H. Clark, who both became deaf due to common medical conditions, had the opportunity to enroll at Gallaudet College, as it was known at the time, after graduating from the Utah School for the Deaf on June 8, 1897. They were the first students from Utah to enroll at Gallaudet College in Washington, D.C. This marked a significant turning point in the history of the Utah School for the Deaf.
Elizabeth and John H. excelled at Gallaudet, where they served as editors for The Buff and Blue, the university's student newspaper. In 1901, Elizabeth's unwavering determination led to her election as the president of Gallaudet College's O.W.L.S., a secret society for women, now known as Phi Kappa Zeta. This society provided a safe environment for debating, studying poetry and literature, and forming strong bonds among women in a large male environment at Gallaudet. Elizabeth and John H. were also the first from Utah to graduate from Gallaudet College in 1902. They went on to have successful careers, which serves as a testament to their resilience and determination.
Robert G. Sanderson, also known as "Bob" and "Sandie," a 1936 Utah School for the Deaf graduate, served as president of the Class of 1941 at Gallaudet College. During his presidency, he and his class published the first edition of the Tower Clock yearbook, which marked a significant milestone in Gallaudet's history. The publication of the first Tower Clock yearbook, which continues to this day, is a testament to his enduring influence. His vision and guidance not only established a cherished tradition for Gallaudet students but also shaped the university's future. The Tower Clock image has been featured in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. Bob Sanderson's leadership during his presidency of the Class of 1941 at Gallaudet College made a lasting impression, and he was incredibly proud of his class's achievement of publishing the first edition of the Tower Clock yearbook, a historical turning point in Gallaudet history.
Four Deaf individuals from Utah received honorary degrees from Gallaudet University. In 1924, Gallaudet awarded John H. Clark, 44, an honorary Master of Science degree in recognition of his exceptional civil engineering and surveying expertise. In 1973, the famous twin team, Ray and Arthur Wenger, 80, were awarded honorary Doctor of Science degrees for their significant contributions to bacteriology and biochemistry. In 2010, Dr. Sanderson, 90, was honored by Gallaudet University with an honorary degree for his unwavering advocacy for the Deaf community at both local and national levels, a commitment that spanned over sixty years.
Elizabeth and John H. excelled at Gallaudet, where they served as editors for The Buff and Blue, the university's student newspaper. In 1901, Elizabeth's unwavering determination led to her election as the president of Gallaudet College's O.W.L.S., a secret society for women, now known as Phi Kappa Zeta. This society provided a safe environment for debating, studying poetry and literature, and forming strong bonds among women in a large male environment at Gallaudet. Elizabeth and John H. were also the first from Utah to graduate from Gallaudet College in 1902. They went on to have successful careers, which serves as a testament to their resilience and determination.
Robert G. Sanderson, also known as "Bob" and "Sandie," a 1936 Utah School for the Deaf graduate, served as president of the Class of 1941 at Gallaudet College. During his presidency, he and his class published the first edition of the Tower Clock yearbook, which marked a significant milestone in Gallaudet's history. The publication of the first Tower Clock yearbook, which continues to this day, is a testament to his enduring influence. His vision and guidance not only established a cherished tradition for Gallaudet students but also shaped the university's future. The Tower Clock image has been featured in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. Bob Sanderson's leadership during his presidency of the Class of 1941 at Gallaudet College made a lasting impression, and he was incredibly proud of his class's achievement of publishing the first edition of the Tower Clock yearbook, a historical turning point in Gallaudet history.
Four Deaf individuals from Utah received honorary degrees from Gallaudet University. In 1924, Gallaudet awarded John H. Clark, 44, an honorary Master of Science degree in recognition of his exceptional civil engineering and surveying expertise. In 1973, the famous twin team, Ray and Arthur Wenger, 80, were awarded honorary Doctor of Science degrees for their significant contributions to bacteriology and biochemistry. In 2010, Dr. Sanderson, 90, was honored by Gallaudet University with an honorary degree for his unwavering advocacy for the Deaf community at both local and national levels, a commitment that spanned over sixty years.
Gallaudet University. Source: Gallaudet.edu
Utah School for the Deaf
In 1884, a significant development in deaf education took place in Utah. The Utah School for the Deaf was established at the University of Deseret, later renamed the University of Utah, in Salt Lake City, as a territory school for Deaf students. John Beck and William Wood, parents of Deaf children, demonstrated remarkable perseverance in establishing the Utah School for the Deaf, which provides specialized education for Deaf students. Despite the challenges they faced, including the search for a qualified teacher and limited financial resources, they pressed on. After collecting data on the number of Deaf children in Utah, their request to open a new school for the Deaf was recognized and approved through the legislative process. This significant milestone in Utah's deaf education history had a nationwide impact, setting a precedent for the establishment of similar institutions. The Utah School for the Deaf became a beacon of hope for Deaf students and their families in Utah and across the country.
Dr. John Rocky Park, the president of the University of Deseret, took on the responsibility of establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. Dr. Park was determined to find a qualified Deaf teacher in the territory but was unsuccessful. In 1884, he traveled to the East and met Dr. Edward Miner Gallaudet, the president of Gallaudet College. Dr. Gallaudet's recommendation of Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position was a turning point. Dr. Park appointed Henry C. White as principal and teacher at the Utah School for the Deaf. Despite the school's limited financial resources and lack of support from the hearing community, Henry C. White served with distinction in his role, where his expertise shaped the school's early years. Henry's leadership was also a significant turning point in the history of deaf education in Utah, providing hope and a platform for the Utah Deaf community to not only receive education but also to thrive and contribute to society. Henry C. White, a visionary and resilient figure, worked at the Utah School for the Deaf for five years before losing his job in 1890 due to the infamous Milan Congress of 1880, an impactful event in the history of deaf education, which passed a resolution mandating the use of the oral method in education. This decision, which sparked the oral movement across the country, posed a direct threat and jeopardized Henry's job. It led to his eventual replacement as principal in 1889 by Frank W. Metcalf, a hearing teacher from the Kansas School for the Deaf. This change was a stark reflection of the growing emphasis on oralism in Utah and its profound impact on deaf education. Frank Metcalf took over as the school's principal in 1889, demoting Henry White as head teacher. Frank supported oralism, which involved teaching Deaf students to speak and lipread, while Henry advocated using sign language in education. Their conflicting educational philosophies led to frequent disputes and intense animosity between them. The Board of Regents, caught in the middle of this tension, investigated the situation and ultimately terminated Henry's employment with the school. The injustice Professor White endured serves as a stark reminder of the widespread discrimination during his era. Henry's ability to persevere in the face of adversity is a testament to his character and determination.
Unlike other state schools for the deaf, the school relocated several times in the Salt Lake area before finally settling in Ogden in 1896, following Utah's statehood. Since the establishment of the Utah School for the Deaf in 1884, the school has faced a long-standing debate on whether to teach using the oral or sign language method. This debate continued until the 1960s when the oral method gained more emphasis under the leadership of Dr. Grant B. Bitter, a firm advocate for oral and mainstream education. Under his guidance, Utah's groundbreaking movement to mainstream all Deaf children, a profound event in the history of deaf education, began in the 1960s. Dr. Bitter's efforts earned him the title of 'Father of Mainstreaming.' This movement was in stark contrast to the historical significance of Dr. Martha Hughes Cannon, America's first female state senator and a member of the Board of Trustees of the Utah School for the Deaf and Blind, who, in 1896, spearheaded a proposal for the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which made attendance at the Utah School for the Deaf and Blind mandatory. Her legislation led to its successful passage in 1896 and marked a turning point in the education of Deaf and Blind children. However, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
Dr. Bitter's advocacy for the oral and mainstreaming movements also sparked a long-standing feud with the Utah Association for the Deaf, a group comprised mainly of graduates from the Utah School for the Deaf, particularly Dr. Robert G. Sanderson, a prominent Deaf community leader in Utah who became deaf at the age of 11 and was a staunch supporter of sign language and state schools for the deaf. The intense animosity between these two giants was due to the ongoing dispute over oral and sign language in Utah's deaf educational system. Their struggle was akin to a chess game, with each maneuvering politically to gain the upper hand in the deaf educational system. Dr. Bitter and Dr. Sanderson, as did the Utah Association for the Deaf, engaged in disagreements during the listening and speaking demonstration panels, picket protests, education committee meetings, and board meetings. Dr. Bitter held significant power as a parental figure and used parental influence and leverage to advocate for oralism, making it challenging for the Utah Association for the Deaf to oppose him. The Utah Association for the Deaf, in the face of Dr. Bitter's opposition, demonstrated remarkable resilience, marking a significant turning point in our history and inspiring others with their strength and determination.
In the fall of 1962, the Utah Deaf community was surprised by the revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also commonly known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking a sense of empathy within the community. The Utah Association of the Deaf, which advocated for sign language, was unaware that the Utah Council for the Deaf had spearheaded the change, advocating for speech-based instruction and successfully pushing for its implementation at the Utah School for the Deaf in Ogden, Utah. This new program not only affected the lives of Deaf children but also their families. The dual-track program provided an oral program in one department and a simultaneous communication program in another department. However, the dual-track policy mandated that all Deaf children begin with the oral program. The Utah State Board of Education, a key player in educational policy, approved this policy reform on June 14, 1962, with endorsement from the Special Study Committee on Deaf Education.
The new "Y" system separated learning into two distinct channels: the oral department, which focused on speech, lipreading, amplified sound, and reading, and the simultaneous communication department, which emphasized instruction through the manual alphabet, signs, speech, and reading. Initially, all Deaf children were required to enroll in the oral program for the first six years of their schooling. Following this period, a committee would assess each child's progress and determine their placement. The "Y" system favored the oral mechanism over the sign language approach, limiting families' choices in the school system. The school's preference for the oral mechanism was based on the belief that speech was crucial for Deaf children's integration into the hearing world. Parents and Deaf students did not have the freedom to choose the program until the child entered 6th or 7th grade, at which point they could either continue in the oral department or transition to the simultaneous communication department. The placement of transferred students in the signing program labeled them as "oral failures." The dual-track program also divided Ogden's residential campus into an oral department and a simultaneous communication department, each with its own classrooms, dining halls, dormitory facilities, recess periods, and extracurricular activities. The school prohibited interaction between oral and sign language students. The shift in focus and the hiring of more oral teachers had a significant impact on the school's learning environment, altering its dynamics and atmosphere.
Moreover, Utah took a different approach to deaf education compared to other states, where residential schools were the norm. Instead of having children attend school on campus, Utah prioritized mainstreaming. In 1959, the Utah School for the Deaf established its Extension Division in Salt Lake City, Utah, to promote mainstreaming. Throughout the 1960s, the movement grew steadily in school districts. Since then, with the support of parents who advocated for oral education and integration into mainstream schools, the school has been a leader in mainstreaming students who are deaf or hard of hearing into local school districts all over Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement and led to a significant shift in deaf education.
Dr. John Rocky Park, the president of the University of Deseret, took on the responsibility of establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. Dr. Park was determined to find a qualified Deaf teacher in the territory but was unsuccessful. In 1884, he traveled to the East and met Dr. Edward Miner Gallaudet, the president of Gallaudet College. Dr. Gallaudet's recommendation of Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position was a turning point. Dr. Park appointed Henry C. White as principal and teacher at the Utah School for the Deaf. Despite the school's limited financial resources and lack of support from the hearing community, Henry C. White served with distinction in his role, where his expertise shaped the school's early years. Henry's leadership was also a significant turning point in the history of deaf education in Utah, providing hope and a platform for the Utah Deaf community to not only receive education but also to thrive and contribute to society. Henry C. White, a visionary and resilient figure, worked at the Utah School for the Deaf for five years before losing his job in 1890 due to the infamous Milan Congress of 1880, an impactful event in the history of deaf education, which passed a resolution mandating the use of the oral method in education. This decision, which sparked the oral movement across the country, posed a direct threat and jeopardized Henry's job. It led to his eventual replacement as principal in 1889 by Frank W. Metcalf, a hearing teacher from the Kansas School for the Deaf. This change was a stark reflection of the growing emphasis on oralism in Utah and its profound impact on deaf education. Frank Metcalf took over as the school's principal in 1889, demoting Henry White as head teacher. Frank supported oralism, which involved teaching Deaf students to speak and lipread, while Henry advocated using sign language in education. Their conflicting educational philosophies led to frequent disputes and intense animosity between them. The Board of Regents, caught in the middle of this tension, investigated the situation and ultimately terminated Henry's employment with the school. The injustice Professor White endured serves as a stark reminder of the widespread discrimination during his era. Henry's ability to persevere in the face of adversity is a testament to his character and determination.
Unlike other state schools for the deaf, the school relocated several times in the Salt Lake area before finally settling in Ogden in 1896, following Utah's statehood. Since the establishment of the Utah School for the Deaf in 1884, the school has faced a long-standing debate on whether to teach using the oral or sign language method. This debate continued until the 1960s when the oral method gained more emphasis under the leadership of Dr. Grant B. Bitter, a firm advocate for oral and mainstream education. Under his guidance, Utah's groundbreaking movement to mainstream all Deaf children, a profound event in the history of deaf education, began in the 1960s. Dr. Bitter's efforts earned him the title of 'Father of Mainstreaming.' This movement was in stark contrast to the historical significance of Dr. Martha Hughes Cannon, America's first female state senator and a member of the Board of Trustees of the Utah School for the Deaf and Blind, who, in 1896, spearheaded a proposal for the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which made attendance at the Utah School for the Deaf and Blind mandatory. Her legislation led to its successful passage in 1896 and marked a turning point in the education of Deaf and Blind children. However, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
Dr. Bitter's advocacy for the oral and mainstreaming movements also sparked a long-standing feud with the Utah Association for the Deaf, a group comprised mainly of graduates from the Utah School for the Deaf, particularly Dr. Robert G. Sanderson, a prominent Deaf community leader in Utah who became deaf at the age of 11 and was a staunch supporter of sign language and state schools for the deaf. The intense animosity between these two giants was due to the ongoing dispute over oral and sign language in Utah's deaf educational system. Their struggle was akin to a chess game, with each maneuvering politically to gain the upper hand in the deaf educational system. Dr. Bitter and Dr. Sanderson, as did the Utah Association for the Deaf, engaged in disagreements during the listening and speaking demonstration panels, picket protests, education committee meetings, and board meetings. Dr. Bitter held significant power as a parental figure and used parental influence and leverage to advocate for oralism, making it challenging for the Utah Association for the Deaf to oppose him. The Utah Association for the Deaf, in the face of Dr. Bitter's opposition, demonstrated remarkable resilience, marking a significant turning point in our history and inspiring others with their strength and determination.
In the fall of 1962, the Utah Deaf community was surprised by the revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also commonly known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking a sense of empathy within the community. The Utah Association of the Deaf, which advocated for sign language, was unaware that the Utah Council for the Deaf had spearheaded the change, advocating for speech-based instruction and successfully pushing for its implementation at the Utah School for the Deaf in Ogden, Utah. This new program not only affected the lives of Deaf children but also their families. The dual-track program provided an oral program in one department and a simultaneous communication program in another department. However, the dual-track policy mandated that all Deaf children begin with the oral program. The Utah State Board of Education, a key player in educational policy, approved this policy reform on June 14, 1962, with endorsement from the Special Study Committee on Deaf Education.
The new "Y" system separated learning into two distinct channels: the oral department, which focused on speech, lipreading, amplified sound, and reading, and the simultaneous communication department, which emphasized instruction through the manual alphabet, signs, speech, and reading. Initially, all Deaf children were required to enroll in the oral program for the first six years of their schooling. Following this period, a committee would assess each child's progress and determine their placement. The "Y" system favored the oral mechanism over the sign language approach, limiting families' choices in the school system. The school's preference for the oral mechanism was based on the belief that speech was crucial for Deaf children's integration into the hearing world. Parents and Deaf students did not have the freedom to choose the program until the child entered 6th or 7th grade, at which point they could either continue in the oral department or transition to the simultaneous communication department. The placement of transferred students in the signing program labeled them as "oral failures." The dual-track program also divided Ogden's residential campus into an oral department and a simultaneous communication department, each with its own classrooms, dining halls, dormitory facilities, recess periods, and extracurricular activities. The school prohibited interaction between oral and sign language students. The shift in focus and the hiring of more oral teachers had a significant impact on the school's learning environment, altering its dynamics and atmosphere.
Moreover, Utah took a different approach to deaf education compared to other states, where residential schools were the norm. Instead of having children attend school on campus, Utah prioritized mainstreaming. In 1959, the Utah School for the Deaf established its Extension Division in Salt Lake City, Utah, to promote mainstreaming. Throughout the 1960s, the movement grew steadily in school districts. Since then, with the support of parents who advocated for oral education and integration into mainstream schools, the school has been a leader in mainstreaming students who are deaf or hard of hearing into local school districts all over Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement and led to a significant shift in deaf education.
Utah School for the Deaf, Ogden, Utah
For nearly a decade, the Utah Association for the Deaf, in collaboration with the Parent-Teacher-Student Association, comprised supportive parents who advocated for sign language and fought against the "Y" system. However, the authorities dismissed their voices, especially after the 1962 student protests over the social segregation between oral and sign language students on Ogden's residential campus. Despite the students' outcry, the school administration continued the dual-track policy. Another round of students' acts of resistance during the 1969 walkout protest against the continued enforcement of "Y" social segregation in the dual-track program was a defining moment in history, echoing the 1962 student protest at the Utah School for the Deaf. Following the 1969 protest and internal demonstrates of the oral and sign language students against social segregation, Ned C. Wheeler, a 1933 graduate of the Utah School for the Deaf who became deaf at the age of 13 and served as chair of the Governor's Advisory Council of the Utah Schools for the Deaf and the Blind, proposed the two-track program to eliminate the "Y" system. This new program allowed parents to choose between oral and total communication methods of instruction for their deaf child, aged between 2 1/2 and 21, marking a significant shift in deaf education. In 1970, the Utah State Board of Education approved this policy under the guidance of Dr. Jay J. Campbell, the husband of Beth Ann Stewart Campbell, a sign language interpreter and Deputy Superintendent of the Utah State Office of Education, who came up with the two-track program idea and was a crucial ally of the Utah Deaf community.
However, the mental trend of the "Y" system in the two-track program, with prevalent oral bias, had a significant impact, restricting parental choices for their Deaf children's education and communication. In the 1970s, Dr. J. Jay Campbell aimed to provide fair information through the Parent Infant Program Orientation, but Dr. Bitter opposed his efforts. He argued that total communication lacked a relationship between sign and spoken language, viewing it as a gestural language.
The Utah Deaf Education Core Group, a key advocate for the ASL/English bilingual safeguard, criticized this biased approach and challenged for unbiased and equal information. Finally, in 2010, Superintendent Steven W. Noyce of the Utah Schools for the Deaf and Blind, an oral advocate and former university student of Dr. Bitter, as well as a long-time teacher and school director, developed the Parent Infant Program Orientation to provide parents with fair and balanced information. However, the majority of Deaf children born to parents still had to choose an "either/or" selection between ASL/English bilingual (which replaced total communication) or listening and spoken language (which replaced oral) options for their children's education and communication, leading to the expansion of the listening and spoken program.
For many years, the Deaf community in Utah expressed dissatisfaction with the quality of deaf education at the Utah School for the Deaf. Their concerns were echoed by Gene Stewart, a Child of Deaf Adult and vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977, describing the condition as being in the 'Dark Ages.' Shirley Hortie Platt, a dedicated Deaf Mentor, worked diligently with families of Deaf children and played a crucial role in organizing the successful Utah Deaf Bilingual and Bicultural Conference in 1997, with the collective effort of the Utah Deaf community, which marked a significant turning point in the community's history. Following the conference, the Utah Association for the Deaf formed the influential 'Bi-Bi' Committee, with Minnie Mae Wilding-Diaz, a passionate advocate for ASL/English bilingual education, serving as the committee chair. The committee focused on advocating for ASL/English bilingual education, and its work has had a positive impact on the community, providing hope for a better future in deaf education. One of the main goals of the Bi-Bi Committee was to explore the potential of introducing bilingual-bicultural education to the Utah School for the Deaf, which at that time only offered oral and total communication options. The committee's first attempt to integrate the Bi-Bi program into the school was unsuccessful. The Bi-Bi Committee did not anticipate that their decision would lead to the creation of a deaf day school. Despite facing obstacles, their unwavering persistence and dedication led to the establishment of the Jean Massieu School of the Deaf. The Utah State Board of Education approved the Jean Massieu School of the Deaf as one of the state's first two charter schools in 1998, following the passage of the Utah Charter Schools Act. This milestone was collaboratively achieved by co-founders Minnie Mae Wilding-Diaz, a highly respected figure in the Deaf community and Deaf parent of three Deaf children, and Jeff Allen, a hearing parent of a Deaf daughter. Their shared vision and dedication to deaf education led to the establishment of the Jean Massieu School for the Deaf, which began operating as a public charter school on August 29, 1999. This school later merged with the Utah School for the Deaf on June 3, 2005, to provide a bilingual and bicultural option called ASL/English bilingual. The Jean Massieu School of the Deaf continues to operate, providing Deaf students with access to both ASL and English on campus, empowering them to thrive and succeed—a significant milestone in Utah's deaf education.
Before the merger, the Utah School for the Deaf was hesitant to merge with the Jean Massieu School of the Deaf and to include the ASL/English bilingual program in their school. In 2005, Joe Zeidner, a father of a Deaf daughter and a passionate advocate for deaf education, spearheaded legislative efforts that led to the Utah Legislature and the Utah State Board of Education approving the merger of the Jean Massieu School of the Deaf with the Utah School for the Deaf. This collaborative effort involving the deaf education community brought about a significant change, offering parents and students a new ASL/English bilingual option at the Utah School for the Deaf.
Bronwyn O'Hara, a devoted hearing parent of three Deaf children, advocated for ASL/English bilingual education in a day school. However, in 1995, she discovered the Utah Code that regulated the Utah School for the Deaf, which favored mainstreaming. She realized that changing the system was impossible without changing the law. The family moved to Indiana, where her youngest Deaf daughter, Ellen, could receive a better education in the bilingual program at the Indiana School for the Deaf. Finally, in 2009, House Bill 296 amended the Utah Code, ending the promotion of mainstreaming that had been in place since the late 1970s. This shift was a significant step toward improving retention while promoting an inclusive educational approach. The move came after the Jean Massieu School of the Deaf lost students to mainstreaming following the 2005 USD/JMS merger. This law aims to increase the number of students on an accessible campus where Deaf students can have direct communication and instruction in American Sign Language. Additionally, it offers public school options if desired. The change in the law had a significant impact, offering a brighter future for deaf education. It also demonstrated the power of advocacy and legislative change in improving the lives of Deaf children.
After over fifty years of oral advocacy group dominance, starting in 1962, at the Utah School for the Deaf, Michelle Tanner, Associate Superintendent of the Utah School for the Deaf, with the support of Joel Coleman, Superintendent of the Utah Schools for the Deaf and the Blind, achieved a significant milestone in 2016 by introducing the hybrid program, demonstrating significant progress. The hybrid program allows the ASL/English bilingual program (replaced total communication) and the listening and spoken language (replaced oral) program to work together without bias, providing Deaf students with a more personalized educational placement. This program also eliminates the need for parents to make an 'either/or' choice between the two programs, a significant step towards providing unbiased and equal information and marking a significant milestone in pursuing an equal educational system for Deaf students in a more inclusive educational system.
Today, the Utah School for the Deaf offers four ASL/English bilingual schools: Kenneth C. Burdett School for the Deaf in Ogden, Jean Massieu School for the Deaf in Salt Lake City, Elizabeth DeLong School for the Deaf in Springville, and Southern Utah School for the Deaf in St. George. These schools are named after three prominent Deaf individuals: Kenneth C. Burdett, Jean Massieu, and Elizabeth DeLong.
However, the mental trend of the "Y" system in the two-track program, with prevalent oral bias, had a significant impact, restricting parental choices for their Deaf children's education and communication. In the 1970s, Dr. J. Jay Campbell aimed to provide fair information through the Parent Infant Program Orientation, but Dr. Bitter opposed his efforts. He argued that total communication lacked a relationship between sign and spoken language, viewing it as a gestural language.
The Utah Deaf Education Core Group, a key advocate for the ASL/English bilingual safeguard, criticized this biased approach and challenged for unbiased and equal information. Finally, in 2010, Superintendent Steven W. Noyce of the Utah Schools for the Deaf and Blind, an oral advocate and former university student of Dr. Bitter, as well as a long-time teacher and school director, developed the Parent Infant Program Orientation to provide parents with fair and balanced information. However, the majority of Deaf children born to parents still had to choose an "either/or" selection between ASL/English bilingual (which replaced total communication) or listening and spoken language (which replaced oral) options for their children's education and communication, leading to the expansion of the listening and spoken program.
For many years, the Deaf community in Utah expressed dissatisfaction with the quality of deaf education at the Utah School for the Deaf. Their concerns were echoed by Gene Stewart, a Child of Deaf Adult and vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977, describing the condition as being in the 'Dark Ages.' Shirley Hortie Platt, a dedicated Deaf Mentor, worked diligently with families of Deaf children and played a crucial role in organizing the successful Utah Deaf Bilingual and Bicultural Conference in 1997, with the collective effort of the Utah Deaf community, which marked a significant turning point in the community's history. Following the conference, the Utah Association for the Deaf formed the influential 'Bi-Bi' Committee, with Minnie Mae Wilding-Diaz, a passionate advocate for ASL/English bilingual education, serving as the committee chair. The committee focused on advocating for ASL/English bilingual education, and its work has had a positive impact on the community, providing hope for a better future in deaf education. One of the main goals of the Bi-Bi Committee was to explore the potential of introducing bilingual-bicultural education to the Utah School for the Deaf, which at that time only offered oral and total communication options. The committee's first attempt to integrate the Bi-Bi program into the school was unsuccessful. The Bi-Bi Committee did not anticipate that their decision would lead to the creation of a deaf day school. Despite facing obstacles, their unwavering persistence and dedication led to the establishment of the Jean Massieu School of the Deaf. The Utah State Board of Education approved the Jean Massieu School of the Deaf as one of the state's first two charter schools in 1998, following the passage of the Utah Charter Schools Act. This milestone was collaboratively achieved by co-founders Minnie Mae Wilding-Diaz, a highly respected figure in the Deaf community and Deaf parent of three Deaf children, and Jeff Allen, a hearing parent of a Deaf daughter. Their shared vision and dedication to deaf education led to the establishment of the Jean Massieu School for the Deaf, which began operating as a public charter school on August 29, 1999. This school later merged with the Utah School for the Deaf on June 3, 2005, to provide a bilingual and bicultural option called ASL/English bilingual. The Jean Massieu School of the Deaf continues to operate, providing Deaf students with access to both ASL and English on campus, empowering them to thrive and succeed—a significant milestone in Utah's deaf education.
Before the merger, the Utah School for the Deaf was hesitant to merge with the Jean Massieu School of the Deaf and to include the ASL/English bilingual program in their school. In 2005, Joe Zeidner, a father of a Deaf daughter and a passionate advocate for deaf education, spearheaded legislative efforts that led to the Utah Legislature and the Utah State Board of Education approving the merger of the Jean Massieu School of the Deaf with the Utah School for the Deaf. This collaborative effort involving the deaf education community brought about a significant change, offering parents and students a new ASL/English bilingual option at the Utah School for the Deaf.
Bronwyn O'Hara, a devoted hearing parent of three Deaf children, advocated for ASL/English bilingual education in a day school. However, in 1995, she discovered the Utah Code that regulated the Utah School for the Deaf, which favored mainstreaming. She realized that changing the system was impossible without changing the law. The family moved to Indiana, where her youngest Deaf daughter, Ellen, could receive a better education in the bilingual program at the Indiana School for the Deaf. Finally, in 2009, House Bill 296 amended the Utah Code, ending the promotion of mainstreaming that had been in place since the late 1970s. This shift was a significant step toward improving retention while promoting an inclusive educational approach. The move came after the Jean Massieu School of the Deaf lost students to mainstreaming following the 2005 USD/JMS merger. This law aims to increase the number of students on an accessible campus where Deaf students can have direct communication and instruction in American Sign Language. Additionally, it offers public school options if desired. The change in the law had a significant impact, offering a brighter future for deaf education. It also demonstrated the power of advocacy and legislative change in improving the lives of Deaf children.
After over fifty years of oral advocacy group dominance, starting in 1962, at the Utah School for the Deaf, Michelle Tanner, Associate Superintendent of the Utah School for the Deaf, with the support of Joel Coleman, Superintendent of the Utah Schools for the Deaf and the Blind, achieved a significant milestone in 2016 by introducing the hybrid program, demonstrating significant progress. The hybrid program allows the ASL/English bilingual program (replaced total communication) and the listening and spoken language (replaced oral) program to work together without bias, providing Deaf students with a more personalized educational placement. This program also eliminates the need for parents to make an 'either/or' choice between the two programs, a significant step towards providing unbiased and equal information and marking a significant milestone in pursuing an equal educational system for Deaf students in a more inclusive educational system.
Today, the Utah School for the Deaf offers four ASL/English bilingual schools: Kenneth C. Burdett School for the Deaf in Ogden, Jean Massieu School for the Deaf in Salt Lake City, Elizabeth DeLong School for the Deaf in Springville, and Southern Utah School for the Deaf in St. George. These schools are named after three prominent Deaf individuals: Kenneth C. Burdett, Jean Massieu, and Elizabeth DeLong.
Utah School for the Deaf, Ogden, Utah
A Big Thank You for the Advocacy of the
Utah Association for the Deaf
Utah Association for the Deaf
From the 1960s and 1970s, the Utah Association for the Deaf convened to intervene, protest, and address three urgent issues, including the preservation of deaf education in sign language at the Utah School for the Deaf. These were not just issues but urgent matters that needed immediate attention.
We've made significant strides since then, and we commend the Utah Association for the Deaf for their steadfast dedication to advocating for sign language and Utah School for the deaf. Their efforts have instilled a sense of pride and appreciation in the community.
Jodi Becker Kinner
- The long-standing policy of segregating oral and sign language at the Utah School for the Deaf has sparked a fierce controversy on Ogden's residential campus, particularly in social interaction. This controversy, which has reached a critical point, has brought to light the urgent need for resolution, underscoring the intensity of the situation.
- The push for mainstreaming across Utah, which advocated for integrating Deaf students into regular schools rather than state schools for the deaf, has sparked a heated debate within the Utah Association for the Deaf and parents of Deaf children. Some argued that it diminishes the value of Deaf culture and sign language, while others believed it creates new opportunities for Deaf individuals, such as exposure to a broader range of experiences and social interactions.
- Despite the Utah Association for the Deaf's strong advocacy for a balanced curriculum that incorporates both oral and sign language, Dr. Grant B. Bitter, who coordinated and taught the oral-only portion of the Teacher Training Program at the University of Utah, disregarded their opposition by incorporating the balanced approach into his curriculum.
We've made significant strides since then, and we commend the Utah Association for the Deaf for their steadfast dedication to advocating for sign language and Utah School for the deaf. Their efforts have instilled a sense of pride and appreciation in the community.
Jodi Becker Kinner
Utah School for the Deaf, Ogden, Utah. Source: Special Collections, J. Willard Marriott Library, University of Utah
The Church of Jesus Christ of Latter-day Saints
To support the Deaf members of The Church of Jesus Christ of Latter-day Saints, they formed a Sunday School class in Salt Lake City, Utah, in 1891. Laron Pratt, the son of the late Church of Jesus Christ of Latter-day Saints Apostle Orson Pratt and a pioneering leader of the Utah Deaf community, taught the class. In 1896, the Utah School for the Deaf relocated to Ogden, Utah, forming another class for those members taught by Max W. Woodbury, a teacher and principal of the Utah School for the Deaf.
The Ogden Branch for the Deaf was established in 1917, with Max W. Woodbury serving as the branch president for fifty-one years. His assistant, Elsie M. Christiansen, made history as the first and only Deaf woman to hold the position of branch clerk, serving for twenty-eight years. Additionally, Max appointed Elizabeth DeLong as the superintendent of the Sunday School, making her the first Deaf female to hold this position.
The branch served as a beacon for Deaf members who had connections to the Utah School for the Deaf or lived in Ogden, Utah. Max and Elsie played a significant role in building the first chapel for Deaf members of The Church of Jesus Christ of Latter-day Saints. Their unwavering commitment and collaboration with church authorities were instrumental in overseeing the construction process. Since its inception in 1917, Ecclesiastical Leader Max W. Woodbury has paved the way for future branches and wards for the deaf. The relocation of the Ogden Branch for the Deaf in 1999, driven by accessibility concerns and a need for better priesthood support, was a significant event that had a deep impact on the community, leaving a lasting void.
Max W. Woodbury, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members leadership opportunities in their church callings. However, as Max, the tenured teacher and principal of the Utah School for the Deaf, had predicted, a significant conflict arose when two long-time dedicated leaders of the Ogden Branch for the Deaf, Kenneth L. Kinner and Charles Roy Cochran, faced opposition from Dr. Grant B. Bitter, the coordinator of the deaf seminary program of The Church of Jesus Christ of Latter-day Saints, as well as the oral advocacy team in the branch. This conflict, which began when Dr. Bitter led the oral team at Utah School for the Deaf, sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes. Despite these challenges, Ken and Roy demonstrated remarkable resilience and perseverance. They adapted to the changes and overcame challenges while continuing to lead the Ogden Branch for the Deaf. Their determination is admirable and serves as an inspiring testament to the strength of the community.
While the Ogden Branch for the Deaf faced the challenges of operating its church, Lloyd H. Perkins, a carpenter, branch president, and bishop of the Salt Lake Valley for the Deaf of The Church of Jesus Christ of Latter-day Saints, showed remarkable perseverance in creating a 'deaf space' that would meet the visual needs of members. His determination ultimately led to the approval of his proposal, despite its initial rejection. Lloyd guided the construction of a deaf-friendly Salt Lake Valley Ward chapel in Salt Lake City, Utah, in 1977, which is still in operation today. Deaf members were also involved in the design process, guiding the creation of both churches while keeping their visual accessibility needs in mind, which was a significant accomplishment for the Utah Deaf community.
The Ogden Branch for the Deaf was established in 1917, with Max W. Woodbury serving as the branch president for fifty-one years. His assistant, Elsie M. Christiansen, made history as the first and only Deaf woman to hold the position of branch clerk, serving for twenty-eight years. Additionally, Max appointed Elizabeth DeLong as the superintendent of the Sunday School, making her the first Deaf female to hold this position.
The branch served as a beacon for Deaf members who had connections to the Utah School for the Deaf or lived in Ogden, Utah. Max and Elsie played a significant role in building the first chapel for Deaf members of The Church of Jesus Christ of Latter-day Saints. Their unwavering commitment and collaboration with church authorities were instrumental in overseeing the construction process. Since its inception in 1917, Ecclesiastical Leader Max W. Woodbury has paved the way for future branches and wards for the deaf. The relocation of the Ogden Branch for the Deaf in 1999, driven by accessibility concerns and a need for better priesthood support, was a significant event that had a deep impact on the community, leaving a lasting void.
Max W. Woodbury, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members leadership opportunities in their church callings. However, as Max, the tenured teacher and principal of the Utah School for the Deaf, had predicted, a significant conflict arose when two long-time dedicated leaders of the Ogden Branch for the Deaf, Kenneth L. Kinner and Charles Roy Cochran, faced opposition from Dr. Grant B. Bitter, the coordinator of the deaf seminary program of The Church of Jesus Christ of Latter-day Saints, as well as the oral advocacy team in the branch. This conflict, which began when Dr. Bitter led the oral team at Utah School for the Deaf, sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes. Despite these challenges, Ken and Roy demonstrated remarkable resilience and perseverance. They adapted to the changes and overcame challenges while continuing to lead the Ogden Branch for the Deaf. Their determination is admirable and serves as an inspiring testament to the strength of the community.
While the Ogden Branch for the Deaf faced the challenges of operating its church, Lloyd H. Perkins, a carpenter, branch president, and bishop of the Salt Lake Valley for the Deaf of The Church of Jesus Christ of Latter-day Saints, showed remarkable perseverance in creating a 'deaf space' that would meet the visual needs of members. His determination ultimately led to the approval of his proposal, despite its initial rejection. Lloyd guided the construction of a deaf-friendly Salt Lake Valley Ward chapel in Salt Lake City, Utah, in 1977, which is still in operation today. Deaf members were also involved in the design process, guiding the creation of both churches while keeping their visual accessibility needs in mind, which was a significant accomplishment for the Utah Deaf community.
Ogden Branch for the Deaf of The Church of Jesus Christ of Latter-day Saints, Ogden, Utah. Photo by Kenneth L. Kinner
Utah Association of the Deaf
The Utah Association of the Deaf, an advocacy organization for accessibility and civil rights of the Utah Deaf community, was established on June 10, 1909, at the Utah School for the Deaf in Ogden, Utah. Elizabeth DeLong, a Deaf woman, proposed the formation of the association. She made history by defeating two male Deaf candidates, becoming the first female Deaf president of the Utah Association of the Deaf and the first female Deaf president of any state chapter association of the National Association of the Deaf in the United States. Her victory over two Deaf male candidates in the election, despite the societal barriers, was a significant achievement because women did not gain the right to vote until the ratification of the 19th Amendment in 1920, and the National Association of the Deaf also did not allow Deaf women members to vote in their elections until 1964. Libbie's remarkable accomplishment was a testament to her perseverance, likely inspired by her involvement in Gallaudet's O.W.L.S. presidential election in 1901, a secret society for women now known as Phi Kappa Zeta. Her active participation in Utah's early suffrage movement also fueled her educational, political, and spiritual aspirations. Libbie served as president of the Utah Association of the Deaf from 1909 to 1915, delivering a speech advocating for women's suffrage at the end of her second term as president. This speech highlighted her commitment to advocating for women's rights and her role as a trailblazer for Deaf women in leadership positions. Her support for women's suffrage, as well as her significant contributions to the Utah Deaf community and the women's rights movement, continue to serve as inspiration today, underscoring the enduring impact of her work.
Notably, in 1870, Utah women made history by being the first women in modern America to exercise their voting rights. Seraph Young Ford, a schoolteacher, became the first woman to cast her vote in the United States on February 14, 1870, which marked a significant milestone in the journey toward women's suffrage. Twenty-six years later, in 1896, Dr. Martha Hughes Cannon, a doctor, further advanced women's suffrage by becoming the first female state senator in the United States. She also served on the Board of Trustees for the Utah School for the Deaf and Blind, where her efforts made a significant and lasting impact. As a state senator, she profoundly influenced education and healthcare by successfully passing legislation benefiting the Utah School for the Deaf and Blind. The first bill was the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens of 1896," which mandated attendance at the Utah School for the Deaf and Blind in Ogden, Utah. However, Dr. Grant B. Bitter, an advocate for oral and mainstream education, eventually reversed this requirement in the 1960s and 1970s, mainstreaming Deaf children into local public schools. The second bill, the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb," was passed by lawmakers in 1899. This legislation led to the establishment of a hospital building on the school campus, demonstrating a commitment to improving healthcare for students. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude!
Notably, in 1870, Utah women made history by being the first women in modern America to exercise their voting rights. Seraph Young Ford, a schoolteacher, became the first woman to cast her vote in the United States on February 14, 1870, which marked a significant milestone in the journey toward women's suffrage. Twenty-six years later, in 1896, Dr. Martha Hughes Cannon, a doctor, further advanced women's suffrage by becoming the first female state senator in the United States. She also served on the Board of Trustees for the Utah School for the Deaf and Blind, where her efforts made a significant and lasting impact. As a state senator, she profoundly influenced education and healthcare by successfully passing legislation benefiting the Utah School for the Deaf and Blind. The first bill was the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens of 1896," which mandated attendance at the Utah School for the Deaf and Blind in Ogden, Utah. However, Dr. Grant B. Bitter, an advocate for oral and mainstream education, eventually reversed this requirement in the 1960s and 1970s, mainstreaming Deaf children into local public schools. The second bill, the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb," was passed by lawmakers in 1899. This legislation led to the establishment of a hospital building on the school campus, demonstrating a commitment to improving healthcare for students. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude!
The hospital building is at the Utah School for the Deaf and Blind in Ogden, Utah. Source: Biennial Report of the Trustees and Superintendent of the Utah State School for the Deaf, Dumb, and Dumb and the Blind, 1903–04
In 2024, a significant event took place with the unveiling of a statue honoring Dr. Martha Hughes Cannon—a physician, politician, and pioneering suffragist—in the National Statuary Hall at the U.S. Capitol in Washington, D.C. This statue represents Dr. Cannon's achievements and symbolizes Utah's important role in the national suffrage movement, as well as the state's ongoing commitment to gender equality. It serves as a source of inspiration, reminding us of our past accomplishments and the work that still lies ahead.
'Martha Goes To Washington.' Source: utahwomenhistory.org
Dr. Robert G. Sanderson, a leader of great impact, served as the president of the Utah Association of the Deaf from 1960 to 1963. He was elected the 17th president of the National Association of the Deaf, serving two terms from 1964 to 1968. His most notable achievement was successfully challenging Bryon B. Burnes' 18-year NAD presidency, a significant move considering Bryon's iconic figure in the eyes of many Deaf people. Under his leadership, he and his assistant, Frederick C. Schreiber, an executive director of NAD, relocated the NAD headquarters from Berkeley, California, to Washington, D.C., in 1965 and eventually relocated to Silver Spring, Maryland, in 1973, leaving a lasting impact on the Deaf community. On March 1, 2024, the NAD headquarters transitioned to a work-from-home arrangement.
Dr. Robert G. Sanderson, a prominent figure from Utah, was set to become the president of the National Association of the Deaf in July 1964, a momentous occasion when the Civil Rights Act of 1964 was passed, granting Deaf women the right to vote. This was a significant step in promoting inclusivity and equality within the organization. In 1965, the NAD took another important step toward inclusivity and equality by allowing Black Deaf individuals to join and vote, following the passage of the Voting Rights Act of 1965. Prior to 1965, the National Association of the Deaf did not give female members the right to vote, nor did it give Black individuals any right to membership. This change coincided with the election of Dr. Sanderson at the time. Since these legislative reforms, the NAD has made tremendous progress in creating a more inclusive community for all Deaf individuals, regardless of ethnicity, gender, or sexual orientation. These developments represented a turning point in the history of the NAD, signaling a strong commitment to inclusivity and equality. Moreover, it highlighted the NAD's unity and collaboration among its members, which played a crucial role in achieving these milestones. This teamwork reflects a shared vision for a more inclusive future, fostering a sense of community and belonging and providing hope and optimism for the future of the Deaf community.
The Utah Association for the Deaf, founded in 1909, is one of the oldest advocacy organizations for the Deaf community in the United States and has made significant contributions to the Deaf community in Utah. Since its founding, the UAD has been a leading voice, advocating for, protecting, and promoting the human, civil, accessibility, and linguistic rights of Deaf individuals in various areas. The advocacy efforts of the UAD have led to significant changes in various areas, such as auto insurance, traffic safety, telecommunications, interpreters, education, early interventions, employment, and rehabilitation services. One of the association's major achievements is its commitment to establishing the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which has become a thriving hub for community activities. Additionally, the UAD played a crucial role in supporting the establishment of the Jean Massieu School of the Deaf, which provides educational opportunities for Deaf children and ensures their access to quality education. The association also expanded its interpreting services and training, and its commitment to professional standards was evident in its successful advocacy for enacting state certification statutes in 1994. The UAD has championed improved accessible technology, including TTY, closed captions, video relay services, and video remote interpreting. Lastly, the association established the Deaf Education Program at Utah State University, initially emphasizing Total Communication before shifting to an ASL/English bilingual program.
Today, the Utah Association of the Deaf plays a crucial role in advocating for the rights and needs of the Deaf community in Utah. The UAD serves as a valuable resource for education, support, and community engagement while promoting awareness and understanding among a diverse population that includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened individuals, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is dedicated to empowering individuals, fostering connections, and enhancing the quality of life for Deaf individuals across the state through various programs and events. Additionally, the UAD collaborates with different organizations and local governments to ensure that Deaf voices are heard and represented. The UAD also advocates for human rights and equity within society, and our ongoing efforts provide hope for the future of the Deaf community.
W. David Mortensen served as the president of the Utah Association for the Deaf for twenty-two years, making him the longest-serving president in the organization's history. He played a significant role in advancing civil and accessible rights for the Deaf community in Utah. His impressive leadership, dedication, and collaboration with Bob Sanderson were crucial in achieving their mission. With his extensive experience and influence, Dave supported and amplified Bob's initial work through community advocacy. Together, they established the Robert G. Sanderson Community Center, expanded the interpreting services, advocated for critical issues, and successfully passed legislative bills. Their mutual support and reliance on each other were essential to their success, showcasing the powerful impact of collaboration in advocacy within the Utah Association for the Deaf.
In 1963, the Utah Association of the Deaf took a significant step by changing its name from 'of' to 'for,' becoming the Utah Association for the Deaf. Dr. Robert G. Sanderson, the association's president, demonstrated the association's commitment to inclusivity by appointing Beth Ann Stewart Campbell and Gene Stewart, who were Children of Deaf Adults (CODAs), to the board in light of the growing oral and mainstreaming movements. Under the guidance of Philippe Montalette, the association's president, we reversed the change in 2012, marking a significant milestone in the history of deaf advocacy. The use of 'for' was perceived as patronizing towards the Deaf community, implying that they were second-class citizens who needed help from society. As a result, we changed the name to the Utah Association of the Deaf. The change to 'of' was not just a linguistic shift but a significant step towards recognizing the Deaf community as equals, promoting inclusivity, and fostering a more supportive environment.
Under the leadership of Stephen Persinger, the association's president, the Utah Association of the Deaf successfully lobbied state legislators to pass the Utah Code House Bill (HB) 60. This bill replaced the term "hearing impaired" with "deaf and hard of hearing" in state law. In a groundbreaking move, Utah Governor Gary Herbert signed HB 60 into law on March 17, 2017, making Utah the first state in the United States to achieve this goal. It empowers and inspires the Utah Deaf community and advocates for disability rights.
In 2019, Kim Lucas made history by becoming the second woman to serve as president of the Utah Association of the Deaf, breaking a streak of 104 years during which only men held the position. The first female president, Elizabeth DeLong, completed her term in 1915, making Kim's presidency a significant milestone for the organization. Her journey to the presidency was a testament to the progressiveness and inclusivity of the Utah Association of the Deaf, which supported her every step of the way and paved the way for greater diversity in leadership. Notably, Kim is also the first queer president to lead the Utah Association of the Deaf, marking a historic moment in multiple ways and inspiring hope for the future of women's leadership and representation in the Deaf Queer community.
Dr. Robert G. Sanderson, a prominent figure from Utah, was set to become the president of the National Association of the Deaf in July 1964, a momentous occasion when the Civil Rights Act of 1964 was passed, granting Deaf women the right to vote. This was a significant step in promoting inclusivity and equality within the organization. In 1965, the NAD took another important step toward inclusivity and equality by allowing Black Deaf individuals to join and vote, following the passage of the Voting Rights Act of 1965. Prior to 1965, the National Association of the Deaf did not give female members the right to vote, nor did it give Black individuals any right to membership. This change coincided with the election of Dr. Sanderson at the time. Since these legislative reforms, the NAD has made tremendous progress in creating a more inclusive community for all Deaf individuals, regardless of ethnicity, gender, or sexual orientation. These developments represented a turning point in the history of the NAD, signaling a strong commitment to inclusivity and equality. Moreover, it highlighted the NAD's unity and collaboration among its members, which played a crucial role in achieving these milestones. This teamwork reflects a shared vision for a more inclusive future, fostering a sense of community and belonging and providing hope and optimism for the future of the Deaf community.
The Utah Association for the Deaf, founded in 1909, is one of the oldest advocacy organizations for the Deaf community in the United States and has made significant contributions to the Deaf community in Utah. Since its founding, the UAD has been a leading voice, advocating for, protecting, and promoting the human, civil, accessibility, and linguistic rights of Deaf individuals in various areas. The advocacy efforts of the UAD have led to significant changes in various areas, such as auto insurance, traffic safety, telecommunications, interpreters, education, early interventions, employment, and rehabilitation services. One of the association's major achievements is its commitment to establishing the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which has become a thriving hub for community activities. Additionally, the UAD played a crucial role in supporting the establishment of the Jean Massieu School of the Deaf, which provides educational opportunities for Deaf children and ensures their access to quality education. The association also expanded its interpreting services and training, and its commitment to professional standards was evident in its successful advocacy for enacting state certification statutes in 1994. The UAD has championed improved accessible technology, including TTY, closed captions, video relay services, and video remote interpreting. Lastly, the association established the Deaf Education Program at Utah State University, initially emphasizing Total Communication before shifting to an ASL/English bilingual program.
Today, the Utah Association of the Deaf plays a crucial role in advocating for the rights and needs of the Deaf community in Utah. The UAD serves as a valuable resource for education, support, and community engagement while promoting awareness and understanding among a diverse population that includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened individuals, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is dedicated to empowering individuals, fostering connections, and enhancing the quality of life for Deaf individuals across the state through various programs and events. Additionally, the UAD collaborates with different organizations and local governments to ensure that Deaf voices are heard and represented. The UAD also advocates for human rights and equity within society, and our ongoing efforts provide hope for the future of the Deaf community.
W. David Mortensen served as the president of the Utah Association for the Deaf for twenty-two years, making him the longest-serving president in the organization's history. He played a significant role in advancing civil and accessible rights for the Deaf community in Utah. His impressive leadership, dedication, and collaboration with Bob Sanderson were crucial in achieving their mission. With his extensive experience and influence, Dave supported and amplified Bob's initial work through community advocacy. Together, they established the Robert G. Sanderson Community Center, expanded the interpreting services, advocated for critical issues, and successfully passed legislative bills. Their mutual support and reliance on each other were essential to their success, showcasing the powerful impact of collaboration in advocacy within the Utah Association for the Deaf.
In 1963, the Utah Association of the Deaf took a significant step by changing its name from 'of' to 'for,' becoming the Utah Association for the Deaf. Dr. Robert G. Sanderson, the association's president, demonstrated the association's commitment to inclusivity by appointing Beth Ann Stewart Campbell and Gene Stewart, who were Children of Deaf Adults (CODAs), to the board in light of the growing oral and mainstreaming movements. Under the guidance of Philippe Montalette, the association's president, we reversed the change in 2012, marking a significant milestone in the history of deaf advocacy. The use of 'for' was perceived as patronizing towards the Deaf community, implying that they were second-class citizens who needed help from society. As a result, we changed the name to the Utah Association of the Deaf. The change to 'of' was not just a linguistic shift but a significant step towards recognizing the Deaf community as equals, promoting inclusivity, and fostering a more supportive environment.
Under the leadership of Stephen Persinger, the association's president, the Utah Association of the Deaf successfully lobbied state legislators to pass the Utah Code House Bill (HB) 60. This bill replaced the term "hearing impaired" with "deaf and hard of hearing" in state law. In a groundbreaking move, Utah Governor Gary Herbert signed HB 60 into law on March 17, 2017, making Utah the first state in the United States to achieve this goal. It empowers and inspires the Utah Deaf community and advocates for disability rights.
In 2019, Kim Lucas made history by becoming the second woman to serve as president of the Utah Association of the Deaf, breaking a streak of 104 years during which only men held the position. The first female president, Elizabeth DeLong, completed her term in 1915, making Kim's presidency a significant milestone for the organization. Her journey to the presidency was a testament to the progressiveness and inclusivity of the Utah Association of the Deaf, which supported her every step of the way and paved the way for greater diversity in leadership. Notably, Kim is also the first queer president to lead the Utah Association of the Deaf, marking a historic moment in multiple ways and inspiring hope for the future of women's leadership and representation in the Deaf Queer community.
The 1912 Utah Association of the Deaf Convention in Ogden, Utah
National Fraternal Society of the Deaf
The National Fraternal Society of the Deaf (NFSD) is one of the oldest organizations for the Deaf in the United States, serving as a cornerstone of Deaf history. Founded in 1901, the NFSD aimed to provide insurance coverage to Deaf individuals, a service that regular insurance companies often denied. At that time, insurance companies and fraternal benefit societies frequently excluded Deaf people from coverage, believing they were more likely to be involved in accidents and had shorter life spans than the general population. As a result, Deaf men often faced either higher premiums or outright denial of insurance coverage.
A group of young Deaf men sought the same rights and opportunities as hearing individuals. After its establishment in 1901, the National Fraternal Society of the Deaf quickly expanded across the United States, establishing divisions in various cities. This rapid growth was significant as it allowed the NFSD to reach and serve a larger Deaf community, providing them with insurance and other benefits. The NFSD's expansion and the services it provided were crucial in improving the quality of life for many Deaf individuals.
However, the NFSD initially excluded women, denying them equal privileges, including access to regular insurance membership. To receive equal benefits, women had to fight for them. During a visit to Missouri from Utah, Justina Wooldridge Keeley, a significant figure in the history of the NFSD, where she discovered a Deaf-owned and operated insurance organization, which became a turning point for her. Justina's discovery was bittersweet, as the NFSD had previously denied her and other women full membership and admission. Women did not receive regular insurance membership until 1951, which marked a significant advancement in women's rights. In a further sign of progress, the NFSD lifted its racial restrictions in 1955, allowing the Black Deaf community to become members, which was a significant step toward inclusivity.
The Utah Deaf community established Salt Lake City Division No. 56 in 1916 and Ogden Division No. 69 in 1918. This Ogden Division was later rechartered as Ogden Division No. 127 in 1945.
The NFSD experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available for Deaf individuals, many companies began to offer reduced-price policies to attract customers. This competition ultimately led to the closure of the NFSD on January 1, 2007, marking a significant loss for the Deaf community, which had relied on the NFSD for connection and support in navigating the challenges of mainstream society.
A group of young Deaf men sought the same rights and opportunities as hearing individuals. After its establishment in 1901, the National Fraternal Society of the Deaf quickly expanded across the United States, establishing divisions in various cities. This rapid growth was significant as it allowed the NFSD to reach and serve a larger Deaf community, providing them with insurance and other benefits. The NFSD's expansion and the services it provided were crucial in improving the quality of life for many Deaf individuals.
However, the NFSD initially excluded women, denying them equal privileges, including access to regular insurance membership. To receive equal benefits, women had to fight for them. During a visit to Missouri from Utah, Justina Wooldridge Keeley, a significant figure in the history of the NFSD, where she discovered a Deaf-owned and operated insurance organization, which became a turning point for her. Justina's discovery was bittersweet, as the NFSD had previously denied her and other women full membership and admission. Women did not receive regular insurance membership until 1951, which marked a significant advancement in women's rights. In a further sign of progress, the NFSD lifted its racial restrictions in 1955, allowing the Black Deaf community to become members, which was a significant step toward inclusivity.
The Utah Deaf community established Salt Lake City Division No. 56 in 1916 and Ogden Division No. 69 in 1918. This Ogden Division was later rechartered as Ogden Division No. 127 in 1945.
The NFSD experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available for Deaf individuals, many companies began to offer reduced-price policies to attract customers. This competition ultimately led to the closure of the NFSD on January 1, 2007, marking a significant loss for the Deaf community, which had relied on the NFSD for connection and support in navigating the challenges of mainstream society.
The Salt Lake Frats participated in a parade circa 1918. Source: J. Willard Marriott Library
Robert G. Sanderson Community Center
of the Deaf and Hard of Hearing
of the Deaf and Hard of Hearing
The Utah Association for the Deaf demonstrated remarkable commitment for forty years, from 1962 to 1992, to establish a community center through legislation. This center is now known as the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. Despite facing challenges, such as the 1977 mix-up bill and losing priority to the dairy barn in 1981, the association's unwavering dedication and perseverance led to the successful establishment of the community center.
Dr. Robert G. Sanderson, Eugene W. Petersen, and G. Leon Curtis, all association members, played a pivotal role in spearheading the planning process, and W. David Mortensen completed the project. In 1992, their efforts led to the opening of the Utah Community Center for the Deaf, a new permanent facility in Taylorsville, Utah. The state dedicated this facility, the first of its kind, to serving the Deaf, Hard of Hearing, DeafBlind, DeafDisabled, and Late Deafended communities.
On October 4, 2003, under the leadership of Marilyn Tiller Call, director, the Utah Deaf community held a renaming ceremony to honor Dr. Robert G. Sanderson, a former deaf services counselor and director of the community center. The event marked the renaming of the center to the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. This center is the only state-funded Deaf agency in the United States, providing essential accessibility and communication services. The Utah Deaf community actively participated in the construction of the Sanderson Community Center, ensuring that its design met their accessibility needs.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which is a treasured community hub for the Utah Deaf community, is also the first state building to be named after a Deaf individual. It serves as a symbol of pride and a home for the Deaf community in Utah. In his humble manner, Dr. Sanderson expressed surprise and gratitude at this honor, acknowledging that it was a shared achievement with his supportive family, friends, and colleagues. This center stands as a testament to the collective efforts of the Utah Deaf community.
Dr. Robert G. Sanderson, Eugene W. Petersen, and G. Leon Curtis, all association members, played a pivotal role in spearheading the planning process, and W. David Mortensen completed the project. In 1992, their efforts led to the opening of the Utah Community Center for the Deaf, a new permanent facility in Taylorsville, Utah. The state dedicated this facility, the first of its kind, to serving the Deaf, Hard of Hearing, DeafBlind, DeafDisabled, and Late Deafended communities.
On October 4, 2003, under the leadership of Marilyn Tiller Call, director, the Utah Deaf community held a renaming ceremony to honor Dr. Robert G. Sanderson, a former deaf services counselor and director of the community center. The event marked the renaming of the center to the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. This center is the only state-funded Deaf agency in the United States, providing essential accessibility and communication services. The Utah Deaf community actively participated in the construction of the Sanderson Community Center, ensuring that its design met their accessibility needs.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which is a treasured community hub for the Utah Deaf community, is also the first state building to be named after a Deaf individual. It serves as a symbol of pride and a home for the Deaf community in Utah. In his humble manner, Dr. Sanderson expressed surprise and gratitude at this honor, acknowledging that it was a shared achievement with his supportive family, friends, and colleagues. This center stands as a testament to the collective efforts of the Utah Deaf community.
Robert G. Sanderson Community Center of the Deaf and Hard of Hearing
Registry of Interpreters for the Deaf
Dr. Robert G. Sanderson, the dedicated president of the National Association of the Deaf, spearheaded Utah's expansion of interpreting services. In 1968, the Utah Registry of Interpreters for the Deaf emerged as the state's first interpreting service for the Deaf community in Utah. Additionally, they collaborated with the Utah Association for the Deaf to create Utah's first interpreter training program and certification procedures.
Beth Ann Stewart Campbell's achievement as the first nationally certified Registry of Interpreters for the Deaf (RID) interpreter in Utah and the United States is historically significant. Inspired by Dr. Robert G. Sanderson, president of the National Association of the Deaf and one of the first participants of the newly formed Registry of Interpreters for the Deaf in 1964, Beth Ann, a Utah native and Child of Deaf Adult, known as CODA, took the Registry of Interpreters for the Deaf certification exam. As a result, in 1965, she became the first nationally certified RID interpreter in Utah and the United States, a remarkable milestone that paved the way for the interpreting profession. Notably, Beth Ann earned her first certification a year following the official recognition of the National Registry of Interpreters of the Deaf, established in 1964, and six years prior to its incorporation in 1972.
For many years, interpreters, like Pauline Veronica Mark Humphries, Eva Alice Prudence Fowler, and Lucy Pearl McMills Greenwood, all Children of Deaf Adults, volunteered to interpret without pay. In the 1970s, the Utah Association for the Deaf secured funding from the United Way, a non-profit organization that supported various community initiatives. The funding was instrumental in establishing Utah's first sign language interpreting service, which provided compensation to working interpreters. This service was created to address the needs of the Utah Deaf community. Betty Johnson Jones, a Child of Deaf Adult, and interpreter, played a key role in starting the initiative. Betty needed money to cover her gas and babysitting costs, but Deaf people couldn't afford her services. The Utah Association for the Deaf acknowledged the crucial role of interpreters and took action to assist Betty and others in similar situations. By providing payment for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for the invaluable contributions of interpreters. It was the first of its kind in the United States, representing a significant advancement in deaf advocacy and serving as a model for similar efforts across the country.
The Registry of Interpreters for the Deaf played a crucial role in recognizing and certifying Deaf interpreters, paving the way for individuals like Dr. Robert G. Sanderson and W. David Mortensen. They made history in 1975 when they became the first Deaf certified interpreters, also known as reverse interpreters, now known as Certified Deaf Interpreters or CDIs. In 2006, Trenton Marsh became the first Deaf person to receive CDI certification in Utah.
In 1989, Utah became the first state to offer American Sign Language classes in high schools. Jean Greenwood Thomas, a dedicated sign language interpreter and teacher, played a pivotal role in achieving this milestone through her pioneering efforts. Her passionate vision quickly gained popularity, and other states followed suit by incorporating ASL into their high school curricula.
In addition, W. David Mortensen, president of the Utah Association for the Deaf, has demonstrated a remarkable commitment to leading Utah to pass Senate Bills 41 and 42 in 1994. These bills focus on certifying and training interpreters, as well as recognizing American Sign Language as a foreign language in both secondary and postsecondary schools.
These efforts have greatly improved the lives of the Deaf community in Utah, serving as a testament to Bob's and Dave's outstanding leadership and commitment.
Beth Ann Stewart Campbell's achievement as the first nationally certified Registry of Interpreters for the Deaf (RID) interpreter in Utah and the United States is historically significant. Inspired by Dr. Robert G. Sanderson, president of the National Association of the Deaf and one of the first participants of the newly formed Registry of Interpreters for the Deaf in 1964, Beth Ann, a Utah native and Child of Deaf Adult, known as CODA, took the Registry of Interpreters for the Deaf certification exam. As a result, in 1965, she became the first nationally certified RID interpreter in Utah and the United States, a remarkable milestone that paved the way for the interpreting profession. Notably, Beth Ann earned her first certification a year following the official recognition of the National Registry of Interpreters of the Deaf, established in 1964, and six years prior to its incorporation in 1972.
For many years, interpreters, like Pauline Veronica Mark Humphries, Eva Alice Prudence Fowler, and Lucy Pearl McMills Greenwood, all Children of Deaf Adults, volunteered to interpret without pay. In the 1970s, the Utah Association for the Deaf secured funding from the United Way, a non-profit organization that supported various community initiatives. The funding was instrumental in establishing Utah's first sign language interpreting service, which provided compensation to working interpreters. This service was created to address the needs of the Utah Deaf community. Betty Johnson Jones, a Child of Deaf Adult, and interpreter, played a key role in starting the initiative. Betty needed money to cover her gas and babysitting costs, but Deaf people couldn't afford her services. The Utah Association for the Deaf acknowledged the crucial role of interpreters and took action to assist Betty and others in similar situations. By providing payment for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for the invaluable contributions of interpreters. It was the first of its kind in the United States, representing a significant advancement in deaf advocacy and serving as a model for similar efforts across the country.
The Registry of Interpreters for the Deaf played a crucial role in recognizing and certifying Deaf interpreters, paving the way for individuals like Dr. Robert G. Sanderson and W. David Mortensen. They made history in 1975 when they became the first Deaf certified interpreters, also known as reverse interpreters, now known as Certified Deaf Interpreters or CDIs. In 2006, Trenton Marsh became the first Deaf person to receive CDI certification in Utah.
In 1989, Utah became the first state to offer American Sign Language classes in high schools. Jean Greenwood Thomas, a dedicated sign language interpreter and teacher, played a pivotal role in achieving this milestone through her pioneering efforts. Her passionate vision quickly gained popularity, and other states followed suit by incorporating ASL into their high school curricula.
In addition, W. David Mortensen, president of the Utah Association for the Deaf, has demonstrated a remarkable commitment to leading Utah to pass Senate Bills 41 and 42 in 1994. These bills focus on certifying and training interpreters, as well as recognizing American Sign Language as a foreign language in both secondary and postsecondary schools.
These efforts have greatly improved the lives of the Deaf community in Utah, serving as a testament to Bob's and Dave's outstanding leadership and commitment.
Sorenson Communications, Inc.
In 2003, Sorenson Communications, Inc., a company based in Salt Lake City, Utah, changed the way the Deaf community communicated by introducing the first videophone. This groundbreaking innovation was developed by Jonathan Hodson, a native of Utah who is deaf. Today, Sorenson Communications, Inc. continues to offer a video relay system that is 'functionally equivalent,' making communication more accessible for users, a true testament to the enduring impact of his initial innovation.
Utah's Many Firsts
Furthermore, Utah boasts a rich history of notable firsts, and it is essential to acknowledge and remember the significant contributions made by many prominent leaders in the Utah Deaf community. As the sole owner and operator of this website, I am committed to preserving the rich history of the Utah Deaf community.
Utah School for the Deaf, Ogden, Utah
A BIG LOSS IN DEAF HISTORY
Barry Strassler, the owner of DeafDigest, wrote about a self-taught Deaf historian he met in his article "A Big Loss in Deaf History." Despite not attending college, the historian was always fascinated by the history of the Deaf community. He conducted his studies at Gallaudet University's library and the Library of Congress and recorded his findings in notebooks. He kept several books on Deaf history, as well as his journals, at home. However, he never shared his discoveries with anyone and kept them to himself. He had no close friends or family members, so no one knew about this enormous treasure when he passed away. "A horrible waste in Deaf history," remarked Barry Strassler, DeafDigest Editor, on November 18, 2012.
Given Utah's shifting demographics, the loss of the state's Deaf heritage would be regrettable. Thanks to digitization, anyone can now access the rich history of the Utah Deaf community for historical preservation, genealogy, and research. Virginia C. Borggaard, the author of Celebrating A Rich Heritage 1901–2001, states, "Utah has always been a forerunner in promoting the history of the state's Deaf community." For this reason, we are committed to keeping up with and preserving Utah's Deaf history.
Thank you for visiting our website; we hope you find it entertaining and informative!
Cheers!
Jodi Becker Kinner
Given Utah's shifting demographics, the loss of the state's Deaf heritage would be regrettable. Thanks to digitization, anyone can now access the rich history of the Utah Deaf community for historical preservation, genealogy, and research. Virginia C. Borggaard, the author of Celebrating A Rich Heritage 1901–2001, states, "Utah has always been a forerunner in promoting the history of the state's Deaf community." For this reason, we are committed to keeping up with and preserving Utah's Deaf history.
Thank you for visiting our website; we hope you find it entertaining and informative!
Cheers!
Jodi Becker Kinner
The 1931 Utah Association of the Deaf Convention
Copyright © Jodi Becker Kinner, 2012 - 2024. All rights reserved. No part of this website may be reproduced or published without the express consent of the author. If you have additional information about Utah Deaf history, or photos/materials that you would like share, please contact Jodi Becker Kinner via email at [email protected]
