UTAH DEAF HISTORY
The 1909 Utah Association of the Deaf Convention at the Utah School for the Deaf in Ogden, Utah
"Yesterday is history.
Tomorrow is a mystery.
Today is a gift,
that's why they call it the present."
~Eleanor Roosevelt~
Tomorrow is a mystery.
Today is a gift,
that's why they call it the present."
~Eleanor Roosevelt~
Welcome to our exclusive platform, a one-of-a-kind treasure dedicated to Utah Deaf History and Culture! This site is more than just a collection of information; it is an interactive space where you can engage with the rich history and culture of the Utah Deaf community. I am thrilled to have you join us on this important journey as we explore this often-overlooked history together. Since our launch on October 21, 2012, this website has been committed to honoring and promoting appreciation for Utah Deaf History and Culture. It has been an incredible journey, and I am excited to share it with you!
Our platform showcases the achievements, challenges, and contributions of the Deaf community in Utah, highlighting their strength, determination, and perseverance. I invite you to explore Utah's rich tapestry of Deaf culture and history, celebrating the often untold and inspiring stories that deserve more recognition. By engaging with these narratives, we can cultivate greater empathy and awareness, paving the way for more inclusive environments. Together, we can amplify the voices of the Utah Deaf community and ensure that their legacies are honored and remembered.
Your enthusiasm for learning and our shared commitment to preserving history are deeply appreciated. As a reader, you play a crucial role in this journey. I have established the Utah Deaf History Collection, which includes photographs, films, and historical documents that capture significant events and cultural narratives from our past. Since 2006, I have been passionate about uncovering Utah Deaf history, and I am honored to share this experience with you. Your involvement is not only appreciated but also essential to our mission. You are a vital part of our platform, and your contributions are what make it thrive. Your role in preserving history is invaluable and integral to our mission.
Thank you for your interest in preserving and sharing the rich history of the Utah Deaf community. Your participation is invaluable and greatly appreciated. We are a community, and your interest and involvement are what keep our platform thriving. We couldn't do this without you. Your contributions are deeply valued, and we appreciate your support.
Enjoy the exciting journey ahead as you learn about Utah Deaf History! Your engagement keeps this platform alive and flourishing. If you have personal stories, materials, or experiences to share, we'd love to hear from you. Together, we can make this platform a true reflection of the diverse Utah Deaf community.
Cheers!
Jodi Christel Becker
History Enthusiast Specializing in Utah Deaf History
Our platform showcases the achievements, challenges, and contributions of the Deaf community in Utah, highlighting their strength, determination, and perseverance. I invite you to explore Utah's rich tapestry of Deaf culture and history, celebrating the often untold and inspiring stories that deserve more recognition. By engaging with these narratives, we can cultivate greater empathy and awareness, paving the way for more inclusive environments. Together, we can amplify the voices of the Utah Deaf community and ensure that their legacies are honored and remembered.
Your enthusiasm for learning and our shared commitment to preserving history are deeply appreciated. As a reader, you play a crucial role in this journey. I have established the Utah Deaf History Collection, which includes photographs, films, and historical documents that capture significant events and cultural narratives from our past. Since 2006, I have been passionate about uncovering Utah Deaf history, and I am honored to share this experience with you. Your involvement is not only appreciated but also essential to our mission. You are a vital part of our platform, and your contributions are what make it thrive. Your role in preserving history is invaluable and integral to our mission.
Thank you for your interest in preserving and sharing the rich history of the Utah Deaf community. Your participation is invaluable and greatly appreciated. We are a community, and your interest and involvement are what keep our platform thriving. We couldn't do this without you. Your contributions are deeply valued, and we appreciate your support.
Enjoy the exciting journey ahead as you learn about Utah Deaf History! Your engagement keeps this platform alive and flourishing. If you have personal stories, materials, or experiences to share, we'd love to hear from you. Together, we can make this platform a true reflection of the diverse Utah Deaf community.
Cheers!
Jodi Christel Becker
History Enthusiast Specializing in Utah Deaf History
The Utah Deaf History logo designed by Joshua L. Kinner, 2024
Utah has several significant
highlights in its Deaf History,
which are summarized below
highlights in its Deaf History,
which are summarized below
Gallaudet University
Gallaudet University, established in 1864 in Washington, D.C., is the only liberal arts university in the world that serves Deaf and hard-of-hearing students. Two remarkably courageous Deaf individuals from Utah, Elizabeth DeLong and John H. Clark, who both became Deaf due to common medical conditions, had the opportunity to enroll at Gallaudet College, as it was known at the time, after graduating from the Utah School for the Deaf on June 8, 1897. They were the first students from Utah to enroll at Gallaudet College in Washington, D.C. This marked a significant turning point in the history of the Utah School for the Deaf.
Elizabeth and John H. excelled at Gallaudet, where they served as editors for The Buff and Blue, the university's student newspaper. In 1901, Elizabeth's unwavering determination led to her election as the president of Gallaudet College's O.W.L.S., a secret society for women, now known as Phi Kappa Zeta. This society provided a safe environment for debating, studying poetry and literature, and forming strong bonds among women in a large male environment at Gallaudet. Elizabeth and John H. were also the first from Utah to graduate from Gallaudet College in 1902. They went on to have successful careers, which serves as a testament to their resilience and determination.
Robert G. Sanderson, also known as "Bob" and "Sandie," a 1936 Utah School for the Deaf graduate, served as president of the Class of 1941 at Gallaudet College. During his presidency, he and his class published the first edition of the Tower Clock yearbook, which was an important event in Gallaudet's history. The publication of the first Tower Clock yearbook, which continues to this day, is a testament to his enduring influence. His vision and guidance not only established a cherished tradition for Gallaudet students but also shaped the university's future. The Tower Clock image has been featured in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. Bob Sanderson's leadership during his presidency of the Class of 1941 at Gallaudet College made a lasting impression, and he was incredibly proud of his class's achievement of publishing the first edition of the Tower Clock yearbook, a historical turning point in Gallaudet history.
Four Deaf individuals from Utah received honorary degrees from Gallaudet University. In 1924, Gallaudet awarded John H. Clark, 44, an honorary Master of Science degree in recognition of his exceptional civil engineering and surveying expertise. In 1973, the famous twin team, Ray and Arthur Wenger, 80, were awarded honorary Doctor of Science degrees for their significant contributions to bacteriology and biochemistry. In 2010, Dr. Sanderson, 90, was honored by Gallaudet University with an honorary degree for his unwavering advocacy for the Deaf community at both local and national levels, a commitment that spanned over sixty years.
Elizabeth and John H. excelled at Gallaudet, where they served as editors for The Buff and Blue, the university's student newspaper. In 1901, Elizabeth's unwavering determination led to her election as the president of Gallaudet College's O.W.L.S., a secret society for women, now known as Phi Kappa Zeta. This society provided a safe environment for debating, studying poetry and literature, and forming strong bonds among women in a large male environment at Gallaudet. Elizabeth and John H. were also the first from Utah to graduate from Gallaudet College in 1902. They went on to have successful careers, which serves as a testament to their resilience and determination.
Robert G. Sanderson, also known as "Bob" and "Sandie," a 1936 Utah School for the Deaf graduate, served as president of the Class of 1941 at Gallaudet College. During his presidency, he and his class published the first edition of the Tower Clock yearbook, which was an important event in Gallaudet's history. The publication of the first Tower Clock yearbook, which continues to this day, is a testament to his enduring influence. His vision and guidance not only established a cherished tradition for Gallaudet students but also shaped the university's future. The Tower Clock image has been featured in yearbooks, art, photographs, posters, and more, symbolizing this enduring legacy. Bob Sanderson's leadership during his presidency of the Class of 1941 at Gallaudet College made a lasting impression, and he was incredibly proud of his class's achievement of publishing the first edition of the Tower Clock yearbook, a historical turning point in Gallaudet history.
Four Deaf individuals from Utah received honorary degrees from Gallaudet University. In 1924, Gallaudet awarded John H. Clark, 44, an honorary Master of Science degree in recognition of his exceptional civil engineering and surveying expertise. In 1973, the famous twin team, Ray and Arthur Wenger, 80, were awarded honorary Doctor of Science degrees for their significant contributions to bacteriology and biochemistry. In 2010, Dr. Sanderson, 90, was honored by Gallaudet University with an honorary degree for his unwavering advocacy for the Deaf community at both local and national levels, a commitment that spanned over sixty years.
Gallaudet University. Source: Gallaudet.edu
Utah School for the Deaf
In 1884, a significant development in Deaf education took place in Utah. The Utah School for the Deaf was established at the University of Deseret, later renamed the University of Utah, in Salt Lake City, as a territory school for Deaf students. John Beck and William Wood, parents of Deaf children, demonstrated remarkable perseverance in establishing the Utah School for the Deaf, which provides specialized education for Deaf students. Despite the challenges they faced, including the search for a qualified teacher and limited financial resources, they pressed on. After collecting data on the number of Deaf children in Utah, their request to open a new school for the Deaf was recognized and approved through the legislative process. This turning point in Utah's Deaf education history had a nationwide impact, setting a precedent for the establishment of similar institutions. Deaf students and their families in Utah and across the country found hope in the Utah School for the Deaf.
Dr. John Rocky Park, the president of the University of Deseret, took on the responsibility of establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. Dr. Park was determined to find a qualified Deaf teacher in the territory but was unsuccessful. In 1884, he traveled to the East and met Dr. Edward Miner Gallaudet, the president of Gallaudet College. Dr. Gallaudet's recommendation of Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position marked a pivotal moment. Dr. Park appointed Henry C. White as principal and teacher at the Utah School for the Deaf. Despite the school's limited financial resources and lack of support from the hearing community, Henry C. White served with distinction in his role, where his expertise shaped the school's early years. Henry's leadership was also a monumental turning point in the history of Deaf education in Utah, providing hope and a platform for the Utah Deaf community to not only receive education but also to thrive and contribute to society. Henry C. White, a visionary and resilient figure, worked at the Utah School for the Deaf for five years before losing his job in 1890 due to the infamous Milan Congress of 1880, an impactful event in the history of Deaf education, which passed a resolution mandating the use of the oral method in education. This decision, which sparked the oral movement across the country, posed a direct threat and jeopardized Henry's job. It led to his eventual replacement as principal in 1889 by Frank W. Metcalf, a hearing teacher from the Kansas School for the Deaf. This change was a stark reflection of the growing emphasis on oralism in Utah and its profound impact on Deaf education. Frank Metcalf took over as the school's principal in 1889, demoting Henry White as head teacher. Frank supported oralism, which involved teaching Deaf students to speak and lipread, while Henry advocated using sign language in education. Their conflicting educational philosophies led to frequent disputes and intense animosity between them. The Board of Regents, caught in the middle of this tension, investigated the situation and ultimately terminated Henry's employment with the school. The injustice Professor White endured serves as a stark reminder of the widespread discrimination during his era. Henry's ability to persevere in the face of adversity is a testament to his character and determination.
Unlike other state schools for the deaf, the school relocated several times in the Salt Lake area before finally settling in Ogden in 1896, following Utah's statehood. Since the establishment of the Utah School for the Deaf in 1884, the school has been embroiled in a long-standing debate over whether to teach using the oral or sign language method. This debate continued until the 1960s, when the oral method gained more emphasis under the leadership of Dr. Grant B. Bitter, a prominent advocate for oral and mainstream education. Under his guidance, Utah's groundbreaking movement to mainstream all Deaf children—a profound impact in the history of Deaf education—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 1897, spearheaded a proposal for the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which made attendance at the Utah School for the Deaf and Blind mandatory. Her legislation led to its successful passage in 1897 and marked a turning point in the education of Deaf and Blind children. However, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
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.
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.
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, Deaf Services Coordinator, and Dr. Jay J. Campbell, Deputy Superintendent of the Utah State Office of Education, at a meeting of the Utah State Board of Education. Both individuals were respected advocates for sign language, and Dr. Bitter argued that their actions were obstructing his mission to promote oral and mainstream education. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's televised interpretation of news in sign language, claiming that it was distracting. He requested 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.
As detailed in the following sections, the UAD, with contributions from Dr. Sanderson, worked to alter perceptions and policies to prioritize accessibility in language, communication, and school placement through discussions in educational committees, board meetings, and legislative hearings. They played a vital role in shaping educational policies, recognizing the importance of sign language and the need for an accessible environment at the Utah School for the Deaf. To address these issues, they implemented a two-track program, replacing the original 1962 dual-track program that mandated oral enrollment. Since its establishment in 1971, this program has provided families of Deaf children a choice between oral and sign language education. It fostered collaboration among educators, parents, and the Utah Deaf community, emphasizing shared goals and unity. Through inclusive advocacy, the UAD empowered Deaf individuals by ensuring equitable access to education and resources, leading to a strong community. As a result, a balanced approach to Deaf education has emerged, valuing both ASL/English bilingual education and Listening and Spoken Language as equal options for families of Deaf children in the current hybrid program established in 2016.
The oral and sign language education conflict began in the fall of 1962 when the Utah Deaf community was surprised by the revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also commonly known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking a sense of empathy within the community. The Utah Association of the Deaf, which advocated for sign language, was unaware that the Utah Council for the Deaf had spearheaded the change, advocating for speech-based instruction and successfully pushing for its implementation at the Utah School for the Deaf in Ogden, Utah. This new program not only affected the lives of Deaf children but also their families. The dual-track program provided an oral program in one department and a simultaneous communication program in another department. However, the dual-track policy mandated that all Deaf children begin with the oral program. The Utah State Board of Education, a key player in educational policy, approved this policy reform on June 14, 1962, with endorsement from the Special Study Committee on Deaf Education.
The new "Y" system separated learning into two distinct channels: the oral department, which focused on speech, lipreading, amplified sound, and reading, and the simultaneous communication department, which emphasized instruction through the manual alphabet, signs, speech, and reading. Initially, all Deaf children were required to enroll in the oral program for the first six years of their schooling. Following this period, a committee would assess each child's progress and determine their placement. The "Y" system favored the oral mechanism over the sign language approach, limiting families' choices in the school system. The school's preference for the oral mechanism was based on the belief that speech was crucial for the integration of Deaf children into the hearing world. Parents and Deaf students did not have the freedom to choose the program until the child entered 6th or 7th grade, at which point they could either continue in the oral department or transition to the simultaneous communication department. The placement of transferred students in the signing program labeled them as "oral failures." The dual-track program also divided Ogden's residential campus into an oral department and a simultaneous communication department, each with its own classrooms, dining halls, dormitory facilities, recess periods, and extracurricular activities. The school prohibited interaction between students who used oral language and those who used sign language. The shift in focus and the hiring of more oral teachers had a significant impact on the school's learning environment, altering its dynamics and atmosphere.
Moreover, Utah took a different approach to Deaf education compared to other states, where residential schools were the norm. Instead of having children attend school on campus, Utah prioritized mainstreaming. In 1959, the Utah School for the Deaf established its Extension Division in Salt Lake City, Utah, to promote the mainstreaming of Deaf students. Throughout the 1960s, the movement continued to grow steadily in school districts. Since then, with the support of parents who advocated for oral education and integration into mainstream schools, the school has been a leader in mainstreaming students who are Deaf or hard-of-hearing into local school districts throughout Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement, leading to a significant shift in Deaf education.
Dr. John Rocky Park, the president of the University of Deseret, took on the responsibility of establishing the Utah School for the Deaf on the University of Deseret campus in Salt Lake City, Utah. Dr. Park was determined to find a qualified Deaf teacher in the territory but was unsuccessful. In 1884, he traveled to the East and met Dr. Edward Miner Gallaudet, the president of Gallaudet College. Dr. Gallaudet's recommendation of Henry C. White, a Deaf man from Boston and a graduate of Gallaudet College, for the position marked a pivotal moment. Dr. Park appointed Henry C. White as principal and teacher at the Utah School for the Deaf. Despite the school's limited financial resources and lack of support from the hearing community, Henry C. White served with distinction in his role, where his expertise shaped the school's early years. Henry's leadership was also a monumental turning point in the history of Deaf education in Utah, providing hope and a platform for the Utah Deaf community to not only receive education but also to thrive and contribute to society. Henry C. White, a visionary and resilient figure, worked at the Utah School for the Deaf for five years before losing his job in 1890 due to the infamous Milan Congress of 1880, an impactful event in the history of Deaf education, which passed a resolution mandating the use of the oral method in education. This decision, which sparked the oral movement across the country, posed a direct threat and jeopardized Henry's job. It led to his eventual replacement as principal in 1889 by Frank W. Metcalf, a hearing teacher from the Kansas School for the Deaf. This change was a stark reflection of the growing emphasis on oralism in Utah and its profound impact on Deaf education. Frank Metcalf took over as the school's principal in 1889, demoting Henry White as head teacher. Frank supported oralism, which involved teaching Deaf students to speak and lipread, while Henry advocated using sign language in education. Their conflicting educational philosophies led to frequent disputes and intense animosity between them. The Board of Regents, caught in the middle of this tension, investigated the situation and ultimately terminated Henry's employment with the school. The injustice Professor White endured serves as a stark reminder of the widespread discrimination during his era. Henry's ability to persevere in the face of adversity is a testament to his character and determination.
Unlike other state schools for the deaf, the school relocated several times in the Salt Lake area before finally settling in Ogden in 1896, following Utah's statehood. Since the establishment of the Utah School for the Deaf in 1884, the school has been embroiled in a long-standing debate over whether to teach using the oral or sign language method. This debate continued until the 1960s, when the oral method gained more emphasis under the leadership of Dr. Grant B. Bitter, a prominent advocate for oral and mainstream education. Under his guidance, Utah's groundbreaking movement to mainstream all Deaf children—a profound impact in the history of Deaf education—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 1897, spearheaded a proposal for the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which made attendance at the Utah School for the Deaf and Blind mandatory. Her legislation led to its successful passage in 1897 and marked a turning point in the education of Deaf and Blind children. However, Dr. Bitter, as the parent of a Deaf daughter and a professor at the University of Utah teaching the Teacher Training Program, where he focused primarily on oral education under the Department of Special Education, advocated for mainstreaming all Deaf children, paving the way for widespread acceptance of this approach in 1975 with the passage of Public Law 94-142, now known as the Individuals with Disabilities Education Act.
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.
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.
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, Deaf Services Coordinator, and Dr. Jay J. Campbell, Deputy Superintendent of the Utah State Office of Education, at a meeting of the Utah State Board of Education. Both individuals were respected advocates for sign language, and Dr. Bitter argued that their actions were obstructing his mission to promote oral and mainstream education. Additionally, he expressed dissatisfaction with Beth Ann Stewart Campbell's televised interpretation of news in sign language, claiming that it was distracting. He requested 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.
As detailed in the following sections, the UAD, with contributions from Dr. Sanderson, worked to alter perceptions and policies to prioritize accessibility in language, communication, and school placement through discussions in educational committees, board meetings, and legislative hearings. They played a vital role in shaping educational policies, recognizing the importance of sign language and the need for an accessible environment at the Utah School for the Deaf. To address these issues, they implemented a two-track program, replacing the original 1962 dual-track program that mandated oral enrollment. Since its establishment in 1971, this program has provided families of Deaf children a choice between oral and sign language education. It fostered collaboration among educators, parents, and the Utah Deaf community, emphasizing shared goals and unity. Through inclusive advocacy, the UAD empowered Deaf individuals by ensuring equitable access to education and resources, leading to a strong community. As a result, a balanced approach to Deaf education has emerged, valuing both ASL/English bilingual education and Listening and Spoken Language as equal options for families of Deaf children in the current hybrid program established in 2016.
The oral and sign language education conflict began in the fall of 1962 when the Utah Deaf community was surprised by the revolutionary changes at the Utah School for the Deaf, which introduced the dual-track program, also commonly known as the "Y" system. The unexpected change had a profound impact on the education of Deaf children, evoking a sense of empathy within the community. The Utah Association of the Deaf, which advocated for sign language, was unaware that the Utah Council for the Deaf had spearheaded the change, advocating for speech-based instruction and successfully pushing for its implementation at the Utah School for the Deaf in Ogden, Utah. This new program not only affected the lives of Deaf children but also their families. The dual-track program provided an oral program in one department and a simultaneous communication program in another department. However, the dual-track policy mandated that all Deaf children begin with the oral program. The Utah State Board of Education, a key player in educational policy, approved this policy reform on June 14, 1962, with endorsement from the Special Study Committee on Deaf Education.
The new "Y" system separated learning into two distinct channels: the oral department, which focused on speech, lipreading, amplified sound, and reading, and the simultaneous communication department, which emphasized instruction through the manual alphabet, signs, speech, and reading. Initially, all Deaf children were required to enroll in the oral program for the first six years of their schooling. Following this period, a committee would assess each child's progress and determine their placement. The "Y" system favored the oral mechanism over the sign language approach, limiting families' choices in the school system. The school's preference for the oral mechanism was based on the belief that speech was crucial for the integration of Deaf children into the hearing world. Parents and Deaf students did not have the freedom to choose the program until the child entered 6th or 7th grade, at which point they could either continue in the oral department or transition to the simultaneous communication department. The placement of transferred students in the signing program labeled them as "oral failures." The dual-track program also divided Ogden's residential campus into an oral department and a simultaneous communication department, each with its own classrooms, dining halls, dormitory facilities, recess periods, and extracurricular activities. The school prohibited interaction between students who used oral language and those who used sign language. The shift in focus and the hiring of more oral teachers had a significant impact on the school's learning environment, altering its dynamics and atmosphere.
Moreover, Utah took a different approach to Deaf education compared to other states, where residential schools were the norm. Instead of having children attend school on campus, Utah prioritized mainstreaming. In 1959, the Utah School for the Deaf established its Extension Division in Salt Lake City, Utah, to promote the mainstreaming of Deaf students. Throughout the 1960s, the movement continued to grow steadily in school districts. Since then, with the support of parents who advocated for oral education and integration into mainstream schools, the school has been a leader in mainstreaming students who are Deaf or hard-of-hearing into local school districts throughout Utah. This collective effort, along with Dr. Bitter's mission, spearheaded the mainstreaming movement, leading to a significant shift in Deaf education.
Utah School for the Deaf, Ogden, Utah
For nearly a decade, the Utah Association for the Deaf, in collaboration with the Parent-Teacher-Student Association, comprised supportive parents who advocated for sign language and fought against the "Y" system. However, the authorities dismissed their voices, especially after the 1962 student protests over the social segregation between oral and sign language students on Ogden's residential campus. Despite the students' outcry, the school administration continued the dual-track policy. Another round of students' acts of resistance during the 1969 walkout protest against the continued enforcement of "Y" social segregation in the dual-track program was a defining moment in history, echoing the 1962 student protest at the Utah School for the Deaf. Following the 1969 protest and internal resistance of the oral and sign language students against social segregation, Ned C. Wheeler, a 1933 graduate of the Utah School for the Deaf who became Deaf at the age of 13 and served as chair of the Governor's Advisory Council of the Utah Schools for the Deaf and the Blind, proposed the two-track program to eliminate the "Y" system. This new program allowed parents to choose between oral and total communication methods of instruction for their Deaf child, aged between 2 1/2 and 21, marking a significant shift in Deaf education. In 1970, the Utah State Board of Education approved this policy under the guidance of Dr. Jay J. Campbell, the husband of Beth Ann Stewart Campbell, a sign language interpreter and Deputy Superintendent of the Utah State Office of Education, who came up with the two-track program idea and was a crucial ally of the Utah Deaf community.
However, the "Y" system's mental trend in the two-track program, which favored oral communication, significantly impacted parental choices for their Deaf children's education and communication. In the 1970s, Dr. J. Jay Campbell aimed to provide fair information through the Parent Infant Program Orientation, but Dr. Bitter opposed his efforts. He argued that total communication lacked a relationship between sign and spoken language, viewing it as a gestural language.
The Utah Deaf Education Core Group, a key advocate for the ASL/English bilingual safeguard, criticized this biased approach and challenged for unbiased and equal information. Finally, in 2010, Superintendent Steven W. Noyce of the Utah Schools for the Deaf and Blind, an oral advocate and former university student of Dr. Bitter, as well as a long-time teacher and school director, developed the Parent Infant Program Orientation to provide parents with fair and balanced information. However, the majority of Deaf children born to parents still had to choose an "either/or" selection between ASL/English bilingual (which replaced total communication) or listening and spoken language (which replaced oral) options for their children's education and communication, leading to the expansion of the listening and spoken program.
For many years, the Deaf community in Utah expressed dissatisfaction with the quality of Deaf education at the Utah School for the Deaf. Their concerns were echoed by Gene Stewart, a Child of Deaf Adult and vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977, describing the condition as being in the 'Dark Ages.' Shirley Hortie Platt, a dedicated Deaf Mentor, worked diligently with families of Deaf children and played a crucial role in organizing the successful Utah Deaf Bilingual and Bicultural Conference in 1997, with the collective effort of the Utah Deaf community, which commemorated a significant milestone in the community's history.
Following the 1997 Utah Deaf Bilingual and Bicultural Conference, the Utah Association for the Deaf formed the influential 'Bi-Bi' Committee, with Minnie Mae Wilding-Diaz, a passionate advocate for ASL/English bilingual education, serving as the committee chair. The committee focused on advocating for ASL/English bilingual education, and its work has had a positive impact on the community, providing hope for a better future in Deaf education. One of the main goals of the Bi-Bi Committee was to explore the potential of introducing bilingual-bicultural education to the Utah School for the Deaf, which at that time only offered oral and total communication options. The committee's first attempt to integrate the Bi-Bi program into the school was unsuccessful. The Bi-Bi Committee did not anticipate that their decision would lead to the creation of a Deaf day school. Despite facing obstacles, their unwavering persistence and dedication led to the establishment of the Jean Massieu School of the Deaf. The Utah State Board of Education approved the Jean Massieu School of the Deaf as one of the state's first two charter schools in 1998, following the passage of the Utah Charter Schools Act of 1998. This milestone was collaboratively achieved by co-founders Minnie Mae Wilding-Diaz, a highly respected figure in the Deaf community and Deaf parent of three Deaf children, and Jeff Allen, a hearing parent of a Deaf daughter. Their shared vision and dedication to Deaf education led to the establishment of the Jean Massieu School for the Deaf, which began operating as a public charter school on August 29, 1999. This school later merged with the Utah School for the Deaf on June 3, 2005, to offer a bilingual and bicultural option known as ASL/English bilingual. The Jean Massieu School of the Deaf continues to operate, providing Deaf students with access to both ASL and English on campus, empowering them to thrive and succeed—a significant event in Utah's Deaf education.
Bronwyn O'Hara, a devoted hearing parent of three Deaf children, advocated for ASL/English bilingual education in a day school. However, in 1995, she discovered the Utah Code, which regulated the Utah School for the Deaf, and it favored the mainstreaming approach. She realized that changing the system was impossible without changing the law. The family moved to Indiana, where her youngest Deaf daughter, Ellen, could receive a better education in the bilingual program at the Indiana School for the Deaf. Finally, in 2009, House Bill 296 amended the Utah Code, ending the promotion of mainstreaming that had been in place since the late 1970s. This shift was a significant step toward improving retention while promoting an inclusive educational approach. The move came after the Jean Massieu School of the Deaf lost students to mainstreaming following the 2005 merger between the USD and JMS. This law aims to increase the number of students on an accessible campus where Deaf students can have direct communication and instruction in American Sign Language. Additionally, it offers public school options for those who desire them. The change in the law had a significant impact, offering a brighter future for Deaf education. It also demonstrated the power of advocacy and legislative change in improving the lives of Deaf children.
After over fifty years of oral advocacy group dominance, starting in 1962, at the Utah School for the Deaf, Michelle Tanner, Associate Superintendent of the Utah School for the Deaf, with the support of Joel Coleman, Superintendent of the Utah Schools for the Deaf and the Blind, achieved a significant milestone in 2016 by introducing the hybrid program, demonstrating considerable progress. The hybrid program enables the ASL/English bilingual program (replacing total communication) and the listening and spoken language (replacing oral) program to collaborate without bias, providing Deaf students with a more personalized educational placement. This program also removes the requirement for parents to choose between the two programs, marking a significant advancement in providing fair and impartial information and marking a pivotal moment in the pursuit of an equal and inclusive educational system for Deaf students.
Today, the Utah School for the Deaf offers four ASL/English bilingual schools: the Kenneth C. Burdett School for the Deaf in Ogden, the Jean Massieu School for the Deaf in Salt Lake City, the Elizabeth DeLong School for 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.
However, the "Y" system's mental trend in the two-track program, which favored oral communication, significantly impacted parental choices for their Deaf children's education and communication. In the 1970s, Dr. J. Jay Campbell aimed to provide fair information through the Parent Infant Program Orientation, but Dr. Bitter opposed his efforts. He argued that total communication lacked a relationship between sign and spoken language, viewing it as a gestural language.
The Utah Deaf Education Core Group, a key advocate for the ASL/English bilingual safeguard, criticized this biased approach and challenged for unbiased and equal information. Finally, in 2010, Superintendent Steven W. Noyce of the Utah Schools for the Deaf and Blind, an oral advocate and former university student of Dr. Bitter, as well as a long-time teacher and school director, developed the Parent Infant Program Orientation to provide parents with fair and balanced information. However, the majority of Deaf children born to parents still had to choose an "either/or" selection between ASL/English bilingual (which replaced total communication) or listening and spoken language (which replaced oral) options for their children's education and communication, leading to the expansion of the listening and spoken program.
For many years, the Deaf community in Utah expressed dissatisfaction with the quality of Deaf education at the Utah School for the Deaf. Their concerns were echoed by Gene Stewart, a Child of Deaf Adult and vocational rehabilitation counselor for the deaf, who addressed the Utah State Board of Education in 1977, describing the condition as being in the 'Dark Ages.' Shirley Hortie Platt, a dedicated Deaf Mentor, worked diligently with families of Deaf children and played a crucial role in organizing the successful Utah Deaf Bilingual and Bicultural Conference in 1997, with the collective effort of the Utah Deaf community, which commemorated a significant milestone in the community's history.
Following the 1997 Utah Deaf Bilingual and Bicultural Conference, the Utah Association for the Deaf formed the influential 'Bi-Bi' Committee, with Minnie Mae Wilding-Diaz, a passionate advocate for ASL/English bilingual education, serving as the committee chair. The committee focused on advocating for ASL/English bilingual education, and its work has had a positive impact on the community, providing hope for a better future in Deaf education. One of the main goals of the Bi-Bi Committee was to explore the potential of introducing bilingual-bicultural education to the Utah School for the Deaf, which at that time only offered oral and total communication options. The committee's first attempt to integrate the Bi-Bi program into the school was unsuccessful. The Bi-Bi Committee did not anticipate that their decision would lead to the creation of a Deaf day school. Despite facing obstacles, their unwavering persistence and dedication led to the establishment of the Jean Massieu School of the Deaf. The Utah State Board of Education approved the Jean Massieu School of the Deaf as one of the state's first two charter schools in 1998, following the passage of the Utah Charter Schools Act of 1998. This milestone was collaboratively achieved by co-founders Minnie Mae Wilding-Diaz, a highly respected figure in the Deaf community and Deaf parent of three Deaf children, and Jeff Allen, a hearing parent of a Deaf daughter. Their shared vision and dedication to Deaf education led to the establishment of the Jean Massieu School for the Deaf, which began operating as a public charter school on August 29, 1999. This school later merged with the Utah School for the Deaf on June 3, 2005, to offer a bilingual and bicultural option known as ASL/English bilingual. The Jean Massieu School of the Deaf continues to operate, providing Deaf students with access to both ASL and English on campus, empowering them to thrive and succeed—a significant event in Utah's Deaf education.
Bronwyn O'Hara, a devoted hearing parent of three Deaf children, advocated for ASL/English bilingual education in a day school. However, in 1995, she discovered the Utah Code, which regulated the Utah School for the Deaf, and it favored the mainstreaming approach. She realized that changing the system was impossible without changing the law. The family moved to Indiana, where her youngest Deaf daughter, Ellen, could receive a better education in the bilingual program at the Indiana School for the Deaf. Finally, in 2009, House Bill 296 amended the Utah Code, ending the promotion of mainstreaming that had been in place since the late 1970s. This shift was a significant step toward improving retention while promoting an inclusive educational approach. The move came after the Jean Massieu School of the Deaf lost students to mainstreaming following the 2005 merger between the USD and JMS. This law aims to increase the number of students on an accessible campus where Deaf students can have direct communication and instruction in American Sign Language. Additionally, it offers public school options for those who desire them. The change in the law had a significant impact, offering a brighter future for Deaf education. It also demonstrated the power of advocacy and legislative change in improving the lives of Deaf children.
After over fifty years of oral advocacy group dominance, starting in 1962, at the Utah School for the Deaf, Michelle Tanner, Associate Superintendent of the Utah School for the Deaf, with the support of Joel Coleman, Superintendent of the Utah Schools for the Deaf and the Blind, achieved a significant milestone in 2016 by introducing the hybrid program, demonstrating considerable progress. The hybrid program enables the ASL/English bilingual program (replacing total communication) and the listening and spoken language (replacing oral) program to collaborate without bias, providing Deaf students with a more personalized educational placement. This program also removes the requirement for parents to choose between the two programs, marking a significant advancement in providing fair and impartial information and marking a pivotal moment in the pursuit of an equal and inclusive educational system for Deaf students.
Today, the Utah School for the Deaf offers four ASL/English bilingual schools: the Kenneth C. Burdett School for the Deaf in Ogden, the Jean Massieu School for the Deaf in Salt Lake City, the Elizabeth DeLong School for 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.
Utah School for the Deaf, Ogden, Utah
A Big Thank You for the Advocacy of the
Utah Association for the Deaf
Utah Association for the Deaf
In the crucial decades of the 1960s and 1970s, the Utah Association for the Deaf (UAD) emerged as a prominent advocate for significant issues, particularly in the protection of sign language education at the Utah School for the Deaf. Their advocacy played a key role in ensuring that Deaf students received a quality education that acknowledged the importance of sign language. The UAD's tireless efforts to raise awareness about sign language as an essential means of communication and learning not only advanced educational opportunities for Deaf students but also helped build a sense of community among them. This spirit of unity contributed to future improvements in educational policies and support for the Deaf in Utah.
During this period, a critical issue was the stark divide between oral and sign language education. All Deaf children were initially required to enroll in the oral program by the age of three. Additionally, at the Utah School for the Deaf, high school students were placed separately in both oral and sign language programs, which prevented them from interacting with one another. This separation sparked considerable conflict and controversy on the Ogden residential campus, underscoring the need for immediate change. In response, the advocacy efforts of the UAD intensified to promote a more balanced and inclusive educational approach that values both oral and sign languages for Deaf children and their families. Some argued that separating students into distinct programs allows for tailored instruction that meets the specific needs of each group, fostering a more focused learning environment. Furthermore, proponents of this approach believed that maintaining separate oral and sign language programs could help preserve the educational philosophies associated with each mode of communication
The debate over whether to mainstream Deaf students into regular schools rather than state schools for the deaf was significant. Mainstreaming, in this context, refers to the practice of integrating Deaf students into regular schools where they were often the only Deaf students, as opposed to attending a specialized school for the deaf. On the other hand, supporters of oral and mainstream education argued that it creates better opportunities for Deaf students. This intense controversy highlights the importance of preserving Deaf culture and language for future generations. Advocates believed mainstreaming provides Deaf students with enhanced opportunities for social interaction and academic advancement. However, opponents feared it may lead to the loss of a unique cultural and linguistic identity, as well as reduced social access for Deaf students.
In the face of these challenges, the UAD remained steadfast in its advocacy for a comprehensive curriculum that included both oral and sign language education. They encountered opposition from Dr. Grant B. Bitter, who directed the oral-only program at the University of Utah. Despite his dismissal of the UAD's concerns and his promotion of a balanced curriculum—viewed as a setback for supporters of sign language education—the UAD continued to rally support from the Utah Deaf community. They emphasized the significance of sign language in promoting effective communication and cultural identity among Deaf individuals, a cause that the Utah Deaf community can take pride in.
The UAD also played a pivotal role in facilitating meaningful changes in the state's education practices. Their determination to be heard and their steadfastness in the face of misunderstandings regarding sign language and state schools for the deaf ultimately led to increased awareness and discussions about inclusive education practices in the state. The UAD's efforts have instilled hope for the future of Deaf education, the preservation of sign language, and the Utah School for the Deaf.
Today, we reflect with pride and gratitude on the remarkable progress achieved by the Utah Association for the Deaf. Their dedicated efforts have not only promoted sign language and strengthened the Utah School for the Deaf, but they have also played a pivotal role in the establishment of the Utah School for the Deaf's Two-Track Program, the Total Communication Program at Utah State University, and the Jean Massieu School of the Deaf. These programs have significantly improved the educational opportunities for Deaf students in Utah. The UAD's accomplishments, which we can all take pride in, have produced a deep sense of satisfaction within the Utah Deaf community. The legacy established by the Utah Association for the Deaf paves the way for a brighter future in Deaf education, ensuring that the richness of ASL/English bilingualism and Deaf culture continues to flourish in four local schools for the deaf.
As we celebrate our achievements, it is essential to stay committed to inclusivity and accessibility at the Utah School for the Deaf, which empowers future generations. By fostering an environment where Deaf voices are heard and valued, we can ensure that the legacy of the Utah Association for the Deaf lasts for many years to come. This commitment to inclusivity not only enriches the educational experience for Deaf students but also strengthens the entire community. However, our work remains unfinished. We must continue to advocate for inclusive education, ensuring that the Utah School for the Deaf remains a beacon of Deaf culture and ASL/English bilingual education. Challenges such as funding, policy changes, and societal attitudes toward Deaf education persist, and it is crucial that we continue to work together to overcome them. Together, we can create a vibrant future where Deaf culture thrives and is celebrated within and beyond our schools.
A big thank you to the Utah Association for the Deaf for what they have done for our Utah Deaf community!
Jodi Christel Becker
During this period, a critical issue was the stark divide between oral and sign language education. All Deaf children were initially required to enroll in the oral program by the age of three. Additionally, at the Utah School for the Deaf, high school students were placed separately in both oral and sign language programs, which prevented them from interacting with one another. This separation sparked considerable conflict and controversy on the Ogden residential campus, underscoring the need for immediate change. In response, the advocacy efforts of the UAD intensified to promote a more balanced and inclusive educational approach that values both oral and sign languages for Deaf children and their families. Some argued that separating students into distinct programs allows for tailored instruction that meets the specific needs of each group, fostering a more focused learning environment. Furthermore, proponents of this approach believed that maintaining separate oral and sign language programs could help preserve the educational philosophies associated with each mode of communication
The debate over whether to mainstream Deaf students into regular schools rather than state schools for the deaf was significant. Mainstreaming, in this context, refers to the practice of integrating Deaf students into regular schools where they were often the only Deaf students, as opposed to attending a specialized school for the deaf. On the other hand, supporters of oral and mainstream education argued that it creates better opportunities for Deaf students. This intense controversy highlights the importance of preserving Deaf culture and language for future generations. Advocates believed mainstreaming provides Deaf students with enhanced opportunities for social interaction and academic advancement. However, opponents feared it may lead to the loss of a unique cultural and linguistic identity, as well as reduced social access for Deaf students.
In the face of these challenges, the UAD remained steadfast in its advocacy for a comprehensive curriculum that included both oral and sign language education. They encountered opposition from Dr. Grant B. Bitter, who directed the oral-only program at the University of Utah. Despite his dismissal of the UAD's concerns and his promotion of a balanced curriculum—viewed as a setback for supporters of sign language education—the UAD continued to rally support from the Utah Deaf community. They emphasized the significance of sign language in promoting effective communication and cultural identity among Deaf individuals, a cause that the Utah Deaf community can take pride in.
The UAD also played a pivotal role in facilitating meaningful changes in the state's education practices. Their determination to be heard and their steadfastness in the face of misunderstandings regarding sign language and state schools for the deaf ultimately led to increased awareness and discussions about inclusive education practices in the state. The UAD's efforts have instilled hope for the future of Deaf education, the preservation of sign language, and the Utah School for the Deaf.
Today, we reflect with pride and gratitude on the remarkable progress achieved by the Utah Association for the Deaf. Their dedicated efforts have not only promoted sign language and strengthened the Utah School for the Deaf, but they have also played a pivotal role in the establishment of the Utah School for the Deaf's Two-Track Program, the Total Communication Program at Utah State University, and the Jean Massieu School of the Deaf. These programs have significantly improved the educational opportunities for Deaf students in Utah. The UAD's accomplishments, which we can all take pride in, have produced a deep sense of satisfaction within the Utah Deaf community. The legacy established by the Utah Association for the Deaf paves the way for a brighter future in Deaf education, ensuring that the richness of ASL/English bilingualism and Deaf culture continues to flourish in four local schools for the deaf.
As we celebrate our achievements, it is essential to stay committed to inclusivity and accessibility at the Utah School for the Deaf, which empowers future generations. By fostering an environment where Deaf voices are heard and valued, we can ensure that the legacy of the Utah Association for the Deaf lasts for many years to come. This commitment to inclusivity not only enriches the educational experience for Deaf students but also strengthens the entire community. However, our work remains unfinished. We must continue to advocate for inclusive education, ensuring that the Utah School for the Deaf remains a beacon of Deaf culture and ASL/English bilingual education. Challenges such as funding, policy changes, and societal attitudes toward Deaf education persist, and it is crucial that we continue to work together to overcome them. Together, we can create a vibrant future where Deaf culture thrives and is celebrated within and beyond our schools.
A big thank you to the Utah Association for the Deaf for what they have done for our Utah Deaf community!
Jodi Christel Becker
Utah School for the Deaf, Ogden, Utah. Source: Special Collections, J. Willard Marriott Library, University of Utah
The Church of Jesus Christ of Latter-day Saints
To support the Deaf members of The Church of Jesus Christ of Latter-day Saints, they formed a Sunday School class in Salt Lake City, Utah, in 1891. Laron Pratt, the son of the late Church of Jesus Christ of Latter-day Saints Apostle Orson Pratt and a pioneering leader of the Utah Deaf community, taught the class. In 1896, the Utah School for the Deaf relocated to Ogden, Utah, forming another class for those members taught by Max W. Woodbury, a hard-of-hearing teacher and principal of the Utah School for the Deaf.
The Ogden Branch for the Deaf was established in 1917, with Max W. Woodbury serving as the branch president for fifty-one years. His assistant, Elsie M. Christiansen, made history as the first and only Deaf woman to hold the position of branch clerk, serving for twenty-eight years. Additionally, Max appointed Elizabeth DeLong as the superintendent of the Sunday School, making her the first Deaf female to hold this position.
The branch served as a beacon for Deaf members who had connections to the Utah School for the Deaf or lived in Ogden, Utah. Max and Elsie played a significant role in building the first chapel for Deaf members of The Church of Jesus Christ of Latter-day Saints. Their dedication and collaboration with church authorities were instrumental in overseeing the construction process. Since its inception in 1917, ecclesiastical leader Max W. Woodbury has paved the way for future branches and wards for the deaf. The relocation of the Ogden Branch for the Deaf in 1999, driven by accessibility concerns and a need for better priesthood support, was a significant event that had a deep impact on the community, leaving a lasting void.
Max W. Woodbury, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members leadership opportunities in their church callings. However, as Max, the tenured teacher and principal of the Utah School for the Deaf, had predicted, a significant conflict arose when two long-time dedicated Deaf leaders of the Ogden Branch for the Deaf, Kenneth L. Kinner and Charles Roy Cochran, faced opposition from Dr. Grant B. Bitter, the coordinator of the Deaf seminary program of The Church of Jesus Christ of Latter-day Saints, as well as the oral advocacy team in the branch. This conflict, which began when Dr. Bitter led the oral team at Utah School for the Deaf, sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes. Despite these challenges, Ken and Roy demonstrated remarkable resilience and perseverance. They adapted to the changes and overcame challenges while continuing to lead the Ogden Branch for the Deaf. Their determination is admirable and serves as an inspiring testament to the strength of the community.
While the Ogden Branch for the Deaf faced the challenges of operating its church, Lloyd H. Perkins, a carpenter, branch president, and bishop of the Salt Lake Valley for the Deaf of The Church of Jesus Christ of Latter-day Saints, showed remarkable perseverance in creating a 'Deaf space' that would meet the visual needs of members. His determination ultimately led to the approval of his proposal, despite its initial rejection. Lloyd guided the construction of a Deaf-friendly Salt Lake Valley Ward chapel in Salt Lake City, Utah, in 1977, which is still in operation today. Deaf members were also involved in the design process, guiding the creation of both churches while keeping their visual accessibility needs in mind, which was a significant accomplishment for the Utah Deaf community.
The Ogden Branch for the Deaf was established in 1917, with Max W. Woodbury serving as the branch president for fifty-one years. His assistant, Elsie M. Christiansen, made history as the first and only Deaf woman to hold the position of branch clerk, serving for twenty-eight years. Additionally, Max appointed Elizabeth DeLong as the superintendent of the Sunday School, making her the first Deaf female to hold this position.
The branch served as a beacon for Deaf members who had connections to the Utah School for the Deaf or lived in Ogden, Utah. Max and Elsie played a significant role in building the first chapel for Deaf members of The Church of Jesus Christ of Latter-day Saints. Their dedication and collaboration with church authorities were instrumental in overseeing the construction process. Since its inception in 1917, ecclesiastical leader Max W. Woodbury has paved the way for future branches and wards for the deaf. The relocation of the Ogden Branch for the Deaf in 1999, driven by accessibility concerns and a need for better priesthood support, was a significant event that had a deep impact on the community, leaving a lasting void.
Max W. Woodbury, branch president, had been peacefully leading the Ogden Branch for the Deaf since 1917, offering young Deaf members leadership opportunities in their church callings. However, as Max, the tenured teacher and principal of the Utah School for the Deaf, had predicted, a significant conflict arose when two long-time dedicated Deaf leaders of the Ogden Branch for the Deaf, Kenneth L. Kinner and Charles Roy Cochran, faced opposition from Dr. Grant B. Bitter, the coordinator of the Deaf seminary program of The Church of Jesus Christ of Latter-day Saints, as well as the oral advocacy team in the branch. This conflict, which began when Dr. Bitter led the oral team at Utah School for the Deaf, sparked a controversy over communication methods, educational philosophy, and the control of branch and seminary classes. Despite these challenges, Ken and Roy demonstrated remarkable resilience and perseverance. They adapted to the changes and overcame challenges while continuing to lead the Ogden Branch for the Deaf. Their determination is admirable and serves as an inspiring testament to the strength of the community.
While the Ogden Branch for the Deaf faced the challenges of operating its church, Lloyd H. Perkins, a carpenter, branch president, and bishop of the Salt Lake Valley for the Deaf of The Church of Jesus Christ of Latter-day Saints, showed remarkable perseverance in creating a 'Deaf space' that would meet the visual needs of members. His determination ultimately led to the approval of his proposal, despite its initial rejection. Lloyd guided the construction of a Deaf-friendly Salt Lake Valley Ward chapel in Salt Lake City, Utah, in 1977, which is still in operation today. Deaf members were also involved in the design process, guiding the creation of both churches while keeping their visual accessibility needs in mind, which was a significant accomplishment for the Utah Deaf community.
Ogden Branch for the Deaf of The Church of Jesus Christ of Latter-day Saints, Ogden, Utah. Photo by Kenneth L. Kinner
Utah Association of the Deaf
Following the establishment of the National Association of the Deaf in 1880, Utah became one of several states to form its own chapter. The Utah Association of the Deaf, an advocacy organization dedicated to promoting accessibility and civil rights within the Utah Deaf community, was founded on June 10, 1909, at the Utah School for the Deaf in Ogden, Utah. This initiative was spearheaded by Elizabeth DeLong, affectionately known as "Libbie." She was a trailblazer in advocating for the formation of the Utah Association of the Deaf, with a vision that aimed to address the social and welfare needs of the school's alums, fostering a supportive community for them. Her dedication and efforts led to her election as the association's first Deaf female president, a role that would significantly impact the Deaf community. Competing against two male Deaf candidates, Libbie made history by winning the election, becoming the first female Deaf president not only of the Utah chapter but also of any state chapter of the National Association of the Deaf in the United States. Her victory was a monumental achievement, especially given the societal challenges that Deaf women faced at the time, including a lack of voting rights and widespread gender discrimination. Women did not gain the right to vote until the ratification of the 19th Amendment in 1920, and the National Association of the Deaf barred Deaf women from voting in their elections until 1964. Libbie's election marked a crucial step toward equality and representation in the Deaf community. Her journey was not without obstacles, as she had to overcome societal prejudices and institutional barriers to achieve her historic victory.
Libbie's remarkable achievements are a testament to her unwavering perseverance, likely inspired by her involvement in Gallaudet's O.W.L.S. presidential election in 1901, a secret support network society for women that provided her with a platform to advocate for women's rights. Her active participation in Utah's early suffrage movement also shaped her educational, political, and spiritual aspirations. Libbie served as the president of the Utah Association of the Deaf from 1909 to 1915, playing a crucial role in the organization's history. At the end of her second term as president in 1915, she delivered a powerful speech that became a pivotal moment in the women's suffrage movement. Growing up in Utah, where women gained the right to vote on February 14, 1870, Libbie passionately championed women's suffrage in her 1915 address. Her commitment to advancing women's rights, despite the societal challenges, demonstrated her resilience and left a lasting impact on the movement, inspiring many and empowering individuals to this day.
During Libbie's upbringing, women in Utah had the right to vote, a law passed by the territorial legislature on February 14, 1870—seven years before her birth. She grew up in an environment where women enjoyed their voting rights—a privilege that shaped her understanding of civic duty and equality. As a trailblazer for Deaf women in leadership roles, Libbie has supported women's suffrage and made significant contributions to both the Utah Deaf community and the women's rights movement, leaving an eternal mark through her work that continues to shape our society.
The following is an example of Elizabeth DeLong's origins: In 1870, women in Utah became the first in modern America to vote. Seraph Young Ford, a schoolteacher, became the first woman to cast her vote in the United States on February 14, 1870, which was a major turning point in the journey toward women's suffrage. Twenty-six years later, in 1896, Dr. Martha Hughes Cannon, a doctor, further advanced women's suffrage by becoming the first female state senator in the United States. She also served on the Board of Trustees for the Utah School for the Deaf and Blind, where her efforts made a significant and lasting impact. As a state senator, she profoundly influenced education and healthcare by successfully passing legislation benefiting the Utah School for the Deaf and Blind. The first bill was the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which mandated attendance at the Utah School for the Deaf and Blind in Ogden, Utah, in 1897, significantly improving the educational opportunities for the Deaf and Blind students.
Dr. Martha Hughes Cannon's advocacy for healthcare extended beyond her time as a senator. She persisted in her efforts to establish a new hospital on the campus of the Utah School for the Deaf and Blind by spearheading a healthcare bill. Her steadfast determination paid off when the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb" was successfully passed in 1898. This legislation led to the construction of a hospital building on the school campus, which was completed in 1900. The photo below reflects her commitment to improving healthcare for the students. Notably, students from the carpentry class completed much of the woodwork in the building. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude for her significant contributions to healthcare!
Libbie's remarkable achievements are a testament to her unwavering perseverance, likely inspired by her involvement in Gallaudet's O.W.L.S. presidential election in 1901, a secret support network society for women that provided her with a platform to advocate for women's rights. Her active participation in Utah's early suffrage movement also shaped her educational, political, and spiritual aspirations. Libbie served as the president of the Utah Association of the Deaf from 1909 to 1915, playing a crucial role in the organization's history. At the end of her second term as president in 1915, she delivered a powerful speech that became a pivotal moment in the women's suffrage movement. Growing up in Utah, where women gained the right to vote on February 14, 1870, Libbie passionately championed women's suffrage in her 1915 address. Her commitment to advancing women's rights, despite the societal challenges, demonstrated her resilience and left a lasting impact on the movement, inspiring many and empowering individuals to this day.
During Libbie's upbringing, women in Utah had the right to vote, a law passed by the territorial legislature on February 14, 1870—seven years before her birth. She grew up in an environment where women enjoyed their voting rights—a privilege that shaped her understanding of civic duty and equality. As a trailblazer for Deaf women in leadership roles, Libbie has supported women's suffrage and made significant contributions to both the Utah Deaf community and the women's rights movement, leaving an eternal mark through her work that continues to shape our society.
The following is an example of Elizabeth DeLong's origins: In 1870, women in Utah became the first in modern America to vote. Seraph Young Ford, a schoolteacher, became the first woman to cast her vote in the United States on February 14, 1870, which was a major turning point in the journey toward women's suffrage. Twenty-six years later, in 1896, Dr. Martha Hughes Cannon, a doctor, further advanced women's suffrage by becoming the first female state senator in the United States. She also served on the Board of Trustees for the Utah School for the Deaf and Blind, where her efforts made a significant and lasting impact. As a state senator, she profoundly influenced education and healthcare by successfully passing legislation benefiting the Utah School for the Deaf and Blind. The first bill was the "Act Providing for Compulsory Education of Deaf, Dumb, and Blind Citizens," which mandated attendance at the Utah School for the Deaf and Blind in Ogden, Utah, in 1897, significantly improving the educational opportunities for the Deaf and Blind students.
Dr. Martha Hughes Cannon's advocacy for healthcare extended beyond her time as a senator. She persisted in her efforts to establish a new hospital on the campus of the Utah School for the Deaf and Blind by spearheading a healthcare bill. Her steadfast determination paid off when the "Act of Authorizing the Erection of a Hospital Building for the Utah State School for the Deaf and Dumb" was successfully passed in 1898. This legislation led to the construction of a hospital building on the school campus, which was completed in 1900. The photo below reflects her commitment to improving healthcare for the students. Notably, students from the carpentry class completed much of the woodwork in the building. If you have ever received care at the infirmary during your illness, you owe her a great deal of gratitude for her significant contributions to healthcare!
The hospital building is at the Utah School for the Deaf and Blind in Ogden, Utah. Source: Biennial Report of the Trustees and Superintendent of the Utah State School for the Deaf, Dumb, and Dumb and the Blind, 1903–04
In 2024, a significant event occurred when a statue honoring Dr. Martha Hughes Cannon—a physician, politician, and pioneering suffragist—was unveiled in the National Statuary Hall of the United States Capitol in Washington, D.C. This statue honors Dr. Hughes Cannon's accomplishments and emphasizes Utah's significant involvement in the national suffrage campaign, as well as the state's ongoing dedication to gender equality. It inspires us, serving as a reminder of our past achievements and the work that lies ahead. The statue stands as a proud testament to Dr. Hughes Cannon's legacy and her ongoing impact on society. Her contributions not only advanced women's rights in Utah but also influenced the larger national dialogue surrounding equality and justice. As we reflect on her legacy, we are inspired to continue advocating for progress and to remember the sacrifices of those who battled for the rights we enjoy today.
'Martha Goes To Washington.' Source: utahwomenhistory.org
In 1909, Utah took a significant step by establishing the Utah Association of the Deaf (UAD). As one of the oldest and most influential advocacy organizations for the Deaf community in the nation, the UAD has been a leading voice in advocating for, protecting, and promoting the human, civil, accessibility, and linguistic rights of Deaf individuals. Its dedication and commitment have greatly improved the lives of those it serves, fostering a legacy of empowerment and support within the Utah Deaf community. For many years, the UAD has remained steadfast in its civil rights activism, ensuring equal access to all aspects of life for the Deaf community in Utah.
Since its inception, the UAD has been a leader within the Deaf community in Utah, championing the rights and addressing the needs of Deaf individuals throughout the state. The association's tireless advocacy has not only promoted the rights of Deaf individuals across various sectors but has also driven significant progress and enhanced awareness and inclusion. The UAD's efforts have led to impactful changes in areas such as auto insurance, traffic safety, telecommunications, interpreter services, education, early intervention services, employment, and rehabilitation services. One notable achievement of the UAD is the establishment of the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which serves as a vibrant hub for community activities and support services. The UAD also played a crucial role in supporting the creation of the Jean Massieu School of the Deaf, providing hope and educational opportunities for Deaf children and ensuring their access to quality education. The association's commitment to upholding professional standards is evident in the expansion of interpreting services and training programs. Moreover, its successful legislative advocacy for state certification laws in 1994 and the change in terminology from 'Hearing Impaired' to 'Deaf and Hard of Hearing' in 2017 have instilled increased confidence and reassurance within the community.
The UAD has been at the forefront of developing accessible technology, including TTY (teletypewriter), closed captioning, video relay services, and video remote interpreting. These advancements have greatly improved communication for the Deaf community and enabled their greater participation in various aspects of society. The UAD's efforts to establish the Deaf Education Program at Utah State University are a significant milestone that reflects their commitment to serving the Deaf community in Utah and demonstrates their dedication to Deaf education. Initially, the program emphasized Total Communication, which combines sign language, speech, and lip-reading. However, in response to the evolving needs of the Utah Deaf community, the program has transitioned to an ASL/English bilingual model. This shift ensures that students receive a comprehensive and effective education.
Utah made history by becoming the first state in the nation to officially replace the term "Hearing Impaired" with "Deaf and Hard of Hearing" in its state law. This change was enacted through Utah House Bill 60, which amended the Utah State Code on March 17, 2017. This significant milestone was achieved through the advocacy efforts of the Utah Association of the Deaf, demonstrating the impact of collective action and the unity of the Utah Deaf community. The American Deaf community views the term "hearing impaired" as negative and often offensive because it suggests a broken condition, emphasizing the limitations of Deaf individuals rather than celebrating their abilities. The shift to "Deaf and Hard of Hearing" is not just a change in terminology; it represents a step toward a more inclusive and empowering society. The Deaf community takes pride in its unique culture, which includes its language, traditions, values, and norms. Embracing this perspective empowers and inspires the Deaf community in Utah, supporting the broader movement for disability rights. This movement emphasizes the significance of accessibility, representation, and respect for all individuals, regardless of their level of hearing ability.
The UAD's steadfast commitment to advancing accessibility has significantly improved communication for the Utah Deaf community, encouraging their engagement in everyday life. Through these ongoing efforts, the UAD continues to advocate for inclusivity and equality, ensuring that Deaf individuals can fully connect with the world around them. This permanent dedication to their rights reassures the community of the UAD's strong support and instills hope for a more inclusive future.
Today, the UAD plays an essential role in advocating for the rights and needs of the Deaf community in Utah. It serves as a valuable resource for education, support, and community engagement, fostering connection and inclusion among diverse groups. This population includes individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is committed to empowering individuals and connecting the community through various programs, training sessions, and events aimed at enhancing the quality of life for Deaf individuals throughout the state. Their strong commitment to diversity and inclusion, evident in their broad range of services and programs, reflects their dedication to serving a wide range of people within the Utah Deaf community.
Dr. Robert G. Sanderson, a leader of great impact, served as the president of the Utah Association of the Deaf from 1960 to 1963. During his time on the National Association of the Deaf board, he demonstrated his steadfast commitment to his vision of relocating the National Association of the Deaf headquarters from Berkeley, California, to Washington, D.C. Dr. Sanderson's bold challenge to Bryon B. Burnes, who had served as president of the NAD for 18 years, marks a pivotal moment in Sanderson's legacy. Bob gained recognition for his gutsy challenge to Bryon's long-standing presidency, marking a crucial moment in the history of the NAD, which was significant given that Bryon was an iconic figure in the eyes of many members of the Deaf community. This episode highlighted Bob's fearless leadership
In 1964, Dr. Sanderson was elected as the 17th president of the NAD, serving two terms until 1968. Under his leadership and with the assistance of Frederick C. Schreiber, the executive director of the NAD, they successfully relocated the headquarters from Berkeley to Washington, D.C., in 1965. The headquarters later moved again to Silver Spring, Maryland, in 1973, leaving a lasting impact on the Deaf community. Most recently, on March 1, 2024, the NAD headquarters transitioned to a work-from-home arrangement.
When Dr. Sanderson, a distinguished leader from Utah, was set to become the president of the National Association of the Deaf in July 1964, he found himself at a pivotal moment in history. This period coincided with the passage of the Civil Rights Act of 1964, a monumental achievement that granted women in the Deaf community the right to vote, which was an important step toward equality and inclusion. In 1965, the NAD took further steps toward inclusivity by allowing Black Deaf individuals to join the organization and vote, following the passage of the Voting Rights Act of 1965. This vital legislation paved the way for greater inclusivity within the organization. Before these changes, the NAD had denied voting rights to women and excluded Black individuals from membership. These developments represented a significant shift toward equality and demonstrated a commitment to fostering a more inclusive Deaf community.
In 1963, the Utah Association of the Deaf took a significant step by changing its name from 'of' to 'for,' becoming the Utah Association for the Deaf. Dr. Robert G. Sanderson, the association's president, demonstrated the association's commitment to inclusivity by appointing Beth Ann Stewart Campbell and Gene Stewart, who were Children of Deaf Adults (CODAs), to the board in light of the growing oral and mainstreaming movements. Under the guidance of Philippe Montalette, the association's president, we reversed the change in 2012, which was an important turning point in the history of Deaf advocacy. The use of 'for' was perceived as patronizing toward the Deaf community, implying that they were second-class citizens who needed help from society. As a result, we changed the name to the Utah Association of the Deaf. The change to 'of' was not just a linguistic shift but a significant step towards recognizing the Deaf community as equals, promoting inclusivity, and fostering a more supportive environment.
W. David Mortensen served as the president of the Utah Association for the Deaf for twenty-two years, making him the longest-serving president in the organization's history. He played a significant role in advancing civil and accessible rights for the Deaf community in Utah. His impressive leadership, dedication, and collaboration with Dr. Sanderson were crucial in achieving their mission. David also succeeded Dr. Sanderson and intensified advocacy efforts during his tenure. Together, they made significant progress by establishing the Robert G. Sanderson Community Center, expanding interpreting services, and advocating for key legislation. Their partnership exemplified teamwork in the civil rights and accessibility movements, with mutual support being vital to their advocacy success within the Utah Association for the Deaf and the broader Utah Deaf community.
Under the leadership of Stephen Persinger, the association's president, the Utah Association of the Deaf successfully lobbied state legislators to pass the Utah Code House Bill (HB) 60, as mentioned earlier above. This bill replaced the term "Hearing Impaired" with "Deaf and Hard of Hearing" in state law. In a groundbreaking move, Utah Governor Gary Herbert signed HB 60 into law on March 17, 2017, making Utah the first state in the United States to achieve this goal. It empowers and inspires the Utah Deaf community and advocates for disability rights.
In 2019, Kim Lucas made history by becoming the second woman president of the Utah Association of the Deaf, ending 104 years of male leadership. Elizabeth Delong was the first woman to hold this position, completing her term in 1915. Kim's election represents a major event for the organization, highlighting its commitment to progress and inclusivity. Throughout her journey, the Utah Association of the Deaf provided support, fostering greater diversity in leadership. Additionally, Kim is the first queer president of the organization, marking a pivotal moment for women's leadership and representation within the Deaf Queer community.
Since its inception, the UAD has been a leader within the Deaf community in Utah, championing the rights and addressing the needs of Deaf individuals throughout the state. The association's tireless advocacy has not only promoted the rights of Deaf individuals across various sectors but has also driven significant progress and enhanced awareness and inclusion. The UAD's efforts have led to impactful changes in areas such as auto insurance, traffic safety, telecommunications, interpreter services, education, early intervention services, employment, and rehabilitation services. One notable achievement of the UAD is the establishment of the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing, which serves as a vibrant hub for community activities and support services. The UAD also played a crucial role in supporting the creation of the Jean Massieu School of the Deaf, providing hope and educational opportunities for Deaf children and ensuring their access to quality education. The association's commitment to upholding professional standards is evident in the expansion of interpreting services and training programs. Moreover, its successful legislative advocacy for state certification laws in 1994 and the change in terminology from 'Hearing Impaired' to 'Deaf and Hard of Hearing' in 2017 have instilled increased confidence and reassurance within the community.
The UAD has been at the forefront of developing accessible technology, including TTY (teletypewriter), closed captioning, video relay services, and video remote interpreting. These advancements have greatly improved communication for the Deaf community and enabled their greater participation in various aspects of society. The UAD's efforts to establish the Deaf Education Program at Utah State University are a significant milestone that reflects their commitment to serving the Deaf community in Utah and demonstrates their dedication to Deaf education. Initially, the program emphasized Total Communication, which combines sign language, speech, and lip-reading. However, in response to the evolving needs of the Utah Deaf community, the program has transitioned to an ASL/English bilingual model. This shift ensures that students receive a comprehensive and effective education.
Utah made history by becoming the first state in the nation to officially replace the term "Hearing Impaired" with "Deaf and Hard of Hearing" in its state law. This change was enacted through Utah House Bill 60, which amended the Utah State Code on March 17, 2017. This significant milestone was achieved through the advocacy efforts of the Utah Association of the Deaf, demonstrating the impact of collective action and the unity of the Utah Deaf community. The American Deaf community views the term "hearing impaired" as negative and often offensive because it suggests a broken condition, emphasizing the limitations of Deaf individuals rather than celebrating their abilities. The shift to "Deaf and Hard of Hearing" is not just a change in terminology; it represents a step toward a more inclusive and empowering society. The Deaf community takes pride in its unique culture, which includes its language, traditions, values, and norms. Embracing this perspective empowers and inspires the Deaf community in Utah, supporting the broader movement for disability rights. This movement emphasizes the significance of accessibility, representation, and respect for all individuals, regardless of their level of hearing ability.
The UAD's steadfast commitment to advancing accessibility has significantly improved communication for the Utah Deaf community, encouraging their engagement in everyday life. Through these ongoing efforts, the UAD continues to advocate for inclusivity and equality, ensuring that Deaf individuals can fully connect with the world around them. This permanent dedication to their rights reassures the community of the UAD's strong support and instills hope for a more inclusive future.
Today, the UAD plays an essential role in advocating for the rights and needs of the Deaf community in Utah. It serves as a valuable resource for education, support, and community engagement, fostering connection and inclusion among diverse groups. This population includes individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, Late Deafened, Deaf LGBTQIA+ members, Deaf People of Color, and womxn. The UAD is committed to empowering individuals and connecting the community through various programs, training sessions, and events aimed at enhancing the quality of life for Deaf individuals throughout the state. Their strong commitment to diversity and inclusion, evident in their broad range of services and programs, reflects their dedication to serving a wide range of people within the Utah Deaf community.
Dr. Robert G. Sanderson, a leader of great impact, served as the president of the Utah Association of the Deaf from 1960 to 1963. During his time on the National Association of the Deaf board, he demonstrated his steadfast commitment to his vision of relocating the National Association of the Deaf headquarters from Berkeley, California, to Washington, D.C. Dr. Sanderson's bold challenge to Bryon B. Burnes, who had served as president of the NAD for 18 years, marks a pivotal moment in Sanderson's legacy. Bob gained recognition for his gutsy challenge to Bryon's long-standing presidency, marking a crucial moment in the history of the NAD, which was significant given that Bryon was an iconic figure in the eyes of many members of the Deaf community. This episode highlighted Bob's fearless leadership
In 1964, Dr. Sanderson was elected as the 17th president of the NAD, serving two terms until 1968. Under his leadership and with the assistance of Frederick C. Schreiber, the executive director of the NAD, they successfully relocated the headquarters from Berkeley to Washington, D.C., in 1965. The headquarters later moved again to Silver Spring, Maryland, in 1973, leaving a lasting impact on the Deaf community. Most recently, on March 1, 2024, the NAD headquarters transitioned to a work-from-home arrangement.
When Dr. Sanderson, a distinguished leader from Utah, was set to become the president of the National Association of the Deaf in July 1964, he found himself at a pivotal moment in history. This period coincided with the passage of the Civil Rights Act of 1964, a monumental achievement that granted women in the Deaf community the right to vote, which was an important step toward equality and inclusion. In 1965, the NAD took further steps toward inclusivity by allowing Black Deaf individuals to join the organization and vote, following the passage of the Voting Rights Act of 1965. This vital legislation paved the way for greater inclusivity within the organization. Before these changes, the NAD had denied voting rights to women and excluded Black individuals from membership. These developments represented a significant shift toward equality and demonstrated a commitment to fostering a more inclusive Deaf community.
In 1963, the Utah Association of the Deaf took a significant step by changing its name from 'of' to 'for,' becoming the Utah Association for the Deaf. Dr. Robert G. Sanderson, the association's president, demonstrated the association's commitment to inclusivity by appointing Beth Ann Stewart Campbell and Gene Stewart, who were Children of Deaf Adults (CODAs), to the board in light of the growing oral and mainstreaming movements. Under the guidance of Philippe Montalette, the association's president, we reversed the change in 2012, which was an important turning point in the history of Deaf advocacy. The use of 'for' was perceived as patronizing toward the Deaf community, implying that they were second-class citizens who needed help from society. As a result, we changed the name to the Utah Association of the Deaf. The change to 'of' was not just a linguistic shift but a significant step towards recognizing the Deaf community as equals, promoting inclusivity, and fostering a more supportive environment.
W. David Mortensen served as the president of the Utah Association for the Deaf for twenty-two years, making him the longest-serving president in the organization's history. He played a significant role in advancing civil and accessible rights for the Deaf community in Utah. His impressive leadership, dedication, and collaboration with Dr. Sanderson were crucial in achieving their mission. David also succeeded Dr. Sanderson and intensified advocacy efforts during his tenure. Together, they made significant progress by establishing the Robert G. Sanderson Community Center, expanding interpreting services, and advocating for key legislation. Their partnership exemplified teamwork in the civil rights and accessibility movements, with mutual support being vital to their advocacy success within the Utah Association for the Deaf and the broader Utah Deaf community.
Under the leadership of Stephen Persinger, the association's president, the Utah Association of the Deaf successfully lobbied state legislators to pass the Utah Code House Bill (HB) 60, as mentioned earlier above. This bill replaced the term "Hearing Impaired" with "Deaf and Hard of Hearing" in state law. In a groundbreaking move, Utah Governor Gary Herbert signed HB 60 into law on March 17, 2017, making Utah the first state in the United States to achieve this goal. It empowers and inspires the Utah Deaf community and advocates for disability rights.
In 2019, Kim Lucas made history by becoming the second woman president of the Utah Association of the Deaf, ending 104 years of male leadership. Elizabeth Delong was the first woman to hold this position, completing her term in 1915. Kim's election represents a major event for the organization, highlighting its commitment to progress and inclusivity. Throughout her journey, the Utah Association of the Deaf provided support, fostering greater diversity in leadership. Additionally, Kim is the first queer president of the organization, marking a pivotal moment for women's leadership and representation within the Deaf Queer community.
The 1912 Utah Association of the Deaf Convention in Ogden, Utah
National Fraternal Society of the Deaf
The National Fraternal Society of the Deaf (NFSD) is one of the oldest organizations for the Deaf in the United States, serving as a cornerstone of Deaf history. Founded in 1901, the NFSD aimed to provide insurance coverage to Deaf individuals, a service that regular insurance companies often denied. At that time, insurance companies and fraternal benefit societies frequently excluded Deaf people from coverage, believing they were more likely to be involved in accidents and had shorter life spans than the general population. As a result, Deaf men often faced either higher premiums or outright denial of insurance coverage.
A group of young Deaf men sought the same rights and opportunities as hearing individuals. After its establishment in 1901, the National Fraternal Society of the Deaf quickly expanded across the United States, establishing divisions in various cities. This rapid growth was significant as it allowed the NFSD to reach and serve a larger Deaf community, providing them with insurance and other benefits. The NFSD's expansion and the services it provided were crucial in improving the quality of life for many Deaf individuals.
However, the NFSD initially excluded women from membership and equal privileges, forcing them to fight for their rights. In early 1915, Deaf women began to campaign for full membership and admission to this male-dominated organization, which viewed men as the primary figures in the household. Justina Wooldridge Keeley, a significant figure in the NFSD's history, spearheaded the early efforts in Utah. While visiting her home state of Missouri, she discovered a Deaf-owned and operated insurance organization. This discovery was bittersweet for Justina, as the NFSD had previously denied her and other women full membership. It wasn't until 1951 that women finally gained regular insurance membership, which represented a major breakthrough in women's rights. Further progress was made in 1955 when the NFSD lifted its racial restrictions, allowing the Black Deaf community to become members, which was a crucial step toward inclusivity.
The Utah Deaf community established Salt Lake City Division No. 56 in 1916 and Ogden Division No. 69 in 1918. This Ogden Division was later rechartered as Ogden Division No. 127 in 1945.
The NFSD eventually experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available for Deaf individuals, many companies began to offer reduced-price policies to attract customers. This competition ultimately led to the closure of the NFSD on January 1, 2007, representing an enormous blow for the Deaf community, which had relied on the NFSD for connection and support in coming to terms with mainstream society.
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A group of young Deaf men sought the same rights and opportunities as hearing individuals. After its establishment in 1901, the National Fraternal Society of the Deaf quickly expanded across the United States, establishing divisions in various cities. This rapid growth was significant as it allowed the NFSD to reach and serve a larger Deaf community, providing them with insurance and other benefits. The NFSD's expansion and the services it provided were crucial in improving the quality of life for many Deaf individuals.
However, the NFSD initially excluded women from membership and equal privileges, forcing them to fight for their rights. In early 1915, Deaf women began to campaign for full membership and admission to this male-dominated organization, which viewed men as the primary figures in the household. Justina Wooldridge Keeley, a significant figure in the NFSD's history, spearheaded the early efforts in Utah. While visiting her home state of Missouri, she discovered a Deaf-owned and operated insurance organization. This discovery was bittersweet for Justina, as the NFSD had previously denied her and other women full membership. It wasn't until 1951 that women finally gained regular insurance membership, which represented a major breakthrough in women's rights. Further progress was made in 1955 when the NFSD lifted its racial restrictions, allowing the Black Deaf community to become members, which was a crucial step toward inclusivity.
The Utah Deaf community established Salt Lake City Division No. 56 in 1916 and Ogden Division No. 69 in 1918. This Ogden Division was later rechartered as Ogden Division No. 127 in 1945.
The NFSD eventually experienced a decline in membership during the late 1980s due to intense competition from other insurance companies. As more options became available for Deaf individuals, many companies began to offer reduced-price policies to attract customers. This competition ultimately led to the closure of the NFSD on January 1, 2007, representing an enormous blow for the Deaf community, which had relied on the NFSD for connection and support in coming to terms with mainstream society.
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The Salt Lake Frats participated in a parade circa 1918. Source: J. Willard Marriott Library
Robert G. Sanderson Community Center
of the Deaf and Hard of Hearing
of the Deaf and Hard of Hearing
The Utah Association for the Deaf demonstrated remarkable commitment for forty years, from 1962 to 1992, to establish a community center through legislative efforts. They initiated a successful campaign to secure the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing through the Utah Office of Education and the Utah legislature.
This center is now known as the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. Despite facing challenges, such as the 1977 mix-up bill and losing priority to the dairy barn in 1981, the association's staunch commitment and perseverance led to the successful establishment of the community center.
Dr. Robert G. Sanderson, Eugene W. Petersen, and G. Leon Curtis, all association members, played a pivotal role in spearheading the planning process, and W. David Mortensen completed the project. After a remarkable 46-year journey, the dream of establishing a permanent center for the Deaf and Hard of Hearing community became a reality. This vision was inspired by ideas presented at the 1946 Utah Association of the Deaf Convention. The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing opened its doors in 1992 in Taylorsville, Utah. This achievement serves as a testament to the unwavering commitment of the Utah Deaf community, whose steadfast dedication and active participation made it possible. Since its opening, the center has served as a vital resource hub, providing comprehensive support, education, and social opportunities for individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, or Late Deafened. The programs and services offered by the center empower the community and uphold a legacy of advocacy and inclusion. For instance, the center provides a range of social and recreational activities, as well as essential services, including ASL interpreting, case management, employment assistance, access to technology, outreach programs, and various educational initiatives. Additionally, it fosters an inclusive environment where individuals with hearing loss are welcomed and empowered, ensuring they feel valued and supported within their community.
On October 4, 2003, under the leadership of Marilyn Tiller Call, director, the Utah Deaf community held a renaming ceremony to honor Dr. Robert G. Sanderson, a former Deaf services counselor and director of the community center. The event marked the renaming of the center to the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. This center is the only state-funded Deaf agency in the United States, providing essential accessibility and communication services. The Utah Deaf community actively participated in the construction of the Sanderson Community Center, ensuring that its design met their accessibility needs.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing is a treasured community hub for the Utah Deaf community and the first state building named after a Deaf individual. It serves as a symbol of pride and a home for the Deaf community in Utah. In his humble manner, Dr. Sanderson expressed surprise and gratitude at this honor, acknowledging that it was a shared achievement with his supportive family, friends, and colleagues. This center stands as a testament to the collective efforts of the Utah Deaf community.
This center is now known as the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. Despite facing challenges, such as the 1977 mix-up bill and losing priority to the dairy barn in 1981, the association's staunch commitment and perseverance led to the successful establishment of the community center.
Dr. Robert G. Sanderson, Eugene W. Petersen, and G. Leon Curtis, all association members, played a pivotal role in spearheading the planning process, and W. David Mortensen completed the project. After a remarkable 46-year journey, the dream of establishing a permanent center for the Deaf and Hard of Hearing community became a reality. This vision was inspired by ideas presented at the 1946 Utah Association of the Deaf Convention. The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing opened its doors in 1992 in Taylorsville, Utah. This achievement serves as a testament to the unwavering commitment of the Utah Deaf community, whose steadfast dedication and active participation made it possible. Since its opening, the center has served as a vital resource hub, providing comprehensive support, education, and social opportunities for individuals who are Deaf, Hard of Hearing, DeafBlind, DeafDisabled, or Late Deafened. The programs and services offered by the center empower the community and uphold a legacy of advocacy and inclusion. For instance, the center provides a range of social and recreational activities, as well as essential services, including ASL interpreting, case management, employment assistance, access to technology, outreach programs, and various educational initiatives. Additionally, it fosters an inclusive environment where individuals with hearing loss are welcomed and empowered, ensuring they feel valued and supported within their community.
On October 4, 2003, under the leadership of Marilyn Tiller Call, director, the Utah Deaf community held a renaming ceremony to honor Dr. Robert G. Sanderson, a former Deaf services counselor and director of the community center. The event marked the renaming of the center to the Robert G. Sanderson Community Center of the Deaf and Hard of Hearing. This center is the only state-funded Deaf agency in the United States, providing essential accessibility and communication services. The Utah Deaf community actively participated in the construction of the Sanderson Community Center, ensuring that its design met their accessibility needs.
The Robert G. Sanderson Community Center of the Deaf and Hard of Hearing is a treasured community hub for the Utah Deaf community and the first state building named after a Deaf individual. It serves as a symbol of pride and a home for the Deaf community in Utah. In his humble manner, Dr. Sanderson expressed surprise and gratitude at this honor, acknowledging that it was a shared achievement with his supportive family, friends, and colleagues. This center stands as a testament to the collective efforts of the Utah Deaf community.
Robert G. Sanderson Community Center of the Deaf and Hard of Hearing
Registry of Interpreters for the Deaf
The Utah Association for the Deaf played a crucial role in sponsoring and assisting the Utah Registry of Interpreters for the Deaf in establishing its organization and developing its program in 1968. Dr. Robert G. Sanderson, the dedicated president of the National Association of the Deaf and an officer of the Utah Association for the Deaf, led the expansion of interpreting services in Utah. That same year, the Utah Registry of Interpreters for the Deaf became the state's first interpreting service for the Deaf community. In addition, they collaborated with the Utah Association for the Deaf to create Utah's first interpreter training program and certification procedures.
Beth Ann Stewart Campbell's achievement as the first nationally certified interpreter from the Registry of Interpreters for the Deaf (RID) in both Utah and the United States symbolizes an important turning point in history. Inspired by Dr. Robert G. Sanderson, who served as president of the National Association of the Deaf from 1964 to 1968 and provided consultation to the newly formed RID in 1964, she was determined to advance the field of interpreting. As a Utah native and a Child of a Deaf Adult (CODA), Beth Ann took the RID certification exam and passed it in 1965, becoming the first nationally certified RID interpreter in Utah and across the United States. This remarkable accomplishment significantly contributed to the advancement of the interpreting profession. Notably, she earned her certification just a year after the National Registry of Interpreters for the Deaf was officially recognized in 1964 and six years before its incorporation in 1972.
For many years, interpreters, like Pauline Veronica Mark Humphries, Eva Alice Prudence Fowler, and Lucy Pearl McMills Greenwood, all Children of Deaf Adults, volunteered to interpret without pay. In the 1970s, the Utah Association for the Deaf secured funding from the United Way, a non-profit organization that supported various community initiatives. The funding was instrumental in establishing Utah's first sign language interpreting service, which provided compensation to working interpreters. This service was created to address the needs of the Utah Deaf community. Betty Johnson Jones, a Child of Deaf Adult, and an interpreter, played a key role in starting the initiative. Betty needed money to cover her gas and babysitting costs, but Deaf people couldn't afford her services. The Utah Association for the Deaf acknowledged the crucial role of interpreters and took action to assist Betty and others in similar situations. By providing payment for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for the invaluable contributions of interpreters. It was the first of its kind in the United States, representing a significant advancement in deaf advocacy and serving as a model for similar efforts across the country.
The Registry of Interpreters for the Deaf played a crucial role in recognizing and certifying Deaf interpreters, paving the way for individuals like Dr. Robert G. Sanderson and W. David Mortensen. They made history in 1975 when they became the first Deaf certified interpreters, also known as reverse interpreters, now known as Certified Deaf Interpreters, or CDIs. In 2006, Trenton Marsh became the first Deaf person to receive CDI certification in Utah.
In 1989, Utah became the first state to offer American Sign Language classes in high schools. Jean Greenwood Thomas, a dedicated sign language interpreter and teacher, played a pivotal role in achieving this milestone through her pioneering efforts. Her passionate vision quickly gained popularity, and other states followed suit by incorporating ASL into their high school curricula.
In addition, W. David Mortensen, president of the Utah Association for the Deaf, has demonstrated a remarkable commitment to leading Utah to pass Senate Bills 41 and 42 in 1994. These bills focus on certifying and training interpreters, as well as recognizing American Sign Language as a foreign language in both secondary and postsecondary schools.
These efforts have greatly improved the lives of the Deaf community in Utah, serving as a testament to Bob's and Dave's outstanding leadership and commitment.
Beth Ann Stewart Campbell's achievement as the first nationally certified interpreter from the Registry of Interpreters for the Deaf (RID) in both Utah and the United States symbolizes an important turning point in history. Inspired by Dr. Robert G. Sanderson, who served as president of the National Association of the Deaf from 1964 to 1968 and provided consultation to the newly formed RID in 1964, she was determined to advance the field of interpreting. As a Utah native and a Child of a Deaf Adult (CODA), Beth Ann took the RID certification exam and passed it in 1965, becoming the first nationally certified RID interpreter in Utah and across the United States. This remarkable accomplishment significantly contributed to the advancement of the interpreting profession. Notably, she earned her certification just a year after the National Registry of Interpreters for the Deaf was officially recognized in 1964 and six years before its incorporation in 1972.
For many years, interpreters, like Pauline Veronica Mark Humphries, Eva Alice Prudence Fowler, and Lucy Pearl McMills Greenwood, all Children of Deaf Adults, volunteered to interpret without pay. In the 1970s, the Utah Association for the Deaf secured funding from the United Way, a non-profit organization that supported various community initiatives. The funding was instrumental in establishing Utah's first sign language interpreting service, which provided compensation to working interpreters. This service was created to address the needs of the Utah Deaf community. Betty Johnson Jones, a Child of Deaf Adult, and an interpreter, played a key role in starting the initiative. Betty needed money to cover her gas and babysitting costs, but Deaf people couldn't afford her services. The Utah Association for the Deaf acknowledged the crucial role of interpreters and took action to assist Betty and others in similar situations. By providing payment for interpreting services, they alleviated the financial burden on the Utah Deaf community and demonstrated their appreciation for the invaluable contributions of interpreters. It was the first of its kind in the United States, representing a significant advancement in deaf advocacy and serving as a model for similar efforts across the country.
The Registry of Interpreters for the Deaf played a crucial role in recognizing and certifying Deaf interpreters, paving the way for individuals like Dr. Robert G. Sanderson and W. David Mortensen. They made history in 1975 when they became the first Deaf certified interpreters, also known as reverse interpreters, now known as Certified Deaf Interpreters, or CDIs. In 2006, Trenton Marsh became the first Deaf person to receive CDI certification in Utah.
In 1989, Utah became the first state to offer American Sign Language classes in high schools. Jean Greenwood Thomas, a dedicated sign language interpreter and teacher, played a pivotal role in achieving this milestone through her pioneering efforts. Her passionate vision quickly gained popularity, and other states followed suit by incorporating ASL into their high school curricula.
In addition, W. David Mortensen, president of the Utah Association for the Deaf, has demonstrated a remarkable commitment to leading Utah to pass Senate Bills 41 and 42 in 1994. These bills focus on certifying and training interpreters, as well as recognizing American Sign Language as a foreign language in both secondary and postsecondary schools.
These efforts have greatly improved the lives of the Deaf community in Utah, serving as a testament to Bob's and Dave's outstanding leadership and commitment.
Sorenson Communications, Inc.
In 2003, Sorenson Communications, Inc., a company based in Salt Lake City, Utah, changed the way the Deaf community communicated by introducing the first videophone. This groundbreaking innovation was developed by Jonathan Hodson, a native of Utah who is Deaf. Today, Sorenson Communications, Inc. continues to offer a video relay system that is 'functionally equivalent,' making communication more accessible for users, a true testament to the enduring impact of his initial innovation. This innovation has not only transformed how Deaf individuals connect with one another but also bridged the gap between the Deaf and hearing communities. As technology evolves, Sorenson Communications remains committed to enhancing accessibility and fostering inclusion for all.
Utah's Many Firsts
Furthermore, Utah boasts a rich history of notable firsts, and it is essential to acknowledge and remember the significant contributions made by many prominent leaders in the Utah Deaf community. As the sole owner and operator of this website, I am committed to preserving the rich history of the Utah Deaf community. This commitment involves sharing stories, recognizing achievements, and promoting awareness of the challenges faced by Deaf individuals throughout Utah's history. By honoring these contributions, we can foster a greater understanding and appreciation of the Deaf community's impact on our state.
Utah School for the Deaf, Ogden, Utah
A BIG LOSS IN DEAF HISTORY
Barry Strassler, the owner of DeafDigest, wrote about a self-taught Deaf historian he met in his article, "A Big Loss in Deaf History." Despite not attending college, the historian was always fascinated by the history of the Deaf community. He conducted his studies at Gallaudet University's library and the Library of Congress, recording his findings in notebooks. He kept several books on Deaf history, as well as his journals, at home. However, he never shared his discoveries with anyone and kept them to himself. He had no close friends or family members, so no one knew about this enormous treasure when he passed away. "A horrible waste in Deaf history," remarked Barry Strassler, DeafDigest Editor, on November 18, 2012. Barry Strassler emphasized the importance of preserving and sharing such knowledge, noting that it could have significantly enriched the understanding of Deaf culture and history. "We must honor the legacy of those who came before us by ensuring their stories and findings are not lost to time," he urged the community.
Given Utah's shifting demographics, the loss of the state's Deaf heritage would be regrettable. Thanks to digitization, anyone can now access the rich history of the Utah Deaf community for historical preservation, genealogical research, and other purposes. Virginia C. Borggaard, the author of Celebrating A Rich Heritage 1901–2001, states, "Utah has always been a forerunner in promoting the history of the state's Deaf community." For this reason, we are committed to preserving Utah's Deaf history. This commitment involves not only documenting the stories and achievements of Deaf individuals but also fostering awareness and appreciation of their contributions to the state's culture. By engaging with the community and utilizing modern technology, we can ensure that Utah's Deaf heritage remains vibrant and accessible for future generations.
Thank you for visiting our website to learn about Utah Deaf History. I hope you find the information both entertaining and informative. Check out the list on the left side for more details, and connect with local events and resources that celebrate the rich legacy of the Deaf community in Utah. Please share your experiences and stories to help us continue this essential dialogue and preserve our collective history. I am committed to adding new information and updates, so be sure to visit again to see what's new!
Enjoy!
Jodi Christel Becker
Given Utah's shifting demographics, the loss of the state's Deaf heritage would be regrettable. Thanks to digitization, anyone can now access the rich history of the Utah Deaf community for historical preservation, genealogical research, and other purposes. Virginia C. Borggaard, the author of Celebrating A Rich Heritage 1901–2001, states, "Utah has always been a forerunner in promoting the history of the state's Deaf community." For this reason, we are committed to preserving Utah's Deaf history. This commitment involves not only documenting the stories and achievements of Deaf individuals but also fostering awareness and appreciation of their contributions to the state's culture. By engaging with the community and utilizing modern technology, we can ensure that Utah's Deaf heritage remains vibrant and accessible for future generations.
Thank you for visiting our website to learn about Utah Deaf History. I hope you find the information both entertaining and informative. Check out the list on the left side for more details, and connect with local events and resources that celebrate the rich legacy of the Deaf community in Utah. Please share your experiences and stories to help us continue this essential dialogue and preserve our collective history. I am committed to adding new information and updates, so be sure to visit again to see what's new!
Enjoy!
Jodi Christel Becker
The 1931 Utah Association of the Deaf Convention
Copyright © Jodi Christel Becker, 2012 - 2025. All rights reserved. No part of this website may be reproduced or published without the express consent of the author. If you have additional information about Utah Deaf history, or photos/materials that you would like share, please contact Jodi Christel Becker via email at [email protected]
