Dr. Grant B. Bitter,
the Father of Mainstreaming
Written & Compiled by Jodi Christel Becker
Published in 2015
Updated in 2025
Published in 2015
Updated in 2025
Author's Note
Through my father-in-law, Kenneth L. Kinner, who graduated from the Utah School for the Deaf in 1954 and is the father of two Deaf children, Duane and Deanne, I had the fortunate opportunity to learn about the life and legacy of Dr. Grant B. Bitter. Dr. Bitter was a prominent advocate for oral and mainstream education for Deaf children, and his profound influence on Deaf education in Utah captured my attention, largely thanks to Kenneth's vivid storytelling and personal insights.
Dr. Bitter's ideologies have had a transformative impact on the education of Deaf children in Utah. His pioneering work was the driving force behind Utah's movement in the 1960s to mainstream all Deaf children, a progress that earned him the title of 'Father of Mainstreaming.'
Without Kenneth's invaluable recollections of Dr. Bitter's work and his challenger, Dr. Robert G. Sanderson—a notable leader in the Deaf community who strongly supported sign language and state schools for the Deaf—I wouldn't have been able to explore and write about this significant part of history.
I have created a webpage detailing Dr. Bitter's career and contributions, which offers more insight into his impact on Deaf education in Utah. I recommend checking out the 'Deaf Education History in Utah' pages, which offer an in-depth examination of the evolution of Deaf education in Utah. Additionally, you can find a collection of videos featuring Dr. Bitter on the webpage linked below.
Thank you for taking an interest in this topic.
Enjoy!
Jodi Christel Becker
Dr. Bitter's ideologies have had a transformative impact on the education of Deaf children in Utah. His pioneering work was the driving force behind Utah's movement in the 1960s to mainstream all Deaf children, a progress that earned him the title of 'Father of Mainstreaming.'
Without Kenneth's invaluable recollections of Dr. Bitter's work and his challenger, Dr. Robert G. Sanderson—a notable leader in the Deaf community who strongly supported sign language and state schools for the Deaf—I wouldn't have been able to explore and write about this significant part of history.
I have created a webpage detailing Dr. Bitter's career and contributions, which offers more insight into his impact on Deaf education in Utah. I recommend checking out the 'Deaf Education History in Utah' pages, which offer an in-depth examination of the evolution of Deaf education in Utah. Additionally, you can find a collection of videos featuring Dr. Bitter on the webpage linked below.
Thank you for taking an interest in this topic.
Enjoy!
Jodi Christel Becker
Dr. Grant B. Bitter. Source: The Utah Eagle, October 1962
Who is Dr. Grant B. Bitter?
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, America's first female state senator and a member of the Board of Trustees of the Utah School for the Deaf and Blind, who, in 1896, spearheaded a proposal for the 'Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens,' landmark legislation that made attendance at the Utah School for the Deaf and 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, Dr. Bitter 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.
Martha Hughes Cannon. Source: Utah State Historical Society, Deseret News Archives
Dr. Bitter's daughter, Colleen, was born deaf in 1954, which further motivated his dedication to advancing both oral and mainstream education. Dr. Bitter's personal experience as a father of a Deaf child, Colleen, significantly influenced his professional work. He supported the idea of mainstreaming for all Deaf and hard-of-hearing children for two main reasons: his Deaf daughter and his internship experience at the Lexington School for the Deaf. While pursuing his master's degree, he interned at the Lexington School for the Deaf, a school that specializes in oral education. He was shocked by the separation of young children from their parents for an entire week, which often left them in tears. This experience deepened his commitment to ensuring that Deaf children have the same educational opportunities as their hearing peers. He believed that inclusivity benefits the children and enriches the entire school community (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987). His personal experiences shaped his advocacy and humanized his character, demonstrating that his work was deeply rooted in his love for his daughter and his empathy for Deaf children.
Colleen Bitter Addie. Source: The Salt Lake Tribune Obituary, July 24, 2003
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, a department that promotes a comprehensive approach to communication and education for Deaf students, shared his observations of Dr. Bitter. Dr. Bitter was a staunch supporter of oral and mainstream education, and he was particularly vocal about his beliefs. According to Dr. Baldwin, Dr. Bitter's influence was profound; he was a hard-core 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. Dr. Baldwin recalled that Dr. Bitter's criticism of the increasing use of sign language had a profound 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. Dr. Bitter 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 (Baldwin, 1990). Dr. Bitter 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. Dr. Bitter 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 Dr. Hughes Cannon's advocacy for a specialized residential school in Ogden, Utah, which recognized and embraced the unique 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. Dr. Hughes Cannon 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.
Dr. Stephen C. Baldwin
Dr. Bitter 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. In contrast, mainstreaming is the practice of integrating Deaf students into regular public schools rather than placing them in specialized schools for the Deaf. Dr. Bitter's advocacy push for both oral communication and mainstream education sparked a longstanding feud with the Utah Association for the Deaf (UAD). This association was primarily comprised of graduates from the Utah School for the Deaf, notably including Dr. Robert G. Sanderson, who became deaf at the age of 11 and was a staunch advocate of sign language and state schools for the deaf. The intense animosity between these two giant figures, Dr. Bitter and Dr. 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 a political advantage in this complex educational landscape, much like a chess match, adding a layer of complexity to the situation. As tensions escalated, both parties began to gather supporters, launching campaigns to sway public opinion and influence 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 unique 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. One significant limitation is its lack of mainstream accessibility; most people are unfamiliar with ASL, leading to communication barriers for Deaf individuals who rely on it. Furthermore, 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.
Dr. Bitter, a leading figure in oral Deaf education in Utah, had a significant impact on shaping policies that benefit both oral and mainstream educational methods in the state, highlighting the advantages of each approach. In contrast, Dr. Sanderson, backed by the Utah Association for the Deaf, actively engaged in ongoing debates about the benefits of sign language over oral communication. He also emphasized the necessity of accessible education in sign language at the Utah School for the Deaf during committee meetings, board discussions, and legislative hearings. The UAD served as a vital platform for Deaf individuals to share their perspectives and experiences within the Deaf educational system, providing valuable insights during these sessions. Their united advocacy was key to influencing these debates and championing the rights of Deaf children at the Utah School for the Deaf.
During the intense controversy over oral versus sign language education, Dr. Bitter formally demanded the termination of Dr. Robert G. 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 voiced 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. Dr. Bitter also called for the firing of Dr. Sanderson, 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 respected chairperson of the committee. He criticized her decision to invite representatives from the Utah Association for the Deaf, including Dr. Sanderson, viewing this invitation as a deviation from the committee's purpose and focus.
The Utah Association for the Deaf, led by Dr. Sanderson—a well-known Deaf educator and advocate—played a vital role in voicing concerns about oral education and mainstreaming policies. In contrast, Dr. Bitter aimed to promote these same policies. As a representative of the Deaf community, Dr. Sanderson provided valuable insights into the challenges faced by Deaf individuals in Utah. It is important to note that the majority of Deaf children have hearing parents, which gives people like Dr. Bitter significant influence over policy decisions. Supported by other parents who advocated for oralism, Dr. Bitter leveraged his power to promote oral and mainstream education, making it challenging for the UAD, including Dr. Sanderson, to effectively counter his efforts. Despite Dr. Bitter's considerable influence and the backing of other proponents of oralism, the UAD, particularly Dr. Sanderson, demonstrated remarkable resilience in confronting these challenges and countering his opposition. They remained committed to advocating for sign language and the rights of Deaf children, both at the Utah School for the Deaf and in mainstream educational settings.
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 unique 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. One significant limitation is its lack of mainstream accessibility; most people are unfamiliar with ASL, leading to communication barriers for Deaf individuals who rely on it. Furthermore, 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.
Dr. Bitter, a leading figure in oral Deaf education in Utah, had a significant impact on shaping policies that benefit both oral and mainstream educational methods in the state, highlighting the advantages of each approach. In contrast, Dr. Sanderson, backed by the Utah Association for the Deaf, actively engaged in ongoing debates about the benefits of sign language over oral communication. He also emphasized the necessity of accessible education in sign language at the Utah School for the Deaf during committee meetings, board discussions, and legislative hearings. The UAD served as a vital platform for Deaf individuals to share their perspectives and experiences within the Deaf educational system, providing valuable insights during these sessions. Their united advocacy was key to influencing these debates and championing the rights of Deaf children at the Utah School for the Deaf.
During the intense controversy over oral versus sign language education, Dr. Bitter formally demanded the termination of Dr. Robert G. 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 voiced 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. Dr. Bitter also called for the firing of Dr. Sanderson, 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 respected chairperson of the committee. He criticized her decision to invite representatives from the Utah Association for the Deaf, including Dr. Sanderson, viewing this invitation as a deviation from the committee's purpose and focus.
The Utah Association for the Deaf, led by Dr. Sanderson—a well-known Deaf educator and advocate—played a vital role in voicing concerns about oral education and mainstreaming policies. In contrast, Dr. Bitter aimed to promote these same policies. As a representative of the Deaf community, Dr. Sanderson provided valuable insights into the challenges faced by Deaf individuals in Utah. It is important to note that the majority of Deaf children have hearing parents, which gives people like Dr. Bitter significant influence over policy decisions. Supported by other parents who advocated for oralism, Dr. Bitter leveraged his power to promote oral and mainstream education, making it challenging for the UAD, including Dr. Sanderson, to effectively counter his efforts. Despite Dr. Bitter's considerable influence and the backing of other proponents of oralism, the UAD, particularly Dr. Sanderson, demonstrated remarkable resilience in confronting these challenges and countering his opposition. They remained committed to advocating for sign language and the rights of Deaf children, both at the Utah School for the Deaf and in mainstream educational settings.
Dr. Robert G. Sanderson. Source: Gallaudet University Archives
Dr. Bitter has had an extensive career in teaching and curriculum development. He obtained his bachelor's degree from the University of Utah. Before joining the Utah School for the Deaf, he worked as a religious education teacher. From 1950 to 1958, he taught the seminary class of The Church of Jesus Christ of Latter-day Saints. Subsequently, he received a scholarship to the Lexington School for the Deaf, affiliated with Columbia University, in New York City, where he earned a master's degree and a special education certificate while interning at the school from 1961 to 1962. Upon completion of his master's degree, he returned to Utah and began teaching in the Oral Extension classes of the Utah School for the Deaf in the Salt Lake City School District from 1962 to 1964 (Bitter, Summary Report for Tenure, 1985; Bitter, Utah's Hearing-Impaired Children...At High Risk, 1986; Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
Dr. Grant B. Bitter. Source: Deseret News, March 18, 1974
After completing his doctorate in audiology, rehabilitation, and educational administration with a focus on special education at Wayne State University in Detroit, Michigan, in the summer of 1967, Dr. Bitter returned to Utah following three years of study. From 1967 to 1969, he served as the Curriculum Coordinator for the Extension Division in Salt Lake City, Utah Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987; Obituary: Grant Bunderson Bitter, Deseret News, July 2, 2000). He resigned from this position in 1969 due to increasing job demands (The UAD Bulletin, Summer 1968). In addition to his leading role, Dr. Bitter held part-time positions as the Coordinator for the Seminary program for Deaf high school students with The Church of Jesus Christ of Latter-day Saints and as the Director of the oral-only component of the Teacher Training Program under the Department of Speech and Audiology at the University of Utah, which was established in 1962 (University of Utah, November 28, 1977; Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987; Obituary: Grant Bunderson Bitter, Deseret News, July 2, 2000). This oral-only component aimed to teach Deaf individuals to communicate using spoken language, reflecting Dr. Bitter's belief in oralism.
'New Curriculum Coordinator for the Extension Division.' Source: The UAD Bulletin, Summer 1969
In 1968, Dr. Bitter's passion for oral Deaf education led him to become the director and professor of the Teacher Training Program in the Department of Special Education at the University of Utah. He focused primarily on oral education and held this position until 1987, a year after the program was closed. Additionally, Dr. Bitter served as the coordinator of the Deaf Seminary Program under the Church of Jesus Christ of Latter-day Saints in Utah (Bitter, Summary Report for Tenure, 1985; Bitter, Utah's Hearing-Impaired Children... At High Risk, 1986; Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987; Obituary: Grant Bunderson Bitter, Deseret News, July 2, 2000).
Dr. Grant B. Bitter, Source: The Utah Eagle, October 1967
Dr. Bitter strongly believed in oralism, which is the conviction that Deaf individuals should learn to speak. This belief was not merely theoretical for him; he actively supported the cause by founding the Oral Deaf Association of Utah (ODAU) in 1970. This initiative reflected his commitment to oral Deaf education. In 1981, he also established the Utah Registry of Oral Interpreters. Additionally, Dr. Bitter served as the chair of the Utah Chapter of the Alexander Graham Bell Association, where he led efforts to support and advocate for oral Deaf individuals, further demonstrating his dedication to this mission (Bitter, Summary Report for Tenure, 1985; Bitter, Utah's Hearing-Impaired Children... At High Risk, 1986).
Dr. Bitter was also a prominent lobbyist on Utah Capitol Hill, effectively collaborating with legislators. He continuously emphasized the importance of adequately preparing Deaf and hard-of-hearing people for life in an English-speaking environment. Dr. Bitter said teaching Deaf people the skills necessary to live a 'normal' life was crucial. His influence in Utah during the 1900s was comparable to that of an early pioneer of oralism, Alexander Graham Bell, who had an impact on Deaf education in the United States during the 1800s. Dr. Bitter's advocacy for the full integration of Deaf people into mainstream society was unwavering, and he saw speech as the means to achieve this (Baldwin, 1990).
Dr. Bitter was also a prominent lobbyist on Utah Capitol Hill, effectively collaborating with legislators. He continuously emphasized the importance of adequately preparing Deaf and hard-of-hearing people for life in an English-speaking environment. Dr. Bitter said teaching Deaf people the skills necessary to live a 'normal' life was crucial. His influence in Utah during the 1900s was comparable to that of an early pioneer of oralism, Alexander Graham Bell, who had an impact on Deaf education in the United States during the 1800s. Dr. Bitter's advocacy for the full integration of Deaf people into mainstream society was unwavering, and he saw speech as the means to achieve this (Baldwin, 1990).
Alexander Graham Bell. Source: Wikipedia
Dr. Bitter's impact on oral Deaf education is undeniable. His nationwide public appearances, which include workshops for oral interpreters at the University of Cincinnati and the University of Utah, highlight his dedication to advancing the field. From 1974 to 1978, he held leadership roles in the Alexander Graham Bell Association for the Deaf, serving as the chairperson of the Governmental Relations Committee and leading the International Parents' Organization. These positions underscore his influence and contributions. Additionally, his collaboration with the Utah Congressional Team, including Senator Orrin G. Hatch, who was the Chairman of the Senate Labor and Human Resources Committee, further exemplifies his reach and impact (Bitter, Summary Report for Tenure, 1985; Bitter, Utah's Hearing-Impaired Children... At High Risk, 1986).
As a parent of nine children, Dr. Bitter's personal life profoundly influenced his professional work. His extensive work on several oral education publications, audiovisuals, and videotape products was driven by his desire to improve the lives of Deaf and hard-of-hearing individuals. The release of his seminal work, 'The Hearing Impaired: New Perspectives in Educational and Social Management,' in 1987 marked a significant milestone in oral Deaf education.
As a parent of nine children, Dr. Bitter's personal life profoundly influenced his professional work. His extensive work on several oral education publications, audiovisuals, and videotape products was driven by his desire to improve the lives of Deaf and hard-of-hearing individuals. The release of his seminal work, 'The Hearing Impaired: New Perspectives in Educational and Social Management,' in 1987 marked a significant milestone in oral Deaf education.
Lisa Richards' Artwork
Features Dr. Grant B. Bitter
Features Dr. Grant B. Bitter
In 2023, Lisa Richards created the artwork as shown below, reflecting on her experiences growing up during the Bitter era and its impact on the Deaf educational system in Utah. She also considers how her parents, as followers of Dr. Bitter, affected her well-being and contributed to her language deprivation. Lisa was a student in the Oral Program at the Utah School for the Deaf from the 1960s to the 1970s. Her artwork serves not only as a personal narrative but also as a critical commentary on Dr. Bitte's prevailing attitudes toward sign language and state schools for the Deaf during that period. Through her vivid imagery, Lisa aims to raise awareness about the lasting consequences of language deprivation and highlight the importance of embracing American Sign Language (ASL) in educational settings.
Drawn by Lisa Richards, a former student of the Oral Program at the Utah School for the Deaf
A Feud Between Two Giant Figures
During the 1960s, Dr. Robert G. Sanderson, a 1936 graduate of the Utah School for the Deaf and a 1941 graduate of Gallaudet College, observed a decline in the use of sign language within Utah's educational system as spoken language gained popularity. His devotion to the Deaf community defined his life's work. In 1964, he was elected president of the National Association of the Deaf, having previously served as president of the Utah Association of the Deaf from 1960 to 1963. In 1965, he became the Deaf Services Coordinator at the Utah State Office of Rehabilitation, allowing him to directly influence the education and well-being of Deaf children. He courageously advocated for the preservation of sign language while fighting against Dr. Grant B. Bitter, who promoted oral communication and mainstream education. Dr. Sanderson worked tirelessly to ensure that Deaf children received a high-quality education (Robert G. Sanderson, personal communication, October 2006).
The Utah Deaf community regarded Dr. Sanderson as 'gutsy.' His fearless personality led him to challenge Dr. Bitter, who held considerable power and influence within the university and in the legislation supporting oral and mainstream approaches to Deaf education. Hundreds of parents who advocated for oral education backed Dr. Bitter. Dr. Sanderson's repeated confrontations with Dr. Bitter infuriated him and his supporters, who demanded that Dr. Avaad Rigby, Dr. Sanderson's supervisor, fire him. However, Dr. Rigby recognized the importance of Dr. Sanderson's work and the value he brought to the state of Utah. He refused to fire Dr. Sanderson, demonstrating the crucial role that supportive alliances play in advocating for Deaf education. The state recently hired Dr. Sanderson as a Deaf Services Coordinator, which underscored his significant value to Utah. Dr. Rigby's support for Dr. Sanderson's various political activities outside of work further strengthened their alliance (Robert G. Sanderson, personal communication, October 2006; Stewart, DSDHH Newsletter, April 2012). The conflict between Dr. Bitter and Dr. Sanderson mirrored the historic clash between Dr. Edward Gallaudet, the esteemed president of Gallaudet College, and Alexander Graham Bell in the 1800s. Dr. Gallaudet advocated for sign language, while Dr. Bell fervently promoted speech and lip-reading. This rivalry played a significant role in shaping the direction of Deaf education in America.
The Utah Deaf community regarded Dr. Sanderson as 'gutsy.' His fearless personality led him to challenge Dr. Bitter, who held considerable power and influence within the university and in the legislation supporting oral and mainstream approaches to Deaf education. Hundreds of parents who advocated for oral education backed Dr. Bitter. Dr. Sanderson's repeated confrontations with Dr. Bitter infuriated him and his supporters, who demanded that Dr. Avaad Rigby, Dr. Sanderson's supervisor, fire him. However, Dr. Rigby recognized the importance of Dr. Sanderson's work and the value he brought to the state of Utah. He refused to fire Dr. Sanderson, demonstrating the crucial role that supportive alliances play in advocating for Deaf education. The state recently hired Dr. Sanderson as a Deaf Services Coordinator, which underscored his significant value to Utah. Dr. Rigby's support for Dr. Sanderson's various political activities outside of work further strengthened their alliance (Robert G. Sanderson, personal communication, October 2006; Stewart, DSDHH Newsletter, April 2012). The conflict between Dr. Bitter and Dr. Sanderson mirrored the historic clash between Dr. Edward Gallaudet, the esteemed president of Gallaudet College, and Alexander Graham Bell in the 1800s. Dr. Gallaudet advocated for sign language, while Dr. Bell fervently promoted speech and lip-reading. This rivalry played a significant role in shaping the direction of Deaf education in America.
Source: 'Never the Twain Shall Meet: The Communication Debate by Richard Winefield'
Dr. Bitter's challenge to the Utah Association for the Deaf was not a random act but a response to what he perceived as a threat to his position. During an interview with the University of Utah in 1987, Dr. Bitter remarked that Dr. Sanderson, who became Deaf at the age of 11 and attended both public school and a state school for the Deaf, "knew nothing about school programs, but because he was Deaf and an advocate of the Deaf community, he obviously played a vital role as far as the Deaf community was concerned" (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987, p. 30).
Dr. Sanderson actively campaigned for sign language and was appointed by the Utah State Office of Education, along with other members of the Deaf community, to various education committees. Dr. Bitter challenged this arrangement, specifically targeting Della Loveridge, a legislator and advocate for the Utah Deaf community, who had appointed Dr. Sanderson and other Deaf individuals to her committee while Dr. Bitter was also serving on it. He felt threatened by their committee appointments but denied the allegations during his interview, believing that his objections posed a threat to them.
At a state committee meeting, Della Loveridge described Dr. Bitter as "emotionally disturbed." Dr. Bitter thought that the Utah Association for the Deaf had become too powerful and entrenched within the state office of education, where they held their meetings. As a result, he requested that Della Loveridge step down as chairperson of the committee. This incident ignited a vendetta against Dr. Bitter (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
Dr. Sanderson actively campaigned for sign language and was appointed by the Utah State Office of Education, along with other members of the Deaf community, to various education committees. Dr. Bitter challenged this arrangement, specifically targeting Della Loveridge, a legislator and advocate for the Utah Deaf community, who had appointed Dr. Sanderson and other Deaf individuals to her committee while Dr. Bitter was also serving on it. He felt threatened by their committee appointments but denied the allegations during his interview, believing that his objections posed a threat to them.
At a state committee meeting, Della Loveridge described Dr. Bitter as "emotionally disturbed." Dr. Bitter thought that the Utah Association for the Deaf had become too powerful and entrenched within the state office of education, where they held their meetings. As a result, he requested that Della Loveridge step down as chairperson of the committee. This incident ignited a vendetta against Dr. Bitter (Bluhm, Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
Dr. Robert G. Sanderson. Source: The UAD Bulletin, Winter 1965
Dr. Frank R. Turk, the national director of the Jr. NAD, worked with Dr. Sanderson, who served as the president of the National Association of the Deaf in the 1960s. Dr. Turk's description of Dr. Sanderson contradicted the portrayal made by Dr. Bitter. As a Deaf educator, Dr. Turk regarded Dr. Sanderson as an outstanding educator and a passionate advocate for the education of Deaf individuals. Dr. Sanderson had a deep understanding of the connection between a Deaf child's K–12 education and their opportunities in higher education, which ultimately leads to successful employment outcomes.
Dr. Turk underscored Dr. Sanderson's passion for advocating for young people with leadership potential. He made significant contributions to promoting social, educational, economic, and community equality for Deaf Americans (Turk, 2019). His personal experience of losing his hearing and feeling lost in a public school may have influenced Dr. Sanderson's dedication. After recovering from an illness, he flourished at the Utah School for the Deaf, where he saw that many Deaf children lacked both education and socialization in mainstream settings. He recognized the loneliness and isolation these children often faced compared to their hearing peers due to communication barriers. Dr. Sanderson's journey from feeling lost in public school to thriving at the Utah School for the Deaf is a testament to his resilience, highlighting his deep understanding of the challenges faced by Deaf students.
According to Dr. Turk, Dr. Sanderson emphasized the importance of socialization in education. He urged teachers to cultivate a culture of inquiry among students regarding their school experiences. Dr. Sanderson stressed that educators in both public and residential schools should create an environment where Deaf students feel comfortable asking questions and expressing their concerns. He highlighted that socialization is a crucial aspect of Deaf education that is often overlooked (Turk, 2019).
This philosophy is more than just a belief; it serves as a call to action for educators and the wider community to create inclusive and supportive learning environments for Deaf students. Dr. Sanderson's advocacy has raised awareness of the challenges that Deaf students face, underscoring the need for a nurturing educational environment that encourages curiosity. He argued that children should learn not only the traditional three R's—reading, writing, and arithmetic—but also the essential role of socialization. His emphasis on social interaction led to the concept of "resourcefulness," which encompasses the ability to adapt, solve problems, and communicate effectively (Turk, 2019).
Dr. Sanderson believed that nurturing resourcefulness through after-school activities focused on leadership, empowerment, a positive attitude, discipline, empathy, respect, perseverance, and humility is crucial for achieving success in school, college, the workplace, and community life. Consequently, organizations such as the Junior National Association of the Deaf (Jr. NAD) and the Student Body Government (SBG) have taken on the responsibility of fostering these vital skills (Turk, 2019). Dr. Sanderson's advocacy for resourcefulness serves as a powerful reminder of the importance of creating inclusive and supportive environments for Deaf students.
In a 1982 interview with Gallaudet College, Dr. Sanderson, a prominent figure in rehabilitation services, discussed his one-year professorship at Gallaudet College, where he held the Powrie V. Doctor Chair of Deaf Studies. During the interview, he shared his views on "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, lip-reading, and written language.
Dr. Sanderson consistently advocated for the importance of early communication throughout his work. He firmly believed that communication is essential from birth and remains vital throughout life. He stated, "Communication is life. It starts at birth and is a lifelong process. If a baby is suspected of being deaf, I believe the communication process should begin as soon as the baby can focus their eyes. I would be very concerned that parents understand this. If the process is delayed, a deaf child just cannot catch up—too much is lost. It doesn't matter if the child later learns language or how to read lips; he still won't be able to catch up." This urgent message points out the importance of early communication.
He emphasized that effective communication is more critical than the specific method used. Many issues arise from a lack of clear communication. To ensure optimal learning and development for a child, the focus should be on the quality of communication rather than on the method itself. Overemphasizing a particular communication mode can quickly stifle the communication process.
Dr. Sanderson explained that total communication means using all available means to convey ideas when the child is ready. Each child is different in terms of readiness, receptivity, tolerance, frustration levels, and responsiveness. While one child may quickly adapt to speech training, another may become frustrated and unresponsive. Therefore, total communication should take into account these individual differences. In his view, many schools fail to incorporate what is known about the psychology of communication (Kent, The Deaf American, 1982, p. 3).
Dr. Sanderson reflected during the interview that his life took a significant turn when he lost his hearing at the age of eleven. His enrollment at the Utah School for the Deaf marked a transformative chapter in his life, where he learned sign language. He likely recognized that he had a considerable advantage in language development compared to his peers who were born deaf and had hearing parents with limited access to language at home. The school provided him with full educational access, a stark contrast to the limited opportunities he faced in public school after his hearing recovery.
This disparity in educational opportunities likely fueled his advocacy for Deaf children, making it a priority for them to have access to language and education in residential schools. For instance, Dr. Sanderson became a member of the Institutional Council of the Utah Schools for the Deaf and the Blind to express his concerns about the education of Deaf children. He also addressed the Utah State Board of Education to share his insights on how oral and mainstream education can impact Deaf students. His advocacy focused on enhancing educational opportunities and outcomes for Deaf children, and he was a vocal critic of the oral curriculum, arguing that it did not adequately address the needs of the Utah Deaf community.
As a Deaf Services Coordinator, Dr. Sanderson witnessed many Deaf individuals facing challenges with reading and writing. In 1977, he addressed the Utah State Board of Education, highlighting that Deaf students at the Utah School for the Deaf and those in the public school system faced significant literacy challenges. He believed that teaching the fundamentals of academics to Deaf students would better prepare them to understand the broader curriculum. Dr. Sanderson's empathy for Deaf individuals was evident in his emphasis on the importance of education in their lives, stating that it is more crucial for them to understand, use, and apply academic fundamentals than to speak. His advocacy for education led the Utah State Board of Education to recognize the significance of the three Rs—reading, writing, and arithmetic—in expanding opportunities for Deaf individuals. He boldly asserted that education is 10,000 times more important for a Deaf person than the ability to speak (Deseret News, February 19, 1977, p. 28).
At the 1977 Utah State Board of Education meeting, Dr. Sanderson made a powerful statement against proponents of the oral curriculum, asserting that using sign language does not hinder or impede speech development. "A deaf person will not lose their ability to speak if they learn sign language, and telling anxious parents otherwise is a big lie, a monstrous falsehood, and deliberate deceit," Dr. Sanderson declared. "When our speech is poor, it is due to deafness, not because of sign language" (Cummins, The Salt Lake Tribune, February 19, 1977, B5).
According to Gallaudet's article "On the Green," Dr. Sanderson faced challenges related to various social factors and the lifestyles of Deaf individuals, particularly in helping them maintain long-term employment (Cinelli, "On the Green," January 11, 1982). These challenges included issues such as language deprivation, communication barriers, and limited opportunities for Deaf individuals to sustain their jobs over time. These experiences likely motivated Dr. Sanderson to question Dr. Bitter's mission of promoting oral and mainstream education.
Dr. Turk underscored Dr. Sanderson's passion for advocating for young people with leadership potential. He made significant contributions to promoting social, educational, economic, and community equality for Deaf Americans (Turk, 2019). His personal experience of losing his hearing and feeling lost in a public school may have influenced Dr. Sanderson's dedication. After recovering from an illness, he flourished at the Utah School for the Deaf, where he saw that many Deaf children lacked both education and socialization in mainstream settings. He recognized the loneliness and isolation these children often faced compared to their hearing peers due to communication barriers. Dr. Sanderson's journey from feeling lost in public school to thriving at the Utah School for the Deaf is a testament to his resilience, highlighting his deep understanding of the challenges faced by Deaf students.
According to Dr. Turk, Dr. Sanderson emphasized the importance of socialization in education. He urged teachers to cultivate a culture of inquiry among students regarding their school experiences. Dr. Sanderson stressed that educators in both public and residential schools should create an environment where Deaf students feel comfortable asking questions and expressing their concerns. He highlighted that socialization is a crucial aspect of Deaf education that is often overlooked (Turk, 2019).
This philosophy is more than just a belief; it serves as a call to action for educators and the wider community to create inclusive and supportive learning environments for Deaf students. Dr. Sanderson's advocacy has raised awareness of the challenges that Deaf students face, underscoring the need for a nurturing educational environment that encourages curiosity. He argued that children should learn not only the traditional three R's—reading, writing, and arithmetic—but also the essential role of socialization. His emphasis on social interaction led to the concept of "resourcefulness," which encompasses the ability to adapt, solve problems, and communicate effectively (Turk, 2019).
Dr. Sanderson believed that nurturing resourcefulness through after-school activities focused on leadership, empowerment, a positive attitude, discipline, empathy, respect, perseverance, and humility is crucial for achieving success in school, college, the workplace, and community life. Consequently, organizations such as the Junior National Association of the Deaf (Jr. NAD) and the Student Body Government (SBG) have taken on the responsibility of fostering these vital skills (Turk, 2019). Dr. Sanderson's advocacy for resourcefulness serves as a powerful reminder of the importance of creating inclusive and supportive environments for Deaf students.
In a 1982 interview with Gallaudet College, Dr. Sanderson, a prominent figure in rehabilitation services, discussed his one-year professorship at Gallaudet College, where he held the Powrie V. Doctor Chair of Deaf Studies. During the interview, he shared his views on "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, lip-reading, and written language.
Dr. Sanderson consistently advocated for the importance of early communication throughout his work. He firmly believed that communication is essential from birth and remains vital throughout life. He stated, "Communication is life. It starts at birth and is a lifelong process. If a baby is suspected of being deaf, I believe the communication process should begin as soon as the baby can focus their eyes. I would be very concerned that parents understand this. If the process is delayed, a deaf child just cannot catch up—too much is lost. It doesn't matter if the child later learns language or how to read lips; he still won't be able to catch up." This urgent message points out the importance of early communication.
He emphasized that effective communication is more critical than the specific method used. Many issues arise from a lack of clear communication. To ensure optimal learning and development for a child, the focus should be on the quality of communication rather than on the method itself. Overemphasizing a particular communication mode can quickly stifle the communication process.
Dr. Sanderson explained that total communication means using all available means to convey ideas when the child is ready. Each child is different in terms of readiness, receptivity, tolerance, frustration levels, and responsiveness. While one child may quickly adapt to speech training, another may become frustrated and unresponsive. Therefore, total communication should take into account these individual differences. In his view, many schools fail to incorporate what is known about the psychology of communication (Kent, The Deaf American, 1982, p. 3).
Dr. Sanderson reflected during the interview that his life took a significant turn when he lost his hearing at the age of eleven. His enrollment at the Utah School for the Deaf marked a transformative chapter in his life, where he learned sign language. He likely recognized that he had a considerable advantage in language development compared to his peers who were born deaf and had hearing parents with limited access to language at home. The school provided him with full educational access, a stark contrast to the limited opportunities he faced in public school after his hearing recovery.
This disparity in educational opportunities likely fueled his advocacy for Deaf children, making it a priority for them to have access to language and education in residential schools. For instance, Dr. Sanderson became a member of the Institutional Council of the Utah Schools for the Deaf and the Blind to express his concerns about the education of Deaf children. He also addressed the Utah State Board of Education to share his insights on how oral and mainstream education can impact Deaf students. His advocacy focused on enhancing educational opportunities and outcomes for Deaf children, and he was a vocal critic of the oral curriculum, arguing that it did not adequately address the needs of the Utah Deaf community.
As a Deaf Services Coordinator, Dr. Sanderson witnessed many Deaf individuals facing challenges with reading and writing. In 1977, he addressed the Utah State Board of Education, highlighting that Deaf students at the Utah School for the Deaf and those in the public school system faced significant literacy challenges. He believed that teaching the fundamentals of academics to Deaf students would better prepare them to understand the broader curriculum. Dr. Sanderson's empathy for Deaf individuals was evident in his emphasis on the importance of education in their lives, stating that it is more crucial for them to understand, use, and apply academic fundamentals than to speak. His advocacy for education led the Utah State Board of Education to recognize the significance of the three Rs—reading, writing, and arithmetic—in expanding opportunities for Deaf individuals. He boldly asserted that education is 10,000 times more important for a Deaf person than the ability to speak (Deseret News, February 19, 1977, p. 28).
At the 1977 Utah State Board of Education meeting, Dr. Sanderson made a powerful statement against proponents of the oral curriculum, asserting that using sign language does not hinder or impede speech development. "A deaf person will not lose their ability to speak if they learn sign language, and telling anxious parents otherwise is a big lie, a monstrous falsehood, and deliberate deceit," Dr. Sanderson declared. "When our speech is poor, it is due to deafness, not because of sign language" (Cummins, The Salt Lake Tribune, February 19, 1977, B5).
According to Gallaudet's article "On the Green," Dr. Sanderson faced challenges related to various social factors and the lifestyles of Deaf individuals, particularly in helping them maintain long-term employment (Cinelli, "On the Green," January 11, 1982). These challenges included issues such as language deprivation, communication barriers, and limited opportunities for Deaf individuals to sustain their jobs over time. These experiences likely motivated Dr. Sanderson to question Dr. Bitter's mission of promoting oral and mainstream education.
Dr. Robert G. Sanderson. Source: The UAD Bulletin, Fall-Winter 1962
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Dr. Grant B. Bitter, Source: The Salt Lake Tribune, April 23, 1964
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During the political dispute between Dr. Sanderson and Dr. Bitter, Hannah P. Lewis, a parent of a grown Deaf son, stated in 1977 that Dr. Sanderson had been a guiding light for the Deaf community and emphasized the importance of his continued support. She expressed her gratitude, saying, "I cannot thank him enough for all the help he has given my son throughout his growing-up years. Thank God for a man like him" (Lewis, Deseret News, November 24, 1977, p. A4).
The Utah Association of the Deaf has made significant efforts to protect sign language and support the Utah School for the Deaf in Ogden, Utah. However, Dr. Grant B. Bitter has notably influenced the oral and mainstream education movement for the deaf in Utah since 1962. His impact stems from both his personal experiences as a parent and his professional background. His initiatives led to a decline in the number of Deaf students attending Ogden's residential school, which ultimately resulted in a decrease in the quality of education offered there. The mainstreaming approach, which gained popularity in Utah during the 1950s, left many alums feeling disheartened. When the Teacher Training Program in the Department of Special Education at the University of Utah closed in 1986, Dr. Bitter retired the following year, in 1987 (Bitter, A Summary Report for Tenure, March 15, 1985). Today, the University of Utah's Department of Special Education offers a specialization in the Deaf and Hard of Hearing Program. Although the curriculum includes American Sign Language classes, it places greater emphasis on Listening and Spoken Language. This ongoing focus reflects the lasting impact of Dr. Bitter, who passed away in 2000, on Deaf education in Utah. For more information about the evolving mainstreaming movement, you can visit the "Dr. Robert G. Sanderson's Mainstreaming Perspectives" webpage on this site.
Lastly, it is important to recognize the profound impact that Dr. Grant B. Bitter and oral advocates have had on the history of Deaf education in Utah. Their contributions to oral education are a vital part of this story. As Robert Heinlein famously stated, "A generation that ignores history has no past and no future." We must acknowledge the ongoing issues that persist today. The current political debates in Utah regarding inequalities in Deaf education are both enlightening and empowering. Understanding these debates allows us to advocate more effectively for the urgent rights of Deaf children, ensuring they have access to language, communication, and equal opportunities. The Utah Association of the Deaf plays a crucial 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 in which every Deaf child is empowered to reach their full potential.
The Utah Association of the Deaf has made significant efforts to protect sign language and support the Utah School for the Deaf in Ogden, Utah. However, Dr. Grant B. Bitter has notably influenced the oral and mainstream education movement for the deaf in Utah since 1962. His impact stems from both his personal experiences as a parent and his professional background. His initiatives led to a decline in the number of Deaf students attending Ogden's residential school, which ultimately resulted in a decrease in the quality of education offered there. The mainstreaming approach, which gained popularity in Utah during the 1950s, left many alums feeling disheartened. When the Teacher Training Program in the Department of Special Education at the University of Utah closed in 1986, Dr. Bitter retired the following year, in 1987 (Bitter, A Summary Report for Tenure, March 15, 1985). Today, the University of Utah's Department of Special Education offers a specialization in the Deaf and Hard of Hearing Program. Although the curriculum includes American Sign Language classes, it places greater emphasis on Listening and Spoken Language. This ongoing focus reflects the lasting impact of Dr. Bitter, who passed away in 2000, on Deaf education in Utah. For more information about the evolving mainstreaming movement, you can visit the "Dr. Robert G. Sanderson's Mainstreaming Perspectives" webpage on this site.
Lastly, it is important to recognize the profound impact that Dr. Grant B. Bitter and oral advocates have had on the history of Deaf education in Utah. Their contributions to oral education are a vital part of this story. As Robert Heinlein famously stated, "A generation that ignores history has no past and no future." We must acknowledge the ongoing issues that persist today. The current political debates in Utah regarding inequalities in Deaf education are both enlightening and empowering. Understanding these debates allows us to advocate more effectively for the urgent rights of Deaf children, ensuring they have access to language, communication, and equal opportunities. The Utah Association of the Deaf plays a crucial 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 in which every Deaf child is empowered to reach their full potential.
Dr. Robert G. Sanderson in his office
A Collection of
Dr. Grant B. Bitter's Videos
When my colleague, Julie Hesterman Smith, an ASL interpreter, and I were cleaning out an old cabinet at work, we were thrilled to discover the videos made by Dr. Grant B. Bitter during my study of him and his impact on Deaf education in Utah. I would like to take this opportunity to express my gratitude to our interpreters, especially Julie, who put a lot of effort into captioning the videos. In 2011, they spent numerous hours listening to the recordings and creating caption transcripts. Regrettably, Julie's computer crash resulted in the loss of the transcripts, necessitating a fresh start. She remained committed and completed the transcripts. In 2012, we uploaded the videos to YouTube. Thanks to her dedication, we can watch Dr. Bitter's videos and the oral panelists, including his daughter Colleen. We did our best to caption the video accurately; however, the low quality and difficulty understanding some panel members may have caused some errors. We appreciate the panelists' contributions and have made every effort to represent their words accurately.
We hope you enjoy watching the videos!
Jodi Christel Becker & Julie Hesterman Smith
We hope you enjoy watching the videos!
Jodi Christel Becker & Julie Hesterman Smith
The videos of Dr. Grant B. Bitter
Includes interviews conducted by oral deaf education advocate and University of Utah professor, Dr. Bitter with Arthur Simon, Sue DeHaan, Elaine. Includes questions about each individual's educational background.
Provides perspectives from Deaf individuals who primarily communicate through speech and speech reading on situations when they would utilize an interpreter or other supports i.e. note taker. Dr. Bitter moderates the discussion at the University of Utah in 1983.
This video was filmed in Dr. Grant Bitter's Special Education 540 class, in May 1987. There is a panel of Deaf individuals discussing their preferences regarding speech reading and oral interpreting.
This video was recorded in May 1987 at the University of Utah in ED 540. Instructor Dr. Grant Bitter facilitates a panel of Deaf adults discussing their educational background, speech reading, and preferences regarding oral interpreters.
This video was recorded in May 1987 at the University of Utah in ED 540. Instructor Dr. Grant Bitter facilitates a panel of Deaf adults discussing their educational background, speech reading, and preferences regarding oral interpreters.
References - Coming soon!
