National and Local
Impact of Oral Leaders
Complied & Written by Jodi Becker Kinner
Edited by Valerie G. Kinney & Bronwyn O’Hara
Published in 2016
Updated in 2021
Edited by Valerie G. Kinney & Bronwyn O’Hara
Published in 2016
Updated in 2021
For years, the Utah Deaf community has battled with three Utah Oral leaders, Dr. Grant B. Bitter, Dr. Karl R. White and Steven W. Noyce.
Utah is regarded as a beacon for Steven W. Noyce, an oral proponent and then Superintendent of the Utah Schools for the Deaf and the Blind (USDB) and Oral Advocate community, because the Utah School for the Deaf (USD) offers a Dual Track Program: Listening and Spoken Language (LSL) (replaced oral) and ASL/English Bilingual, which most state schools do not. Utah LSL advocates, particularly USDB Superintendent Noyce championed USD as a national model (Steven W. Noyce, personal communication, March 12, 2010; Winters, The Salt Lake Tribune, February 21, 2011). South Dakota School for the Deaf is probably the first state school to initiate the USD Dual Track model at their school, in 2005 (Timothy Chevalier, personal communication, June 6, 2011).
Utah is regarded as a beacon for Steven W. Noyce, an oral proponent and then Superintendent of the Utah Schools for the Deaf and the Blind (USDB) and Oral Advocate community, because the Utah School for the Deaf (USD) offers a Dual Track Program: Listening and Spoken Language (LSL) (replaced oral) and ASL/English Bilingual, which most state schools do not. Utah LSL advocates, particularly USDB Superintendent Noyce championed USD as a national model (Steven W. Noyce, personal communication, March 12, 2010; Winters, The Salt Lake Tribune, February 21, 2011). South Dakota School for the Deaf is probably the first state school to initiate the USD Dual Track model at their school, in 2005 (Timothy Chevalier, personal communication, June 6, 2011).
Dr. Grant B. Bitter. The Utah Egale, October 1962
The Oral Only Option Schools Group (OOOS), led by Theresa Bulger and influenced by the Alexander Graham Bell Association, was aiming to replicate the USD Dual Track concept and its outreach services. They also advocated for the LSL option in numerous states. In Florida, Delaware, Washington State, Pennsylvania, and North Carolina, they were successful. Dr. Karl R. White, a proponent of the LSL program from Utah, addressed the California Legislature, urging it to enact AD 2072. They tried in California in 2010, but Governor Arnold Schwarzenegger vetoed the AD 2072 law due to massive outcry from the state's Deaf community.
Some states were aiming to introduce the LSL option in state schools for the deaf or legislating LSL as a choice across the country by adding it in the oral school option. In Indiana, their mission was successful. Superintendent Noyce was contacted by Indiana Governor Mitch Daniels about the outreach efforts at USD during the protest by the Indiana Deaf community. Superintendent Noyce also spoke at the Delaware Conference on Deaf Education, where the focus was Dual Track Program, and the LSL program was introduced at the Delaware Schools for the Deaf. In those states, Deaf Education was impacted. Dr. White also spoke to the Indiana Legislature, encouraging them to pass HB 1367, and this bill passed despite the protest of the Indiana Deaf community.
Some states were aiming to introduce the LSL option in state schools for the deaf or legislating LSL as a choice across the country by adding it in the oral school option. In Indiana, their mission was successful. Superintendent Noyce was contacted by Indiana Governor Mitch Daniels about the outreach efforts at USD during the protest by the Indiana Deaf community. Superintendent Noyce also spoke at the Delaware Conference on Deaf Education, where the focus was Dual Track Program, and the LSL program was introduced at the Delaware Schools for the Deaf. In those states, Deaf Education was impacted. Dr. White also spoke to the Indiana Legislature, encouraging them to pass HB 1367, and this bill passed despite the protest of the Indiana Deaf community.
In Utah, the oral and mainstreaming movements have had an impact on our deaf education since 1962. Dr. Grant B. Bitter, an outspoken proponent and champion for oral and mainstream education, was the driving force behind it. From 1962 until 1987, he was in a position of 'power' for 25 years. As a result of his effort, a new policy at the USD embraced the Dual Track Program, commonly known as the "Y" system, as a new policy in 1962, which meant that all students in the Primary Department had to begin in the oral program and couldn't transfer to the Simultaneous Communication Division unless they had "failed" the oral program by the age of 11 or 6th grade.
The USD in Ogden, Utah, was divided into an Oral and Simultaneous Communication Division, each with its own classrooms, dormitory facilities, recess, and extracurricular activities, with the exception of sporting programs, which were open to all students due to a shortage of players (The Utah Eagle, February 1968; The Ogden Standard-Examiner, October 19, 1970). Students at USD-Ogden went on strike in 1962 and 1969 over the Dual Division because they were dissatisfied with the segregation system. No one listened. The implementation of Dual Track Program constituted the darkest chapter in the education of the deaf in Utah.
The USD in Ogden, Utah, was divided into an Oral and Simultaneous Communication Division, each with its own classrooms, dormitory facilities, recess, and extracurricular activities, with the exception of sporting programs, which were open to all students due to a shortage of players (The Utah Eagle, February 1968; The Ogden Standard-Examiner, October 19, 1970). Students at USD-Ogden went on strike in 1962 and 1969 over the Dual Division because they were dissatisfied with the segregation system. No one listened. The implementation of Dual Track Program constituted the darkest chapter in the education of the deaf in Utah.
Ned C. Wheeler
The Utah Deaf community and parents who supported sign language fought the "Y" system for nearly ten years, and no one listened. After the student strikes of 1962 and 1969, as well as opposition from the Parent Teacher Student Association, it fell on Ned C. Wheeler's shoulders, a 1933 USD graduate who served as chair of the USDB Governor's Advisory Council, to propose a new "Two-Track Program" to replace the "Y" system, which was sent to the Utah State Board of Education for final approval after it was approved. Finally, on December 28, 1970, the Utah State Board of Education authorized a new policy allowing the Utah School for the Deaf to operate a Two-Track Program, which was supervised by Dr. Jay J. Campbell, a Deputy Superintendent of the Utah State Office of Education and an ally of the Utah Deaf community. It was created to give parents the option of using either the oral or total communication method of instruction for their Deaf child aged 2 to 21 years (Kenneth L. Kinner, personal communication, May 14, 2011, Recommendations on Policy for the Utah School for the Deaf, 1970; Deseret News, December 29, 1970).
However, parents were not given a clear picture of their child's educational and communication choices (Campbell, 1977). Inappropriate placement tactics were widely practiced, despite policies issued by the Utah State Board of Education in 1970, 1977, and 1998 USDB Communication Guidelines requiring USD to give parents with a full variety of options.
On April 14, 1977, at the Utah School for the Deaf, Dr. Campbell presented his 200-page comprehensive study report to the Utah State Board of Education. He shared his findings as well as recommendations to improve USD's education through more equitable evaluation and placement systems. Dr. Bitter, a professor at the University of Utah at the time, spoke out against Dr. Campbell's research, claiming that it contained falsehoods and conclusions regarding the University of Utah's Teacher Education Program and educational programs throughout the state (G.B. Bitter, personal communication, March 6, 1978). Over 300 parents who supported oral applauded Dr. Bitter and Peter Viahos, an Ogden attorney and father of a Deaf daughter, as they gave a presentation (The Ogden Standard-Examiner, April 15, 1977).
However, parents were not given a clear picture of their child's educational and communication choices (Campbell, 1977). Inappropriate placement tactics were widely practiced, despite policies issued by the Utah State Board of Education in 1970, 1977, and 1998 USDB Communication Guidelines requiring USD to give parents with a full variety of options.
On April 14, 1977, at the Utah School for the Deaf, Dr. Campbell presented his 200-page comprehensive study report to the Utah State Board of Education. He shared his findings as well as recommendations to improve USD's education through more equitable evaluation and placement systems. Dr. Bitter, a professor at the University of Utah at the time, spoke out against Dr. Campbell's research, claiming that it contained falsehoods and conclusions regarding the University of Utah's Teacher Education Program and educational programs throughout the state (G.B. Bitter, personal communication, March 6, 1978). Over 300 parents who supported oral applauded Dr. Bitter and Peter Viahos, an Ogden attorney and father of a Deaf daughter, as they gave a presentation (The Ogden Standard-Examiner, April 15, 1977).
Dr. Jay J. Campbell. UAD Bulletin, June 1973
These parents, under the influence of Dr. Bitter, petitioned the Utah State Board of Education to suspend Dr. Campbell's comprehensive study, claiming that it was inconclusive. Because of their dissatisfaction with Dr. Campbell's research findings, they demanded that he be fired from his position (Dr. Jay J. Campbell, personal communication, July 1, 2007). In addition to the approximately 300 parents in attendance, there were between 50 and 60 Deaf individuals in attendance as well. Dr. Bitter, a spokesperson for the oral advocates, proposed three options to Dr. Walter D. Talbot, the State Superintendent of Public Instruction: 1. Removing Dr. Campbell from his position, 2. Assigning him to another position, or 3. Requesting a grand jury investigation into the evidence demonstrating how oral Deaf individuals were being intimidated through some of the state's programs. Dr. Talbot responded to Dr. Bitter's appeal by announcing that the State Board had decided to reassign Dr. Campbell to a different position within the State Office of Education. The Deaf group became agitated, stomping their feet on the floor. According to Dr. Bitter, they were very emotional, and the meeting was wild. He was frightened he was going to be killed during the ordeal. Dr. Talbot indicated that those members of the Deaf community would have to leave the room (Grant Bitter: Everett L. Cooley Oral History Project, March 17, 1987).
As a result, Dr. Campbell’s plan came crashing down. His two-year study, which included recommendations for improving education through fair assessment and placement procedures, was buried and forgotten (Dr. Jay J. Campbell, personal communication, July 1, 2007). The trend at USD of establishing inappropriate placement procedures continued partly due to unshared information until the Parent Infant Program (PIP) Orientation at USD was formed in 2010 under the administration of Superintendent Steven W. Noyce, an oral proponent and a long-serving teacher/director of the Utah School for the Deaf, to give fair, balanced options to parents of Deaf children. The new adjustments in the PIP that were finally taking place after being advocated by Dr. Campbell in the 1970s to develop an orientation that Dr. Bitter opposed. Parents, despite the 2010 orientation, nevertheless still had to choose between the two options. It was a "either/or" situation.
As a result, Dr. Campbell’s plan came crashing down. His two-year study, which included recommendations for improving education through fair assessment and placement procedures, was buried and forgotten (Dr. Jay J. Campbell, personal communication, July 1, 2007). The trend at USD of establishing inappropriate placement procedures continued partly due to unshared information until the Parent Infant Program (PIP) Orientation at USD was formed in 2010 under the administration of Superintendent Steven W. Noyce, an oral proponent and a long-serving teacher/director of the Utah School for the Deaf, to give fair, balanced options to parents of Deaf children. The new adjustments in the PIP that were finally taking place after being advocated by Dr. Campbell in the 1970s to develop an orientation that Dr. Bitter opposed. Parents, despite the 2010 orientation, nevertheless still had to choose between the two options. It was a "either/or" situation.
Steven W. Noyce @ Twitter
On February 10, 2011, a member of the USDB Advisory Council representing the Utah Deaf community, Jeff Pollock, requested that the guidelines titled, "The National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students" be implemented in USD to help solve the philosophical, placement, communication, and service delivery biases. One of the members of the Advisory Council wondered if the Deaf National Agenda was solely based on ASL. He said no, since it looks at the complete child and each child individually, and it supports both ASL and spoken language, rather than "either/or" as the system is currently set up. Pollock then addressed Superintendent Noyce in the eyes and stated that the USD has reverted to the inefficient "Y" system of the last 30-40 years, with oral OR sign, and is not providing both ASL and LSL to parents who desire both. Superintendent Noyce was deafeningly silent on the subject. It wasn't until Michelle Tanner, the future USD Associate Superintendent, was brought in to take charge of this matter in 2014. More information is available in "The Creation of the Hybrid Program" section.
Jeff W. Pollock, Deaf Advocate
Despite the Two-Track program, Dr. Bitter remained the dominant supporter of oralism and mainstreaming over the years. The USD alumni were heartbroken to see the school and deaf education deteriorate as the number of Deaf students mainstreamed climbed. More on the mainstreaming movement can be found in the "Dr. Robert G. Sanderson's Mainstreaming Perspective" webpage.
Under the leadership of Dr. Grant B. Bitter, known as the "Father of Mainstreaming," Utah's movement toward mainstreaming evolved steadily in the 1960s throughout his mainstreaming campaign, before the phrase became popular with the passage of Public Law 94-142, commonly known as the Individuals with Disabilities Education Act, in 1975. He was a hard-core oralist and one of the top oral leaders in the country. As the father of a Deaf daughter, Colleen (b. 1954), he was also a powerful voice for oral and mainstream education. According to Dr. Stephen C. Baldwin, a Deaf man who served as the Total Communication Division Curriculum Coordinator at the Utah School for the Deaf in the 1970s, no one could match Dr. Bitter's persistent oral/mainstreaming philosophy. At every opportunity, Dr. Baldwin recalled his attacks on residential schools and his adamant opposition to the popular use of sign language in schools (Baldwin, 1990). Dr. Bitter campaigned for oral and mainstream education for Utah's Deaf and hard of hearing students and had a long-standing feud with the Utah Association of the Deaf, especially with Dr. Robert G. Sanderson, a Deaf community leader in Utah. Dr. Bitter and Dr. Sanderson were both recognized as gigantic figures and had animosity toward each other.
Dr. Stephen C. Baldwin
Over the years, Dr. Bitter had worked as a teacher and curriculum coordinator at the Extension Division School for the Deaf in Salt Lake City, as well as a curriculum coordinator for USD, a director, and professor at the University of Utah's Department of Special Education's Oral Teacher Training Program, and coordinator of the Deaf Seminary Program under the Church of Jesus Christ of Latter-day Saints in Utah.
The Dual Track Program, commonly known as "Y" System policy was successfully pushed through USD by the Utah Council for the Deaf, which was founded by parents who campaigned for an oral method. Grant Bitter is believed to have been a member of this council. The oral mechanism was prioritized over the sign language approach at the USD. Superintendent Robert W. Tegeder of the USDB appeared to be in favor of this transition away from sign language, which proved to be a disaster (The UAD Bulletin, Fall-Winter, 1962). This policy reform had also received endorsement from the Special Study Committee on Deaf Education (Wight, The Ogden Standard-Examiner, October 19, 1970). The dual-track educational system was approved by the Utah State Board of Education on June 14, 1962 (The Ogden Standard-Examiner, June 14, 1962). USD embraced the Dual Track Program, which meant that all students in the Primary Department started in the Oral Program and couldn't transfer to the Simultaneous Communication Program unless they had "failed" the Oral Program by the age of 11 or 6th grade.
Dr. Robert G. Sanderson @ Gallaudet University Archives
By the time the Dual Track Program was created in the summer, USD's attitude toward potential teachers had shifted to oral. Speech became the primary mode of communication in the classroom for Deaf students. The USD administrators believed that the Dual Track Program offered benefits that a single track could not (The Utah Eagle, February 1968; Wight, The Ogden Standard-Examiner, October 19, 1970). The Oral Program, according to USD, must have a mindset that is "pure oral." In 1968, the USD was one of the few residential schools in the country to offer an exclusively oral program in the primary department (elementary) (The Utah Eagle, February 1968). By 1973, USD was the only state in the United States to provide parents and Deaf students with both methods of communication through the Dual Track System (Laflamme, The Ogden Standard-Examiner, September 5, 1973).
Dr. Bitter exercised parental power and leverage to promote oralism in Deaf Education, finding it challenging for the Utah Association of the Deaf to combat him. After the Teacher Preparation Program in the Department of Special Education at the University of Utah closed in 1986, he retired in 1987 (Bitter, A Summary Report for Tenure, March 15, 1985). Despite the fact that Dr. Bitter passed in 2000, his legacy in the field of Deaf Education continues.
Dr. Bitter exercised parental power and leverage to promote oralism in Deaf Education, finding it challenging for the Utah Association of the Deaf to combat him. After the Teacher Preparation Program in the Department of Special Education at the University of Utah closed in 1986, he retired in 1987 (Bitter, A Summary Report for Tenure, March 15, 1985). Despite the fact that Dr. Bitter passed in 2000, his legacy in the field of Deaf Education continues.
Dr. Grant B. Bitter. Deseret News, March 18, 1974
When Steven W. Noyce, a long-serving teacher and director of the Utah School for the Deaf, was elected superintendent of USDB by the Utah State Board of Education in 2009, the Utah Deaf community feared he would strive to carry Dr. Bitter's legacy endangering the ASL/English Bilingual program they fought hard to develop. The state board disregarded the protests of the Utah Deaf community.
Noyce was no stranger to Utah Deaf Community. They were aware that he had attended the University of Utah's Oral Training Program from 1965-1972, where he was mentored by Dr. Bitter (LinkedIn: Steven Noyce). On the recommendation of Ella Mae Lentz, co-founder of Deafhood Foundation and well-known Deaf Education advocate, the Deaf Education Core Group was created in April 2010 to safeguard ASL/English Bilingual Education and campaign against inequality of the Deaf Education system through Two-Track Program in Utah.
Noyce was no stranger to Utah Deaf Community. They were aware that he had attended the University of Utah's Oral Training Program from 1965-1972, where he was mentored by Dr. Bitter (LinkedIn: Steven Noyce). On the recommendation of Ella Mae Lentz, co-founder of Deafhood Foundation and well-known Deaf Education advocate, the Deaf Education Core Group was created in April 2010 to safeguard ASL/English Bilingual Education and campaign against inequality of the Deaf Education system through Two-Track Program in Utah.
Ella Mae Lentz, Deafhood Foundation Co-Founder
The Utah Deaf Education Core Group spent a year attempting to get Noyce out of his two-year contract from 2010 to 2011. The Utah State Board of Education did not listen to their political cries and voted to extend his contract for another two years. Two years later, in 2013, Noyce's contract was terminated. As of today, no one knew why.
Dr. Karl R. White, a professor of psychology at Utah State University, the founder of Sound Beginnings, and the founding director of Utah State University's National Center for Hearing Assessment and Management (NCHAM), intends to use Early Hearing Detection and Intervention (EHDI) programs in the United States and internationally to build an international database of causes of hearing loss and increase genetic services by training medical professionals (Clark and Riker, 2010). His promotion in Listening and Spoken Language, as well as cochlear implants, under his NCHAM leadership, could have a direct impact on the availability of sign language learning and state schools for the deaf both nationally and internationally.
Dr. Karl R. White
The National Association of the Deaf, American Society for Deaf Children, Deafhood Foundation, and Deaf Bilingual Coalition are keeping a careful check on Dr. White to ensure that ASL/English Bilingual education and state schools for the deaf are protected and preserved.
See our attached letter attached letter to those groups providing Utah Deaf community services through collaboration with the National Association of the Deaf on a national level for more information about how Utah impacts other states.
After more than fifty years, the Utah School for the Deaf has finally found the necessary administrators in Joel Coleman, Superintendent, and Michelle Tanner, Associate Superintendent, who are committed to providing an equal deaf educational system.
The Hybrid Program was finally created in August 2016 under the direction of Michelle Tanner, USD Associate Superintendent, enabling "unbiased collaboration" between the Listening & Spoken Language (replaced oral) Program and the ASL/English Bilingual Program, better known as a personalized deaf education placement. More information can be found on the webpage "Dr. Robert G. Sanderson's Dream."
See our attached letter attached letter to those groups providing Utah Deaf community services through collaboration with the National Association of the Deaf on a national level for more information about how Utah impacts other states.
After more than fifty years, the Utah School for the Deaf has finally found the necessary administrators in Joel Coleman, Superintendent, and Michelle Tanner, Associate Superintendent, who are committed to providing an equal deaf educational system.
The Hybrid Program was finally created in August 2016 under the direction of Michelle Tanner, USD Associate Superintendent, enabling "unbiased collaboration" between the Listening & Spoken Language (replaced oral) Program and the ASL/English Bilingual Program, better known as a personalized deaf education placement. More information can be found on the webpage "Dr. Robert G. Sanderson's Dream."
Michelle Tanner, USD Assoc. Supt; Joel Coleman, USDB Superintendent; Carolyn Lasater, USB Assoc. Supt @ Twitter.com
On a side note, California enacted Senate Bill 210 on October 8, 2015, as part of their ongoing efforts to promote the Deaf Child's Bill of Rights, which was passed in September of 1994. (California Department of Education, 1994; California Legislative Information, 2015). Deaf political activist Julie Rems-Smario, a former board member of the National Association of the Deaf and past president of the California Association of the Deaf, encourages the other 49 states to follow suit. All deaf and hard of hearing babies in California must have language acquisition exams every six months until they reach the age of five, according to this bill. The Senate Bill's purpose is to ensure that these youngsters are academically prepared for kindergarten (California Legislative Information, 2015; Deaf Nation, 2015; Endeavors, Fall 2015).
Julie Rems-Smario
The Language Equality and Acquisition for Deaf Kids (LEAD-K) organization was founded shortly after Senate Bill 210 was passed. The LEAD-K campaign's goal is to ensure that deaf and hard of hearing children have equal access to language acquisition and literacy before they start kindergarten.
Kyle DiMarco @ Instagram
LEAD-K partnered with Nyle DiMarco's charity foundation, the "Nyle DiMarco Foundation," in 2016. He is the first Deaf winner of both Cycle 22 of America's Next Top Model and Dancing with the Stars. In his video announcement, DiMarco said. "Through American Sign Language (ASL) and English, we will work together to raise awareness and understanding about the need to end language deprivation and provide resources and tools for early language learning."
"Early language acquisition equals a lifetime of successes” said DiMarco (DiMarco, The Nyle DiMarco Foundation, August 18, 2016). The next generation of deaf and hard of hearing children will finally be able to get an appropriate and accessible education as the Utah Deaf community works to bring these same regulations to Utah. nyledimarcofoundation.com
"Early language acquisition equals a lifetime of successes” said DiMarco (DiMarco, The Nyle DiMarco Foundation, August 18, 2016). The next generation of deaf and hard of hearing children will finally be able to get an appropriate and accessible education as the Utah Deaf community works to bring these same regulations to Utah. nyledimarcofoundation.com
On another side note, the Utah Deaf community, particularly the USDB Advisory Council and the Utah Association of the Deaf, are encouraged to attend Tawny Holmes Hlibok, a Deaf attorney with the National Association of the Deaf Education's Advocacy Training (I attended the first-ever training at the National Association of the Deaf in 2012). They, as well as the bilingual ASL/English directors and teachers, are urged to attend the National Deaf Education Meeting (NDEC - the first-ever conference in 2016) to manage and oversee Deaf Education in Utah.
Tawny Holmes Hlibok
"History happens twice because people
don’t listen at the first time."
~http://www.coolnsmart.com~
don’t listen at the first time."
~http://www.coolnsmart.com~
Notes
Dr. Jay J. Campbell, personal communication, July 1, 2007.
Steven W. Noyce, personal communication, March 12, 2010.
Timothy Chevalier, personal communication, June 6, 2011.
Steven W. Noyce, personal communication, March 12, 2010.
Timothy Chevalier, personal communication, June 6, 2011.
References
Baldwin, Stephen C. “Mainstreaming in retrospect: A Deaf Perception.” National Association of the Deaf (1990): 14-16.
Bitter, Grant B. “Summary Report for Tenure.” Grant B. Bitter Papers, Accn #1072. Manuscripts Division, J. Willard Marriott Library, University of Utah, Salt Lake City, Utah, 1985.
“CAD and SB 210 Senate Bill.” Deaf Nation, 2015. http://deafnation.com/news/cad-and-sb-210-senate-bill/
Campbell, Jay J. Education of the Deaf in Utah: A Comprehensive Study. Utah State Board of Education. Office of Administration and Institution Services, February 15, 1977.
Clark, Keven & Riker, Tim. “Tony Mendoza Califonia Eugenices-Style Bill Creates Uproars Among the Deaf Community.” The Cutting Edge, June 7, 2010. http://www.speroforum.com/a/34359/California-EugenicsStyle-Bill-Creates-Uproar-Among-the-Deaf-Community#.VruQCLyzVsM
Cummins, John. “Deaf Education Methods Best Served by ‘Re-Channeling Energy.’” The Salt Lake Tribune, April 15, 1977.
DiMarco, Nyle. The Nyle DiMarco Foundation, August 18, 2016.
“Education of Deaf Stirs Debate; No Action Taken.” Ogden Standard-Examiner, April 15, 1977.
“In the News: Hands Waving Legislation.” The Endeavor, Fall 2015, p. 15.
Peters, Collen. State Will be Back Logan Schools. Deseret News, April 15, 1977.
“Senate Bill No. 210.” California Legislative Information, October 8, 2015. http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160SB210
Winters, Rosemary. “Utah Schools for the deaf grapple with balancing two tracks.” The Salt Lake Tribune, February 21, 2011.
Bitter, Grant B. “Summary Report for Tenure.” Grant B. Bitter Papers, Accn #1072. Manuscripts Division, J. Willard Marriott Library, University of Utah, Salt Lake City, Utah, 1985.
“CAD and SB 210 Senate Bill.” Deaf Nation, 2015. http://deafnation.com/news/cad-and-sb-210-senate-bill/
Campbell, Jay J. Education of the Deaf in Utah: A Comprehensive Study. Utah State Board of Education. Office of Administration and Institution Services, February 15, 1977.
Clark, Keven & Riker, Tim. “Tony Mendoza Califonia Eugenices-Style Bill Creates Uproars Among the Deaf Community.” The Cutting Edge, June 7, 2010. http://www.speroforum.com/a/34359/California-EugenicsStyle-Bill-Creates-Uproar-Among-the-Deaf-Community#.VruQCLyzVsM
Cummins, John. “Deaf Education Methods Best Served by ‘Re-Channeling Energy.’” The Salt Lake Tribune, April 15, 1977.
DiMarco, Nyle. The Nyle DiMarco Foundation, August 18, 2016.
“Education of Deaf Stirs Debate; No Action Taken.” Ogden Standard-Examiner, April 15, 1977.
“In the News: Hands Waving Legislation.” The Endeavor, Fall 2015, p. 15.
Peters, Collen. State Will be Back Logan Schools. Deseret News, April 15, 1977.
“Senate Bill No. 210.” California Legislative Information, October 8, 2015. http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160SB210
Winters, Rosemary. “Utah Schools for the deaf grapple with balancing two tracks.” The Salt Lake Tribune, February 21, 2011.
