Sign Language in Classrooms

On a cold winter night, the sound of the siren came from a few feet away. 16-year-old Daniel is keen to repair something under the car's hood. Suddenly, he felt a rough grip. He seemed to be confused, but he was embarrassed by the fierce police station trying to convey information when he shouted. When the police did not get the reaction he expected, he began to force Daniel. Daniel could not answer because policemen did not know. Because he was a priest, he could not contact the police.

As language impairment became the primary teaching method of deaf school schools, the National Deaf Association and other community organizations defended sign language in the classroom. They call it "the natural language of hearing impaired people", and I believe that relying on verbal communication alone is catastrophic for most hearing impaired students. They brought discussions to the Deaf community's newspapers, educational journals, faculty meetings, and any accessible forums. In 1910, the National Association for Deaf people began producing a series of movies under the guidance of the president George Wetz. NAD collected $ 5,000 to make 18 movies. Veditz's own contribution to the movie series eloquently sought to "save sign language" to condemn the damage caused by the "false prophet". These movies provide us the initial glimpse of the language created by the Americans of the hearing impaired.

Our so-called American Sign Language was actually born in Europe. As we all know, in the 18th century the French monk Abbadrepe teacher developed an early form of sign language that contributed to American sign language. Abbe de l'Epee has developed a French system with a signature-accurate English-like concept. But before Abbe de l'Epee there is a contracted French community. Pierre Desloges, a hearing impaired writer, recorded this. Desloges wrote in his 1779 book "Observing Deaf-Mute" that De Pei learned French sign language from French monks. For many years manual systems and "authentic" signing systems coexist, and manuals may be used in "real" systems inside and outside the classroom.