History of the
Jean Massieu School of the Deaf
Compiled & Written by Jodi Christel Becker
Published in 2021
Updated in 2025
Published in 2021
Updated in 2025
Author's Note
As a proud parent of two incredible Deaf children, Joshua and Danielle, I feel honored to have served on the board of Utah Deaf Education and Literacy, Inc. (UDEAL) from 2003 to 2005. During my time on the board, I had the opportunity to enroll my children at the Jean Massieu School of the Deaf (JMS), which was governed by UDEAL. JMS provided a nurturing and empowering environment where my children could thrive academically and socially. It was fulfilling to witness their growth and development in a community that understood and celebrated their unique experiences.
I had the privilege of working alongside Minnie Mae Wilding-Diaz, the co-founder of JMS and a highly respected figure in the Deaf community. Together, we faced significant challenges in the Deaf educational system. These challenges included a shortage of resources for Deaf students, such as specialized teaching materials and technology, limited access to funding, and a general lack of understanding and acceptance of ASL/English bilingual education. Despite these obstacles, we remained determined to advocate for change, working tirelessly to raise awareness and promote the value of a bilingual education model. Our efforts aimed not only to improve the educational landscape for Deaf students but also to foster a deeper appreciation for their culture and language within the broader community.
We faced several challenges during our journey, including internal disputes with UDEAL officials that sometimes hindered our progress. Additionally, the law regulating the Utah Schools for the Deaf and Blind posed another challenge by promoting mainstreaming, which made it difficult for JMS to retain its students after merging with the Utah School for the Deaf in 2005. This transition not only affected student enrollment but also impacted the sense of community that had been cultivated over the years. As we navigated these hurdles, our commitment to advocating for the unique needs and rights of Deaf students remained steadfast, striving to ensure that their voices were heard and valued in all educational settings.
The lack of permanent school facilities further complicated the situation, significantly impacting JMS. However, our hard work and dedication ultimately led to the successful merger of JMS and the Utah School for the Deaf in 2005. This merger was a crucial step in addressing these challenges and ensuring that Deaf students had access to the resources and education they deserved. The impact of this merger on the lives of Deaf students was profound, which marked an important development in the Deaf educational system. This development not only enhanced the educational opportunities available to Deaf students but also fostered a more inclusive environment where their unique needs could be met. As a result, the merger laid the groundwork for ongoing advancements in Deaf education and advocacy, benefiting generations to come.
I vividly remember first hearing about JMS while attending Gallaudet Graduate School in Washington, D.C., in 1999. At that time, I never imagined that I would have Deaf children or be involved with JMS. I am grateful for my involvement with JMS, UDEAL, and Minnie Mae, as well as the sacrifices made by others who contributed to the school's success. Without the efforts of those involved, my kids might have had to choose between attending a mainstream school or transferring to a school for the deaf. Thanks to JMS, my children were able to access an ASL/English bilingual environment on campus, which has been invaluable to their education and overall development. Their experiences at JMS have not only enriched their academic journey but also fostered a sense of belonging and community that is essential for their growth. I am truly thankful for the dedication and commitment of everyone involved in creating such a supportive environment.
The following is a brief history of the Jean Massieu School for the Deaf, as featured on this webpage. Founded in 1999, the Jean Massieu School for the Deaf has a rich history of providing quality education and support to Deaf and hard-of-hearing students. The school plays a vital role in promoting accessibility and fostering a sense of community among its students, their families, and the Utah Deaf community.
I would like to extend my heartfelt thanks to Minnie Mae for all that she has done for JMS. Her dedication, perseverance, and vision were crucial in shaping the school's success. Additionally, I want to express my gratitude to Jeff Allen and Joe Zeidner, whose significant contributions have greatly benefited the JMS community. Their tireless efforts, personal sacrifices, and never-ending dedication to Deaf education have made a lasting impact on the school and its students, and for that, we are truly grateful. It is through the commitment of individuals like Minnie Mae, Jeff, and Joe that we can create an inclusive and nurturing environment where every student can thrive and reach their full potential.
Thank you!
Jodi Christel Becker
I had the privilege of working alongside Minnie Mae Wilding-Diaz, the co-founder of JMS and a highly respected figure in the Deaf community. Together, we faced significant challenges in the Deaf educational system. These challenges included a shortage of resources for Deaf students, such as specialized teaching materials and technology, limited access to funding, and a general lack of understanding and acceptance of ASL/English bilingual education. Despite these obstacles, we remained determined to advocate for change, working tirelessly to raise awareness and promote the value of a bilingual education model. Our efforts aimed not only to improve the educational landscape for Deaf students but also to foster a deeper appreciation for their culture and language within the broader community.
We faced several challenges during our journey, including internal disputes with UDEAL officials that sometimes hindered our progress. Additionally, the law regulating the Utah Schools for the Deaf and Blind posed another challenge by promoting mainstreaming, which made it difficult for JMS to retain its students after merging with the Utah School for the Deaf in 2005. This transition not only affected student enrollment but also impacted the sense of community that had been cultivated over the years. As we navigated these hurdles, our commitment to advocating for the unique needs and rights of Deaf students remained steadfast, striving to ensure that their voices were heard and valued in all educational settings.
The lack of permanent school facilities further complicated the situation, significantly impacting JMS. However, our hard work and dedication ultimately led to the successful merger of JMS and the Utah School for the Deaf in 2005. This merger was a crucial step in addressing these challenges and ensuring that Deaf students had access to the resources and education they deserved. The impact of this merger on the lives of Deaf students was profound, which marked an important development in the Deaf educational system. This development not only enhanced the educational opportunities available to Deaf students but also fostered a more inclusive environment where their unique needs could be met. As a result, the merger laid the groundwork for ongoing advancements in Deaf education and advocacy, benefiting generations to come.
I vividly remember first hearing about JMS while attending Gallaudet Graduate School in Washington, D.C., in 1999. At that time, I never imagined that I would have Deaf children or be involved with JMS. I am grateful for my involvement with JMS, UDEAL, and Minnie Mae, as well as the sacrifices made by others who contributed to the school's success. Without the efforts of those involved, my kids might have had to choose between attending a mainstream school or transferring to a school for the deaf. Thanks to JMS, my children were able to access an ASL/English bilingual environment on campus, which has been invaluable to their education and overall development. Their experiences at JMS have not only enriched their academic journey but also fostered a sense of belonging and community that is essential for their growth. I am truly thankful for the dedication and commitment of everyone involved in creating such a supportive environment.
The following is a brief history of the Jean Massieu School for the Deaf, as featured on this webpage. Founded in 1999, the Jean Massieu School for the Deaf has a rich history of providing quality education and support to Deaf and hard-of-hearing students. The school plays a vital role in promoting accessibility and fostering a sense of community among its students, their families, and the Utah Deaf community.
I would like to extend my heartfelt thanks to Minnie Mae for all that she has done for JMS. Her dedication, perseverance, and vision were crucial in shaping the school's success. Additionally, I want to express my gratitude to Jeff Allen and Joe Zeidner, whose significant contributions have greatly benefited the JMS community. Their tireless efforts, personal sacrifices, and never-ending dedication to Deaf education have made a lasting impact on the school and its students, and for that, we are truly grateful. It is through the commitment of individuals like Minnie Mae, Jeff, and Joe that we can create an inclusive and nurturing environment where every student can thrive and reach their full potential.
Thank you!
Jodi Christel Becker
Jean Massieu. Source: erenow.org
The Creation of the Utah Deaf Bilingual and
the Bicultural Conference Led to the Establishment
of the Jean Massieu School of the Deaf
the Bicultural Conference Led to the Establishment
of the Jean Massieu School of the Deaf
The 1997 Utah Deaf Bilingual and Bicultural Conference played a pivotal role in the establishment of the Jean Massieu School of the Deaf. This significant event was made possible through the collaborative efforts of the Utah Deaf community, led by Shirley Hortie Platt, a dedicated Deaf Mentor in the Parent Infant Program (PIP) of the Utah School for the Deaf. The PIP is an essential program that provides support and resources to families of Deaf children, assisting them in navigating the unique challenges of raising a Deaf child. Shirley was instrumental in organizing the conference and serving families with Deaf children. Their collective unity and determination were driven by dissatisfaction with the quality of Deaf education at the Utah School for the Deaf, where Deaf students' academic achievements were inadequate in both specialized and mainstream educational environments.
These concerns were echoed by Gene D. Stewart, a Child of Deaf Adults and a vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977. He famously described the state of Deaf education as being in the "Dark Ages" (The Ogden Standard-Examiner, March 26, 1977). Gene Stewart stressed the urgent need for reform, advocating for improved resources and training for educators to better support Deaf students. He highlighted that without significant changes, these students would continue to encounter barriers that hinder their academic and social development.
In response to these challenges, the Utah Association for the Deaf approved Shirley's proposal to create the Utah Deaf Bilingual and Bicultural Conference. The terms "bilingual and bicultural" emphasize the recognition and promotion of both American Sign Language (ASL) and English, alongside Deaf culture, in the education of Deaf children. Shirley chaired the two-day conference, held on April 25–26, 1997, at the Eccles Conference Center in Ogden, Utah, under the supervision of Dr. Petra M. Horn-Marsh, the director of the Deaf Mentor program (UAD Bulletin, June 1997; Shirley Hortie Platt, personal communication, November 7, 2008). This event marked a significant turning point in the community's history, fostering a deeper understanding of the unique cultural and educational needs of Deaf children. Participants engaged in meaningful discussions, sharing insights and strategies that would shape future educational practices and promote inclusivity within the Deaf community.
Shirley, driven by her unwavering determination to bring change, assumed the lead in organizing the conference. She was deeply troubled by the large number of Deaf children in Utah who were unable to communicate effectively, the lack of progress in the Parent Infant Program, and the disregard for the contributions of Deaf Mentors. Despite encountering patronizing attitudes from many hearing teachers and administrators at the Utah School for the Deaf, Shirley remained steadfast. She realized that if substantial change was to occur, it was up to the community to take action (Shirley Hortie Platt, personal communication, November 7, 2008). Thus, she convened meetings with Deaf leaders and advocates to address these issues and brainstorm effective solutions. Together, they devised strategies to ensure that the voices of Deaf Mentors were heard and integrated into the program, fostering a more inclusive environment for all families involved.
The conference was an outstanding success, bringing together approximately 400 participants, many of whom traveled from out of state. The insights of distinguished presenters greatly enriched the discussions. Notable speakers included Dr. Lawrence "Larry" Fleischer, Department Chair of Deaf Studies at California State University-Northridge, who discussed Deaf identity; Dr. Martina J. "MJ" Bienvenu, Director of the Language and Culture Center in Gaithersburg, Maryland, who focused on Deaf culture; Dr. Marlon "Lon" Kuntze from the University of California, Berkeley, who delved into language topics; and Dr. Joseph "Jay" Innes from Gallaudet University, who shared his expertise in Deaf education. Representatives from the Indiana School for the Deaf, including Diane Hazel Jones, David Geeslin, and Rebecca Pardee, shared their experience in establishing a bilingual-bicultural program (UAD Bulletin, June 1997). The discussions underscored the importance of creating an inclusive environment that values both linguistic and cultural diversity within the Deaf community. This collaborative effort aimed to enhance educational outcomes and promote a deeper understanding of Deaf identity among students and educators alike.
Overall, the conference provided an unprecedented platform for shifting mindsets about Deaf individuals and fostered a more inclusive perspective that appreciates the value of Deaf people. This paradigm shift was more than just a goal; it represented a hopeful vision for a more inclusive and understanding society.
These concerns were echoed by Gene D. Stewart, a Child of Deaf Adults and a vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977. He famously described the state of Deaf education as being in the "Dark Ages" (The Ogden Standard-Examiner, March 26, 1977). Gene Stewart stressed the urgent need for reform, advocating for improved resources and training for educators to better support Deaf students. He highlighted that without significant changes, these students would continue to encounter barriers that hinder their academic and social development.
In response to these challenges, the Utah Association for the Deaf approved Shirley's proposal to create the Utah Deaf Bilingual and Bicultural Conference. The terms "bilingual and bicultural" emphasize the recognition and promotion of both American Sign Language (ASL) and English, alongside Deaf culture, in the education of Deaf children. Shirley chaired the two-day conference, held on April 25–26, 1997, at the Eccles Conference Center in Ogden, Utah, under the supervision of Dr. Petra M. Horn-Marsh, the director of the Deaf Mentor program (UAD Bulletin, June 1997; Shirley Hortie Platt, personal communication, November 7, 2008). This event marked a significant turning point in the community's history, fostering a deeper understanding of the unique cultural and educational needs of Deaf children. Participants engaged in meaningful discussions, sharing insights and strategies that would shape future educational practices and promote inclusivity within the Deaf community.
Shirley, driven by her unwavering determination to bring change, assumed the lead in organizing the conference. She was deeply troubled by the large number of Deaf children in Utah who were unable to communicate effectively, the lack of progress in the Parent Infant Program, and the disregard for the contributions of Deaf Mentors. Despite encountering patronizing attitudes from many hearing teachers and administrators at the Utah School for the Deaf, Shirley remained steadfast. She realized that if substantial change was to occur, it was up to the community to take action (Shirley Hortie Platt, personal communication, November 7, 2008). Thus, she convened meetings with Deaf leaders and advocates to address these issues and brainstorm effective solutions. Together, they devised strategies to ensure that the voices of Deaf Mentors were heard and integrated into the program, fostering a more inclusive environment for all families involved.
The conference was an outstanding success, bringing together approximately 400 participants, many of whom traveled from out of state. The insights of distinguished presenters greatly enriched the discussions. Notable speakers included Dr. Lawrence "Larry" Fleischer, Department Chair of Deaf Studies at California State University-Northridge, who discussed Deaf identity; Dr. Martina J. "MJ" Bienvenu, Director of the Language and Culture Center in Gaithersburg, Maryland, who focused on Deaf culture; Dr. Marlon "Lon" Kuntze from the University of California, Berkeley, who delved into language topics; and Dr. Joseph "Jay" Innes from Gallaudet University, who shared his expertise in Deaf education. Representatives from the Indiana School for the Deaf, including Diane Hazel Jones, David Geeslin, and Rebecca Pardee, shared their experience in establishing a bilingual-bicultural program (UAD Bulletin, June 1997). The discussions underscored the importance of creating an inclusive environment that values both linguistic and cultural diversity within the Deaf community. This collaborative effort aimed to enhance educational outcomes and promote a deeper understanding of Deaf identity among students and educators alike.
Overall, the conference provided an unprecedented platform for shifting mindsets about Deaf individuals and fostered a more inclusive perspective that appreciates the value of Deaf people. This paradigm shift was more than just a goal; it represented a hopeful vision for a more inclusive and understanding society.
Shirley Hortie Platt
The Creation of a Bilingual and Bicultural Committee
During the Utah Association for the Deaf (UAD) conference on June 13–14, 1997, a significant event occurred when Dennis R. Platt, the husband of Shirlie Hortie Platt—who had just been elected as the president of the UAD and was a member of the USDB Institutional Council—established the Bilingual and Bicultural Committee. Additionally, David Samuelsen, a UAD member, proposed the appointment of Minnie Mae Wilding-Diaz as the chair of this committee. Wilding-Diaz is a highly respected figure in the Deaf community, a professionally qualified advocate for ASL/English bilingual education, and a Deaf parent of three Deaf children. The UAD approved David Samuelsen's proposal, resulting in a significant change to the Deaf education landscape (David Samuelsen, personal communication, July 26, 2016).
The committee's advocacy for ASL/English bilingual education had a positive impact on the community, providing hope for a brighter future in Deaf education. This initiative promotes cultural identity and enhances communication skills for Deaf students, enabling them to thrive academically and socially. As a result, more families are becoming aware of the benefits of bilingual education, fostering a supportive environment for Deaf children to succeed.
Minnie Mae was inspired by the 1997 Utah Deaf Bilingual and Bicultural Conference, which motivated her to contribute further when she became chair of the Bi-Bi Committee. She expressed her admiration for the Indiana School for the Deaf's adoption of a bilingual-bicultural approach in her 1990 paper, "Exciting Developments in Deaf Education." It is no surprise that she later co-founded the Jean Massieu School of the Deaf (JMS), which she helped establish in 1999. Since its inception, JMS has become a model of optimism and innovation in Deaf education, creating an environment where students can thrive in both their linguistic and cultural identities. Minnie Mae's commitment to enhancing educational opportunities for Deaf students has inspired countless others to advocate for similar initiatives across Ogden, Springville, and St. George, Utah.
Throughout their campaign, the UAD committee strategically used the term 'Bi-Bi,' shorthand for 'bilingual-bicultural,' to emphasize their vision of incorporating both ASL and English in Deaf children's education. They aimed to highlight the importance of integrating Deaf culture into their educational experience (Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). This approach fosters a deeper understanding of both languages and promotes a sense of identity and belonging among Deaf students. By advocating for Bi-Bi education, the UAD committee aimed to create a more inclusive and empowering environment for future generations.
The committee's advocacy for ASL/English bilingual education had a positive impact on the community, providing hope for a brighter future in Deaf education. This initiative promotes cultural identity and enhances communication skills for Deaf students, enabling them to thrive academically and socially. As a result, more families are becoming aware of the benefits of bilingual education, fostering a supportive environment for Deaf children to succeed.
Minnie Mae was inspired by the 1997 Utah Deaf Bilingual and Bicultural Conference, which motivated her to contribute further when she became chair of the Bi-Bi Committee. She expressed her admiration for the Indiana School for the Deaf's adoption of a bilingual-bicultural approach in her 1990 paper, "Exciting Developments in Deaf Education." It is no surprise that she later co-founded the Jean Massieu School of the Deaf (JMS), which she helped establish in 1999. Since its inception, JMS has become a model of optimism and innovation in Deaf education, creating an environment where students can thrive in both their linguistic and cultural identities. Minnie Mae's commitment to enhancing educational opportunities for Deaf students has inspired countless others to advocate for similar initiatives across Ogden, Springville, and St. George, Utah.
Throughout their campaign, the UAD committee strategically used the term 'Bi-Bi,' shorthand for 'bilingual-bicultural,' to emphasize their vision of incorporating both ASL and English in Deaf children's education. They aimed to highlight the importance of integrating Deaf culture into their educational experience (Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). This approach fosters a deeper understanding of both languages and promotes a sense of identity and belonging among Deaf students. By advocating for Bi-Bi education, the UAD committee aimed to create a more inclusive and empowering environment for future generations.
Minnie Mae Wilding-Diaz
The Bi-Bi Committee Meets
USDB Superintendent Lee Robinson
USDB Superintendent Lee Robinson
One of the committee's primary objectives was to explore the possibility of introducing bilingual-bicultural education to the Utah School for the Deaf, which at the time only offered oral and total communication options (UAD Bulletin, July 1999; Minnie Mae Wilding-Diaz, personal communication, April 23, 2011). On March 30, 1998, Minnie Mae and Jeff Allen, a father of a Deaf daughter, who were both committee leaders, met with Superintendent Dr. Lee Robinson and Assistant Superintendent Joseph DiLorenzo of the Utah Schools for the Deaf and the Blind. The primary objective of the meeting was to explore the possibility of introducing a Bi-Bi educational option at the Utah School for the Deaf. The committee firmly held the belief that adding a Bi-Bi educational option to the Utah School for the Deaf would be beneficial, especially in light of the Federal Bilingual Education Act of 1988, which protected Deaf students based on their native language and limited English proficiency. Furthermore, in 1994, the Utah State Legislature passed Utah Senate Bill 42, which legally recognized American Sign Language as a language, making it an ideal time for the Bi-Bi Committee to make its request. This recognition not only affirmed the importance of American Sign Language in educational settings but also paved the way for a more inclusive approach to teaching Deaf students. By implementing a Bi-Bi educational model, the Utah School for the Deaf can enhance language acquisition and foster cultural identity among its students, thereby creating a more supportive and effective learning environment.
Superintendent Dr. Lee Robinson and Assistant Superintendent Joseph DiLorenzo turned down the proposal to incorporate American Sign Language (ASL) into the curriculum, essentially saying, "No thanks and good luck" (Minnie Mae Wilding-Diaz, personal communication, 2010). Despite facing this setback, the Utah Deaf community and the parents of Deaf children stood firm in their support of the Bilingual-Bicultural (Bi-Bi) committee (UAD Bulletin, May 1988). This unwavering backing reassured the committee of the community's dedication to advocating for educational reforms that would positively impact Deaf students, providing hope for the future of Deaf education. The Bi-Bi committee persisted in seeking alternative strategies to integrate ASL into the curriculum, believing firmly in the importance of bilingual education for enhancing language acquisition and cultural awareness.
Superintendent Dr. Lee Robinson and Assistant Superintendent Joseph DiLorenzo turned down the proposal to incorporate American Sign Language (ASL) into the curriculum, essentially saying, "No thanks and good luck" (Minnie Mae Wilding-Diaz, personal communication, 2010). Despite facing this setback, the Utah Deaf community and the parents of Deaf children stood firm in their support of the Bilingual-Bicultural (Bi-Bi) committee (UAD Bulletin, May 1988). This unwavering backing reassured the committee of the community's dedication to advocating for educational reforms that would positively impact Deaf students, providing hope for the future of Deaf education. The Bi-Bi committee persisted in seeking alternative strategies to integrate ASL into the curriculum, believing firmly in the importance of bilingual education for enhancing language acquisition and cultural awareness.
Dr. Lee Robinson
The Utah Charter Schools Act Leads to the Formation of the Jean Massieu School of the Deaf
The Bi-Bi Committee held regular meetings every two weeks. Over time, more hearing parents began to attend these meetings. Their increasing participation demonstrates a growing awareness of the importance of providing Deaf children with the best possible education. The Deaf community in Utah supported this cause, recognizing that Deaf children would become the future leaders of the Utah Association of the Deaf. The committee's primary objective was to establish or identify a program or school that educates Deaf students using the "Bi-Bi" approach (Mortensen, UAD Bulletin, June 1998; Wilding-Diaz, UAD Bulletin, June 1999). This approach emphasizes bilingualism in both ASL and English, ensuring that Deaf students receive a comprehensive education that respects their language and culture. The committee believed that by fostering this bilingual language environment, they could empower Deaf students to thrive academically and socially.
During its work, the Bi-Bi Committee learned of a charter school bill that the Utah State Legislature was considering. This prompted the committee to focus its efforts on supporting the passage of legislation that would allow for the establishment of charter schools in the state. Ultimately, the Utah Legislature passed the Utah Charter Schools Act at the end of the 1998 legislative session. This act provided the legal framework necessary for the creation of charter schools, including the one proposed by the Bi-Bi Committee (Utah Charter Schools Act, 1998; Wilding-Diaz, UAD Bulletin, June 1999). This new legislation allowed communities greater flexibility in meeting the needs of their students, paving the way for innovative educational options. As a result, several charter schools began to emerge across the state, each designed to address specific educational goals and serve diverse populations.
In May 1998, the Bi-Bi Committee took an essential step by contacting Governor Mike Leavitt's Office and the Utah State Office of Education to apply for a charter school for the deaf. As an opportune time came, in June 1998, the committee initiated the development of a charter school proposal, which the Utah State Board of Education later approved. The mission of this new charter school was to promote ASL as the primary language of communication and instruction. The Bi-Bi Committee submitted their application for Utah Charter Schools for the 1998-1999 academic year on July 17, 1998 (Utah Charter Schools Application 1998-1999, July 17, 1998). The application outlined the vision for a bilingual-bicultural education model, aiming to foster both American Sign Language and English proficiency among students. This innovative approach sought to create an inclusive learning environment that celebrated Deaf culture while equipping students with essential communication skills.
On July 29, 1998, the Utah State Board of Education approved the Bi-Bi educational option, establishing a new standard in Deaf education. This official recognition marks significant progress for Deaf children. Tuacahn High School for the Performing Arts was the first school to receive this approval, followed by a proposal from the Bi-Bi Committee. By November of that year, the Utah Board of Education was poised to approve applications from six more schools (UAD Bulletin, September 1998). These developments highlight a growing commitment to inclusive education, allowing Deaf students to thrive in an environment that respects both ASL and English. As a result, many educators began to explore innovative teaching methods tailored to meet the diverse needs of their students.
Co-founders Minnie Mae Wilding-Díaz and Jeff Allen collaborated to achieve a vital goal: the establishment of the Jean Massieu School of the Deaf. This public charter school began operations in 1999, driven by their shared vision and commitment to Deaf education. Since its founding, the school has focused on creating an inclusive environment that emphasizes both American Sign Language (ASL) and English, ensuring that students become proficient in both languages. This bilingual approach not only improves communication skills but also enhances the cultural identity of Deaf children, empowering them to succeed academically and socially.
During its work, the Bi-Bi Committee learned of a charter school bill that the Utah State Legislature was considering. This prompted the committee to focus its efforts on supporting the passage of legislation that would allow for the establishment of charter schools in the state. Ultimately, the Utah Legislature passed the Utah Charter Schools Act at the end of the 1998 legislative session. This act provided the legal framework necessary for the creation of charter schools, including the one proposed by the Bi-Bi Committee (Utah Charter Schools Act, 1998; Wilding-Diaz, UAD Bulletin, June 1999). This new legislation allowed communities greater flexibility in meeting the needs of their students, paving the way for innovative educational options. As a result, several charter schools began to emerge across the state, each designed to address specific educational goals and serve diverse populations.
In May 1998, the Bi-Bi Committee took an essential step by contacting Governor Mike Leavitt's Office and the Utah State Office of Education to apply for a charter school for the deaf. As an opportune time came, in June 1998, the committee initiated the development of a charter school proposal, which the Utah State Board of Education later approved. The mission of this new charter school was to promote ASL as the primary language of communication and instruction. The Bi-Bi Committee submitted their application for Utah Charter Schools for the 1998-1999 academic year on July 17, 1998 (Utah Charter Schools Application 1998-1999, July 17, 1998). The application outlined the vision for a bilingual-bicultural education model, aiming to foster both American Sign Language and English proficiency among students. This innovative approach sought to create an inclusive learning environment that celebrated Deaf culture while equipping students with essential communication skills.
On July 29, 1998, the Utah State Board of Education approved the Bi-Bi educational option, establishing a new standard in Deaf education. This official recognition marks significant progress for Deaf children. Tuacahn High School for the Performing Arts was the first school to receive this approval, followed by a proposal from the Bi-Bi Committee. By November of that year, the Utah Board of Education was poised to approve applications from six more schools (UAD Bulletin, September 1998). These developments highlight a growing commitment to inclusive education, allowing Deaf students to thrive in an environment that respects both ASL and English. As a result, many educators began to explore innovative teaching methods tailored to meet the diverse needs of their students.
Co-founders Minnie Mae Wilding-Díaz and Jeff Allen collaborated to achieve a vital goal: the establishment of the Jean Massieu School of the Deaf. This public charter school began operations in 1999, driven by their shared vision and commitment to Deaf education. Since its founding, the school has focused on creating an inclusive environment that emphasizes both American Sign Language (ASL) and English, ensuring that students become proficient in both languages. This bilingual approach not only improves communication skills but also enhances the cultural identity of Deaf children, empowering them to succeed academically and socially.
Jeff Allen, JMS Co-founder
In September 1998, the Bi-Bi Committee established plans to open a new school in the fall of 1999 (UAD Bulletin, September 1998). Before the school opened, the committee proposed three names to honor significant figures in the Deaf community: the Alice Cogswell School, the George Veditz School, and the Jean Massieu School. Each name held historical significance within the community. After conducting a vote, the committee announced that the school would be named after Jean Massieu, a highly respected figure in the Deaf community (Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). Jean Massieu was known for his advocacy and contributions to Deaf education, inspiring generations of Deaf individuals. The selection of his name not only honored his legacy but also emphasized the school's commitment to fostering a rich understanding of Deaf culture and history.
Jean Massieu was a remarkable figure in Deaf education whose influence extended far beyond France. He attracted many notable visitors, including princes, philosophers, and even the Pope, all of whom were eager to learn from him. One of his students, Laurent Clerc, a Deaf individual who co-founded the first Deaf school in the United States—the American School for the Deaf in Hartford, Connecticut—in 1817, was greatly influenced by Massieu's teachings and mentorship. Loida R. Canlas from Gallaudet University's Laurent Clerc National Deaf Education Center highlights Massieu's linguistic expertise, which led to the creation of an English-French dictionary in 1808. His successful students, many of whom directed schools for Deaf children in other countries, are a testament to his global impact (UAD Bulletin, June 1998). Jean Massieu's legacy of education and advocacy for the Deaf community continues to resonate to this day, inspiring new generations of educators and learners. The principles he and his students, such as Laurent Clerc, established laid the foundation for modern Deaf education, emphasizing bilingualism and direct communication accessibility. These ideals continue to motivate today's educators and students.
The Utah Charter Schools Act requires all charter schools to operate as nonprofit organizations. In 1998, Utah Deaf Education and Literacy, Inc. (UDEAL) was established as a distinct nonprofit entity separate from the Utah Association for the Deaf. UDEAL's main objective was to create, manage, and oversee a new charter school alongside the goal of fundraising (UAD Bulletin, September 1998; Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). Minnie Mae Wilding-Diaz highlighted the crucial need for an inclusive educational setting that addresses the needs of Deaf and hard-of-hearing students. By emphasizing bilingualism in both ASL and English, UDEAL sought to improve literacy and communication skills, ultimately increasing accessibility and opportunities for all students. This approach aimed not only to empower Deaf and hard-of-hearing students but also to foster cultural awareness and respect among all learners, enriching the overall educational experience. Through innovative teaching strategies and community involvement, UDEAL envisioned a dynamic school environment where diversity was celebrated and every student could flourish.
Jean Massieu was a remarkable figure in Deaf education whose influence extended far beyond France. He attracted many notable visitors, including princes, philosophers, and even the Pope, all of whom were eager to learn from him. One of his students, Laurent Clerc, a Deaf individual who co-founded the first Deaf school in the United States—the American School for the Deaf in Hartford, Connecticut—in 1817, was greatly influenced by Massieu's teachings and mentorship. Loida R. Canlas from Gallaudet University's Laurent Clerc National Deaf Education Center highlights Massieu's linguistic expertise, which led to the creation of an English-French dictionary in 1808. His successful students, many of whom directed schools for Deaf children in other countries, are a testament to his global impact (UAD Bulletin, June 1998). Jean Massieu's legacy of education and advocacy for the Deaf community continues to resonate to this day, inspiring new generations of educators and learners. The principles he and his students, such as Laurent Clerc, established laid the foundation for modern Deaf education, emphasizing bilingualism and direct communication accessibility. These ideals continue to motivate today's educators and students.
The Utah Charter Schools Act requires all charter schools to operate as nonprofit organizations. In 1998, Utah Deaf Education and Literacy, Inc. (UDEAL) was established as a distinct nonprofit entity separate from the Utah Association for the Deaf. UDEAL's main objective was to create, manage, and oversee a new charter school alongside the goal of fundraising (UAD Bulletin, September 1998; Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). Minnie Mae Wilding-Diaz highlighted the crucial need for an inclusive educational setting that addresses the needs of Deaf and hard-of-hearing students. By emphasizing bilingualism in both ASL and English, UDEAL sought to improve literacy and communication skills, ultimately increasing accessibility and opportunities for all students. This approach aimed not only to empower Deaf and hard-of-hearing students but also to foster cultural awareness and respect among all learners, enriching the overall educational experience. Through innovative teaching strategies and community involvement, UDEAL envisioned a dynamic school environment where diversity was celebrated and every student could flourish.
The Jean Massieu School of the Deaf
Opens Its Doors
Opens Its Doors
After receiving approval from the Utah State Office of Education, the Bi-Bi Committee, comprised of dedicated individuals with expertise in Deaf education, began the process of establishing the charter school. Their efforts included finding a suitable location, securing additional funding, selecting a curriculum, hiring teachers, and purchasing supplies, among other tasks (UAD Bulletin, September 1998). Meanwhile, the UDEAL Board assumed various responsibilities, including fundraising, program development, preparing for Individualized Education Plan meetings, resolving transportation issues, managing building and site concerns, and addressing technology-related matters. The committee and the UDEAL Board closely collaborated to meet the students' needs as the charter school took shape. This partnership strengthened their initiatives and created a sense of community among families, educators, and supporters of Deaf education.
On August 29, 1999, the Jean Massieu School of the Deaf opened its doors to 21 students, ranging from preschool to third grade. Since then, JMS has expanded its program by adding one grade each year, and it now offers education from pre-kindergarten through 12th grade. The school is committed to ensuring complete language accessibility in both American Sign Language and English (Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). This focus on bilingual education allowed students to thrive academically and socially, creating a rich environment for developing their identities and communication skills. As JMS continued to grow, it remained dedicated to promoting inclusivity and empowering Deaf students to reach their full potential.
Despite operating as an independent Bi-Bi charter school for six years, JMS has demonstrated remarkable resilience by relying on donations and state funding tied to student enrollment. Unfortunately, the state funding has been insufficient, leading JMS to face financial challenges. The school has nevertheless persisted in offering high-quality instruction. However, the Utah School for the Deaf hesitated to introduce the ASL/English bilingual program to parents and students, which replaced the former bilingual-bicultural option. Additionally, the Parent Infant Program at the Utah School for the Deaf and its staff failed to recognize JMS as a viable option for families seeking educational opportunities in Utah. They incorrectly categorized it as a school for students with low academic abilities or those needing to catch up. This misunderstanding limited the choices available to families and undermined the potential benefits of the JMS program. Consequently, the comprehensive support and resources that JMS could provide to improve their children's educational experiences remained unknown to many parents.
On August 29, 1999, the Jean Massieu School of the Deaf opened its doors to 21 students, ranging from preschool to third grade. Since then, JMS has expanded its program by adding one grade each year, and it now offers education from pre-kindergarten through 12th grade. The school is committed to ensuring complete language accessibility in both American Sign Language and English (Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). This focus on bilingual education allowed students to thrive academically and socially, creating a rich environment for developing their identities and communication skills. As JMS continued to grow, it remained dedicated to promoting inclusivity and empowering Deaf students to reach their full potential.
Despite operating as an independent Bi-Bi charter school for six years, JMS has demonstrated remarkable resilience by relying on donations and state funding tied to student enrollment. Unfortunately, the state funding has been insufficient, leading JMS to face financial challenges. The school has nevertheless persisted in offering high-quality instruction. However, the Utah School for the Deaf hesitated to introduce the ASL/English bilingual program to parents and students, which replaced the former bilingual-bicultural option. Additionally, the Parent Infant Program at the Utah School for the Deaf and its staff failed to recognize JMS as a viable option for families seeking educational opportunities in Utah. They incorrectly categorized it as a school for students with low academic abilities or those needing to catch up. This misunderstanding limited the choices available to families and undermined the potential benefits of the JMS program. Consequently, the comprehensive support and resources that JMS could provide to improve their children's educational experiences remained unknown to many parents.
The Merger Agreement Between
the Utah School for the Deaf
and Jean Massieu School of the Deaf
the Utah School for the Deaf
and Jean Massieu School of the Deaf
The UDEAL board had to reassess its direction due to financial pressures. Incorporating the ASL/English bilingual option into the state school would make the Utah School for the Deaf more supportive and inclusive. Therefore, the merger was not only a strategic move but also a necessary step to make JMS and its philosophy more accessible to Deaf children and their families across the state. This urgency highlighted the importance of the proposal. Furthermore, according to Laurel Stimpson, the merger aimed to secure JMS's quality services, ensure financial stability, and enhance employee salaries and benefits (Stimpson, UAD Bulletin, March 2005). This initiative not only sought to improve the resources available to students but also fostered a sense of community and belonging among families. By prioritizing collaboration and inclusivity, the merger aimed to create an environment where Deaf children could thrive academically and socially.
In 2004, the Jean Massieu Charter School faced significant financial difficulties and sought to merge with the Utah Schools for the Deaf to provide parents with ASL/English bilingual education options. However, the Utah School for the Deaf initially hesitated to include the ASL/English bilingual program. Consequently, the UDEAL Board sought assistance from legislators to facilitate the merger. Joe Zeidner, a board member of UDEAL and an attorney with a Deaf child, lobbied the state legislature to legally incorporate the JMS program into the Utah School for the Deaf. Ultimately, USDB Superintendent Linda Rutledge had no choice but to support the merger, as failing to do so would result in a cut to USDB's funding. Ultimately, the USD merged the JMS program to ensure that Deaf children had access to bilingual education. This decision was a significant step forward for the Deaf community in Utah, emphasizing the importance of language accessibility and cultural identity in education. As a result, the JMS program became a vital resource, fostering an inclusive environment that supported both Deaf students and their families.
In 2004, the Jean Massieu Charter School faced significant financial difficulties and sought to merge with the Utah Schools for the Deaf to provide parents with ASL/English bilingual education options. However, the Utah School for the Deaf initially hesitated to include the ASL/English bilingual program. Consequently, the UDEAL Board sought assistance from legislators to facilitate the merger. Joe Zeidner, a board member of UDEAL and an attorney with a Deaf child, lobbied the state legislature to legally incorporate the JMS program into the Utah School for the Deaf. Ultimately, USDB Superintendent Linda Rutledge had no choice but to support the merger, as failing to do so would result in a cut to USDB's funding. Ultimately, the USD merged the JMS program to ensure that Deaf children had access to bilingual education. This decision was a significant step forward for the Deaf community in Utah, emphasizing the importance of language accessibility and cultural identity in education. As a result, the JMS program became a vital resource, fostering an inclusive environment that supported both Deaf students and their families.
Joe Zeidner
Joe Zeidner's dedication to Utah Deaf Education and Literacy, Inc. played a crucial role in the Utah State Legislature's passage of 'intent language' during the 2004 session. This legislation ultimately led to the merger of JMS with the USDB. The UDEAL board established a steering committee that developed letters of intent and terms of agreement for the merger, with negotiations between the USDB and JMS taking nearly a year to complete. After a thorough review and approval process by Utah Deaf Education and Literacy, the USDB Institutional Council, and the Utah State Board of Education, the Utah State Board of Education officially approved the USD/JMS merger in 2005, instilling confidence in the decision-making process. This merger aimed to enhance educational opportunities for Deaf and hard-of-hearing students in Utah, fostering a more unified approach to their academic and social development. As a result, the newly formed entity began implementing innovative programs and resources better to serve the needs of these students across the state.
Linda Rutledge
On June 3, 2005, at the Jean Massieu School of the Deaf, Kim Burningham, the Chair of the Utah State Board of Education; Linda Rutledge, the Superintendent of the Utah Schools for the Deaf and the Blind; and Craig Radford, the Chair of the Utah Deaf Education Advocacy League, signed documents that were approved by the Utah State Board of Education, represented by Dr. Patti Harrington, the State Superintendent of Public Instruction (Stimpson, UAD Bulletin, July 2005). This historic event marked a significant step forward in improving educational opportunities for Deaf and hard-of-hearing students in Utah. The collaboration among these leaders emphasized a commitment to inclusivity and support for diverse learning needs within the state's educational framework.
The UDEAL board members who witnessed the signing of the merger included Chris Palaia (Deaf), Laurel Stimpson (Deaf), Sean Williford, Joe Ziedner, LaDawn Rinlinsbaker, Jeff Allen, Minnie Mae Wilding-Diaz (Deaf), and myself (Deaf). This merger resulted in significant changes, providing parents and students with a new bilingual option in ASL and English at the Utah School for the Deaf. This option not only enhances communication for Deaf and hard-of-hearing students but also fosters a more inclusive environment where all learners can thrive. The initiative reflects a broader understanding of the importance of bilingual education in promoting equity and access within the state's educational system.
Thanks to Joe Ziedner's legislative efforts, the Utah Legislature and the Utah State Board of Education successfully collaborated to authorize the merger of the Jean Massieu School for the Deaf with the Utah School for the Deaf. His dedication and advocacy for Deaf education will be remembered for years to come. This merger enhances resources for students and encourages a more inclusive environment where all learners can flourish. As a result, the future of Deaf education in Utah looks promising, paving the way for greater opportunities and support for the Utah Deaf community.
The UDEAL board members who witnessed the signing of the merger included Chris Palaia (Deaf), Laurel Stimpson (Deaf), Sean Williford, Joe Ziedner, LaDawn Rinlinsbaker, Jeff Allen, Minnie Mae Wilding-Diaz (Deaf), and myself (Deaf). This merger resulted in significant changes, providing parents and students with a new bilingual option in ASL and English at the Utah School for the Deaf. This option not only enhances communication for Deaf and hard-of-hearing students but also fosters a more inclusive environment where all learners can thrive. The initiative reflects a broader understanding of the importance of bilingual education in promoting equity and access within the state's educational system.
Thanks to Joe Ziedner's legislative efforts, the Utah Legislature and the Utah State Board of Education successfully collaborated to authorize the merger of the Jean Massieu School for the Deaf with the Utah School for the Deaf. His dedication and advocacy for Deaf education will be remembered for years to come. This merger enhances resources for students and encourages a more inclusive environment where all learners can flourish. As a result, the future of Deaf education in Utah looks promising, paving the way for greater opportunities and support for the Utah Deaf community.
Craig Radford, UDEAL Chair; Kim Burningham, Utah Board of Education Chair; and Linda Rutledge, USDB Superintendent, signed the Letter of Intent and Terms of Agreement between Jean Massieu School of the Deaf and Utah School for the Deaf. Karl Wilson, the supervisor of USDB, was instrumental in conducting the merger. June 3, 2005
The Growing Pains of the Merger Between
the Utah School for the Deaf and
the Jean Massieu School of the Deaf
the Utah School for the Deaf and
the Jean Massieu School of the Deaf
The Utah School for the Deaf, in collaboration with JMS, successfully navigated various challenges and implemented significant changes. This period of "growing pains" emphasized our commitment to ASL/English bilingual education. Dr. Michelle Tanner, the Associate Superintendent, played a crucial role in establishing the hybrid program in August 2016, marking a significant turning point in our progress. This program fostered effective collaboration between the ASL/English bilingual program and the listening and spoken language program, allowing for personalized placement options in Deaf education. For more detailed information, we invite you to visit Dr. Robert G. Sanderson's Dream webpage on our site. This page offers a wealth of resources and insights into our battle history, highlighting the positive impact of bilingual education on students. We encourage everyone to explore the available information and learn how these programs continue to shape the educational landscape for Deaf and hard-of-hearing learners, offering hope for the future.
To gain a deeper understanding of the Jean Massieu School for the Deaf (JMS) and its connection to the Utah School for the Deaf, we recommend visiting the webpage titled 'Minnie Mae Wilding-Diaz, Co-Founder of the Jean Massieu School of the Deaf.' This page provides an overview of JMS, emphasizing Minnie Mae's role as a co-founder and discussing how her involvement with the school has impacted her well-being.
The vision for Deaf education promoted by JMS emphasizes ASL/English bilingual education, which is crucial for creating a supportive environment where Deaf and hard-of-hearing students can thrive both academically and socially. By integrating ASL and English, JMS aims to empower these learners, ensuring they receive a comprehensive education that respects and celebrates their unique cultural identity. This empowerment serves as an inspiration for everyone involved in the field of education.
Today, the Utah School for the Deaf operates four ASL/English bilingual schools: the Kenneth C. Burdett School of the Deaf in Ogden, the Jean Massieu School of the Deaf in Salt Lake City, the Elizabeth DeLong School of the Deaf in Springville, and the Southern Utah School for the Deaf in St. George. These schools are named after three prominent Deaf individuals: Kenneth C. Burdett, Jean Massieu, and Elizabeth DeLong. These individuals have made significant contributions to the Deaf community, advocating for education and accessibility. Their legacies continue to shape the experiences of Deaf students today, fostering an environment where they can thrive academically and socially.
To gain a deeper understanding of the Jean Massieu School for the Deaf (JMS) and its connection to the Utah School for the Deaf, we recommend visiting the webpage titled 'Minnie Mae Wilding-Diaz, Co-Founder of the Jean Massieu School of the Deaf.' This page provides an overview of JMS, emphasizing Minnie Mae's role as a co-founder and discussing how her involvement with the school has impacted her well-being.
The vision for Deaf education promoted by JMS emphasizes ASL/English bilingual education, which is crucial for creating a supportive environment where Deaf and hard-of-hearing students can thrive both academically and socially. By integrating ASL and English, JMS aims to empower these learners, ensuring they receive a comprehensive education that respects and celebrates their unique cultural identity. This empowerment serves as an inspiration for everyone involved in the field of education.
Today, the Utah School for the Deaf operates four ASL/English bilingual schools: the Kenneth C. Burdett School of the Deaf in Ogden, the Jean Massieu School of the Deaf in Salt Lake City, the Elizabeth DeLong School of the Deaf in Springville, and the Southern Utah School for the Deaf in St. George. These schools are named after three prominent Deaf individuals: Kenneth C. Burdett, Jean Massieu, and Elizabeth DeLong. These individuals have made significant contributions to the Deaf community, advocating for education and accessibility. Their legacies continue to shape the experiences of Deaf students today, fostering an environment where they can thrive academically and socially.
Michelle Tanner. Source: Twitter
The Yellowjackets Serve as the Mascot for Jean Massieu School of the Deaf
Doug Stringham. Source: Utah Valley University
In 2003, Doug Stringham, a senior designer and art director at Stephen Hales Creative, Inc. in Provo, Utah, created the Yellow Jacket mascot. Although Doug is a hearing individual, he is deeply involved in the Utah Deaf community and volunteered his time and skills to develop this design. The yellow jacket mascot, with its "J" shape and hands forming the "M" and "S" hand signs, represents JMS and its connection to the Utah Deaf community (Leanna Turnman, personal communication, 2009; Minnie Mae Wilding-Diaz, personal communication, March 29, 2010). This design not only symbolizes the school's identity but also emphasizes the inclusivity and collaboration within the Utah Deaf community. Doug's dedication to this project reflects the pride and unity that the Utah Deaf community feels in celebrating their culture and achievements.
The Jean Massieu School of the Deaf
Operates at Various Locations
Operates at Various Locations
The Jean Massieu School of the Deaf has relocated several times before settling into its permanent location at 1655 E. 3300 South, Salt Lake City, Utah, where it has been operating since 2010. Despite these relocations, the school has become a vital resource for Deaf and hard-of-hearing students, providing high-quality education and support services tailored to their unique needs. With a strong commitment to fostering communication and social skills, the Jean Massieu School has established itself as a leader in ASL/English bilingual inclusive education in the region.
- Bella Vista Elementary School 2131 East 7000 South, Salt Lake City – August – November 1999
- Riverton at 1530 West 12600 South, Unit 3 and 4 – November 1999 – 2002
- Riverton City Library 12750 South Redwood Road, Riverton – 2002 – 2004
- Salt Lake Arts Academy 209 E. 500 South, Salt Lake City – 2004 – 2005
- USDB/JMS 1350 West 10400 South, South Jordan – 2005 – 2008
- USDB Extension Conner Street 2870 Connor Street Salt Lake City, UT 84109 – 2008 – 2010
- Libby Edwards Elementary 1655 E. 3300 South Salt Lake City, Utah 84106 - 2010- present
JMS-Past, Present, & Future Sites, 1999 to Present, created by Mike Holland, JMS principal and teacher
Notes
References
