Empowering Deaf Education: The Ongoing Struggle of the Deaf Community – Part II

Naomi Caselli teaches deaf education at Boston University and studies how important early access to American Sign Language (ASL) is for young children. She points out that the first few years are crucial for language development. Without this early exposure, children can struggle significantly.

Recently, Caselli conducted a study to understand how early ASL exposure affects learning outcomes for deaf children. She focused on two groups: those with deaf caregivers who usually provide rich language experiences, and those with hearing parents who may not use sign language. Her theory was that deaf children who entered bilingual education early would perform just as well in ASL as their peers with deaf caregivers.

Caselli compared test scores from two groups of students at the California School for the Deaf (CSD). The “Early Entry” students started attending by age three, while the “Late Entry” students began after that age. Initially, Early Entry students scored lower than those with deaf caregivers, but by fourth grade, their scores leveled out, and this trend continued through high school. In contrast, Late Entry students consistently lagged behind their peers, even in high school.

This pattern wasn’t just limited to ASL scores; it extended to subjects like math, reading, science, and writing. Early bilingual education not only improved language skills but also boosted overall academic achievement.

Some advocacy groups argue for including deaf students in mainstream schools, believing it offers a more inclusive environment. However, Caselli suggests that for many deaf students, this can lead to feelings of isolation. Attending schools like CSD allows deaf kids to connect and communicate with peers who share similar experiences.

Caselli emphasizes, “We learn language best in a community.”

A concerning finding from Caselli’s study is that 95% of students were Late Entry, indicating parents may view CSD as a last resort when other educational paths fail. There is a stereotype that Deaf schools are inferior, a myth that teacher Ty Kovacs is actively trying to dispel.

Kovacs has devoted over a decade to advocating for CSD, drawing from his own experiences as a former student and later, a counselor. He has been outspoken about the challenges facing deaf education, especially staffing shortages that threaten quality.

Despite these challenges, Kovacs and others have accomplished some positive changes. He was part of a committee in 2000 that worked on critical issues like the cost of living, and recently, there has been progress in raising CSD’s profile, such as a new proposal for highway signs to promote the school.

Kovacs is now considering fresh ideas for improving conditions at CSD, including relocating to a less expensive area, offering housing help for staff, and seeking tax waivers. Community input from staff, parents, and alumni will play a big role in these discussions. As he approaches retirement, he is determined to ensure CSD’s future is secure.

Reflecting on the past, Kovacs feels a sense of urgency. He wishes the school had received more support decades ago but remains dedicated to fighting for its needs today. “I just want to retire knowing that CSD will be okay,” he shares.

Superintendent Tony Thurmond did not respond to requests for an interview.

For Part I, visit tricityvoice.com/deaf-community-fights-for-education-part-1/

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