Deaf staff bullying others at ASDB?

Where is this "I am - Fiver!" when you need her or him around (see near bottom of page)?

If this bullying actually happened then this would be the first known example of Deaf teachers or staff bullying others in the effort to get him or her in trouble by making up nonsense stuff. The practice of instilling fear into those who have alternative opinions or beliefs when it comes to deaf education, mode of communication and language development. Here's one hard of hearing staff or teacher at the Arizona School for the Deaf and Blind, who may have worked there at one time, recalled his time the going ons while working at ASDB as seen in the comment section of the Arizona Daily Star reporting on the  explosive ASDB story.

Working at ASDB not being in the in crowd, everyone watches you and reports silly crap to your supervisor. I know I was good at my job, but I allowed myself to be pushed out because going to work in a hostile work environment everyday is not healthy. Being watched and being called into your supervisors office everyday for petty stuff becomes old and tiring. I look back now and wish I would have went and talked to Robert Hill, but Nancy A. would have probably told the deaf community and I would have hell to pay.  

Bullying some of the teachers and/or staff as well as bullying hard of hearing students at ASDB? Have these incidents actually taken place at that school? If so, then it's a disturbing revelation.

Do you recall one anonymous commenter from two years ago under the pseudonym "I am Fiver!" who proclaimed to be "the most dangerous threat to their (Deafhood) plans" and discussed the idea of this so-called "assimilation" plan?

Shel has been the most vociferous with her attempts to rationalize these methods that are oppressive to those children with residual hearing and speech that can be developed. The “bi-bi” approach, or rather “movement” is operating under the guise of “teaching language and culture.” This implies that ASL and Deaf culture are only incidental to the teaching, when in fact, those concepts are the main goal. Auditory methods and speech articulation are suppressed under the rationale that it is necessary in order for these children to “assimilate” ASL to proficiency. There are many fallacies regarding this assumption. But just bear in mind that these people are profoundly affecting the lives of these children by altering the primary language to ASL and by exposure to a culture that has not been defined.

There is no theory or empirical evidence that ASL is a “bridge” to English language learning, even though this very premise has been claimed by many renowned (unnamed) educators of the deaf. In the past these advocates for “bi-bi,” ASL, etc. have alluded to, or insinuated that such a thing exists. But when pressed, they admit that there is no evidence. This has not stopped them, however. They are fervently working to manufacture “studies” and seeking out established language experts to validate their methods, by claiming parallels about how hearing persons learn foreign language. It is not the same! Learners of a second language have already acquired their primary language!

The goal of our schools, whether they are public schools for the hearing or public (state schools) for the deaf, the majority of states require that English must be taught as L1 (English=First Language). This is not happening in deaf schools where ASL is being taught as L1 (ASL=First Language). In such cases, this is clear violation of state law. Children must be taught English in order to function and be economically viable in the world, once they leave the school. I suppose, I do not know, but suppose, that they will rationalize their actions by saying that deaf require a visual language in order to communicate. All that they are doing is engraining these children into a language that is little known or used outside of deaf circles.

The minds of young children are “in the process” of being wired in early childhood. Although much of this “wiring” occurs in the first 2-3 years, it continues for many years after this “ideal window” for language development. Once a child is “wired” for a language of a certain type, that mode becomes life-long and unlikely to change. Proponents of the “bi-bi” movement know this, and are pressing forward with this misguided approach that will create a whole new generation of deaf individuals bereft of English language skills, recognizable speech, and enculturation into an extremely small minority “society” that has historically, and likely to remain a social and economic under-class in perpetuity.

Sounds like this "Fiver" person is somebody from the inside of ASDB or was on the inside or at another deaf school. At least the person appears to know a lot more details than he or she would care to share. Is this really about regaining a sure toehold on the whole indoctrination process the reason behind the constant bullying, if true, and the taping of a hard of a hearing student's mouth for talking in class, if true? Then perhaps once the investigation into these allegations on both sides at ASDB gets done it might shed some light on the veil of secrecy among the staff and the going on. Then again we might not get to the bottom of this. But one thing for sure, it won't be pretty once the investigation is over.