The Utah School for the
Deaf Archives
Compiled & Written by Jodi Christel Becker
Edited by Valarie G. Kinney
Published in 2012
Updated in 2025
Edited by Valarie G. Kinney
Published in 2012
Updated in 2025
Author's Note
As a passionate advocate for Utah Deaf History, I am deeply committed to preserving and celebrating the extraordinary legacy of the Utah School for the Deaf. My goal is to safeguard our invaluable heritage for future generations through meticulous documentation and careful scanning of vital records and photographs. By sharing these resources with the community, I aim to promote a deeper understanding and appreciation of the contributions made by Deaf individuals in Utah. Together, we can ensure that their stories and achievements are never forgotten.
Despite efforts by some to undermine the significance of our beloved school, we stand united in our dedication to honor and elevate our vibrant culture, language, and history. It is our duty not only to cherish this legacy for ourselves but also to ensure it thrives for generations to come. By fostering awareness and education, we can empower future generations to embrace and celebrate the rich heritage of the Utah Deaf community. Let us work together to create a lasting impact that reflects the strength and resilience of those who came before us.
I invite you to explore a brief journey through the history of the Utah School for the Deaf. Discover the scanned documents, enjoy the evocative photos featured in the slideshow, and celebrate this remarkable narrative that defines who we are. We honor their legacy by fostering an inclusive environment where every voice is heard and valued. Together, we can ensure that the stories of the Utah Deaf community continue to inspire and empower future generations.
Your engagement and support are vital to our mission, empowering us to continue this important work. Together, let us ensure that the legacy of the Utah School for the Deaf resonates powerfully for years to come. Let's work together to make sure that the Utah School for the Deaf's legacy endures for many years to come. By collaborating with community members and advocating for accessibility, we can create a brighter future where Deaf voices are celebrated and recognized in every aspect of society.
Enjoy!
Jodi Christel Becker
Despite efforts by some to undermine the significance of our beloved school, we stand united in our dedication to honor and elevate our vibrant culture, language, and history. It is our duty not only to cherish this legacy for ourselves but also to ensure it thrives for generations to come. By fostering awareness and education, we can empower future generations to embrace and celebrate the rich heritage of the Utah Deaf community. Let us work together to create a lasting impact that reflects the strength and resilience of those who came before us.
I invite you to explore a brief journey through the history of the Utah School for the Deaf. Discover the scanned documents, enjoy the evocative photos featured in the slideshow, and celebrate this remarkable narrative that defines who we are. We honor their legacy by fostering an inclusive environment where every voice is heard and valued. Together, we can ensure that the stories of the Utah Deaf community continue to inspire and empower future generations.
Your engagement and support are vital to our mission, empowering us to continue this important work. Together, let us ensure that the legacy of the Utah School for the Deaf resonates powerfully for years to come. Let's work together to make sure that the Utah School for the Deaf's legacy endures for many years to come. By collaborating with community members and advocating for accessibility, we can create a brighter future where Deaf voices are celebrated and recognized in every aspect of society.
Enjoy!
Jodi Christel Becker
A Brief History of the
Utah School for the Deaf
Utah School for the Deaf
1884: 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.
1896: The Utah School for the Deaf underwent a significant transformation upon Utah's admission to the Union. In 1896, they relocated it to Ogden, Utah, and simultaneously added a school for blind students. This expansion was a testament to the school's commitment to inclusivity and providing specialized education for all. The Deaf school was on 20th Street and Monroe Avenue, while the blind school found its home on 7th Street and Harrison Boulevard.
1956: In the Salt Lake area of Utah, parents of Deaf children collaborated with the Stewart Training School, a training school for teachers based at the University of Utah, to establish a local oral day school. The Stewart Training School opened its doors in the fall of 1956 to provide an oral classroom for Deaf students.
1959: In 1959, the Utah School for the Deaf introduced an Extension Division to provide Deaf students with the opportunity to attend classes closer to their homes. With time, the Extension Divisions were established in different regions of Utah to offer a day program to Deaf children living in heavily populated areas.
1991: On October 1, 1991, the groundbreaking ceremony for a new facility for the Utah Schools for the Deaf and the Blind was held on the campus at 742 Harrison Boulevard in Ogden, Utah.
1993: Two years later, in 1993, the old Utah School for the Deaf campus was sold to the Ogden School District by the Utah State Board of Education, and both the Utah School for the Deaf and the Utah School for the Blind were merged. The new main Utah Schools for the Deaf and the Blind campus was built on the new 13.5-acre campus at 742 Harrison Blvd.
1999: In 1999, Jean Massieu School of the Deaf was established as a public charter school in Salt Lake City, Utah, by two parents of Deaf children, Minnie Mae Wilding-Diaz (Deaf) and Jeff Allen (hearing). The new charter school was named Jean Massieu School of the Deaf in honor of Jean Massieu, a French Deaf teacher. In 2005, the Jean Massieu School of the Deaf merged with Utah Schools for the Deaf and the Blind.
2005: In 2005, Jean Massieu School of the Deaf merged with Utah Schools for the Deaf and the Blind.
2011: In 2011, the ASL/English bilingual program at the Utah Schools for the Deaf and the Blind in Ogden, Utah, was named the "Kenneth Burdett School of the Deaf" in honor of Kenneth C. Burdett. Kenneth was an alumnus of the school, having graduated in 1929, and later became a teacher at the Utah School for the Deaf. He had a long history connected to the school, serving four decades from 1934 to 1974. While at the Utah School for the Deaf, Kenneth served in various roles, including as a student, boy's supervisor, head basketball coach, athletic director, teacher, printing instructor, and curriculum coordinator.
2020: In 2020, the Utah Schools for the Deaf and Blind campus in Springville, Utah, named the ASL/English bilingual program "Elizabeth DeLong School of the Deaf" in honor of Elizabeth DeLong. She was the first female president of the Utah Association of the Deaf in 1909. After graduating from Gallaudet College in 1902, Elizabeth also received her degree from the Utah School for the Deaf in 1897. She spent fifteen years as a teacher at the school.
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.
1896: The Utah School for the Deaf underwent a significant transformation upon Utah's admission to the Union. In 1896, they relocated it to Ogden, Utah, and simultaneously added a school for blind students. This expansion was a testament to the school's commitment to inclusivity and providing specialized education for all. The Deaf school was on 20th Street and Monroe Avenue, while the blind school found its home on 7th Street and Harrison Boulevard.
1956: In the Salt Lake area of Utah, parents of Deaf children collaborated with the Stewart Training School, a training school for teachers based at the University of Utah, to establish a local oral day school. The Stewart Training School opened its doors in the fall of 1956 to provide an oral classroom for Deaf students.
1959: In 1959, the Utah School for the Deaf introduced an Extension Division to provide Deaf students with the opportunity to attend classes closer to their homes. With time, the Extension Divisions were established in different regions of Utah to offer a day program to Deaf children living in heavily populated areas.
1991: On October 1, 1991, the groundbreaking ceremony for a new facility for the Utah Schools for the Deaf and the Blind was held on the campus at 742 Harrison Boulevard in Ogden, Utah.
1993: Two years later, in 1993, the old Utah School for the Deaf campus was sold to the Ogden School District by the Utah State Board of Education, and both the Utah School for the Deaf and the Utah School for the Blind were merged. The new main Utah Schools for the Deaf and the Blind campus was built on the new 13.5-acre campus at 742 Harrison Blvd.
1999: In 1999, Jean Massieu School of the Deaf was established as a public charter school in Salt Lake City, Utah, by two parents of Deaf children, Minnie Mae Wilding-Diaz (Deaf) and Jeff Allen (hearing). The new charter school was named Jean Massieu School of the Deaf in honor of Jean Massieu, a French Deaf teacher. In 2005, the Jean Massieu School of the Deaf merged with Utah Schools for the Deaf and the Blind.
2005: In 2005, Jean Massieu School of the Deaf merged with Utah Schools for the Deaf and the Blind.
2011: In 2011, the ASL/English bilingual program at the Utah Schools for the Deaf and the Blind in Ogden, Utah, was named the "Kenneth Burdett School of the Deaf" in honor of Kenneth C. Burdett. Kenneth was an alumnus of the school, having graduated in 1929, and later became a teacher at the Utah School for the Deaf. He had a long history connected to the school, serving four decades from 1934 to 1974. While at the Utah School for the Deaf, Kenneth served in various roles, including as a student, boy's supervisor, head basketball coach, athletic director, teacher, printing instructor, and curriculum coordinator.
2020: In 2020, the Utah Schools for the Deaf and Blind campus in Springville, Utah, named the ASL/English bilingual program "Elizabeth DeLong School of the Deaf" in honor of Elizabeth DeLong. She was the first female president of the Utah Association of the Deaf in 1909. After graduating from Gallaudet College in 1902, Elizabeth also received her degree from the Utah School for the Deaf in 1897. She spent fifteen years as a teacher at the school.
Students of the Utah School for the Deaf, spring 1945. They were going on the annual spring hike
ARCHIVES
I have attached the list of Utah Deaf historical information in the digital archives for your convenience, allowing you to explore our rich history. Our rich history showcases the contributions and achievements of the Deaf community in Utah, highlighting key events, influential figures, and the development of educational and cultural institutions. We hope this information inspires further exploration and appreciation of our shared heritage.
- The Utah School for the Deaf 1884 – 1984 Enrollment List. Compiled by Rodney W. Walker (PDF)
- The Establishment of the Utah School for the Deaf and Blind in Ogden, Utah. State of Utah Constitutional Convention, May 3, 1895 (Internet)
- History of the Utah School for the Deaf. Edited by Edward Allen Fay, 1893 (PDF)
- Report of the Utah School for the Deaf and Dumb, 1896-1920. Boston Public Library (Internet)
- Biennial Report of the Utah School for the Deaf and Blind, 1896-1902. Hathi Trust Digital Library (Internet)
- Chronology of USDB (PDF)
- A History of the Utah Schools for the Deaf and the Blind. Written by Irma Acord Pace, May 18, 1946 (PDF)
- Special Alumni Issue. The UAD Bulletin, April 1955 (PDF)
- The 1950’s Utah School for the Deaf Brochure. Completed by the boys in the printing and photography departments of the USD under the direction of Kenneth C. Burdett, head instructor (PDF)
- The 1960's Utah School for the Deaf Brochure. Completed by the boys in the graphic arts classes of the Utah School for the Deaf under the direction of Kenneth C. Burdett, head instructor and William Richins, assistant (PDF)
- Utah Association of the Deaf Scrapbook (Internet)
- The "First Reunion of the Utah School for the Deaf Alumni" Program Book. June 24 - 16, 1976 (PDF)
- The "A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion" Program Book. June 28 – 30, 1984 (PDF)
Accreditation Visiting Team Report of the
Utah Schools for the Deaf and the Blind
Utah Schools for the Deaf and the Blind
In 2010, the Utah Schools for the Deaf and the Blind (USDB) underwent an evaluation of their services conducted by the Accreditation Visiting Team during Steven Noyce's tenure as superintendent. The Accreditation Visiting Team Report noted that many students living in the dormitory and cottage facilities experienced feelings of loneliness despite the school's efforts to create a home-like atmosphere. The report indicated that these students acutely felt the absence of their home and family experiences. As a result, many families in Utah were reluctant to accept assistance in a residential setting. This reluctance posed challenges for the school in providing the necessary support and resources to these students. Consequently, the administration began exploring alternative outreach strategies to engage families and foster a more welcoming environment for those in need of assistance.
The services provided by USDB underwent significant changes in response to new national perspectives that emerged during the special education reform of the 1970s. The passage of Public Law 94-142 allowed more families to access educational resources closer to home. This shift improved accessibility and emphasized the importance of collaboration between schools and families. By fostering strong partnerships, educational institutions can create a more inclusive atmosphere that supports the diverse needs of all students and their families.
The services provided by USDB underwent significant changes in response to new national perspectives that emerged during the special education reform of the 1970s. The passage of Public Law 94-142 allowed more families to access educational resources closer to home. This shift improved accessibility and emphasized the importance of collaboration between schools and families. By fostering strong partnerships, educational institutions can create a more inclusive atmosphere that supports the diverse needs of all students and their families.
Students of the Utah School for the Deaf, about 1944
Alums of the Utah School for the Deaf have shared experiences and perspectives that significantly contrast with the findings of the Accreditation Visiting Team Report. In the 1976 and 1984 Alumni Reunion Booklets, these alums recalled their positive experiences and successful adjustments to life at the Ogden residential campus. They emphasized their improved time management skills and the joy they found in various weekend activities. Their memories of school are filled with happiness, which starkly contrasts with the loneliness described in the Accreditation Visiting Team Report (First Reunion of the Utah School for the Deaf Alumni Booklet, 1976; A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984). These contrasting experiences highlight the evolving campus culture, showcasing how community engagement and supportive friendships have positively impacted students' overall well-being. As alums reflect on their time there, they celebrate not only their personal growth but also the lasting connections they formed during their time at school.
The authors of "A Journey Into the Deaf-World" emphasize the positive experiences of students living on a residential campus. They found that Deaf children attending a residential school often develop strong self-esteem, largely due to their interactions with Deaf role models, dedicated staff, older Deaf students, and alums. These connections help create a supportive community that fosters personal growth and a sense of identity among the students. This sense of identity enhances their confidence and encourages lifelong friendships that extend well beyond their time at school. As these students transition into adulthood, the bonds they formed during their formative years often serve as a foundation for their future relationships and professional networks.
It's worth considering whether Mr. Noyce, a former student of Dr. Grant B. Bitter's Oral Training Program at the University of Utah in the early 1970s, influenced the perspective of the Accreditation Visiting Team. His advocacy for integrating Deaf and hard-of-hearing students into general education classes may have impacted the report's conclusions. This situation highlights the unfortunate reality that the Utah School for the Deaf did not consult alums before the accreditation panel meeting to gather their insights, a crucial step in the decision-making process. This oversight highlights the importance of incorporating diverse perspectives in educational discussions, particularly those of former students who can offer valuable insights into the effectiveness of current programs. The absence of their voices could potentially impede the progress of inclusive educational practices.
In 1989, the Utah Association for the Deaf hosted its 33rd Biennial Convention, which featured a 16-mm film titled "A History of the Utah School for the Deaf: 1940–1965." This film, along with extensive video documentation by Kenneth C. Burdett—a 1929 graduate and teacher at the Utah School for the Deaf—provides a comprehensive visual record of the experiences of Deaf students on the school's campus over the years. The videos capture significant events, such as class trips and graduations, providing a unique glimpse into the school's history (Mortensen, UAD Bulletin, June 1989). This historical documentation not only highlights the academic achievements of the students but also showcases the vibrant community and culture that flourished within the school. Through these vivid narratives, viewers can appreciate the resilience and spirit of the Utah Deaf community during a transformative era in education and society.
The authors of "A Journey Into the Deaf-World" emphasize the positive experiences of students living on a residential campus. They found that Deaf children attending a residential school often develop strong self-esteem, largely due to their interactions with Deaf role models, dedicated staff, older Deaf students, and alums. These connections help create a supportive community that fosters personal growth and a sense of identity among the students. This sense of identity enhances their confidence and encourages lifelong friendships that extend well beyond their time at school. As these students transition into adulthood, the bonds they formed during their formative years often serve as a foundation for their future relationships and professional networks.
It's worth considering whether Mr. Noyce, a former student of Dr. Grant B. Bitter's Oral Training Program at the University of Utah in the early 1970s, influenced the perspective of the Accreditation Visiting Team. His advocacy for integrating Deaf and hard-of-hearing students into general education classes may have impacted the report's conclusions. This situation highlights the unfortunate reality that the Utah School for the Deaf did not consult alums before the accreditation panel meeting to gather their insights, a crucial step in the decision-making process. This oversight highlights the importance of incorporating diverse perspectives in educational discussions, particularly those of former students who can offer valuable insights into the effectiveness of current programs. The absence of their voices could potentially impede the progress of inclusive educational practices.
In 1989, the Utah Association for the Deaf hosted its 33rd Biennial Convention, which featured a 16-mm film titled "A History of the Utah School for the Deaf: 1940–1965." This film, along with extensive video documentation by Kenneth C. Burdett—a 1929 graduate and teacher at the Utah School for the Deaf—provides a comprehensive visual record of the experiences of Deaf students on the school's campus over the years. The videos capture significant events, such as class trips and graduations, providing a unique glimpse into the school's history (Mortensen, UAD Bulletin, June 1989). This historical documentation not only highlights the academic achievements of the students but also showcases the vibrant community and culture that flourished within the school. Through these vivid narratives, viewers can appreciate the resilience and spirit of the Utah Deaf community during a transformative era in education and society.
W. David Mortensen
In June 1990, W. David Mortensen, also known as Dave, who was then the President of the Utah Association for the Deaf and a 1931 graduate of the Utah School for the Deaf in Ogden, published an article in the UAD Bulletin. In his article, he reflected on the positive experiences he had at the residential school, emphasizing the beneficial impact it had on him. The school offered specialized education, opportunities for socialization with peers who shared similar experiences, leadership training through student organizations, and a variety of extracurricular activities. Dave fondly recalled his time at the school as "very, very happy times," highlighting the positive influence of the Utah School for the Deaf on its students.
Despite his positive recollections, Dave acknowledged that changes have taken place over the years and raised questions about the benefits of these changes. He pointed out that mainstreaming is a current trend in education but expressed skepticism about its effectiveness. Dave urged others to consult alums of Deaf residential schools to better understand their experiences, reiterating the importance of considering their insights before making decisions about school placements for Deaf children. His main questions were, "Have times changed for the better or worse?" and "Is mainstreaming the answer?" He concluded that decision-making requires a balanced approach, emphasizing the importance of considering multiple perspectives (Mortensen, UAD Bulletin, June 1990, p. 1). The article captured a range of opinions regarding the evolution of Deaf education, reassuring readers that there are multiple perspectives to consider and encouraging an open-minded approach to decision-making. This recognition of diverse viewpoints highlights the complexity of the issues at hand and the necessity for ongoing dialogue among educators, families, and the Utah Deaf community. Ultimately, fostering an environment where all voices are heard can lead to more effective and inclusive educational strategies.
Despite his positive recollections, Dave acknowledged that changes have taken place over the years and raised questions about the benefits of these changes. He pointed out that mainstreaming is a current trend in education but expressed skepticism about its effectiveness. Dave urged others to consult alums of Deaf residential schools to better understand their experiences, reiterating the importance of considering their insights before making decisions about school placements for Deaf children. His main questions were, "Have times changed for the better or worse?" and "Is mainstreaming the answer?" He concluded that decision-making requires a balanced approach, emphasizing the importance of considering multiple perspectives (Mortensen, UAD Bulletin, June 1990, p. 1). The article captured a range of opinions regarding the evolution of Deaf education, reassuring readers that there are multiple perspectives to consider and encouraging an open-minded approach to decision-making. This recognition of diverse viewpoints highlights the complexity of the issues at hand and the necessity for ongoing dialogue among educators, families, and the Utah Deaf community. Ultimately, fostering an environment where all voices are heard can lead to more effective and inclusive educational strategies.
Utah Association for the Deaf President W. David Mortensen's President's Message. Source: UAD Bulletin, June 1990, p. 1
As the author of this website, I want to share the pictures below to highlight the positive experiences of students at their Ogden residential campus. Additionally, I hope that the film created by Kenneth C. Burdett will provide you with a deeper understanding of the enriching lives these students led. Contrary to what you may have imagined, their experiences were not as terrible as you might think. If you're interested, you can watch "Utah School for the Deaf Video, 1940–1965" on the Utah Deaf Film webpage. This film captures not only the challenges these students faced but also the friendships, achievements, and vibrant community they built during their time at the campus. I encourage you to explore their stories and gain insight into the resilience and spirit that defined their educational experience.
Students of the Utah School for the Deaf, about 1944
A Slideshow of the
Utah School for the Deaf
I have added photos of the students who attended the Utah School for the Deaf to the slideshow, where they share positive memories of the school. These memories reflect the strong bonds formed among classmates and the supportive environment fostered by dedicated educators. Each photograph captures a moment of joy, showcasing the vibrant community that has shaped their lives. Enjoy!
Deaf students at the Utah School for the Deaf, Ogden, Utah. Fall 1949
References
A Century of Memories: Utah School for the Deaf 100th Year Anniversary Alumni Reunion Booklet, 1984.
First Reunion of the Utah School for the Deaf Alumni Boolet, 1976.
Lane, Harlan L., Hoffmeister, Robert J., and Behan, Benjamin J. A Journey into the Deaf-World. San Diego, Calif.: DawnSignPress, 1996.
“Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report,” May 10-11, 2010. http://www.schools.utah.gov/CURR/accred/Reports/DOCS/USDB-VT-Report-2010.aspx
First Reunion of the Utah School for the Deaf Alumni Boolet, 1976.
Lane, Harlan L., Hoffmeister, Robert J., and Behan, Benjamin J. A Journey into the Deaf-World. San Diego, Calif.: DawnSignPress, 1996.
“Utah Schools for the Deaf and the Blind Accreditation Visiting Team Report,” May 10-11, 2010. http://www.schools.utah.gov/CURR/accred/Reports/DOCS/USDB-VT-Report-2010.aspx
