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 dedicated platform celebrating Utah Deaf History and Culture!
This site is dedicated to documenting, preserving, and sharing the significant contributions and experiences of the Deaf community in Utah. We are thrilled to have you join us in recognizing and elevating this important aspect of our history.
Be Part of Preserving This History
We invite community members to support our ongoing efforts by sharing stories, photographs, and historical materials. Since our establishment in 2012, our mission has been to create a comprehensive and lasting record that strengthens our collective identity and honors the legacy of Utah's Deaf community.
Explore the Historical Collection
Our expanding archive offers a wealth of photographs, films, documents, and other materials that illuminate key milestones, including the founding of the Utah School for the Deaf and the advocacy efforts of the Utah Association of the Deaf. These resources offer valuable insights into the community's resilience, leadership, and cultural impact.
The Importance of Engagement
Your involvement is crucial for fostering understanding, awareness, and inclusion. By engaging with this history, you empower yourself to contribute to a more inclusive future for Utah's Deaf community. Additionally, this engagement deepens your appreciation of both the achievements and challenges that this community has encountered in Utah.
Thank you for visiting our site. We hope your journey through Utah Deaf History is both meaningful and enriching.
Cheers!
Jodi Christel Becker (formerly Jodi Becker Kinner)
History Enthusiast Specializing in Utah Deaf History
This site is dedicated to documenting, preserving, and sharing the significant contributions and experiences of the Deaf community in Utah. We are thrilled to have you join us in recognizing and elevating this important aspect of our history.
Be Part of Preserving This History
We invite community members to support our ongoing efforts by sharing stories, photographs, and historical materials. Since our establishment in 2012, our mission has been to create a comprehensive and lasting record that strengthens our collective identity and honors the legacy of Utah's Deaf community.
Explore the Historical Collection
Our expanding archive offers a wealth of photographs, films, documents, and other materials that illuminate key milestones, including the founding of the Utah School for the Deaf and the advocacy efforts of the Utah Association of the Deaf. These resources offer valuable insights into the community's resilience, leadership, and cultural impact.
The Importance of Engagement
Your involvement is crucial for fostering understanding, awareness, and inclusion. By engaging with this history, you empower yourself to contribute to a more inclusive future for Utah's Deaf community. Additionally, this engagement deepens your appreciation of both the achievements and challenges that this community has encountered in Utah.
Thank you for visiting our site. We hope your journey through Utah Deaf History is both meaningful and enriching.
Cheers!
Jodi Christel Becker (formerly Jodi Becker Kinner)
History Enthusiast Specializing in Utah Deaf History
The Utah Deaf History logo designed by Joshua L. Kinner, 2024
Utah has several significant
highlights in its Deaf History,
which are summarized below
highlights in its Deaf History,
which are summarized below
Gallaudet University
Gallaudet University, established in 1864 in Washington, D.C., is the only liberal arts university in the world that serves Deaf and hard-of-hearing students. 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., marking 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 steadfast 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.
Dr. Robert "Bob" G. Sanderson, 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 was an important turning point in Gallaudet's history. This publication, which continues to this day, showcases his lasting influence. Bob's vision and guidance not only established a cherished tradition for Gallaudet students but also played a crucial role in shaping the university's future. The Tower Clock image has appeared in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. His leadership during his presidency made a lasting impression, and he took great pride in his class's achievement of creating the first Tower Clock yearbook, a true turning point in Gallaudet's 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 expertise in civil engineering and surveying. 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 60 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 steadfast 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.
Dr. Robert "Bob" G. Sanderson, 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 was an important turning point in Gallaudet's history. This publication, which continues to this day, showcases his lasting influence. Bob's vision and guidance not only established a cherished tradition for Gallaudet students but also played a crucial role in shaping the university's future. The Tower Clock image has appeared in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. His leadership during his presidency made a lasting impression, and he took great pride in his class's achievement of creating the first Tower Clock yearbook, a true turning point in Gallaudet's 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 expertise in civil engineering and surveying. 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 60 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 turning point in Utah's Deaf education history had a nationwide impact, setting a precedent for the establishment of similar institutions. Deaf students and their families in Utah and across the country found hope in the Utah School for the Deaf.
Dr. John Rocky Park, the president of the University of Deseret, took responsibility for establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. John 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. Edward recommended Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position, marking a pivotal moment. John appointed Henry 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 served with distinction in his role, shaping the school's early years with his expertise. His leadership was also a monumental 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, 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. 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 took over as the school's principal in 1889, demoting Henry as head teacher. Frank supported oralism, which taught Deaf students to speak and lipread, while Henry advocated the use of 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. Henry's unfair treatment is a clear example of how common discrimination was in his time. His 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 been embroiled in a long-standing debate over 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 prominent advocate for oral and mainstream education. Under his guidance, Utah began a groundbreaking movement in the 1960s to mainstream all Deaf children, with profound impact on the history of Deaf education. Grant'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 the Blind, who, in 1897, 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 the Blind mandatory. Her legislation led to its successful passage in 1897 and marked a turning point in the education of Deaf and Blind children. However, Grant, 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.
Grant strongly believed that Deaf children should learn to speak and attend local public schools to facilitate their integration into mainstream society. Oralism is a teaching method that focuses on teaching Deaf students to speak and understand spoken language, often without the use of sign language. Mainstreaming is the practice of integrating Deaf students into regular public schools rather than placing them in specialized schools for the deaf. Grant's push for both oral communication and mainstream education sparked a longstanding feud with the Utah Association for the Deaf, which was primarily composed of graduates from the Utah School for the Deaf, including Dr. Robert "Bob" G. Sanderson, who became deaf at age 11 and was a vocal supporter of sign language and state schools for the Deaf.
The rivalry between these two giant figures—Grant Bitter and Bob Sanderson—stemmed from their ongoing dispute over the implementation of oral versus sign language in Utah's Deaf education system. This conflict was not just a matter of personal preference but a fundamental clash over the most effective methods for educating Deaf children. Each side strategically sought to gain the upper hand in this complex educational landscape, akin to a chess match, which added to tension. As the conflict escalated, both groups rallied supporters to advocate for their views and influence public opinion and policymakers. The outcome of this conflict would not only shape the future of Deaf education in Utah but also set a precedent for similar debates nationwide.
In the 1970s, Dr. Stephen C. Baldwin, a Deaf educator who served as the Total Communication Division Curriculum Coordinator at the Utah School for the Deaf, shared his observations of Grant. Grant was a staunch supporter of oral and mainstream education and was particularly vocal about his beliefs. According to Stephen, Grant's influence was profound; he was a hardcore oralist and one of the top leading figures in oral Deaf education, and no one was more persistent than he was in promoting an oral and mainstream approach.
Stephen recalled that Grant's criticism of the increasing use of sign language had a considerable impact on the education of Deaf children. This criticism contributed to a decline in the use of sign language in educational settings, which affected the communication and learning experiences of these children. Grant argued that sign language hindered the development of oral skills, which led to a decrease in enrollment in residential schools. He believed that such practices isolated Deaf individuals from mainstream society. This disagreement in educational philosophy highlighted a broader debate within the Utah Deaf community about the best methods for promoting communication and social integration.
To fully understand the complex field of Deaf education, it is important to examine two distinct communication approaches: American Sign Language (ASL) and Listening and Spoken Language (LSL). Each approach has its own benefits and limitations. ASL offers several advantages, including clear visual communication, positive identity development, robust cognitive and linguistic growth, and accessible communication that fosters inclusivity within the Deaf community. However, ASL also has some drawbacks. Significantly, most people are unfamiliar with ASL, leading to communication barriers for Deaf individuals who rely on it. Many environments, such as medical and legal settings, require interpreters to ensure full access, which can create a dependence on these services. In contrast, LSL has its own set of advantages and disadvantages. One major benefit of LSL is that it facilitates broader integration into a primarily spoken-language society. This integration allows Deaf individuals to access mainstream education and typical classroom settings without needing an interpreter. Nevertheless, LSL does present challenges. Its effectiveness often depends on early identification of hearing loss, consistent speech and auditory therapy, and access to technology such as hearing aids or cochlear implants. Additionally, the processes of listening and lip-reading can be exhausting and cognitively demanding for individuals with hearing loss, increasing the risk of language deprivation. Language deprivation occurs when a person does not have full access to a natural language during the critical period of language development. If LSL efforts are unsuccessful and no sign language is introduced, a child may experience delays or incomplete language development. Both ASL and LSL have their distinct strengths and limitations, but they are not mutually exclusive. Many individuals and families combine both approaches to create flexible and effective communication strategies.
Grant Bitter, a leading figure in oral Deaf education in Utah, had a significant impact on shaping policies that benefited oral and mainstream educational methods in the state. During his graduate training, Grant was upset to see Deaf children attending special schools and living away from their families; this was one reason he believed so adamantly in mainstreaming. In contrast, Bob, backed by the UAD, actively engaged in ongoing debates over the benefits of sign language vs. oral communication. He and the UAD emphasized the importance of providing accessible sign-language education at the Utah School for the Deaf. The dispute became heated and was on full display during Grant's oral demonstration panels, at picket protests, committee meetings, board discussions, and legislative hearings.
During the intense controversy over oral versus sign language education, Dr. Bitter formally demanded the termination of Dr. Sanderson and Dr. Jay J. Campbell, both respected advocates for sign language, at a meeting of the Utah State Board of Education. He argued that their actions were obstructing his mission to promote oral and mainstream education. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's televised interpretation of news in sign language, claiming it did not align with his oral educational goals. He demanded the removal of the interpreted news segment. Grant also called for the firing of Bob, who had assigned Beth Ann to cover the news from his position at the Utah State Office of Rehabilitation. Lastly, he requested the resignation of Della L. Loveridge, a Utah legislator and the respected chairperson of the committee. He criticized her decision to invite representatives from the Utah Association for the Deaf, including Bob, viewing this invitation as a deviation from the committee's purpose and focus.
The UAD, led by Bob, played a vital role in raising concerns about oral education and mainstreaming policies, while Grant sought to promote them. As a representative of the Deaf community, Bob provided significant insights into the challenges Deaf individuals faced in Utah. It is important to note that most Deaf children have hearing parents, which gives figures like Grant Bitter considerable influence over policy decisions. With the support of other parents who favored oralism, Grant used his power to push for oral and mainstream education, making it difficult for the UAD to effectively counter his efforts. Despite the substantial influence of Grant and other proponents of oralism, the UAD and Bob remained dedicated to advocating for sign language and protecting the rights of Deaf children, both at the Utah School for the Deaf and in mainstream educational settings.
As detailed in the following sections, the UAD, with contributions from Bob Sanderson, worked to change perceptions and policies to prioritize accessibility in language, communication, and school placement through discussions in educational committees, board meetings, and legislative hearings. They played a crucial role in shaping educational policies, recognizing the importance of sign language and the need for an accessible environment at the Utah School for the Deaf. To address these issues, they established a two-track program, replacing the original 1962 dual-track program that mandated oral enrollment. Since its implementation in 1971, this program has offered families of Deaf children a choice between oral and sign language education. It fostered collaboration among educators, parents, and the Utah Deaf community, emphasizing shared goals and unity. Through inclusive advocacy, the UAD empowered Deaf individuals by ensuring equitable access to education and resources, leading to a strong community. As a result, a balanced approach to Deaf education has emerged, valuing both ASL/English bilingual education and Listening and Spoken Language as equal options for families of Deaf children in the current hybrid program established in 2016.
The conflict between oral and sign language education began in the fall of 1962, when the Utah Deaf community was surprised by revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking 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 offered 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 approach was based on the belief that speech was crucial to integrating Deaf children 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 the Ogden 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 students who used oral language and those who used sign language. 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 the mainstreaming of Deaf students. Throughout the 1960s, the movement continued to grow 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 throughout Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement, leading to a significant shift in Deaf education.
Dr. John Rocky Park, the president of the University of Deseret, took responsibility for establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. John 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. Edward recommended Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position, marking a pivotal moment. John appointed Henry 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 served with distinction in his role, shaping the school's early years with his expertise. His leadership was also a monumental 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, 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. 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 took over as the school's principal in 1889, demoting Henry as head teacher. Frank supported oralism, which taught Deaf students to speak and lipread, while Henry advocated the use of 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. Henry's unfair treatment is a clear example of how common discrimination was in his time. His 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 been embroiled in a long-standing debate over 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 prominent advocate for oral and mainstream education. Under his guidance, Utah began a groundbreaking movement in the 1960s to mainstream all Deaf children, with profound impact on the history of Deaf education. Grant'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 the Blind, who, in 1897, 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 the Blind mandatory. Her legislation led to its successful passage in 1897 and marked a turning point in the education of Deaf and Blind children. However, Grant, 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.
Grant strongly believed that Deaf children should learn to speak and attend local public schools to facilitate their integration into mainstream society. Oralism is a teaching method that focuses on teaching Deaf students to speak and understand spoken language, often without the use of sign language. Mainstreaming is the practice of integrating Deaf students into regular public schools rather than placing them in specialized schools for the deaf. Grant's push for both oral communication and mainstream education sparked a longstanding feud with the Utah Association for the Deaf, which was primarily composed of graduates from the Utah School for the Deaf, including Dr. Robert "Bob" G. Sanderson, who became deaf at age 11 and was a vocal supporter of sign language and state schools for the Deaf.
The rivalry between these two giant figures—Grant Bitter and Bob Sanderson—stemmed from their ongoing dispute over the implementation of oral versus sign language in Utah's Deaf education system. This conflict was not just a matter of personal preference but a fundamental clash over the most effective methods for educating Deaf children. Each side strategically sought to gain the upper hand in this complex educational landscape, akin to a chess match, which added to tension. As the conflict escalated, both groups rallied supporters to advocate for their views and influence public opinion and policymakers. The outcome of this conflict would not only shape the future of Deaf education in Utah but also set a precedent for similar debates nationwide.
In the 1970s, Dr. Stephen C. Baldwin, a Deaf educator who served as the Total Communication Division Curriculum Coordinator at the Utah School for the Deaf, shared his observations of Grant. Grant was a staunch supporter of oral and mainstream education and was particularly vocal about his beliefs. According to Stephen, Grant's influence was profound; he was a hardcore oralist and one of the top leading figures in oral Deaf education, and no one was more persistent than he was in promoting an oral and mainstream approach.
Stephen recalled that Grant's criticism of the increasing use of sign language had a considerable impact on the education of Deaf children. This criticism contributed to a decline in the use of sign language in educational settings, which affected the communication and learning experiences of these children. Grant argued that sign language hindered the development of oral skills, which led to a decrease in enrollment in residential schools. He believed that such practices isolated Deaf individuals from mainstream society. This disagreement in educational philosophy highlighted a broader debate within the Utah Deaf community about the best methods for promoting communication and social integration.
To fully understand the complex field of Deaf education, it is important to examine two distinct communication approaches: American Sign Language (ASL) and Listening and Spoken Language (LSL). Each approach has its own benefits and limitations. ASL offers several advantages, including clear visual communication, positive identity development, robust cognitive and linguistic growth, and accessible communication that fosters inclusivity within the Deaf community. However, ASL also has some drawbacks. Significantly, most people are unfamiliar with ASL, leading to communication barriers for Deaf individuals who rely on it. Many environments, such as medical and legal settings, require interpreters to ensure full access, which can create a dependence on these services. In contrast, LSL has its own set of advantages and disadvantages. One major benefit of LSL is that it facilitates broader integration into a primarily spoken-language society. This integration allows Deaf individuals to access mainstream education and typical classroom settings without needing an interpreter. Nevertheless, LSL does present challenges. Its effectiveness often depends on early identification of hearing loss, consistent speech and auditory therapy, and access to technology such as hearing aids or cochlear implants. Additionally, the processes of listening and lip-reading can be exhausting and cognitively demanding for individuals with hearing loss, increasing the risk of language deprivation. Language deprivation occurs when a person does not have full access to a natural language during the critical period of language development. If LSL efforts are unsuccessful and no sign language is introduced, a child may experience delays or incomplete language development. Both ASL and LSL have their distinct strengths and limitations, but they are not mutually exclusive. Many individuals and families combine both approaches to create flexible and effective communication strategies.
Grant Bitter, a leading figure in oral Deaf education in Utah, had a significant impact on shaping policies that benefited oral and mainstream educational methods in the state. During his graduate training, Grant was upset to see Deaf children attending special schools and living away from their families; this was one reason he believed so adamantly in mainstreaming. In contrast, Bob, backed by the UAD, actively engaged in ongoing debates over the benefits of sign language vs. oral communication. He and the UAD emphasized the importance of providing accessible sign-language education at the Utah School for the Deaf. The dispute became heated and was on full display during Grant's oral demonstration panels, at picket protests, committee meetings, board discussions, and legislative hearings.
During the intense controversy over oral versus sign language education, Dr. Bitter formally demanded the termination of Dr. Sanderson and Dr. Jay J. Campbell, both respected advocates for sign language, at a meeting of the Utah State Board of Education. He argued that their actions were obstructing his mission to promote oral and mainstream education. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's televised interpretation of news in sign language, claiming it did not align with his oral educational goals. He demanded the removal of the interpreted news segment. Grant also called for the firing of Bob, who had assigned Beth Ann to cover the news from his position at the Utah State Office of Rehabilitation. Lastly, he requested the resignation of Della L. Loveridge, a Utah legislator and the respected chairperson of the committee. He criticized her decision to invite representatives from the Utah Association for the Deaf, including Bob, viewing this invitation as a deviation from the committee's purpose and focus.
The UAD, led by Bob, played a vital role in raising concerns about oral education and mainstreaming policies, while Grant sought to promote them. As a representative of the Deaf community, Bob provided significant insights into the challenges Deaf individuals faced in Utah. It is important to note that most Deaf children have hearing parents, which gives figures like Grant Bitter considerable influence over policy decisions. With the support of other parents who favored oralism, Grant used his power to push for oral and mainstream education, making it difficult for the UAD to effectively counter his efforts. Despite the substantial influence of Grant and other proponents of oralism, the UAD and Bob remained dedicated to advocating for sign language and protecting the rights of Deaf children, both at the Utah School for the Deaf and in mainstream educational settings.
As detailed in the following sections, the UAD, with contributions from Bob Sanderson, worked to change perceptions and policies to prioritize accessibility in language, communication, and school placement through discussions in educational committees, board meetings, and legislative hearings. They played a crucial role in shaping educational policies, recognizing the importance of sign language and the need for an accessible environment at the Utah School for the Deaf. To address these issues, they established a two-track program, replacing the original 1962 dual-track program that mandated oral enrollment. Since its implementation in 1971, this program has offered families of Deaf children a choice between oral and sign language education. It fostered collaboration among educators, parents, and the Utah Deaf community, emphasizing shared goals and unity. Through inclusive advocacy, the UAD empowered Deaf individuals by ensuring equitable access to education and resources, leading to a strong community. As a result, a balanced approach to Deaf education has emerged, valuing both ASL/English bilingual education and Listening and Spoken Language as equal options for families of Deaf children in the current hybrid program established in 2016.
The conflict between oral and sign language education began in the fall of 1962, when the Utah Deaf community was surprised by revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking 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 offered 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 approach was based on the belief that speech was crucial to integrating Deaf children 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 the Ogden 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 students who used oral language and those who used sign language. 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 the mainstreaming of Deaf students. Throughout the 1960s, the movement continued to grow 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 throughout Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement, leading 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, was composed of 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 the Ogden 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 resistance 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. 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 "Y" system's mental trend in the two-track program, which favored oral communication, significantly impacted 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 the provision of unbiased, 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 D. 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, a collective effort of the Utah Deaf community that commemorated a major turning point in the community's history.
Following the 1997 Utah Deaf Bilingual and Bicultural 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 at the Utah School for the Deaf, which at that time offered only 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 of 1998. This milestone was collaboratively achieved by co-founders Minnie Mae, 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 of 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 offer a bilingual and bicultural option known as 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 event in Utah's Deaf education.
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, which regulated the Utah School for the Deaf, and it favored the mainstreaming approach. 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 merger between the USD and JMS. 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 for those who desire them. 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 50 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 considerable progress. The hybrid program enables the ASL/English bilingual program (replacing total communication) and the listening and spoken language (replacing oral) program to work together without bias, providing Deaf students with a more personalized educational placement. This program also removes the requirement for parents to choose between the two programs, providing fair and impartial information and marking a pivotal moment in the pursuit of an equal and inclusive educational system for Deaf students.
Today, the Utah School for the Deaf operates four ASL/English bilingual schools: the Kenneth C. Burdett School of the Deaf in Ogden, the Jean Massieu School of the Deaf in Salt Lake City, the Elizabeth DeLong School of the Deaf in Springville, and the 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. These individuals have made significant contributions to the Deaf community, advocating for education and accessibility. Their legacies continue to shape the experiences of Deaf students today, fostering an environment where they can thrive academically and socially.
However, the "Y" system's mental trend in the two-track program, which favored oral communication, significantly impacted 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 the provision of unbiased, 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 D. 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, a collective effort of the Utah Deaf community that commemorated a major turning point in the community's history.
Following the 1997 Utah Deaf Bilingual and Bicultural 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 at the Utah School for the Deaf, which at that time offered only 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 of 1998. This milestone was collaboratively achieved by co-founders Minnie Mae, 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 of 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 offer a bilingual and bicultural option known as 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 event in Utah's Deaf education.
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, which regulated the Utah School for the Deaf, and it favored the mainstreaming approach. 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 merger between the USD and JMS. 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 for those who desire them. 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 50 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 considerable progress. The hybrid program enables the ASL/English bilingual program (replacing total communication) and the listening and spoken language (replacing oral) program to work together without bias, providing Deaf students with a more personalized educational placement. This program also removes the requirement for parents to choose between the two programs, providing fair and impartial information and marking a pivotal moment in the pursuit of an equal and inclusive educational system for Deaf students.
Today, the Utah School for the Deaf operates four ASL/English bilingual schools: the Kenneth C. Burdett School of the Deaf in Ogden, the Jean Massieu School of the Deaf in Salt Lake City, the Elizabeth DeLong School of the Deaf in Springville, and the 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. These individuals have made significant contributions to the Deaf community, advocating for education and accessibility. Their legacies continue to shape the experiences of Deaf students today, fostering an environment where they can thrive academically and socially.
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
In the 1960s and 1970s, the Utah Association for the Deaf (UAD) emerged as a crucial advocate for key issues, particularly the preservation of sign language education at the Utah School for the Deaf. Their efforts were instrumental in ensuring that Deaf students received an education that valued and recognized the importance of sign language. By raising awareness about sign language as a vital means of communication and learning, the UAD not only advanced educational opportunities for Deaf students but also fostered a strong sense of community among them. This unity played a significant role in driving future improvements in educational policies and support for the Deaf community in Utah.
During this period, a critical issue was the deep divide between oral and sign language education. Deaf children were initially required to enroll in the oral program by age three, leading to segregation of high school students into separate oral and sign language programs at the Utah School for the Deaf, limiting their interactions.
This separation sparked considerable conflict and controversy on the Ogden residential campus, highlighting the urgent need for change. In response, the UAD intensified its advocacy for a more balanced and inclusive educational approach that values both oral and sign language communication for Deaf children and their families. While some argued that separate programs allowed for tailored instruction to meet the specific needs of each group, others contended that this division could hinder socialization and cultural integration among Deaf students.
The debate over mainstreaming—integrating Deaf students into regular schools versus placing them in specialized institutions—was also significant. Proponents of mainstreaming argued that it offered better opportunities for social interaction and academic advancement, while opponents feared it could erode Deaf culture and identity.
Despite opposition, particularly from Dr. Grant B. Bitter, who championed an oral-only curriculum at the University of Utah, the UAD remained steadfast in its advocacy for a comprehensive curriculum encompassing both oral and sign language education. They garnered support from the Utah Deaf community, reinforcing the importance of sign language in promoting effective communication and preserving cultural identity.
The UAD played a vital role in facilitating meaningful changes in the state's educational practices. Their unwavering determination raised awareness and sparked discussions about inclusive education practices, instilling hope for the future of Deaf education and the preservation of sign language at the Utah School for the Deaf.
Today, we reflect with pride and gratitude on the progress the UAD has achieved. Their efforts have not only promoted sign language and strengthened the Utah School for the Deaf but have also been instrumental in establishing groundbreaking programs, including the Utah School for the Deaf's Two-Track Program, the Total Communication Program at Utah State University, and the Jean Massieu School of the Deaf. These initiatives have significantly enhanced educational opportunities for Deaf students in Utah, bringing great satisfaction to the Utah Deaf community.
As we celebrate these achievements, we must remain committed to inclusivity and accessibility at the Utah School for the Deaf, empowering future generations and fostering an environment where Deaf voices are recognized and valued.
A heartfelt thank you to the Utah Association for the Deaf for their invaluable contributions to our Utah Deaf community!
Jodi Christel Becker
During this period, a critical issue was the deep divide between oral and sign language education. Deaf children were initially required to enroll in the oral program by age three, leading to segregation of high school students into separate oral and sign language programs at the Utah School for the Deaf, limiting their interactions.
This separation sparked considerable conflict and controversy on the Ogden residential campus, highlighting the urgent need for change. In response, the UAD intensified its advocacy for a more balanced and inclusive educational approach that values both oral and sign language communication for Deaf children and their families. While some argued that separate programs allowed for tailored instruction to meet the specific needs of each group, others contended that this division could hinder socialization and cultural integration among Deaf students.
The debate over mainstreaming—integrating Deaf students into regular schools versus placing them in specialized institutions—was also significant. Proponents of mainstreaming argued that it offered better opportunities for social interaction and academic advancement, while opponents feared it could erode Deaf culture and identity.
Despite opposition, particularly from Dr. Grant B. Bitter, who championed an oral-only curriculum at the University of Utah, the UAD remained steadfast in its advocacy for a comprehensive curriculum encompassing both oral and sign language education. They garnered support from the Utah Deaf community, reinforcing the importance of sign language in promoting effective communication and preserving cultural identity.
The UAD played a vital role in facilitating meaningful changes in the state's educational practices. Their unwavering determination raised awareness and sparked discussions about inclusive education practices, instilling hope for the future of Deaf education and the preservation of sign language at the Utah School for the Deaf.
Today, we reflect with pride and gratitude on the progress the UAD has achieved. Their efforts have not only promoted sign language and strengthened the Utah School for the Deaf but have also been instrumental in establishing groundbreaking programs, including the Utah School for the Deaf's Two-Track Program, the Total Communication Program at Utah State University, and the Jean Massieu School of the Deaf. These initiatives have significantly enhanced educational opportunities for Deaf students in Utah, bringing great satisfaction to the Utah Deaf community.
As we celebrate these achievements, we must remain committed to inclusivity and accessibility at the Utah School for the Deaf, empowering future generations and fostering an environment where Deaf voices are recognized and valued.
A heartfelt thank you to the Utah Association for the Deaf for their invaluable contributions to our Utah Deaf community!
Jodi Christel Becker
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, and formed another class for those members taught by Max W. Woodbury, a hard-of-hearing 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 with ties to the Utah School for the Deaf or who 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 dedication 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.
Max, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members opportunities for leadership 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 Deaf 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 sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes, beginning when Dr. Bitter led the oral team at Utah School for the Deaf. 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-friendly 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 with ties to the Utah School for the Deaf or who 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 dedication 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.
Max, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members opportunities for leadership 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 Deaf 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 sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes, beginning when Dr. Bitter led the oral team at Utah School for the Deaf. 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-friendly 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
Elizabeth DeLong, affectionately known as "Libbie," was a pivotal figure in the Deaf community in Utah. She graduated from the Utah School for the Deaf in 1897 and went on to become the first Utah graduate to earn a degree from Gallaudet College in 1902. Libbie made history by becoming the first Deaf teacher with a college degree to teach at her alma mater. Additionally, she served as the first female president of the Utah Association of the Deaf (UAD) from 1909 to 1915.
Libbie's election as president was not only a personal victory but also a turning point for the Deaf community in Utah. This event followed the establishment of the National Association of the Deaf (NAD) in 1880, which encouraged states like Utah to form their own chapters. Libbie played a crucial role in co-founding the UAD on June 10, 1909. Her leadership focused on advocating for the social welfare needs of Deaf individuals.
In a groundbreaking election held the day after the UAD's formation, Libbie faced two male candidates and triumphed, becoming the first female Deaf president of the Utah chapter and of any state chapter within the NAD on June 11, 1909. This victory symbolized a significant shift toward recognizing Deaf women's roles in leadership positions, even in the face of societal barriers such as a lack of voting rights and gender discrimination.
During this time, Deaf women encountered substantial challenges, including limited access to education and political rights. Libbie's presidency marked a turning point for the Deaf community as she advocated for educational and employment opportunities. Her journey began in 1901 when she joined Gallaudet College's secret support network for women, known as O.W.L.S., which is now recognized as Phi Kappa Zeta. She became president of this organization in the same year.
O.W.L.S. aimed to address the barriers that Deaf women faced in the predominantly male environment at Gallaudet College. This platform provided Libbie with a voice to advocate for women's rights, a cause she championed until the passage of the 19th Amendment in 1920, which granted women the right to vote. Her resilience in the face of social challenges, including discrimination and the struggle for political rights, was truly remarkable. For instance, Deaf women were not allowed to vote in NAD elections until 1964.
As a Deaf woman in a male-dominated society, Libbie faced additional barriers, including communication challenges and limited access to education, employment, and political opportunities. Her journey highlights the challenges faced by Deaf women, while her achievements showcase remarkable strength and resilience.
Libbie grew up in Utah, where women gained the right to vote through a law passed by the territorial legislature on February 14, 1870—seven years before her birth. Raised in an environment that valued civic duty and equality, she became a trailblazer for Deaf women in leadership positions. A strong supporter of women's suffrage, Libbie made significant contributions to both the Utah Deaf community and the broader women's rights movement, leaving an enduring legacy through her advocacy work.
Libbie's active involvement in Utah's early suffrage movement significantly influenced her educational, political, and spiritual aspirations. From 1909 to 1915, she served as the president of the Utah Association of the Deaf. At the end of her second term in 1915, she delivered a powerful speech at the UAD Convention, marking a pivotal moment in the women's suffrage movement. In her address, Libbie passionately advocated for women's suffrage, emphasizing the importance of women's voices in shaping the nation's future. Her commitment to advancing women's rights, despite societal challenges, demonstrated her resilience and left an indelible mark on the movement, inspiring many individuals even to this day.
Libbie's election as president was not only a personal victory but also a turning point for the Deaf community in Utah. This event followed the establishment of the National Association of the Deaf (NAD) in 1880, which encouraged states like Utah to form their own chapters. Libbie played a crucial role in co-founding the UAD on June 10, 1909. Her leadership focused on advocating for the social welfare needs of Deaf individuals.
In a groundbreaking election held the day after the UAD's formation, Libbie faced two male candidates and triumphed, becoming the first female Deaf president of the Utah chapter and of any state chapter within the NAD on June 11, 1909. This victory symbolized a significant shift toward recognizing Deaf women's roles in leadership positions, even in the face of societal barriers such as a lack of voting rights and gender discrimination.
During this time, Deaf women encountered substantial challenges, including limited access to education and political rights. Libbie's presidency marked a turning point for the Deaf community as she advocated for educational and employment opportunities. Her journey began in 1901 when she joined Gallaudet College's secret support network for women, known as O.W.L.S., which is now recognized as Phi Kappa Zeta. She became president of this organization in the same year.
O.W.L.S. aimed to address the barriers that Deaf women faced in the predominantly male environment at Gallaudet College. This platform provided Libbie with a voice to advocate for women's rights, a cause she championed until the passage of the 19th Amendment in 1920, which granted women the right to vote. Her resilience in the face of social challenges, including discrimination and the struggle for political rights, was truly remarkable. For instance, Deaf women were not allowed to vote in NAD elections until 1964.
As a Deaf woman in a male-dominated society, Libbie faced additional barriers, including communication challenges and limited access to education, employment, and political opportunities. Her journey highlights the challenges faced by Deaf women, while her achievements showcase remarkable strength and resilience.
Libbie grew up in Utah, where women gained the right to vote through a law passed by the territorial legislature on February 14, 1870—seven years before her birth. Raised in an environment that valued civic duty and equality, she became a trailblazer for Deaf women in leadership positions. A strong supporter of women's suffrage, Libbie made significant contributions to both the Utah Deaf community and the broader women's rights movement, leaving an enduring legacy through her advocacy work.
Libbie's active involvement in Utah's early suffrage movement significantly influenced her educational, political, and spiritual aspirations. From 1909 to 1915, she served as the president of the Utah Association of the Deaf. At the end of her second term in 1915, she delivered a powerful speech at the UAD Convention, marking a pivotal moment in the women's suffrage movement. In her address, Libbie passionately advocated for women's suffrage, emphasizing the importance of women's voices in shaping the nation's future. Her commitment to advancing women's rights, despite societal challenges, demonstrated her resilience and left an indelible mark on the movement, inspiring many individuals even to this day.
The 1909 Utah Association of the Deaf Officers. Source: J. Willard Marriott Library of the University of Utah
The following is an example of Elizabeth DeLong's origins: In 1870, women in Utah became the first in modern America to gain the right to vote. On February 14, 1870, Seraph Young Ford, a schoolteacher, became the first woman to cast her vote in the United States, marking a significant milestone in the journey toward women's suffrage. Twenty-six years later, in 1896, Dr. Martha Hughes Cannon, a doctor, made further advancements in women's suffrage by becoming the first female state senator in the United States. Martha also served on the Board of Trustees for the Utah School for the Deaf and the Blind, where her contributions have had a lasting impact. As a state senator, she significantly influenced education and healthcare by successfully passing legislation that benefited the Utah School for the Deaf and the Blind. One notable piece of legislation was the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which mandated attendance at the Utah School for the Deaf and the Blind in Ogden, Utah, in 1897. This act greatly improved educational opportunities for Deaf and Blind students, highlighting the enduring significance of her work.
Martha's advocacy for healthcare extended beyond her time as a senator. She persisted in her efforts to establish a new hospital on the campus of the Utah School for the Deaf and the Blind by spearheading a healthcare bill. Her steadfast determination paid off when the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb" was successfully passed in 1898. This legislation led to the construction of a hospital on the school campus, completed in 1900. The photo below reflects her commitment to improving students' healthcare. Notably, students from the carpentry class completed much of the woodwork in the building. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude for her significant contributions to healthcare!
Martha's advocacy for healthcare extended beyond her time as a senator. She persisted in her efforts to establish a new hospital on the campus of the Utah School for the Deaf and the Blind by spearheading a healthcare bill. Her steadfast determination paid off when the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb" was successfully passed in 1898. This legislation led to the construction of a hospital on the school campus, completed in 1900. The photo below reflects her commitment to improving students' healthcare. Notably, students from the carpentry class completed much of the woodwork in the building. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude for her significant contributions to healthcare!
The hospital building is at the Utah School for the Deaf and the 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 statue honoring Dr. Martha Hughes Cannon—a physician, politician, and pioneering suffragist—was unveiled in the National Statuary Hall of the United States Capitol in Washington, D.C. This statue not only honors Dr. Hughes Cannon but also highlights Utah's significant role in the national suffrage movement and the state's ongoing commitment to gender equality. It serves as a reminder of our past achievements alongside the ongoing work for progress.
The statue stands as a proud testament to Martha's legacy and her lasting influence on society. Her contributions advanced women's rights in Utah and shaped the broader national conversation about equality and justice. Reflecting on her legacy inspires us to continue advocating for progress and to honor the sacrifices made by those who fought for the rights we enjoy today.
The statue stands as a proud testament to Martha's legacy and her lasting influence on society. Her contributions advanced women's rights in Utah and shaped the broader national conversation about equality and justice. Reflecting on her legacy inspires us to continue advocating for progress and to honor the sacrifices made by those who fought for the rights we enjoy today.
'Martha Goes To Washington.' Source: utahwomenhistory.org
The founding of the Utah Association of the Deaf (UAD) in 1909 was a significant milestone in the advocacy for Deaf rights. As one of the oldest organizations representing Deaf individuals in Utah and across the nation, UAD's mission is to defend and promote the human, civil, accessibility, educational, social, linguistic, and economic rights of Deaf individuals. This enduring commitment has fostered decades of progress, making UAD a cornerstone of Deaf advocacy in Utah.
UAD has become a key advocate for the rights and needs of the Deaf community throughout the state. Their dedication has significantly advanced the rights of Deaf individuals in various areas, promoting awareness, inclusion, and equality. UAD's efforts have led to improvements in sectors such as auto insurance, traffic safety, telecommunications, interpreting services, education, early intervention, employment, and rehabilitation services.
A notable achievement was the establishment of the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which serves as a vibrant hub for community activities and support services. Additionally, UAD has been instrumental in supporting the Jean Massieu School of the Deaf, ensuring that Deaf children receive a high-quality education through an ASL/English bilingual approach.
Beyond community support, UAD has played a crucial role in advancing legislative initiatives that benefit the Deaf and Hard of Hearing community. Notably, UAD was instrumental in establishing Senate Bill 41, which mandates interpreter certification, and Senate Bill 42, which recognized American Sign Language (ASL) as a foreign language in 1994. These laws have improved access to qualified interpreters and increased recognition of ASL, directly impacting the rights and opportunities available to the community.
Over the years, UAD has been a staunch advocate for accessible communication technologies, such as telecommunications, closed captioning, and video relay services. The organization has also championed educational initiatives to preserve sign language at the Utah School for the Deaf. This effort was particularly important during the 1950s and 1970s, a time when teaching methods often prioritized oral communication over sign language and favored mainstream placements rather than local state schools for the deaf. UAD played a crucial role in ensuring that sign language education remained a fundamental component of the school's curriculum, advocating for the rights of Deaf students and preserving their cultural heritage.
In 1985, UAD played a pivotal role in establishing the Deaf Education Program at Utah State University (USU). This program initially adopted a Total Communication approach, which combined sign language, speech, and lip-reading. In 1991, USU transitioned to a bilingual model that better met community needs. Despite the discontinuation of the bilingual program due to budget cuts in 2025, UAD continues to advocate for accessible, high-quality Deaf education to ensure ongoing educational opportunities, while USU maintains support for the Listening and Spoken Language education program.
In response to these budget cuts in 2025, UAD successfully opposed legislative recommendations that favored mainstream educational settings for Deaf and hard-of-hearing students. As mandated by House Bill 448 in 2026, students are allowed to continue attending the Utah Schools for the Deaf campuses under a Section 504 Plan established by House Bill 296 in 2009.
In a society shaped by audism—akin to racism and sexism—UAD is dedicated to advocating for civil rights and enhancing access for Deaf individuals in Utah. Their work focuses on education, rehabilitation, interpreting services, and technology. UAD's initiatives have improved access to education, employment, and community services over the years, fostering pride and empowerment within the Utah Deaf community and encouraging ongoing engagement for a hopeful future.
Today, UAD actively advocates for accessible communication, inclusive education, and community empowerment through various means such as volunteering, donations, and collaboration with organizations including the Utah School for the Deaf, the Robert G. Sanderson Community Center for the Deaf and Hard of Hearing, and the Sego Lily Center for the Abused Deaf.
UAD represents the vibrant diversity within the Utah Deaf community, which includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened, Deaf LGBTQ+ individuals, Deaf people of color, and women. Their mission is to empower these individuals and foster a sense of belonging by offering programs, training sessions, and events that enhance the quality of life and well-being of Deaf individuals across the state. This is our opportunity to carry the torch, honor the legacy of advocacy, and drive positive change forward.
UAD has become a key advocate for the rights and needs of the Deaf community throughout the state. Their dedication has significantly advanced the rights of Deaf individuals in various areas, promoting awareness, inclusion, and equality. UAD's efforts have led to improvements in sectors such as auto insurance, traffic safety, telecommunications, interpreting services, education, early intervention, employment, and rehabilitation services.
A notable achievement was the establishment of the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which serves as a vibrant hub for community activities and support services. Additionally, UAD has been instrumental in supporting the Jean Massieu School of the Deaf, ensuring that Deaf children receive a high-quality education through an ASL/English bilingual approach.
Beyond community support, UAD has played a crucial role in advancing legislative initiatives that benefit the Deaf and Hard of Hearing community. Notably, UAD was instrumental in establishing Senate Bill 41, which mandates interpreter certification, and Senate Bill 42, which recognized American Sign Language (ASL) as a foreign language in 1994. These laws have improved access to qualified interpreters and increased recognition of ASL, directly impacting the rights and opportunities available to the community.
Over the years, UAD has been a staunch advocate for accessible communication technologies, such as telecommunications, closed captioning, and video relay services. The organization has also championed educational initiatives to preserve sign language at the Utah School for the Deaf. This effort was particularly important during the 1950s and 1970s, a time when teaching methods often prioritized oral communication over sign language and favored mainstream placements rather than local state schools for the deaf. UAD played a crucial role in ensuring that sign language education remained a fundamental component of the school's curriculum, advocating for the rights of Deaf students and preserving their cultural heritage.
In 1985, UAD played a pivotal role in establishing the Deaf Education Program at Utah State University (USU). This program initially adopted a Total Communication approach, which combined sign language, speech, and lip-reading. In 1991, USU transitioned to a bilingual model that better met community needs. Despite the discontinuation of the bilingual program due to budget cuts in 2025, UAD continues to advocate for accessible, high-quality Deaf education to ensure ongoing educational opportunities, while USU maintains support for the Listening and Spoken Language education program.
In response to these budget cuts in 2025, UAD successfully opposed legislative recommendations that favored mainstream educational settings for Deaf and hard-of-hearing students. As mandated by House Bill 448 in 2026, students are allowed to continue attending the Utah Schools for the Deaf campuses under a Section 504 Plan established by House Bill 296 in 2009.
In a society shaped by audism—akin to racism and sexism—UAD is dedicated to advocating for civil rights and enhancing access for Deaf individuals in Utah. Their work focuses on education, rehabilitation, interpreting services, and technology. UAD's initiatives have improved access to education, employment, and community services over the years, fostering pride and empowerment within the Utah Deaf community and encouraging ongoing engagement for a hopeful future.
Today, UAD actively advocates for accessible communication, inclusive education, and community empowerment through various means such as volunteering, donations, and collaboration with organizations including the Utah School for the Deaf, the Robert G. Sanderson Community Center for the Deaf and Hard of Hearing, and the Sego Lily Center for the Abused Deaf.
UAD represents the vibrant diversity within the Utah Deaf community, which includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened, Deaf LGBTQ+ individuals, Deaf people of color, and women. Their mission is to empower these individuals and foster a sense of belonging by offering programs, training sessions, and events that enhance the quality of life and well-being of Deaf individuals across the state. This is our opportunity to carry the torch, honor the legacy of advocacy, and drive positive change forward.
Utah Association of the Deaf: Passing the Torch Since 1909 logo
Dr. Sanderson, a leader of great impact, served as the president of the Utah Association of the Deaf from 1960 to 1963. During his time on the National Association of the Deaf board, he demonstrated his steadfast commitment to his vision of relocating the National Association of the Deaf headquarters from Berkeley, California, to Washington, D.C. Bob's bold challenge to Bryon B. Burnes, who had served as president of the NAD for 18 years, marks a pivotal moment in Sanderson's legacy. Bob gained recognition for his gutsy challenge to Bryon's long-standing presidency, marking a crucial moment in the history of the NAD, given that Bryon was an iconic figure in the eyes of many members of the Deaf community. This episode highlighted Bob's fearless leadership.
In 1964, Bob was elected as the 17th president of the NAD, serving two terms until 1968. Under his leadership and with the assistance of Frederick C. Schreiber, the executive director of the NAD, they successfully relocated the headquarters from Berkeley to Washington, D.C., in 1965. The headquarters later moved again to Silver Spring, Maryland, in 1973, leaving a lasting impact on the Deaf community. Most recently, on March 1, 2024, the NAD headquarters transitioned to a work-from-home arrangement.
When Bob, a distinguished leader from Utah, was set to become the president of the National Association of the Deaf in July 1964, he found himself at a pivotal moment in history. This period coincided with the passage of the Civil Rights Act of 1964, a monumental achievement that granted women in the Deaf community the right to vote, which was an important step toward equality and inclusion. In 1965, the NAD took further steps toward inclusivity by allowing Black Deaf individuals to join the organization and vote, following the passage of the Voting Rights Act of 1965. This vital legislation paved the way for greater inclusivity within the organization. Before these changes, the NAD had denied voting rights to women and excluded Black individuals from membership. These developments represented a significant shift toward equality and demonstrated a commitment to fostering a more inclusive Deaf community.
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. Bob, 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, which was an important turning point in the history of Deaf advocacy. The use of 'for' was perceived as patronizing toward 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.
W. "Dave" 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 were crucial in achieving their mission. Dave also succeeded Bob and intensified advocacy efforts during his tenure. Together, they made significant progress by establishing the Robert G. Sanderson Community Center, expanding interpreting services, and advocating for key legislation. Their partnership exemplified teamwork in the civil rights and accessibility movements, with mutual support being vital to their advocacy success within the Utah Association for the Deaf and the broader Utah Deaf community.
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, as mentioned earlier above. 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, ending 104 years of male leadership. Elizabeth Delong was the first woman to hold this position, serving from 1909 to 1917. Kim's election marks a major milestone for the organization, underscoring its commitment to progress and inclusivity. Throughout her journey, the Utah Association of the Deaf provided support, fostering greater diversity in leadership. Additionally, Kim is the first queer president of the organization, marking a pivotal moment for women's leadership and representation within the Deaf Queer community.
In 1964, Bob was elected as the 17th president of the NAD, serving two terms until 1968. Under his leadership and with the assistance of Frederick C. Schreiber, the executive director of the NAD, they successfully relocated the headquarters from Berkeley to Washington, D.C., in 1965. The headquarters later moved again to Silver Spring, Maryland, in 1973, leaving a lasting impact on the Deaf community. Most recently, on March 1, 2024, the NAD headquarters transitioned to a work-from-home arrangement.
When Bob, a distinguished leader from Utah, was set to become the president of the National Association of the Deaf in July 1964, he found himself at a pivotal moment in history. This period coincided with the passage of the Civil Rights Act of 1964, a monumental achievement that granted women in the Deaf community the right to vote, which was an important step toward equality and inclusion. In 1965, the NAD took further steps toward inclusivity by allowing Black Deaf individuals to join the organization and vote, following the passage of the Voting Rights Act of 1965. This vital legislation paved the way for greater inclusivity within the organization. Before these changes, the NAD had denied voting rights to women and excluded Black individuals from membership. These developments represented a significant shift toward equality and demonstrated a commitment to fostering a more inclusive Deaf community.
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. Bob, 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, which was an important turning point in the history of Deaf advocacy. The use of 'for' was perceived as patronizing toward 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.
W. "Dave" 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 were crucial in achieving their mission. Dave also succeeded Bob and intensified advocacy efforts during his tenure. Together, they made significant progress by establishing the Robert G. Sanderson Community Center, expanding interpreting services, and advocating for key legislation. Their partnership exemplified teamwork in the civil rights and accessibility movements, with mutual support being vital to their advocacy success within the Utah Association for the Deaf and the broader Utah Deaf community.
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, as mentioned earlier above. 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, ending 104 years of male leadership. Elizabeth Delong was the first woman to hold this position, serving from 1909 to 1917. Kim's election marks a major milestone for the organization, underscoring its commitment to progress and inclusivity. Throughout her journey, the Utah Association of the Deaf provided support, fostering greater diversity in leadership. Additionally, Kim is the first queer president of the organization, marking a pivotal moment for women's leadership and representation within 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 from membership and equal privileges, forcing them to fight for their rights. In early 1915, Deaf women began to campaign for full membership and admission to this male-dominated organization, which viewed men as the primary figures in the household. Justina Wooldridge Keeley, a pivotal figure in the NFSD's history, spearheaded the early efforts in Utah. While visiting her home state of Missouri, she discovered a Deaf-owned and operated insurance organization. This discovery was bittersweet for Justina, as the NFSD had previously denied her and other women full membership. It wasn't until 1951 that women finally gained regular insurance membership, which represented a breakthrough in women's rights. Further progress was made in 1955 when the NFSD lifted its racial restrictions, allowing the Black Deaf community to become members, which was a crucial 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 eventually experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available to Deaf individuals, many companies began offering reduced-price policies to attract customers. This competition ultimately led to the NFSD's closure on January 1, 2007, an enormous blow to the Deaf community, which had relied on the NFSD for connection and support as it came to terms with 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 from membership and equal privileges, forcing them to fight for their rights. In early 1915, Deaf women began to campaign for full membership and admission to this male-dominated organization, which viewed men as the primary figures in the household. Justina Wooldridge Keeley, a pivotal figure in the NFSD's history, spearheaded the early efforts in Utah. While visiting her home state of Missouri, she discovered a Deaf-owned and operated insurance organization. This discovery was bittersweet for Justina, as the NFSD had previously denied her and other women full membership. It wasn't until 1951 that women finally gained regular insurance membership, which represented a breakthrough in women's rights. Further progress was made in 1955 when the NFSD lifted its racial restrictions, allowing the Black Deaf community to become members, which was a crucial 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 eventually experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available to Deaf individuals, many companies began offering reduced-price policies to attract customers. This competition ultimately led to the NFSD's closure on January 1, 2007, an enormous blow to the Deaf community, which had relied on the NFSD for connection and support as it came to terms with 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 a remarkable commitment for 30 years, from 1962 to 1992, to establishing a community center through legislative efforts. They initiated a successful campaign to secure the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing through the Utah Office of Education and the Utah legislature.
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 staunch commitment and perseverance led to the successful establishment of the community center.
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. After a remarkable 46-year journey, the dream of establishing a permanent center for the Deaf and Hard of Hearing community became a reality. This vision was inspired by ideas presented at the 1946 Utah Association of the Deaf Convention.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing opened its doors in 1992 in Taylorsville, Utah. This achievement serves as a testament to the unwavering commitment of the Utah Deaf community, whose steadfast dedication and active participation made it possible. Since its opening, the center has served as a vital resource hub, providing comprehensive support, education, and social opportunities for individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, or Late Deafened. The center's programs and services empower the community and uphold a legacy of advocacy and inclusion. For instance, the center provides a range of social and recreational activities, as well as essential services, including ASL interpreting, case management, employment assistance, access to technology, outreach programs, and various educational initiatives. Furthermore, it cultivates an inclusive atmosphere that welcomes and empowers individuals with hearing loss, guaranteeing their sense of value and support within the community.
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 is a treasured community hub for the Utah Deaf community and the first state building 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.
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 staunch commitment and perseverance led to the successful establishment of the community center.
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. After a remarkable 46-year journey, the dream of establishing a permanent center for the Deaf and Hard of Hearing community became a reality. This vision was inspired by ideas presented at the 1946 Utah Association of the Deaf Convention.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing opened its doors in 1992 in Taylorsville, Utah. This achievement serves as a testament to the unwavering commitment of the Utah Deaf community, whose steadfast dedication and active participation made it possible. Since its opening, the center has served as a vital resource hub, providing comprehensive support, education, and social opportunities for individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, or Late Deafened. The center's programs and services empower the community and uphold a legacy of advocacy and inclusion. For instance, the center provides a range of social and recreational activities, as well as essential services, including ASL interpreting, case management, employment assistance, access to technology, outreach programs, and various educational initiatives. Furthermore, it cultivates an inclusive atmosphere that welcomes and empowers individuals with hearing loss, guaranteeing their sense of value and support within the community.
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 is a treasured community hub for the Utah Deaf community and the first state building 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
The Utah Association for the Deaf played a crucial role in sponsoring and assisting the Utah Registry of Interpreters for the Deaf in establishing its organization and developing its program in 1968. Dr. Sanderson, the dedicated president of the National Association of the Deaf and an officer of the Utah Association for the Deaf, led the expansion of interpreting services in Utah. That same year, the Utah Registry of Interpreters for the Deaf became the state's first interpreting service for the Deaf community. In addition, 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 interpreter from the Registry of Interpreters for the Deaf (RID) in both Utah and the United States symbolizes an important turning point in history. Inspired by Bob, who served as president of the National Association of the Deaf from 1964 to 1968 and provided consultation to the newly formed RID in 1964, she was determined to advance the field of interpreting. As a Utah native and a Child of a Deaf Adult (CODA), Beth Ann took the RID certification exam and passed it in 1965, becoming the first nationally certified RID interpreter in Utah and across the United States. This remarkable accomplishment significantly contributed to the advancement of the interpreting profession. Notably, she earned her certification just a year after the National Registry of Interpreters for the Deaf was officially recognized in 1964 and six years before 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 an 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 paying for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for interpreters' invaluable contributions. 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 in Utah to receive CDI certification.
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. The SB 41 focuses on certifying and training interpreters, while SB 42 recognizes American Sign Language as an official foreign language in both secondary and postsecondary education.
These initiatives have significantly enhanced the quality of life for the Deaf community in Utah, showcasing Bob's and Dave's exemplary leadership and dedication.
Beth Ann Stewart Campbell's achievement as the first nationally certified interpreter from the Registry of Interpreters for the Deaf (RID) in both Utah and the United States symbolizes an important turning point in history. Inspired by Bob, who served as president of the National Association of the Deaf from 1964 to 1968 and provided consultation to the newly formed RID in 1964, she was determined to advance the field of interpreting. As a Utah native and a Child of a Deaf Adult (CODA), Beth Ann took the RID certification exam and passed it in 1965, becoming the first nationally certified RID interpreter in Utah and across the United States. This remarkable accomplishment significantly contributed to the advancement of the interpreting profession. Notably, she earned her certification just a year after the National Registry of Interpreters for the Deaf was officially recognized in 1964 and six years before 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 an 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 paying for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for interpreters' invaluable contributions. 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 in Utah to receive CDI certification.
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. The SB 41 focuses on certifying and training interpreters, while SB 42 recognizes American Sign Language as an official foreign language in both secondary and postsecondary education.
These initiatives have significantly enhanced the quality of life for the Deaf community in Utah, showcasing Bob's and Dave's exemplary leadership and dedication.
Sorenson Communications, Inc.
In 2003, Sorenson Communications, Inc., based in Salt Lake City, Utah, revolutionized communication for the Deaf community by launching the first videophone. This innovative device was developed by Jonathan "Jon" Hodson, a Deaf native of Utah. Today, Sorenson Communications continues to operate a video relay system that is "functionally equivalent," enhancing accessibility for its users. Jon's original invention has had a profound impact on how Deaf individuals communicate and has helped bridge the gap between Deaf and hearing communities. As technology advances, Sorenson Communications stays committed to improving accessibility and fostering inclusion for everyone.
Utah's Many Firsts
Utah has a rich history of notable firsts, particularly related to the contributions of prominent leaders in the Deaf community. As the sole owner and operator of this website, I am committed to preserving this history. This involves sharing stories, recognizing achievements, and raising awareness about the challenges faced by Deaf individuals in Utah. By honoring these contributions, we can foster understanding and appreciation for the impact of the Deaf community in our state.
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, recording his findings in notebooks. He kept several books on Deaf history and 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. Barry Strassler emphasized the importance of preserving and sharing such knowledge, noting that it could have significantly enriched the understanding of Deaf culture and history. "We must honor the legacy of those who came before us by ensuring their stories and findings are not lost to time," he urged the community.
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, genealogical research, and other purposes. 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 preserving Utah's Deaf history. This commitment involves not only documenting the stories and achievements of Deaf individuals but also fostering awareness and appreciation of their contributions to the state's culture. By engaging with the community and utilizing modern technology, we can ensure that Utah's Deaf heritage remains vibrant and accessible for future generations.
Thank you for visiting our website to learn about Utah Deaf History. I hope you find the information both entertaining and informative. Check out the list on the left side for more details, and connect with local events and resources that celebrate the rich legacy of the Deaf community in Utah. Please share your experiences and stories to help us continue this essential dialogue and preserve our collective history. I am committed to adding new information and updates, so be sure to visit again to see what's new!
Enjoy!
Jodi Christel Becker
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, genealogical research, and other purposes. 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 preserving Utah's Deaf history. This commitment involves not only documenting the stories and achievements of Deaf individuals but also fostering awareness and appreciation of their contributions to the state's culture. By engaging with the community and utilizing modern technology, we can ensure that Utah's Deaf heritage remains vibrant and accessible for future generations.
Thank you for visiting our website to learn about Utah Deaf History. I hope you find the information both entertaining and informative. Check out the list on the left side for more details, and connect with local events and resources that celebrate the rich legacy of the Deaf community in Utah. Please share your experiences and stories to help us continue this essential dialogue and preserve our collective history. I am committed to adding new information and updates, so be sure to visit again to see what's new!
Enjoy!
Jodi Christel Becker
The 1931 Utah Association of the Deaf Convention
Copyright © Jodi Christel Becker, 2012 - 2026. 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 Christel Becker via email at [email protected]
