Beginning of the
Utah Deaf History Project
Utah Deaf History Project
Welcome to my blog! On October 21, 2001, I established the Utah Deaf History website. This project is not just about me, but about all of us. It aims to capture and preserve the history and experiences of the Utah Deaf community, comprehensively documenting their achievements, challenges, and contributions through oral history and documents. I hope this effort will increase awareness and understanding of the Utah Deaf community, enlighten you about its rich heritage, and make you feel like an integral part of it.
I also share my appreciation, perspectives, thoughts, experiences, and observations on historical events in my "Author's Note" and throughout the website. I also provide a detailed account of current events and situations, as well as a comprehensive history that starts from the beginning of the past and leads to where we are now. This will help us understand our roots and how far we've come, underscoring the importance of understanding our past to shape our future. I am thrilled to have you join us on this journey to learn more about our history!
My history work began in 2006, when my father-in-law, Kenneth L. Kinner, who was Deaf, inspired me to start my official history project. Kenneth graduated from the Utah School for the Deaf in 1954 and was the father of two Deaf children, Deanne and Duane. His passion for sharing historical stories sparked my interest, and I quickly became deeply involved in documenting Utah Deaf History. He was a passionate history enthusiast, and his exceptional historical memory and storytelling skills made him an excellent storyteller with many fascinating details to share! He also played a crucial role in opening the gate by uncovering the rich, untold history of the local Deaf community. I will always treasure Kenneth's captivating stories, and his assistance in creating this website will always hold a special place in my heart.
I also share my appreciation, perspectives, thoughts, experiences, and observations on historical events in my "Author's Note" and throughout the website. I also provide a detailed account of current events and situations, as well as a comprehensive history that starts from the beginning of the past and leads to where we are now. This will help us understand our roots and how far we've come, underscoring the importance of understanding our past to shape our future. I am thrilled to have you join us on this journey to learn more about our history!
My history work began in 2006, when my father-in-law, Kenneth L. Kinner, who was Deaf, inspired me to start my official history project. Kenneth graduated from the Utah School for the Deaf in 1954 and was the father of two Deaf children, Deanne and Duane. His passion for sharing historical stories sparked my interest, and I quickly became deeply involved in documenting Utah Deaf History. He was a passionate history enthusiast, and his exceptional historical memory and storytelling skills made him an excellent storyteller with many fascinating details to share! He also played a crucial role in opening the gate by uncovering the rich, untold history of the local Deaf community. I will always treasure Kenneth's captivating stories, and his assistance in creating this website will always hold a special place in my heart.
Kenneth L. Kinner
In October 2006, during a board meeting of the Utah Association for the Deaf (UAD), I had the opportunity to interview Dr. Robert G. Sanderson, a well-known figure in the Utah Deaf community. I was eager to learn more about his role as a Deaf Education Advocate, his involvement in communication, educational methods, and placement controversies. As I prepared to take notes, Dr. Sanderson shared some fascinating stories with me. However, when I asked him more questions, he looked at me and famously said, "Do your homework," a lesson he constantly repeated to others, as evidenced in Dr. Kim Burningham's letter below. His advice to check the UAD Bulletins, newspapers, and other sources was not just a suggestion but a profound insight that would shape my understanding of the Utah Deaf community. His words were not just a passing comment; they were a guiding principle that significantly influenced my work and inspired me to explore the history of the Utah Deaf community. This motivation also led me to delve deeper into the topic and eventually create a website dedicated to Utah Deaf History, a platform that would preserve and share the rich history of the Utah Deaf community—a project I am immensely proud of.
Dr. Robert G. Sanderson. Source: Gallaudet University Archives
I want to express my sincere appreciation for Dr. Sanderson's exceptional contribution to Utah Deaf History. His careful documentation of events in the UAD Bulletins, along with his collection of newspapers covering the activities of the Utah Deaf community, has been instrumental in helping us understand the community's rich history. We are incredibly grateful for his efforts, especially for making his "Homework Motto" available on this website.
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.
Eleanor Birckhead McCowan
As a community historian, I have voluntarily compiled research on Utah Deaf History since 2006. My primary focus is on the 20th-century events that shaped the Utah Deaf community. Since its founding in 1909, the UAD has been a leading voice, advocating for, protecting, and promoting the human, civil, accessibility, and linguistic rights of Deaf individuals in various areas. The advocacy efforts of the UAD have led to significant changes in various areas, such as auto insurance, traffic safety, telecommunications, interpreters, education, early interventions, employment, and rehabilitation services. One of the association's major achievements is its commitment to establishing the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which has become a thriving hub for community activities. Additionally, the UAD played a crucial role in supporting the establishment of the Jean Massieu School of the Deaf, which provides educational opportunities for Deaf children and ensures their access to quality education. The association also expanded its interpreting services and training, and its commitment to professional standards was evident in its successful advocacy for enacting state certification statutes in 1994. The UAD has championed improved accessible technology, including TTY, closed captions, video relay services, and video remote interpreting. Lastly, the association established the Deaf Education Program at Utah State University, initially emphasizing Total Communication before shifting to an ASL/English bilingual program.
Today, the Utah Association of the Deaf plays a crucial role in advocating for the rights and needs of the Deaf community in Utah. The UAD serves as a valuable resource for education, support, and community engagement while promoting awareness and understanding among a diverse population that includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened individuals, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is dedicated to empowering individuals, fostering connections, and enhancing the quality of life for Deaf individuals across the state through various programs and events. Additionally, the UAD collaborates with different organizations and local governments to ensure that Deaf voices are heard and represented. The UAD also advocates for human rights and equity within society, and our ongoing efforts provide hope for the future of the Deaf community.
For years, the Utah Association of the Deaf has been at the forefront of civil rights activism, ensuring equal access to all aspects of life for the Deaf community in Utah. The association works to guarantee full integration into society and to provide equal opportunities for effective living for Deaf individuals. As a Deaf person, this website is my way of thanking the Utah Association of the Deaf for their volunteer efforts to advocate for our causes. Working on this website has also increased my admiration for the UAD and my appreciation for its continued dedication to advancing Deaf education and services. For their consistent efforts, the Utah Association of the Deaf and its advocates deserve my heartfelt gratitude. Thank you!
Today, the Utah Association of the Deaf plays a crucial role in advocating for the rights and needs of the Deaf community in Utah. The UAD serves as a valuable resource for education, support, and community engagement while promoting awareness and understanding among a diverse population that includes Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened individuals, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is dedicated to empowering individuals, fostering connections, and enhancing the quality of life for Deaf individuals across the state through various programs and events. Additionally, the UAD collaborates with different organizations and local governments to ensure that Deaf voices are heard and represented. The UAD also advocates for human rights and equity within society, and our ongoing efforts provide hope for the future of the Deaf community.
For years, the Utah Association of the Deaf has been at the forefront of civil rights activism, ensuring equal access to all aspects of life for the Deaf community in Utah. The association works to guarantee full integration into society and to provide equal opportunities for effective living for Deaf individuals. As a Deaf person, this website is my way of thanking the Utah Association of the Deaf for their volunteer efforts to advocate for our causes. Working on this website has also increased my admiration for the UAD and my appreciation for its continued dedication to advancing Deaf education and services. For their consistent efforts, the Utah Association of the Deaf and its advocates deserve my heartfelt gratitude. Thank you!
Jodi Becker Kinner
I am deeply passionate about Utah Deaf History, particularly the civil rights and social justice of the Utah Deaf community. Additionally, I have a strong interest in women's studies, especially in how 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 to conduct historical research and collect a variety of historical materials, such as photographs and films, for historic preservation. Reading about history provides insights into the origins of our Utah Deaf community and the events that have shaped it over time. Given the increasing popularity of cochlear implants and mainstreaming, I am fervently committed to preserving and appreciating our Utah Deaf History.
I am also 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. Audism, akin to racism and sexism, has impacted the Deaf community in Utah. Audism refers to the belief that people who can hear and speak are superior to those who cannot. The Utah Deaf community has faced audism throughout history, which includes language oppression, communication discrimination, bias towards oralism, now known as Listening and Spoken Language instead of sign language, low expectations in deaf education, particularly in literacy development and employment, and negative perceptions towards Deaf people who cannot speak and make decisions without Deaf representation. Nonetheless, Utah Deaf leaders have fought against audism by protecting their sign language, linguistic, and access rights through various organizations, such as the Utah Association of the Deaf, the USDB's Advisory Council, the Utah State Board of Education, and legislative sessions.
Under the leadership of Dr. Grant B. Bitter, a firm advocate for oral and mainstream education, Utah's groundbreaking movement to mainstream all Deaf children began in the 1960s. Dr. Bitter's efforts earned him the title of 'Father of Mainstreaming.' This movement was in stark contrast to the historical significance of Dr. Martha Hughes Cannon, the country's first female state senator and a member of the Board of Trustees of the Utah School for the Deaf and Blind, who in 1896 spearheaded a proposal for the 'Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens,' which made attendance at the Utah School for the Deaf and Blind mandatory (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, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
His daughter, Colleen, was born deaf in 1954, which was another reason for his dedication to the advancement of both oral and mainstream education. Dr. Bitter supported the idea of mainstreaming for all Deaf and hard of hearing children for two main reasons: his own Deaf daughter and his internship experience at the Lexington School for the Deaf. During his master's degree studies, he interned at Lexington School for the Deaf, an oral school, and was shocked to see young children having to leave their parents for a week, often crying and screaming. His role as a father of a Deaf child, as well as his experience, inspired him to advocate for mainstreaming, allowing Deaf children to attend local public schools at home (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
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 Dr. Bitter. Dr. Bitter, a firm advocate of oral and mainstream philosophy, was particularly vocal about his beliefs. His influence, as Dr. Baldwin noted, was profound. Dr. Bitter was a hard-core oralist and one of the top figures in oral education, and no one was more persistent than him in promoting an oral and mainstream approach. Dr. Baldwin also recalled how Dr. Bitter criticized the popular use of sign language, arguing that it hindered the development of oral skills and enrollment in residential settings, which he believed isolated Deaf individuals from mainstream society (Baldwin, 1990).
Dr. Bitter's advocacy for the oral and mainstreaming movements sparked a long-standing feud with the Utah Association for the Deaf, a group comprised mainly of graduates from the Utah School for the Deaf, particularly Dr. Robert G. Sanderson, a prominent Deaf community leader in Utah who became deaf at the age of 11 and was a staunch supporter of sign language and state schools for the deaf. The intense animosity between these two giants was due to the ongoing dispute over oral and sign language in Utah's deaf educational system. Their struggle was akin to a chess game, with each maneuvering politically to gain the upper hand in the deaf educational system. Dr. Bitter and Dr. Sanderson, as did the Utah Association for the Deaf, engaged in disagreements during the listening and speaking demonstration panels, picket protests, education committee meetings, and board meetings.
Dr. Bitter, who opposed anyone who stood in the way of his goals of promoting oral and mainstream education, has formally requested the job removal of Dr. Robert Sanderson and Dr. Jay J. Campbell, both respected advocates for sign language. He believed they were interfering with his mission. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's television interpretation of news in sign language, feeling it did not align with his educational goals. He also asked Della L. Loveridge, a Utah legislator and respected committee chairperson, to resign because she invited representatives from the Utah Association for the Deaf, which he saw as a shift from the committee's focus.
Dr. Bitter held significant power as a parental figure and used parental influence and leverage to advocate for oralism, making it challenging for the Utah Association for the Deaf to oppose him. The Utah Association for the Deaf, in the face of Dr. Bitter's opposition, demonstrated remarkable resilience, marking a significant turning point in our history and inspiring others with their strength and determination. They fought relentlessly, eventually passing on the task of continuing the struggle for deaf education equality in Utah to the next generation. The next generation rose to the challenge and established four ASL/English bilingual programs in four regions—Ogden, Salt Lake City, Springville, and St. George. They made significant progress, providing a glimpse of the bright future ahead.
I am also 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. Audism, akin to racism and sexism, has impacted the Deaf community in Utah. Audism refers to the belief that people who can hear and speak are superior to those who cannot. The Utah Deaf community has faced audism throughout history, which includes language oppression, communication discrimination, bias towards oralism, now known as Listening and Spoken Language instead of sign language, low expectations in deaf education, particularly in literacy development and employment, and negative perceptions towards Deaf people who cannot speak and make decisions without Deaf representation. Nonetheless, Utah Deaf leaders have fought against audism by protecting their sign language, linguistic, and access rights through various organizations, such as the Utah Association of the Deaf, the USDB's Advisory Council, the Utah State Board of Education, and legislative sessions.
Under the leadership of Dr. Grant B. Bitter, a firm advocate for oral and mainstream education, Utah's groundbreaking movement to mainstream all Deaf children began in the 1960s. Dr. Bitter's efforts earned him the title of 'Father of Mainstreaming.' This movement was in stark contrast to the historical significance of Dr. Martha Hughes Cannon, the country's first female state senator and a member of the Board of Trustees of the Utah School for the Deaf and Blind, who in 1896 spearheaded a proposal for the 'Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens,' which made attendance at the Utah School for the Deaf and Blind mandatory (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, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
His daughter, Colleen, was born deaf in 1954, which was another reason for his dedication to the advancement of both oral and mainstream education. Dr. Bitter supported the idea of mainstreaming for all Deaf and hard of hearing children for two main reasons: his own Deaf daughter and his internship experience at the Lexington School for the Deaf. During his master's degree studies, he interned at Lexington School for the Deaf, an oral school, and was shocked to see young children having to leave their parents for a week, often crying and screaming. His role as a father of a Deaf child, as well as his experience, inspired him to advocate for mainstreaming, allowing Deaf children to attend local public schools at home (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
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 Dr. Bitter. Dr. Bitter, a firm advocate of oral and mainstream philosophy, was particularly vocal about his beliefs. His influence, as Dr. Baldwin noted, was profound. Dr. Bitter was a hard-core oralist and one of the top figures in oral education, and no one was more persistent than him in promoting an oral and mainstream approach. Dr. Baldwin also recalled how Dr. Bitter criticized the popular use of sign language, arguing that it hindered the development of oral skills and enrollment in residential settings, which he believed isolated Deaf individuals from mainstream society (Baldwin, 1990).
Dr. Bitter's advocacy for the oral and mainstreaming movements sparked a long-standing feud with the Utah Association for the Deaf, a group comprised mainly of graduates from the Utah School for the Deaf, particularly Dr. Robert G. Sanderson, a prominent Deaf community leader in Utah who became deaf at the age of 11 and was a staunch supporter of sign language and state schools for the deaf. The intense animosity between these two giants was due to the ongoing dispute over oral and sign language in Utah's deaf educational system. Their struggle was akin to a chess game, with each maneuvering politically to gain the upper hand in the deaf educational system. Dr. Bitter and Dr. Sanderson, as did the Utah Association for the Deaf, engaged in disagreements during the listening and speaking demonstration panels, picket protests, education committee meetings, and board meetings.
Dr. Bitter, who opposed anyone who stood in the way of his goals of promoting oral and mainstream education, has formally requested the job removal of Dr. Robert Sanderson and Dr. Jay J. Campbell, both respected advocates for sign language. He believed they were interfering with his mission. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's television interpretation of news in sign language, feeling it did not align with his educational goals. He also asked Della L. Loveridge, a Utah legislator and respected committee chairperson, to resign because she invited representatives from the Utah Association for the Deaf, which he saw as a shift from the committee's focus.
Dr. Bitter held significant power as a parental figure and used parental influence and leverage to advocate for oralism, making it challenging for the Utah Association for the Deaf to oppose him. The Utah Association for the Deaf, in the face of Dr. Bitter's opposition, demonstrated remarkable resilience, marking a significant turning point in our history and inspiring others with their strength and determination. They fought relentlessly, eventually passing on the task of continuing the struggle for deaf education equality in Utah to the next generation. The next generation rose to the challenge and established four ASL/English bilingual programs in four regions—Ogden, Salt Lake City, Springville, and St. George. They made significant progress, providing a glimpse of the bright future ahead.
Dr. Grant B. Bitter. Source: The Utah Egale, October 1962
I am grateful to Dr. 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 broader context of the oral and sign language controversy, and the history would not have been as compelling without his contribution. Dr. Bitter's documents also helped me connect the missing gaps with materials such as UAD Bulletins, newspapers, and more. This history website presents a realistic and honest version of events rather than the rosy or flowery one that some readers may expect. I understand that not everyone finds this history website appealing. However, learning about the darker sides of history allows us to engage in open discussions, listen to each other, learn, and grow.
I also understand that some people have had negative experiences with Dr. Grant B. Bitter and would prefer to exclude him from our history. It's important to acknowledge and respect these differing opinions. However, it's equally important to recognize the Bitter era in our history, as it connects us to our past and helps us understand our present. The challenging times during the Bitter era strengthened the Utah Deaf community, fostering perseverance and resilience.
As president G. Leon Curtis of the Utah Association for the Deaf in 1963–65 and 1967–69 once stated, "The [UAD] Bulletin is our best weapon. "The pen is mightier than the sword." (Curtis, The UAD Bulletin, Fall 1965, p. 6). This remains true even today! Knowledge is undoubtedly a powerful weapon. We must first understand our history to advocate for our community and preserve its heritage. We must also act vigilantly and quickly, or our progress with accessibility rights, especially Deaf education, may be in danger of going backward.
I also understand that some people have had negative experiences with Dr. Grant B. Bitter and would prefer to exclude him from our history. It's important to acknowledge and respect these differing opinions. However, it's equally important to recognize the Bitter era in our history, as it connects us to our past and helps us understand our present. The challenging times during the Bitter era strengthened the Utah Deaf community, fostering perseverance and resilience.
As president G. Leon Curtis of the Utah Association for the Deaf in 1963–65 and 1967–69 once stated, "The [UAD] Bulletin is our best weapon. "The pen is mightier than the sword." (Curtis, The UAD Bulletin, Fall 1965, p. 6). This remains true even today! Knowledge is undoubtedly a powerful weapon. We must first understand our history to advocate for our community and preserve its heritage. We must also act vigilantly and quickly, or our progress with accessibility rights, especially Deaf education, may be in danger of going backward.
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? Thanks to their efforts, we now have 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.
Gene Stewart, the Child of Deaf Adults and vocational rehabilitation counselor for the deaf, spoke out against the oral advocacy group's dominance at the Utah School for the Deaf in a meeting before the Utah State Board of Education on March 25, 1977. His powerful statement, "We're living in the dark ages in Utah" (The Ogden Standard-Examiner, March 26, 1977), resonated with the leaders of the Utah Deaf community. Despite facing numerous challenges, the Utah Deaf leaders united to provide better education and services that we now take for granted. In the year 2000, I completed my college degree, was newly married, and moved to Utah, which is my spouse's home state. It was there that I first heard the term "Dark Ages." Initially, I was unaware of its origin until I came across a newspaper article about Gene's "Dark Ages" statement in 1977. That's when I began to comprehend the connection between the harsh realities of deaf education in Utah during what would later become referred to as the "Dark Ages." The term was a stark reminder of the obstacles that the Deaf community in Utah had to endure. Gene's unwavering advocacy for the Utah Deaf community is an inspiration, and his bravery deserves our utmost recognition and respect.
Gene Stewart, the Child of Deaf Adults and vocational rehabilitation counselor for the deaf, spoke out against the oral advocacy group's dominance at the Utah School for the Deaf in a meeting before the Utah State Board of Education on March 25, 1977. His powerful statement, "We're living in the dark ages in Utah" (The Ogden Standard-Examiner, March 26, 1977), resonated with the leaders of the Utah Deaf community. Despite facing numerous challenges, the Utah Deaf leaders united to provide better education and services that we now take for granted. In the year 2000, I completed my college degree, was newly married, and moved to Utah, which is my spouse's home state. It was there that I first heard the term "Dark Ages." Initially, I was unaware of its origin until I came across a newspaper article about Gene's "Dark Ages" statement in 1977. That's when I began to comprehend the connection between the harsh realities of deaf education in Utah during what would later become referred to as the "Dark Ages." The term was a stark reminder of the obstacles that the Deaf community in Utah had to endure. Gene's unwavering advocacy for the Utah Deaf community is an inspiration, and his bravery deserves our utmost recognition and respect.
Gene 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 them.
Maya Angelou. Source: NPR.org
When I work on historical documents, I remain objective while evaluating the results of individuals' accomplishments and/or contributions to our community. I've met people who dismissed their accomplishments or efforts and sought to have them erased. However, history is unchangeable, regardless of a person's shortcomings. It is essential to acknowledge and appreciate everyone's efforts and dedication.
When writing about individuals for our history website, I choose to use their first name to acknowledge all individuals who contribute to and advocate for our community's causes. Our patriarchal culture often expects to recognize women's advocacy, contributions, and achievements using their husbands' last names instead of their own. However, in the spirit of inclusivity, equality, and recognizing each individual's unique identity, I have decided to use their first names throughout the website. This decision reaffirms our commitment to these values and highlights the significant role of women's advocacy in our community.
Our organization, previously known as the Utah Association for the Deaf, changed its name to the Utah Association of the Deaf in 2012. The association was known as the Utah Association of the Deaf from 1909 to 1962. The association changed its name to the Utah Association for the Deaf in 1963. Finally, in 2012, the association reverted to its previous name, the Utah Association of the Deaf. When writing the history website, I use both "of" and "for" to reflect the different eras of the association's history.
The website consistently uses the capital "D" when referring to the Deaf community, both in sign language and oral communication. This practice is akin to using capital letters to refer to communities like Black, Indigenous, Hispanic, and Asian. Deafhood Training highlights that the capital "D" refers to all Deaf individuals, regardless of communication or educational background, as it is part of their Deafhood journey and self-identity exploration.
I know my history website can be intense, but history is history. We have fascinating information that could inspire a movie about the conflicts between oral and sign language. While this may seem unlikely, we can still hope for it to happen. After all, there's no harm in dreaming, right?
Last but not least, this website would not exist without the contributions of my father-in-law's story, Dr. Sanderson's homework proposal, and Eleanor's request. Working on the Utah Deaf History project has been an incredibly humbling experience for me. As I research the resilience of Utah Deaf leaders in the face of adversity, I am forever grateful for their contributions to our community's causes.
Thank you for visiting our website. I hope you enjoy the history as much as I do!
Enjoy!
Jodi Becker Kinner
When writing about individuals for our history website, I choose to use their first name to acknowledge all individuals who contribute to and advocate for our community's causes. Our patriarchal culture often expects to recognize women's advocacy, contributions, and achievements using their husbands' last names instead of their own. However, in the spirit of inclusivity, equality, and recognizing each individual's unique identity, I have decided to use their first names throughout the website. This decision reaffirms our commitment to these values and highlights the significant role of women's advocacy in our community.
Our organization, previously known as the Utah Association for the Deaf, changed its name to the Utah Association of the Deaf in 2012. The association was known as the Utah Association of the Deaf from 1909 to 1962. The association changed its name to the Utah Association for the Deaf in 1963. Finally, in 2012, the association reverted to its previous name, the Utah Association of the Deaf. When writing the history website, I use both "of" and "for" to reflect the different eras of the association's history.
The website consistently uses the capital "D" when referring to the Deaf community, both in sign language and oral communication. This practice is akin to using capital letters to refer to communities like Black, Indigenous, Hispanic, and Asian. Deafhood Training highlights that the capital "D" refers to all Deaf individuals, regardless of communication or educational background, as it is part of their Deafhood journey and self-identity exploration.
I know my history website can be intense, but history is history. We have fascinating information that could inspire a movie about the conflicts between oral and sign language. While this may seem unlikely, we can still hope for it to happen. After all, there's no harm in dreaming, right?
Last but not least, this website would not exist without the contributions of my father-in-law's story, Dr. Sanderson's homework proposal, and Eleanor's request. Working on the Utah Deaf History project has been an incredibly humbling experience for me. As I research the resilience of Utah Deaf leaders in the face of adversity, I am forever grateful for their contributions to our community's causes.
Thank you for visiting our website. I hope you enjoy the history as much as I do!
Enjoy!
Jodi Becker Kinner
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 bachelor's and master's degrees in social work. Shortly after graduating in 2000 and moving to Utah, which is my spouse, Duane's native state, I became an ADA Accessibility Advisor at Salt Lake Community College.
The Kinner Family. L-R: Danielle, Joshua, Jodi, and Duane
I have been serving on various committees and boards since 2000. These include the Utah Interpreter Certification Advisory Board, the JMS Utah Deaf Education and Literacy, Inc. Board, the USDB Institutional Council/Advisory Council, the Utah Deaf Education Core Group, the Utah Association of the Deaf, and the DWS/DSDHH Task Force. As a parent of two Deaf children, Joshua and Danielle, I have been a vocal advocate for Deaf Education in Utah. My advocacy has led me to participate in several educational committees, such as the 2009 USDB Legislative Task Force sponsored by the Utah State Office of Education. In 2012, I also served as a delegate for the Utah Association of the Deaf and participated in the first-ever Education Advocate Training Program of the National Association of the Deaf.
My spouse, Duane, and his family have a history with the Utah School for the Deaf (USD). His parents, sister, aunts, uncles, and great-uncle graduated from the Utah School for the Deaf. Duane could be next to graduate from the same school; however, in the 1980s, USD's quality of education declined due to oral and mainstreaming growth. As a result, as an 8th grader, Duane transferred to the Idaho School for the Deaf, where he thrived on better education and access to peers. After graduating from Gallaudet University in 1999, Duane became a faculty member teaching ASL classes at Salt Lake Community College.
My spouse, Duane, and his family have a history with the Utah School for the Deaf (USD). His parents, sister, aunts, uncles, and great-uncle graduated from the Utah School for the Deaf. Duane could be next to graduate from the same school; however, in the 1980s, USD's quality of education declined due to oral and mainstreaming growth. As a result, as an 8th grader, Duane transferred to the Idaho School for the Deaf, where he thrived on better education and access to peers. After graduating from Gallaudet University in 1999, Duane became a faculty member teaching ASL classes at Salt Lake Community College.
"If we have no history, we have no future."
~Tristram Hunt~
~Tristram Hunt~
