Beginning of the
Utah Deaf History Project
Utah Deaf History Project
Welcome to my blog! I’m excited to have you here as we explore our history together. On October 21, 2012, I launched the Utah Deaf History website, marking the beginning of a vital journey dedicated to celebrating our vibrant community. This project is not just my story; it is our collective story. My goal is to capture and preserve the rich history and experiences of the Utah Deaf community by highlighting our achievements, challenges, and contributions through oral histories and documents.
You can support this effort by sharing stories, volunteering, or donating resources—your involvement truly makes a difference. I want you to feel like an integral part of this journey. Together, we can honor our past while inspiring future generations. Let’s work together to ensure that people hear and remember our stories.
In my 'Author's Note' and throughout the website, I share my thoughts, experiences, and observations on historical events. I also provide insights into current events and a comprehensive history that connects our roots to the present. Understanding our past is essential for shaping our future, and your participation is key to this effort. Empowering journeys often reveal the connections between our experiences and the choices we make. Together, we can cultivate a deeper appreciation for our heritage and inspire meaningful actions for a brighter tomorrow.
My engagement with Utah Deaf History began in 2006, inspired by my father-in-law, Kenneth L. Kinner, known as "Ken," who was Deaf and graduated from the Utah School for the Deaf in 1954. He was also the father of two Deaf children, Deanne and Duane. His passion for storytelling and his extraordinary memory made him a remarkable storyteller. His engaging storytelling sparked my interest, leading me to become deeply involved in documenting Utah Deaf History. Ken opened the gate to uncover the rich and often untold history of our local Deaf community, laying the groundwork for further exploration. I cherish his stories, and this website serves to preserve them and honor his contributions.
You can support this effort by sharing stories, volunteering, or donating resources—your involvement truly makes a difference. I want you to feel like an integral part of this journey. Together, we can honor our past while inspiring future generations. Let’s work together to ensure that people hear and remember our stories.
In my 'Author's Note' and throughout the website, I share my thoughts, experiences, and observations on historical events. I also provide insights into current events and a comprehensive history that connects our roots to the present. Understanding our past is essential for shaping our future, and your participation is key to this effort. Empowering journeys often reveal the connections between our experiences and the choices we make. Together, we can cultivate a deeper appreciation for our heritage and inspire meaningful actions for a brighter tomorrow.
My engagement with Utah Deaf History began in 2006, inspired by my father-in-law, Kenneth L. Kinner, known as "Ken," who was Deaf and graduated from the Utah School for the Deaf in 1954. He was also the father of two Deaf children, Deanne and Duane. His passion for storytelling and his extraordinary memory made him a remarkable storyteller. His engaging storytelling sparked my interest, leading me to become deeply involved in documenting Utah Deaf History. Ken opened the gate to uncover the rich and often untold history of our local Deaf community, laying the groundwork for further exploration. I cherish his stories, and this website serves to preserve them and honor his contributions.
Kenneth L. Kinner
On October 21, 2006, during a board meeting of the Utah Association for the Deaf, I had the opportunity to interview Dr. Robert "Bob" G. Sanderson, a well-known and highly respected figure in the Deaf community. I was eager to learn more about his role as a Deaf education advocate, as well as his involvement in communication, educational methods, and placement controversies. As I prepared to take notes, Bob began sharing some captivating stories. I was so intrigued that I asked him a few more questions. He looked at me and said, "Do your homework." That advice has stuck with me, and many of you can likely relate to the impact of such a simple yet profound statement. He frequently shared this motto with others, as Dr. Kim Burningham's letter to Bob illustrates below. He recommended checking resources such as the UAD Bulletins, newspapers, and other relevant materials. His insights motivated me to learn more about our history, leading to the creation of this website dedicated to Utah Deaf History. This platform aims to preserve and celebrate the rich heritage of the Utah Deaf community, highlighting their achievements and contributions and fostering appreciation for their culture and history.
Dr. Robert G. Sanderson. Source: Gallaudet University Archives
I would like to express my sincere appreciation for Bob's exceptional work in preserving Utah Deaf History. His thorough documentation in the UAD Bulletins, along with his collection of newspapers highlighting the activities of the Utah Deaf community, has helped us understand our vibrant history and made a significant impact. We are very thankful for everything he has done, especially for putting his inspiring "Homework Motto" on the website. His motto serves as a powerful reminder of the importance of dedication and perseverance, inspiring us to stay committed to our heritage. It encourages current and future generations within the Utah Deaf community to continue doing our homework, advocating for our rich culture, and striving for excellence. Pursuing excellence is not just a goal; it is a commitment to honoring our past while building a brighter future. Together, we can ensure that the stories and achievements of the Utah Deaf community are celebrated and passed down, promoting pride and unity for years to come. Thank you, Dr. Sanderson!
Dr. Kim Burningham's letter about Dr. Robert G. Sanderson, particularly his homework section, was sent on September 25, 2003
In 2008, Eleanor McCowan, an officer of the Utah Association of the Deaf and chair of the 2009 100th-anniversary conference, asked me to create a brief history book for the event. I didn't realize that this small project would lead me to discover surprising and fascinating historical events. Eleanor's request allowed me to develop the Utah Deaf History website, a project that I found deeply engaging and fulfilling. With her support, I was able to finish the task, and the result showcases the rich history of the Deaf community in Utah. It's all thanks to her. Her encouragement motivated me to delve deeper into history and also connected me with many individuals and resources within the community. This journey has not only enriched my understanding but has also fostered a sense of pride in the achievements and contributions of the Deaf community in Utah.
Eleanor Birckhead McCowan
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.
Jodi Christel Becker
I am deeply passionate about Utah Deaf History, particularly the civil rights and social justice issues faced by the Utah Deaf community. Additionally, I have a strong interest in women's studies, particularly in the ways Deaf women contribute to their communities. My interest in political history and biographies has also led me to undertake this project, which has been an excellent learning experience. Since 2006, I have had the privilege of conducting historical research and collecting various historical materials, such as photographs and films, for historic preservation. Reading about history offers explanations for the origins of our Utah Deaf community and the events that have shaped it over time. Given the increasing popularity of cochlear implants and the mainstreaming movement, I am fervently committed to preserving and appreciating Utah Deaf History. Preserving our Utah Deaf History is essential not only for honoring those who have come before us but also for ensuring that future generations understand the rich cultural legacy and unique challenges faced by the Utah Deaf community. By documenting and sharing these stories, we can foster greater awareness and appreciation for the diversity within our society.
I am also particularly interested in the history of Dr. Grant B. Bitter, an oral and mainstreaming advocate whose ideologies have had a long-term impact on the Utah Deaf community. Under the leadership of Grant, a firm advocate for oral and mainstream education, Utah's groundbreaking movement to mainstream all Deaf children began in the 1960s. 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 1896, spearheaded a proposal for the 'Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens,' landmark legislation that made attendance at the Utah School for the Deaf and the Blind mandatory for all Deaf, Dumb, and Blind citizens (Martha Hughes Cannon, Wikipedia, April 20, 2024). Her legislation led to its successful passage in 1896 and marked a turning point in the education of Deaf and Blind children. However, Grant 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. This landmark legislation ensured that children with disabilities, including those who are Deaf or Blind, would have access to a free and appropriate public education in the least restrictive environment. As a result, the educational landscape for these children continued to evolve, promoting inclusivity and equal opportunities in learning.
Grant's journey as an advocate for Deaf education was profoundly influenced by his daughter Colleen, who was born deaf in 1954. This personal experience deepened his commitment to promoting oral and mainstream education for Deaf and hard-of-hearing children. His internship time at the Lexington School for the Deaf further shaped his beliefs, especially as he witnessed the separation of young children from their families. This experience reinforced his determination to fight for equal educational opportunities for Deaf children, as he believed that inclusivity not only benefits these children but also enriches the entire school community. His advocacy was driven by both his personal experiences and his professional dedication.
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.
Grant likely disagreed with Dr. Martha Hughes Cannon, a prominent figure in Deaf education, and her team regarding their proposal to mandate education for Deaf children at the state institution. Grant believed that Deaf children should learn to speak and attend local public schools to facilitate their integration into mainstream society. This perspective contrasted sharply with Martha's advocacy for a specialized residential school in Ogden, Utah, which recognized and embraced the language and communication accessibility needs of Deaf students. She advocated for a more inclusive approach at the state institution, believing that Deaf children should have access to a comprehensive education at the Utah School for the Deaf. Martha felt this education was essential for preparing them to participate fully in 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.
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.
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.
In 1962, the Utah School for the Deaf implemented a "two-way" educational program in which students spent their first six years learning the oral method. After that period, they had the option of choosing an oral or sign-language track. This program quickly became a subject of controversy. By 1970, both students at the school and the parents of Deaf children began to publicly object to the dual-track system. Parents raised concerns that the oral program was "designed to fit the needs of hearing parents and not those of the students." Despite these objections, some parents continued to support the oral education provided by the school for the Deaf.
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.
In contrast to oralism, Bob argued for “total communication,” a term used in the 1970s and 1980s to describe the use of all available means of communication to support the development of Deaf children. This approach encompasses sign language, speech, lipreading, and written language.
Grant's support for oral education sheds light on audism, which has profoundly impacted Deaf education in Utah. Audism, akin to racism and sexism, promotes the belief that hearing and speaking individuals are superior to those who cannot. The Deaf community in Utah has historically endured various forms of audism, including language suppression, communication discrimination, and a strong preference for oralism (now known as listening and spoken language). As a result, expectations in Deaf education—particularly in reading, writing, and employment—have often been low. This autism has perpetuated negative stereotypes about Deaf individuals who do not speak, making it difficult for them to be represented in decision-making roles and leading to their underrepresentation in sectors like education, politics, and community leadership.
In response, the Utah Association for the Deaf has taken a strong stand against audism, advocating for the right to use sign language, access to language, and quality education. Their commitment is reflected in their active political engagement with organizations such as the Utah State Board of Education and the USDB Advisory Council, especially during legislative sessions.
Thanks to the efforts of the Utah Association for the Deaf, which tirelessly advocated for equality in Deaf education in Utah, responsibility for this cause has been passed on to the next generation. This new generation has embraced the challenge and established four ASL/English bilingual programs in different regions, including Ogden, Salt Lake City, Springville, and St. George. These programs have made significant progress, fostering hope for a bright future marked by increased awareness and appreciation of ASL/English bilingual education and Deaf culture. There is also a strong commitment to ensuring that all Deaf students receive the support they need to thrive through ongoing advocacy and community engagement. The goal of these programs is to create an inclusive environment where Deaf individuals can fully realize their potential.
However, it is equally important to recognize the contributions of Dr. Bitter and other advocates for oral education to the history of Deaf education in Utah. Their efforts to promote oral and mainstream education are a crucial aspect of this history. As Robert Heinlein said, "A generation that ignores history has no past and no future." We must acknowledge and valiantly address the ongoing challenges in Deaf education. By understanding these issues, we can better advocate for the rights of Deaf children, ensuring they have access to language, communication, and equitable opportunities. The Utah Association of the Deaf plays a vital role in dismantling systemic barriers and fostering an inclusive environment where Deaf children can thrive both academically and socially. By amplifying their voices and experiences, we can work toward a future that empowers every Deaf child to reach their full potential.
I am also particularly interested in the history of Dr. Grant B. Bitter, an oral and mainstreaming advocate whose ideologies have had a long-term impact on the Utah Deaf community. Under the leadership of Grant, a firm advocate for oral and mainstream education, Utah's groundbreaking movement to mainstream all Deaf children began in the 1960s. 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 1896, spearheaded a proposal for the 'Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens,' landmark legislation that made attendance at the Utah School for the Deaf and the Blind mandatory for all Deaf, Dumb, and Blind citizens (Martha Hughes Cannon, Wikipedia, April 20, 2024). Her legislation led to its successful passage in 1896 and marked a turning point in the education of Deaf and Blind children. However, Grant 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. This landmark legislation ensured that children with disabilities, including those who are Deaf or Blind, would have access to a free and appropriate public education in the least restrictive environment. As a result, the educational landscape for these children continued to evolve, promoting inclusivity and equal opportunities in learning.
Grant's journey as an advocate for Deaf education was profoundly influenced by his daughter Colleen, who was born deaf in 1954. This personal experience deepened his commitment to promoting oral and mainstream education for Deaf and hard-of-hearing children. His internship time at the Lexington School for the Deaf further shaped his beliefs, especially as he witnessed the separation of young children from their families. This experience reinforced his determination to fight for equal educational opportunities for Deaf children, as he believed that inclusivity not only benefits these children but also enriches the entire school community. His advocacy was driven by both his personal experiences and his professional dedication.
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.
Grant likely disagreed with Dr. Martha Hughes Cannon, a prominent figure in Deaf education, and her team regarding their proposal to mandate education for Deaf children at the state institution. Grant believed that Deaf children should learn to speak and attend local public schools to facilitate their integration into mainstream society. This perspective contrasted sharply with Martha's advocacy for a specialized residential school in Ogden, Utah, which recognized and embraced the language and communication accessibility needs of Deaf students. She advocated for a more inclusive approach at the state institution, believing that Deaf children should have access to a comprehensive education at the Utah School for the Deaf. Martha felt this education was essential for preparing them to participate fully in 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.
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.
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.
In 1962, the Utah School for the Deaf implemented a "two-way" educational program in which students spent their first six years learning the oral method. After that period, they had the option of choosing an oral or sign-language track. This program quickly became a subject of controversy. By 1970, both students at the school and the parents of Deaf children began to publicly object to the dual-track system. Parents raised concerns that the oral program was "designed to fit the needs of hearing parents and not those of the students." Despite these objections, some parents continued to support the oral education provided by the school for the Deaf.
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.
In contrast to oralism, Bob argued for “total communication,” a term used in the 1970s and 1980s to describe the use of all available means of communication to support the development of Deaf children. This approach encompasses sign language, speech, lipreading, and written language.
Grant's support for oral education sheds light on audism, which has profoundly impacted Deaf education in Utah. Audism, akin to racism and sexism, promotes the belief that hearing and speaking individuals are superior to those who cannot. The Deaf community in Utah has historically endured various forms of audism, including language suppression, communication discrimination, and a strong preference for oralism (now known as listening and spoken language). As a result, expectations in Deaf education—particularly in reading, writing, and employment—have often been low. This autism has perpetuated negative stereotypes about Deaf individuals who do not speak, making it difficult for them to be represented in decision-making roles and leading to their underrepresentation in sectors like education, politics, and community leadership.
In response, the Utah Association for the Deaf has taken a strong stand against audism, advocating for the right to use sign language, access to language, and quality education. Their commitment is reflected in their active political engagement with organizations such as the Utah State Board of Education and the USDB Advisory Council, especially during legislative sessions.
Thanks to the efforts of the Utah Association for the Deaf, which tirelessly advocated for equality in Deaf education in Utah, responsibility for this cause has been passed on to the next generation. This new generation has embraced the challenge and established four ASL/English bilingual programs in different regions, including Ogden, Salt Lake City, Springville, and St. George. These programs have made significant progress, fostering hope for a bright future marked by increased awareness and appreciation of ASL/English bilingual education and Deaf culture. There is also a strong commitment to ensuring that all Deaf students receive the support they need to thrive through ongoing advocacy and community engagement. The goal of these programs is to create an inclusive environment where Deaf individuals can fully realize their potential.
However, it is equally important to recognize the contributions of Dr. Bitter and other advocates for oral education to the history of Deaf education in Utah. Their efforts to promote oral and mainstream education are a crucial aspect of this history. As Robert Heinlein said, "A generation that ignores history has no past and no future." We must acknowledge and valiantly address the ongoing challenges in Deaf education. By understanding these issues, we can better advocate for the rights of Deaf children, ensuring they have access to language, communication, and equitable opportunities. The Utah Association of the Deaf plays a vital role in dismantling systemic barriers and fostering an inclusive environment where Deaf children can thrive both academically and socially. By amplifying their voices and experiences, we can work toward a future that empowers every Deaf child to reach their full potential.
Dr. Grant B. Bitter. Source: The Utah Egale, October 1962
I am grateful to Grant Bitter for motivating me to write this history and for donating his documents to the J. Willard Marriott Library at the University of Utah. Without his donation, I might not have been able to document the oral and sign language controversy, and the history would be less compelling. Grant's documents also helped me fill the gaps with materials such as UAD Bulletins, newspapers, and more. These invaluable resources provided a broader perspective on the issues surrounding the oral and sign language debate, allowing me to present a more comprehensive narrative. Ultimately, Grant's generosity enriched my research and ensured that this important history would be preserved for future generations.
This history website aims to present a realistic and honest account of events rather than the rosy or flowery one that some readers may expect. I understand that not everyone finds this website appealing. However, exploring the darker aspects of history enables us to engage in open discussions, listen to one another, learn, and grow. By confronting uncomfortable truths, we can foster a deeper understanding of the complexities of our past. This honest dialogue not only honors those who came before us but also empowers us to shape a better future.
I also recognize that some people have had negative experiences with Dr. Bitter and would prefer to exclude him from our history. It is essential to acknowledge and respect these differing opinions. Nevertheless, it is equally important to recognize the Bitter Era in our history, as it connects us to our past and helps us understand our present. The challenges faced during the Bitter Era ultimately strengthened the Utah Deaf community, fostering perseverance and resilience among its members. This period catalyzed change, encouraging community members to advocate more vigorously for their needs and rights. By reflecting on both the positive and negative aspects of this era, we can build a more inclusive narrative that honors all voices within the Utah Deaf community.
G. Leon Curtis, who served as president of the Utah Association for the Deaf from 1963 to 1965 and 1967 to 1969, stated that "The [UAD] Bulletin serves as our most effective tool." He also asserted that "the pen holds more power than the sword" (Curtis, The UAD Bulletin, Fall 1965, p. 6). Knowledge is undeniably a powerful tool, and this remains true today. To advocate for our community and preserve its heritage, we must first understand our history. Additionally, we must act vigilantly and swiftly; otherwise, our progress in accessibility rights, particularly in Deaf education, may be at risk of going backward. We must remain proactive in our efforts, ensuring that the lessons learned from the past inform our future initiatives. By fostering awareness and advocating for equitable policies, we can safeguard the advancements made and continue to uplift our community.
This history website aims to present a realistic and honest account of events rather than the rosy or flowery one that some readers may expect. I understand that not everyone finds this website appealing. However, exploring the darker aspects of history enables us to engage in open discussions, listen to one another, learn, and grow. By confronting uncomfortable truths, we can foster a deeper understanding of the complexities of our past. This honest dialogue not only honors those who came before us but also empowers us to shape a better future.
I also recognize that some people have had negative experiences with Dr. Bitter and would prefer to exclude him from our history. It is essential to acknowledge and respect these differing opinions. Nevertheless, it is equally important to recognize the Bitter Era in our history, as it connects us to our past and helps us understand our present. The challenges faced during the Bitter Era ultimately strengthened the Utah Deaf community, fostering perseverance and resilience among its members. This period catalyzed change, encouraging community members to advocate more vigorously for their needs and rights. By reflecting on both the positive and negative aspects of this era, we can build a more inclusive narrative that honors all voices within the Utah Deaf community.
G. Leon Curtis, who served as president of the Utah Association for the Deaf from 1963 to 1965 and 1967 to 1969, stated that "The [UAD] Bulletin serves as our most effective tool." He also asserted that "the pen holds more power than the sword" (Curtis, The UAD Bulletin, Fall 1965, p. 6). Knowledge is undeniably a powerful tool, and this remains true today. To advocate for our community and preserve its heritage, we must first understand our history. Additionally, we must act vigilantly and swiftly; otherwise, our progress in accessibility rights, particularly in Deaf education, may be at risk of going backward. We must remain proactive in our efforts, ensuring that the lessons learned from the past inform our future initiatives. By fostering awareness and advocating for equitable policies, we can safeguard the advancements made and continue to uplift our community.
G. Leon Curtis. Source: The UAD Bulletin, Winter 1964
Have you ever wondered what might have happened to the Utah Deaf community if the Utah Association of the Deaf and its Deaf leaders had not fought against Dr. Bitter? Their resilience and determination have led to the establishment of four Deaf schools that offer ASL/English bilingual education in four regions under the auspices of the Utah School for the Deaf, the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, and the Interpreting Services. Without their fight, we would not have these facilities today. Today, the Utah Deaf community continues to thrive, providing essential resources and support for individuals of all ages. Their ongoing commitment ensures that future generations will have access to quality education and a strong sense of identity within the ASL/English bilingual and Deaf culture.
Gene D. Stewart, a Child of Deaf Adults and a vocational rehabilitation counselor for the Deaf, was a vocal opponent of the oral advocacy group for being dominant at the Utah School for the Deaf. His powerful statement, 'We're living in the dark ages in Utah' (The Ogden Standard-Examiner, March 26, 1977), struck a chord with the leaders of the Utah Deaf community. Despite the numerous challenges they faced, these leaders remained united and determined to provide better education and services that we often take for granted today.
In 2000, I completed my college degree, got married, and moved to Utah, my spouse's home state, where I first encountered the term 'Dark Ages.' I was initially unaware of its origins until I stumbled upon a newspaper article about Gene's 'Dark Ages' statement in 1977. This discovery helped me understand the harsh realities of Deaf education in Utah during what would later be known as the 'Dark Ages.' The stark realities of Deaf education during what Gene aptly termed the 'Dark Ages' serve as a poignant reminder of the many challenges that the Deaf community in Utah has historically faced. These challenges included limited access to quality education, a lack of resources, and widespread societal misconceptions about Deaf individuals. Understanding this historical context is crucial for advocating for better support and opportunities for the Deaf community today.
Gene's commitment to championing the rights and needs of the Utah Deaf community is both inspiring and essential, prompting us to reflect on how far we've come while recognizing that there is still much work to be done. Gene's bravery in addressing these issues deserves recognition and respect, encouraging us all to strive for a more inclusive future where every voice can be heard. His unwavering advocacy also sheds light on this challenging past and exemplifies the courage required to fight for equity and inclusion in education. Inclusion in education is not just a goal; it is a fundamental right that empowers individuals and enriches society as a whole. As we move forward, let us honor Gene's legacy by actively participating in conversations that promote understanding and acceptance, ensuring that every learner can thrive in an environment that celebrates diversity and inclusivity.
Gene D. Stewart, a Child of Deaf Adults and a vocational rehabilitation counselor for the Deaf, was a vocal opponent of the oral advocacy group for being dominant at the Utah School for the Deaf. His powerful statement, 'We're living in the dark ages in Utah' (The Ogden Standard-Examiner, March 26, 1977), struck a chord with the leaders of the Utah Deaf community. Despite the numerous challenges they faced, these leaders remained united and determined to provide better education and services that we often take for granted today.
In 2000, I completed my college degree, got married, and moved to Utah, my spouse's home state, where I first encountered the term 'Dark Ages.' I was initially unaware of its origins until I stumbled upon a newspaper article about Gene's 'Dark Ages' statement in 1977. This discovery helped me understand the harsh realities of Deaf education in Utah during what would later be known as the 'Dark Ages.' The stark realities of Deaf education during what Gene aptly termed the 'Dark Ages' serve as a poignant reminder of the many challenges that the Deaf community in Utah has historically faced. These challenges included limited access to quality education, a lack of resources, and widespread societal misconceptions about Deaf individuals. Understanding this historical context is crucial for advocating for better support and opportunities for the Deaf community today.
Gene's commitment to championing the rights and needs of the Utah Deaf community is both inspiring and essential, prompting us to reflect on how far we've come while recognizing that there is still much work to be done. Gene's bravery in addressing these issues deserves recognition and respect, encouraging us all to strive for a more inclusive future where every voice can be heard. His unwavering advocacy also sheds light on this challenging past and exemplifies the courage required to fight for equity and inclusion in education. Inclusion in education is not just a goal; it is a fundamental right that empowers individuals and enriches society as a whole. As we move forward, let us honor Gene's legacy by actively participating in conversations that promote understanding and acceptance, ensuring that every learner can thrive in an environment that celebrates diversity and inclusivity.
Gene D. Stewart
Maya Angelou, who was an American poet and civil rights activist, once said, "The more you know of your history, the more liberated you are." I completely agree with her. Understanding one's own history is crucial for personal freedom. As a parent, I have experienced this firsthand while advocating for the educational needs of my two Deaf children, Joshua and Danielle. If I hadn't learned about the history of Deaf education in Utah, I wouldn't have known how to effectively advocate for the Utah Deaf community. By understanding the struggles and triumphs of those who fought for Deaf education rights before me, I gained valuable insights and strategies to navigate the system. This knowledge empowered me to ensure that Joshua and Danielle receive the quality education they deserve, allowing them to thrive in a world that often overlooks their unique needs.
Maya Angelou. Source: NPR.org
When I explore historical documents, I remain open-minded and objective about the achievements and contributions of people to our community. I have encountered individuals who downplay their efforts or wish to overlook their accomplishments. However, history is a key part of our story, regardless of a person's flaws. It is vital to acknowledge and celebrate everyone's efforts and the dedication they have demonstrated along the way! Celebrating these efforts honors their contributions and inspires future generations to recognize the value of perseverance and hard work. By highlighting both successes and challenges, we create a more accurate and inclusive narrative of our shared history.
In my historical work, I use first names for everyone—men, women, and LGBTQ+ individuals—to honor their unique contributions and challenge the patriarchal norm of associating women's achievements with their husbands' last names. This choice acknowledges their contributions under their names, which is essential for recognizing their identities. Using first names not only makes each person feel valued and respected, but it also highlights the importance of women's advocacy in our community and fosters inclusivity. This approach emphasizes women's accomplishments and contributions while acknowledging the unique identity of each individual.
Also, our organization was previously known as the Utah Association for the Deaf, but we changed our name to the Utah Association of the Deaf in 2012. For some background, we were known as the Utah Association of the Deaf from 1909 to 1962, then became the Utah Association for the Deaf in 1963, and finally reverted to our original name in 2012. When I write for the history website, I mention both "of" and "for" to reflect the different eras of our association's history.
This website consistently uses a capital "D" when referring to the Deaf community, whether in sign language or oral communication. This practice is similar to using capital letters for other communities, such as Black, Indigenous, Hispanic, and Asian. The Deafhood Foundation highlights that the capital "D" represents all Deaf individuals, promoting inclusion for everyone, regardless of their family background, communication methods, or educational experiences, which is a vital part of their Deafhood journey and exploration of self-identity. Exploring one's identity within the Deaf community fosters a sense of belonging and pride, encouraging individuals to embrace their unique experiences and perspectives. By promoting awareness and understanding, the Deafhood Foundation plays a crucial role in supporting this journey for all Deaf individuals.
I understand that my historical website can sometimes feel intense, especially when addressing sensitive topics such as the controversy surrounding oral and sign language education, the social and academic segregation at the Utah School for the Deaf, and the rivalry between Dr. Bitter and Dr. Sanderson. These are all integral aspects of the complex narrative of Deaf Education History in Utah. My dream is to create a documentary or film that respectfully captures these stories, highlighting resilience, pride, and the ongoing fight for equality, while inspiring hope for future progress.
Lastly, I would like to express my heartfelt gratitude to the remarkable contributors who helped bring this website to life. I also want to extend a special thank you to my father-in-law, Kenneth L. Kinner, for sharing his story; to Dr. Sanderson for his fantastic homework proposal; and to Eleanor McCowan for her insightful request. Working on the Utah Deaf History project has been both an enriching and humbling journey for me. As I explore the incredible resilience of Utah's Deaf leaders and their inspiring stories, I am immensely grateful for the impact they have made on our community's history. Their dedication and strength serve as a powerful reminder of the importance of advocacy and representation. I look forward to sharing their stories and ensuring that their legacies inspire future generations.
Thank you for visiting our website! I hope you enjoy exploring this rich history as much as I do!
Enjoy!
Jodi Christel Becker
In my historical work, I use first names for everyone—men, women, and LGBTQ+ individuals—to honor their unique contributions and challenge the patriarchal norm of associating women's achievements with their husbands' last names. This choice acknowledges their contributions under their names, which is essential for recognizing their identities. Using first names not only makes each person feel valued and respected, but it also highlights the importance of women's advocacy in our community and fosters inclusivity. This approach emphasizes women's accomplishments and contributions while acknowledging the unique identity of each individual.
Also, our organization was previously known as the Utah Association for the Deaf, but we changed our name to the Utah Association of the Deaf in 2012. For some background, we were known as the Utah Association of the Deaf from 1909 to 1962, then became the Utah Association for the Deaf in 1963, and finally reverted to our original name in 2012. When I write for the history website, I mention both "of" and "for" to reflect the different eras of our association's history.
This website consistently uses a capital "D" when referring to the Deaf community, whether in sign language or oral communication. This practice is similar to using capital letters for other communities, such as Black, Indigenous, Hispanic, and Asian. The Deafhood Foundation highlights that the capital "D" represents all Deaf individuals, promoting inclusion for everyone, regardless of their family background, communication methods, or educational experiences, which is a vital part of their Deafhood journey and exploration of self-identity. Exploring one's identity within the Deaf community fosters a sense of belonging and pride, encouraging individuals to embrace their unique experiences and perspectives. By promoting awareness and understanding, the Deafhood Foundation plays a crucial role in supporting this journey for all Deaf individuals.
I understand that my historical website can sometimes feel intense, especially when addressing sensitive topics such as the controversy surrounding oral and sign language education, the social and academic segregation at the Utah School for the Deaf, and the rivalry between Dr. Bitter and Dr. Sanderson. These are all integral aspects of the complex narrative of Deaf Education History in Utah. My dream is to create a documentary or film that respectfully captures these stories, highlighting resilience, pride, and the ongoing fight for equality, while inspiring hope for future progress.
Lastly, I would like to express my heartfelt gratitude to the remarkable contributors who helped bring this website to life. I also want to extend a special thank you to my father-in-law, Kenneth L. Kinner, for sharing his story; to Dr. Sanderson for his fantastic homework proposal; and to Eleanor McCowan for her insightful request. Working on the Utah Deaf History project has been both an enriching and humbling journey for me. As I explore the incredible resilience of Utah's Deaf leaders and their inspiring stories, I am immensely grateful for the impact they have made on our community's history. Their dedication and strength serve as a powerful reminder of the importance of advocacy and representation. I look forward to sharing their stories and ensuring that their legacies inspire future generations.
Thank you for visiting our website! I hope you enjoy exploring this rich history as much as I do!
Enjoy!
Jodi Christel Becker
Background Information
I grew up as an Air Force brat, born in Germany. My educational background includes attending both oral schools and mainstream settings. I graduated from Gallaudet University with a Bachelor's and a Master's degree in Social Work. Shortly after graduating in 2000, I moved to Utah, the home state of my spouse, Duane Kinner, where I took on the role of ADA Accessibility Advisor at Salt Lake Community College.
Since then, I have participated in various boards and councils, including the Utah Interpreter Certification Advisory Board, the JMS Utah Deaf Education and Literacy, Inc. Board, the USDB Institutional Council, the Utah Deaf Education Core Group, the DSDHH Legislative Task Force, and the Utah Association of the Deaf. As a parent of two Deaf adult children, Joshua and Danielle, I have also advocated for Deaf education in Utah.
In 2009, I was involved in a USDB Legislative Task Force that improved access to Deaf schools in four regions, which helped shift away from the previous requirement for students to be mainstreamed. It was a significant achievement, though it came with its challenges.
In 2012, I served as a delegate for the Utah Association of the Deaf and participated in the first-ever Education Advocate Training Program organized by the National Association of the Deaf. While both experiences were rewarding, they also posed challenges. However, they have only strengthened my determination to advocate for Deaf education.
Since then, I have participated in various boards and councils, including the Utah Interpreter Certification Advisory Board, the JMS Utah Deaf Education and Literacy, Inc. Board, the USDB Institutional Council, the Utah Deaf Education Core Group, the DSDHH Legislative Task Force, and the Utah Association of the Deaf. As a parent of two Deaf adult children, Joshua and Danielle, I have also advocated for Deaf education in Utah.
In 2009, I was involved in a USDB Legislative Task Force that improved access to Deaf schools in four regions, which helped shift away from the previous requirement for students to be mainstreamed. It was a significant achievement, though it came with its challenges.
In 2012, I served as a delegate for the Utah Association of the Deaf and participated in the first-ever Education Advocate Training Program organized by the National Association of the Deaf. While both experiences were rewarding, they also posed challenges. However, they have only strengthened my determination to advocate for Deaf education.
The Kinner Family. L-R: Danielle, Joshua, Jodi, and Duane
My spouse, Duane Kinner, and his family have a deep-rooted connection to the Utah School for the Deaf (USD). His parents, sister, aunts, uncles, and great-uncle all graduated from this institution. Duane could have been the next in line to graduate from USD; however, in the 1980s, the quality of education at the school declined due to the rise of oral education and mainstreaming. As a result, Duane transferred to the Idaho School for the Deaf in 8th grade, where he received a better education and had better access to peers. This personal connection to the cause fuels our passion and commitment to advocating for improved education for the Deaf. After graduating from Gallaudet University in 1999, Duane became a faculty member and began teaching ASL classes at Salt Lake Community College.
As a personal choice, I have legally changed my last name from my married name, Jodi Becker Kinner, back to my maiden name, Jodi Christel Becker. This change has been reflected on the Utah Deaf History website and other history websites where my work has been posted to maintain consistency. I sincerely appreciate your interest in our valuable history website, and your support means a great deal to us.
Thank you!
Jodi Christel Becker
As a personal choice, I have legally changed my last name from my married name, Jodi Becker Kinner, back to my maiden name, Jodi Christel Becker. This change has been reflected on the Utah Deaf History website and other history websites where my work has been posted to maintain consistency. I sincerely appreciate your interest in our valuable history website, and your support means a great deal to us.
Thank you!
Jodi Christel Becker
"If we have no history,
we have no future."
~Tristram Hunt~
we have no future."
~Tristram Hunt~
