Gallaudet's Mysterious Underground Tunnels

For those who have lived or worked on the campus of Gallaudet University may have heard of stories of underground tunnels snaking beneath the campus. Tunnels that could be accessed from above. Tunnels that were rumored to snake as far as to the Capitol grounds. Gallaudet University isn't alone. Georgetown University (founded in 1789) located some 5 miles away directly west have their own set of underground tunnels, even connecting to Washington, DC.

Though many of the tunnels are now said to be boarded up at the ends (thus would not lead to downtown Washington), the student body at Georgetown has long been fascinated by the importance of the tunnels and where they can lead to. The adventurous students search the school looking for entrances to the tunnels, hoping to travel through them to see where they may lead. There are rumors of many entrances to the tunnels, but the most popular of them seem to be from Healy Hall. 

There are doors on the side of the building that are always open, and lead directly into a maze of tunnels. Upon entering, you will see a lot of secret society type drawings on the wall. The tunnels from Healy seem to end at a broiler and contain heat pipes all along the way, which lends credence to the theory about heat pipes. Though other tunnel entrances are said to go much further into the city, the farthest I have heard of someone traveling is 3 blocks from the main gates of campus.

The "secret society type" mentioned in the article would be the fraternities. Greek letters of fraternities drawn on the tunnel walls.  It would be expected to find graffiti in abandoned or little used tunnels.  Washington, DC is known for some of their hidden tunnels. Just like the one under Dupont Circle located some 3 miles to the west of Gallaudet University.

Few are likely to know what lies beneath them: more than 75,000 square feet of tunnels that haven’t been open to the public in 15 years.

To access them isn’t simple: The only way the public gets there is through a tour led by the Arts Coalition for the Dupont Underground, which has permission from the city to lead groups to the site it hopes to redevelop. And the only pathway to enter those tunnels is by walking down a narrow underpass where cars and buses whiz perilously close by. Upon entering the tunnels through a nondescript door, visitors are greeted by a cloud of darkness and stale musk. Welcome to the Dupont Underground.

The tunnels – which run N Street to S Street – originally served the city’s streetcar system from about 1949 to 1962. Since then, the tunnels have been virtually unused, save for a short-live food court called Dupont Down Under that opened in 1995 and failed spectacularly, closing the following year. Today, on a tour led by flashlight, visitors see little more than graffiti, signs indicating station exits, and rail tracks that haven't been used in a half-century.

There's even an underground tour of the tunnel under Dupont Circle. And a video of a vision of turning DuPont Underground into something else.

 

Gallaudet University's own tunnels are believed to be connected between different buildings used by maintenance workers though I cannot really know for sure if this is true. Some say that the manhole near the library accesses the tunnels below. Some even believe manholes around campus are rigged with an alarm system so if anybody attempts to lift the heavy steel cap an alarm will go off notifying the campus police.

There are stories of the past that Gally students climbed down a few of the manholes around campus just for the heck of it and make graffiti on the tunnel walls like using their Greek organization's Greek letters. The big rumor is that these supposed tunnels that lurk beneath the campus of Gallaudet University can reach as far as to the U.S. Capitol .

If any graffiti drawings were done in the past they may have been painted over a long time ago. Unless somebody took pictures of those drawings then we'll know it's true.  If tunnels do exist and people have accessed those tunnels need to come out and tell their stories in the effort to preserve the little known history of Gallaudet University.

AB 455 California Bill to Force Students to Learn ASL?

California Bill AB 455 is in the process of being written to force(?) students with hearing loss from K - 12th grade to learn ASL (as opposed to "sign language" which would be broader in scope). Nothing in the bill says anything on other modes of communication such as CUED speech, SEE, PSE, or aural-oral uses.

You can visit the AB 455 section of the legislative page to check in for updates.  The Bill was introduced on February 19, 2013. It has been amended three times so far. And was voted on as well. Check the current status in the legislative page. 

The author of the bill is Assembly member Jose Medina for District 61 (map) which is Riverside. The bill has the hallmark touch coming from an over-zealous faction of the culturally deaf group.

Here's the relevant section of the bill. Note the revision of the term "deaf" which was struck and changed to "Deaf"? The handmark of the zealots in changing those terms in the effort to define deaf people per their own agenda.

This bill would additionally require the Superintendent, upon
consultation with a group of experts on the  deaf 
 Deaf  and hard-of-hearing, to develop standards that are
aligned to the common core academic content standards, for 
deaf  Deaf  and hard-of-hearing pupils to learn,
and achieve mastery of and literacy in, American Sign Language as a
child progresses through kindergarten and grades 1 to 12, inclusive.
The bill would require the Superintendent to recommend these
standards to the state board by March 30, 2015.
   (2) Existing law requires the state board to adopt braille reading
and mathematics standards for visually impaired pupils by June 1,
2006.
   This bill would require the state board to adopt braille reading
and mathematics standards for blind and visually impaired pupils that
are aligned to the common core academic content standards by June
30, 2015, as specified. The bill would require county offices of
education, school districts, and special education local plan areas
to provide blind and visually impaired pupils opportunities for
instruction to master the standards adopted by the state board,
thereby imposing a state-mandated local program.
   This bill would also require the state board to adopt American
Sign Language standards for  deaf   Deaf 
and hard-of-hearing pupils that are aligned to the common core
academic content standards by June 30, 2015, as specified. The bill
would require county offices of education, school districts, and
special education local plan areas to provide  deaf 
 Deaf  and hard-of-hearing pupils opportunities for
instruction to master the standards adopted by the state board,
thereby imposing a state-mandated local program.

And this section as well.

Article 3.6.  Individualized Education Program for Deaf and
Hard-of-hearing Pupils


   56355.  (a) The Superintendent shall consult with a group of
experts on the  deaf  Deaf  and
hard-of-hearing to develop standards that are aligned to the common
core academic content standards to learn, and achieve the mastery of
and literacy in, American Sign Language as a pupil progresses through
kindergarten and grades 1 to 12, inclusive.
   (b) The group of experts shall include, but shall not be limited
to, members representing all of the following:
   (1) Parents of  deaf   Deaf  and
hard-of-hearing pupils.
   (2) Teachers of  deaf   Deaf  and
hard-of-hearing pupils.
   (3) Researchers in the field of deafness and auditory impairment.
   (4) Curriculum and instructional specialists with experience with
 deaf   Deaf  and hard-of-hearing pupils.
   (5) Groups that advocate for teaching of, and use of, American
Sign Language.
   (c) At least one-half of the members of the group of experts shall
be currently employed public schoolteachers.
   (d) The standards described in subdivision (a) shall be developed
for pupils who are  deaf   Deaf  or
hard-of-hearing and who use American Sign Language as their primary
language or literacy access mode.
   (e) The Superintendent shall make a recommendation to the state
board regarding the standards developed pursuant to subdivision (a)
by March 30, 2015.
   56356.  (a) Except as provided in subdivision (c), by June 30,
2015, the state board shall adopt American Sign Language literacy
standards that are aligned to the common core academic content
standards for pupils who are  deaf   Deaf 
or hard-of-hearing and use American Sign Language as their primary
language or literacy access mode.

UPDATE I: The problem in this bill is that they included the terms "Deaf AND hard of hearing" pupils. "Hard of hearing" by itself does not mean the person knows sign language or is a culturally deaf person. It appears to reek of "entitlement."

UPDATE II:  From one group (a closed FB group of parents and adult CI users) who said:

"We oppose AB455 and any legislation that forces a language or culture upon any group of beings. We are opposed to AB455 because it infringes upon the civil rights of parents and the right to choose what's best for their deaf or hard of hearing child."

UPDATE III: Another potential problem for this bill. The term "Deaf" has always meant for culturally deaf people but as of late over the last few years some of the militant deaf group in the Bay area of California and elsewhere have been pushing to redefine the term "Deaf" to include all people with hearing loss whether they know sign language or not. So, that group is actually shooting themselves in the foot over that one with this bill. And here's why.

UPDATE IV: This bill is just a bit funky in the way it is written. It is now gaining legs with the attention of parents of deaf and hard of hearing children and one powerful lobby group. The big problem could be the bill is not clear on what they want to cover or it has every intention to force all kids with hearing loss to learn ASL from K - 12th grade. The shouts will only get louder from here on out until something is made clear by the author of the bill or the bill itself.
 

Printed 3D Bionic Ear for Superpower Hearing!

Ain't no joke but science and technology have gotten a lot geekier with this new 3D printed bionic ear that can hear beyond human ability.

Creating this bionic ear was not really intended for those who are deaf or don't have ears, McAlpine said, but rather: "The idea of this was: can you take a normal, healthy, average human and give them superpower that they wouldn't normally have?"

Superpower hearing? More here.

What's next?

The unknown history of how FROГ got started at Gallaudet University

It all began innocently enough in the spring semester of 1988 when sophomore Robert Johnson approached a group of Kappa Gamma fraternity boys sitting around at their preferred Gallaudet University cafeteria tables and asked a simple question, "What does it take to join Kappa Gamma?" One of the Kappa Gamma boys retorted and called Robert a "frog" signing by mimicking the bulbous throat of a croaking frog. It was an obvious insult because calling him a "frog" is a person who "hops around" (like a frog) asking different fraternities (or sororities) on how to join. Feeling insulted and seeing Kappa Gamma's lack of courtesy and respect, Robert soon had an idea on how to get back at Kappa Gamma's own arrogant and elitist attitudes. After a little investigation he decided to form an ad hoc "Greek organization." He named it "FROГ" with the Greek capital letters phi (F), rho (R), omicron (O), and gamma (G) or (Г ). When finger-spelled it is spelled out as the letter “F,” “R,” “O,” along with an upside down “L” (Г) spelling "FROГ" which spells almost like FROG.
 

FROГ

That was the day when FROГ was born. It was sheer genius by Robert Johnson. A clever way to make a strong statement.  

His new non-designated "Greek fraternity" got the attention of students who were independents and supported this new so-called FROГ Greek organization. Over a course of a few weeks some 450+ students signed up to be a member of this FROГ "fraternity" and even shelled out $8 bucks to buy a FROГ T-shirt.  Some FROГ members continued to wear their FROГ T-shirts well into the 1989 school year even for their 1989 yearbook pictures.

 

Green T-shirts were for male independents while pink T-shirts were for female independents.  No fraternity or sorority members allowed, so to speak, because they were not independents to begin with.   It was easy to join with no secretive interviews, intimidating tactics, no hazing or the need to become a pledge in order to join this FROГ "Greek fraternity" organization.  Basically anyone could "join" except, of course for obvious reasons, for fraternity and sorority members who were not independents at all.

Word got around quickly to Kappa Gamma where some actually got upset with FROГ designation because of the way the Gamma letter (Г) was signed which was the same as Kappa Gamma's as you can see in the two animated GIFs below.


 
 Kappa Gamma spelled "KГ"



FROG spelled "FROГ"

It was quite outrageous even elitist when Kappa Gamma felt that the Gamma letter (Г) should not be allowed to be signed in that manner. One thing for sure, they certainly felt the jab of Robert Johnson's response to their classless, elitist attitude that day at the Gallaudet cafeteria.

The real surprise came was during Rock Festival night. A plan was in the works that independents would wear their FROГ T-shirts at the festival in April of 1988. They came in droves that night which got the attention of the Kappa Gamma fraternity boys who were also at the Rock Festival, including Kappa Gamma member Roger Kraft seen in the 1988 Gallaudet University's yearbook.  

In fact, there were so many of them around it alarmed Kappa Gamma because they didn't know the true number of FROGs.  With that lack of solid information on the numbers it kept them at bay for even trying to complain further about the ad hoc Greek organization. Now they know number of FROГs that signed up, 25 years later that is.

Even though Robert Johnson was the founder of the FROГ Greek ad hoc organization it was meant only to be short-lived just to prove a point when it came to elitist attitudes.  Robert Johnson went on to join the Kappa Sigma fraternity during the 1989 school year. Kappa Sigma is one the oldest international fraternity who do not believe in hazing, a total opposite of what Kappa Gamma believed and practiced back then. In fact, hazing was their mainstay and part of the Kappa Gamma Greek organization and history. Something that they have not apologized yet for their hazing and intimidation practices on pre-pledges (interviewees) and pledges who were looking to join the Greek Kappa Gamma organization but sustained injuries through intense paddling and other physical and mental abuses.

Rest in Peace Robert Johnson who was killed in an auto accident on Sept 7, 2003 .

And now you know the rest of the story.

Supt. Robert Hill's Letter to Teachers at ASDB

Below is a letter from Supt. Robert Hill from the Arizona School for the Deaf and Blind. Some people are calling this a "threatening" letter never mind the fact that teachers at ASDB are expected to display professional behaviors while on campus because ASDB belong to the public, not to the teachers. This letter is a simple reminder to those who insist otherwise. There is a difference when it comes to protesting on and off-campus. The letter noted that various levels of protesting were done on campus over the course of several weeks. Note the highlighted yellow below.

 

TO: All Schools Staff
FROM: Robert Hill, Superintendent
DATE: May 9, 2013
RE: Conduct Expectations in the ASDB Workplace and Schools
Over the past several weeks our schools have been involved in multiple levels of protests on and off campuses. While employees may voluntarily choose to participate in protests and related activities off campuses during non-work hours, employees are expected to maintain conduct during the school day and on campuses that promotes an environment conducive to learning, focuses on the approved curriculum, minimizes disruption, and ensures a safe and productive environment for staff and students. This communication is to remind all employees of specific policies in this regard.  

Board Policy GBEB, Staff Conduct: All employees of the Schools are expected to conduct themselves in a manner consistent with effective and orderly education and to protect students and Schools property. No employee shall, by action or inaction, disrupt any Schools activity or encourage any such disruption. All employees shall at all times attempt to maintain order, abide by the policies, rules, and regulations of the Schools, and carry out all applicable orders issued by the Superintendent. Potential consequences to employees of the Schools who violate these rules may include, but are not limited to:  

• Removal from Schools grounds.
• Both civil and criminal sanctions, which may include, but are not limited to, criminal proceedings under Title 13, Chapter 29, of the Arizona Revised Statutes.
• Reprimand.
• Suspension.
• Dismissal. 

Administrative Regulation GBEB-R, Staff Conduct: No employee while on or using Schools property, otherwise acting as an agent, or working in an official capacity for the Schools shall engage in:  

Failure to comply with lawful direction of Schools officials, security officers, or any other law-enforcement officer, or failure to identify oneself to such officials or officers when lawfully requested to do so.
Any conduct that may obstruct, disrupt, or interfere with teaching, research, service, administrative, or disciplinary functions of the Schools, or any other activity sponsored or approved by the Board.
Maintain order in a manner consistent with Schools policies and regulations.
Dress and maintain a general appearance that reflects their position and does not detract from the educational program of the school.  

Board Policy GBEA, Staff Ethics: All employees of the Schools are expected to maintain high standards in their school relationships...The employees acknowledge that the Schools belong to the public they serve for the purpose of providing educational opportunities to all. However, every employee assumes responsibility for providing leadership in the school and community. This responsibility requires the employee to maintain standards of exemplary conduct. It must be recognized that the employee’s actions will be viewed and appraised by the community, associates, and students. The Schools employees:   

Make the well-being of students the fundamental value of all decision making and actions.    

Maintain just, courteous, and proper relationships with students, parents, staff members, and others.  

Fulfill job responsibilities with honesty and integrity.  

Refrain from using school contacts and privileges to promote partisan politics, sectarian religious views, or propaganda of any kind.  

Avoid using position for personal gain through political, social, religious, economic, or other influence.   

The specific expectation is that all employees conduct themselves in a professional manner at all times as they carry out their duties and responsibilities. Conduct that negatively impacts staff and student morale and productivity, and that disrupts the work environment and the educational programming for students is strictly prohibited.   

Employees are asked to be mindful of conduct that may be found to violate ASDB policies, including but not limited to the following:    

Active or passive encouragement of students to refuse to comply with directions of any school official.  

Active or passive encouragement of students to be out of classrooms for non- instructional or non-curriculum purposes (e.g., protesting, making protest signs/posters, allowing students to wear masks or T-shirts with inappropriate comments, etc.).  

Obvious or subtle bullying, intimidation, and discourteous treatment of others who may not share the same opinions or views. 

More obvious bullying and intimidating tactics may involve the display of signage, buttons, stickers, T-shirts with inappropriate comments, etc., in the workplace and/or in the schools. 

More subtle bullying and intimidating tactics may involve an orchestrated effort to wear the same color T-shirts on the same day as an attempt to identify those who are for or against a specific point of view.  

There are approximately two weeks of school remaining with many activities happening on both campuses including graduations. It is imperative that we make these last days of the school year meaningful and safe for all involved. Your cooperation is critical to fulfilling our commitment to students and to closing this year on a positive note. I ask you to continue to lead by example and remember that our primary focus is the students.  

Thank you for your continued dedication to ASDB.

The letter notes one example, which I assumed has happened, on the wearing of same color T-shirts on the same day as a show of protest which is also a way to identify teachers or staff who don't wear the same color T-shirt. Clearly a case of intimidation and bullying tactics. It's one thing to protest off campus or file grievances but it's another to try all kinds of protests, intimidation and bullying on campus over the course of several weeks.  Wholly unprofessional in my opinion. Even worse would be to get students to help with the protesting while on campus. I frown on this one because kids are easily made impressionable and are likely more gullible, especially on complex issues as this one involving both sides which is why an investigation is required.  And I welcome that.

An incorruptible ASDB?

Incorruptible? Depends on which side we're talking about at the Arizona School for the Deaf and Blind.  This won't be known exactly how until the investigation is over. But some of the corruption is now coming to light based on a blog I wrote over two years ago about a mysterious anonymous commenter with a pseudonym "Fiver" appears to have merits at this point.  This anonymous person made some bold claims about publicly funded deaf schools and how it's time state lawmakers need to look into those schools for impropriety. The protests at ASDB may have simply been an impulse reaction in the effort to protect their "Queen Bee" and their supposed agenda that has been secretly building from within the confines of ASDB the indoctrinating deaf and hard of hearing students may finally be showing their colors. All these protestations sound very much like a case of biting the hands that feed you which may spell trouble in the end once the investigation is over. But I digress. We'll have to wait and see although I'm not sure if this would actually be the case but various comments (here and here) that I have come across about the ASDB fiasco seems to corroborate Fiver's claims which leaves me wondering at this point.

Remember this one? "Never underestimate the power of stupid people in large numbers." Especially when they have some support from the Government. Deafhood is not merely a movement, it's a hideous, dangerous and counter-productive ideology. Many of the people associated with Deafhood are mere followers, they really have no idea just how destructive this movement/ideology is. This "thing" has destroyed and altered terribly the lives of many already, usually those who cannot stand against them and succumb. Among them are young children whose parents unwittingly commit them to deaf schools where those pushing Deaf Culture and Deafhood assimilate them into "Deaf Culture" as a source of raw recruits for future members. Deaf Culture is dying, yet they're trying to revive it. These children are shut out of the usage of speech and hearing as much as they can possibly be, without raising suspicions and creating a conflict with state authorities. Deafhood has expanded it's control of state schools for the deaf and enforces it's Deaf Culture and ASL-only doctrine as the only mode of communication. I have witnessed the repudiation of "SIMCOM" or "Total Communication" where any staff member using this means faced discipline and termination. NO speech is allowed, ASL only! Turn off your voice! The parents of these children unwittingly placed within those cultures have no idea what their child is being subjected to. The Deaf deny them that right to know, going so far as to use speech during parental visits, but speech ends as soon as the parents are gone!

State lawmakers need to investigate what is going on within government funded schools. These schools do not belong to the Deaf! These schools are publicly funded schools for all of society and have been hijacked.

I am going to stop here but will be posting more in the future. My pseudonym for this forum: Fiver. I fully expect the Deafhood "leadership" to start looking for me now, as I am within their ranks, the most dangerous threat to their plans.

I am: Fiver! 

This anonymous person "Fiver" raised some important questions from me now that I look back. Exactly what roles or influences have these "Deafhood" leaders had over Arizona School for the Deaf and Blind, if any? Or any deaf schools for that matter. What are the connections, if any?  Can anyone corroborate Fiver's claims in the above? Is there an official policy at ASDB outlining their "ASL-only" policy and that using your (oral) voice is not permitted or allowed?  Are parents (both deaf and hearing) being fully informed on what takes place at school with their son or daughter in class?

According to the ASDB 2012 Performance Audit Report:

ASDB’s mission is to work with parents, school districts, and others to enable children with a vision or hearing loss to develop their abilities, strive to achieve academic excellence, and develop skills to help them become productive and responsible members of society. This mission aligns with ASDB’s statutory responsibility to provide educational services, including instruction in a direct communication environment, so that deaf, hard-of-hearing, and visually impaired students may become self-sustaining and useful citizens.

Direct communication environment involves both ASL and aural-oral training/exposure for students who wear cochlear implants (what about hearing aids?) according to the audit report.  If teachers from within the ASDB are actively trying to suppress any speech and hearing development as much as they can then, according to Fiver, they are violating state law. As Fiver said, "Children must be taught English in order to function and be economically viable in the world, once they leave the school." Suppressing speech and hearing development from students who have the capability is a part of the process ensuring that they become economically viable once they leave safe bubble world of ASDB.

Poll: Should Kappa Gamma officially apologize to pledges for past hazing practices?

Here's an online poll. Should the Kappa Gamma fraternity at Gallaudet University officially apologize to all past pledges for hazing them whether they made it into the Kappa Gamma fraternity or not?

feedback surveys

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. 

To the teacher(s) of ASDB

Wow. If this is true and actually took place at the Arizona School for the Deaf and Blind then the offending teacher(s) ought to be ashamed of this action and attitude. The story reported in the Tucson, Arizona Craigslist about how a hard of hearing student's mouth was physically taped shut because he was talking.

One of them being that hard of hearing students should not be permitted to talk - only sign in American Sign language - she did not care what parents thought. Even in the last couple of months, a current ASDB teacher taped a student's mouth during class-time for "speaking" as well as hit him with many students and staff witnessing this. It was reported, but due to her "ties" with Nancy and certain administrators, she still remains. The bullying continues on campus from certain deaf staff. Was this disclosed in the AZ star? NOPE.

For the sake of the school I surely hope this isn't true but if it is true then the teachers and administrators chose a poor course of action through the willful discrimination, abuse and neglect towards hard of hearing students who may have a preference to speak as it is their natural habit.  If those things actually took place by menacing, warning, or punishing deaf or hard of hearing students for talking in school then those teachers and administrators involved need to be fired.  Is there a school policy at ASDB of not allowing hard of hearing students to talk in school?  If so then it's possibly a poor policy to begin with, especially if punishment calls for taping a student's mouth shut or hitting students to get him/her to stop talking with their voice.

Does Terry McAuliffe care for disabled people?

Besides admitting to ditching his wife for politics not a lot of people are aware of how McAuliffe ignored people with disabilities while he was chairman of the DNC back in 2004. 

In a letter written by the Center for Disability Rights to Terry McAuliffe requesting that he publicly apologize for the attitudes of the then Senator John Edward's blithe and uncaring attitude towards people with disabilities like patting on the heads of adults in wheelchairs.

Here's the letter in question:


March 2, 2004

Mr. Terry McAuliffe, Chairman
Democratic National Committee
430 S. Capitol Street SE
Washington DC, 20003

Re: Disability Issues and the Democratic Party

Dear Mr. McAuliffe:

The disability community is appalled that disability issues have been excluded from the speeches and debates of the Democratic Presidential contenders. We are further outraged at the actions of one candidate in particular, Senator John Edwards.

As you are aware, there have been significant issues with the way that Senator Edwards has interacted with people with disabilities. During a campaign stop in Rochester, NY, Senator Edwards’ staff did not make American Sign Language Interpreters available, despite the fact that Rochester has the largest per capita number of Deaf people in the world. During this same campaign stop, while Senator Edwards was shaking hands with the audience, he actually patted two women who use wheelchairs on the head.

As if this was not enough, on March 1, 2004, the NY Times ran an Op-Ed piece written by Senator Edwards, in which Senator Edwards provides a comparison between a person’s life before the person acquired a disability and after. To illustrate this comparison, Senator Edwards writes, “And the once broad-shouldered man now spent his days hunched in a wheelchair, surrounded by fast-food containers, overflowing ashtrays and plastic bags filled with his own urine. He was forced to communicate by typing words on a keyboard.”

Once again, Senator Edwards has managed to reinforce a deep systemic bias that individuals with disabilities must confront everyday. His description of this person with a disability is actually a perpetuation of a stereotype of our community. The perpetuation of stereotypes about any minority group is simply unacceptable behavior. In addition, his attempt at conjuring sympathy for people with disabilities is equally offensive. Our community does not want sympathy or pity; we deserve the same respect that is afforded to any other group.

That Senator Edwards, and the rest of the Democratic Presidential contenders, refuse to talk about our issues and instead resort to stereotypical depictions of individuals with disabilities is an outrage. Senator Edwards’ actions, and the lack of disability issues in the public discourse, reflect badly on the entire Democratic Party.

Therefore, we are requesting a public apology from the Democratic National Party regarding Senator Edwards’s behavior and the exclusion of disability issues. In addition, we are requesting that you meet with ADAPT and leaders from the disability community by March 31, 2004 to discuss how the Democratic Party will address the issues that are important to voters with disabilities.

Please contact Bruce Darling at 585-370-6690 to arrange for this meeting.

Sincerely,

Bruce E. Darling, Center for Disability Rights, Rochester, NY


cc: Becky Ogle, Director Disability Outreach, DNC
Daniel Okrent, Public Editor, NY Times
Senator John Edwards


In all those years did Terry McAuliffe ever issued a public apology from the DNC where he was once the chairman? Would anybody expect an apology from a guy who is very 'me-centric' where he's all about his wining and dining and back-smacking and schmoozing with the rich elite in politics?

Not really.

Stupid Deaf People, Two.

"Stupid Deaf People"...it's out there.  The kind of unkind comments made by uniformed people, mostly hearing, who talk about deaf people in an unflattering way. I covered this before in 2007 with lots of unflattering comments. This time I checked to see who else have been calling deaf people "stupid." 

First off is from inside Deaf Echo who captured a comment "Stupid Deaf People, click on it to see who said it.

“He proceeded to disparage the deaf people, making very specific and negative comments with regard to deaf people. After his triad continued for more than 5 minutes, I finally had to confront him. At which point I commented that it was obvious he didn’t know anyone who was deaf, nor did he have a child that was hearing impaired. He continued to reference your organization and made comments that they didn’t want stupid deaf people in their neighborhood, and that he was and had participated in a petition campaign to stop them making his park into a school for “STUPID DEAF PEOPLE,” because he didn’t want them in his neighborhood. He offered of allow a couple of people in line with him to “sign our petition.”

From a hearing musician (consider the context first before you go into an apoplectic fit:

Because if I had the resources I would be putting my money in hearing aids. As a musician I value my ears above everything else. I know the damage that can be done to your hearing from volume in a confined space. So my idea is that everyone who thinks that having the equivalent of a 10,000 watt PA in their car, should be encouraged to do so...They should also keep the windows closed, volume works so much better in a confined space. They should indulge in it as much as they like, they should ruin their hearing forever, because at the end of the day, apart from the fact they never listened to anything intelligent or life changing, my franchise would be there to sell them deaf aids. Imagine all those stupid deaf people, with their useless car systems, their cheap fashions & poor plastic taste, waiting for my sales person to talk to them, writing prices on a piece of paper, because they cannot hear what you are saying! But you can have it in Chav pink!! The opportunities to enjoy and savour revenge are wonderful.

A rap video calling deaf people stupid.

From a Live Leak video entitled "Too bad The Happy Hands Club wasn't available."

Oh yeah, stupid deaf people should only get utilitarian signing? Fuck man, we dont have to clown everything.

From The Girl Who Loves Horror (movies)"

Stupid deaf people in horror movies are about as annoying as just plain old stupid people in horror movies.

The lesson? Ignore them. Move on. If you are still upset at this point, well, maybe you're being a wee bit too sensitive?

Independent Greek FROGs at Gallaudet University

Back in around 1988 on the campus of Gallaudet University there was this new independent “fraternity” group who called themselves “FROG” with the Greek capital letters phi (F), rho (R), omicron (O), and gamma (G) or (Φ­РОГ ). When finger-spelled it is spelled out as the letter “F,” “R,” “O,” along with an upside down “L” to look like the capital Greek letter “rho” which spells "FROГ." The 1988 yearbook captured an image of a student wearing a FROГ t-shirt as proof that this did happen.

This was a fine and dandy thing except that some of the fraternity Greek members on campus were whining about the fact that FROГ was not a legitimate Greek organization. Either they misunderstood or took offense about the whole FROГ thing was about.  The FROГ idea was the brainstorm of the late Robert Johnson.

Also, he led to set up and organize a short-lived ad hoc organization called FROG to mock the Greek organizations for fun during the Rock Festival weekend and I played some roles in his organization.

While as a student I remember distinctly these complaints by some Greek members and just laughed at the whole idea of them actually complaining about it. The hilarity was over the fact that some of the campus fraternity members actually felt threatened by a group of people wearing FROГ t-shirts and those selling the t-shirts. This so-called "organization" was never meant to be anything else other than a joke. How can it be an organization if it's for independent people who can "join" at any time?  It was all about poking fun at fraternities and sororities during Rock Festival weekends.

The beauty of FROГ was that anybody can join, except, of course, for those who already joined a fraternity or sorority Greek organization, as long as they are legitimately independents. Best of all, no hazing is required to become a member. No need for hazing like the 48 Hour Period sleep deprivation, Goat Night fun, or paddling probation events. Just buy a FROГ t-shirt and, voila, you're a member of the FROГ ad hoc "organization."  You don't have to buy a t-shirt to proclaim your independence but it sure can help.

FROГs accept you for who you are and not about what you are. It doesn't matter if you're athletic or not. It does not matter if you're smart or not. It doesn't matter how good looking you are. It does not matter how well you sign, speak or the ability to hear or not. It doesn't matter if you wear a hearing aid, cochlear implant or not. FROГ or FROG independents do not discriminate, physically harm, harass or mentally abuse.  Buy a FROГ t-shirt day! And say "No!" to any kind of hazing however small or big.

Deadliest and Most Accurate Remote Controlled Toy Helicopter

Absolutely frightening if this could be made into an assault helicopter in battle field, otherwise enjoy the extreme accuracy of a remote controlled toy helicopter that takes potential lethality to a new level.

Stanford Acquires Advanced Instrument to Accelerate the Quest for Hearing Loss Cure

Stanford Acquires Advanced Instrument to Accelerate the Quest for Hearing Loss Cure.

February 26th was an especially good day for the Stanford team in their efforts to move closer to finding a cure for hearing loss. In addition to the exciting Press Release on Dr. Cheng’s research findings on hair cell regeneration and hearing loss, we were pleased to announce that Dr. Heller and the Stanford OHNS team were the proud owners of a new stem cell sorter. As you may recall, there are currently only about a dozen of these instruments (costing over a third of a million dollars) available in the world. The Stanford team will be the first research group in the world to apply this cutting edge technology to overcome hearing loss.

A bit of tidbit news on the stem cell front. This news was posted in March. Read more here.

Remember AB2072...?

Remember AB2072?  That was three years ago when the brouhaha started.

Remember the veto of that bill and the reason why?  Refresh your memory here.  And how that bill could have created a path to have a California law recognizing ASL as a valid option for language and communication access?

Remember how happy those culturally deaf protesters were when AB2072 was vetoed by the governor of California?

Do you also remember in the AB2072 bill it referred to California's Department of Education as one of the multi-agency that support the Early Start Program?  And how they would provide a packet of information on "Communicating with Your Child" with information about local, state and national resources and how the Dept. Health Care Services web site provides links to local, state, and national resources regarding deaf and hard of hearing children as stated in the bill ?

Remember in 2010 the year when AB2072 came out in California the Department of California did not have a position statement on language access for students who are deaf and hard of hearing? Do you realize that the CDE has now posted their position statement on their website two days ago?

Do you realize in their position statement what the Department supports in terms of language and communication access?

Recognizes and respects the right of parents of children who are Deaf or Hard of Hearing to make informed decisions about the language(s) they will use in raising their children.

and

Recognizes and respects the right of parents of children who are Deaf or Hard of Hearing to make informed decisions about the communication tool(s) they will use in raising their children.

and more importantly on the choices,

Believes that parents should not be compelled to choose between spoken and signed language. They may choose to use both.

Remember those who were against the AB2072 bill stated their reason why?

The opposition argues that the focus of this bill about "communication options" is misleading and picking one option over another would only rob the child of the ability and opportunity for full language acquisition.

Do you want to read California Department of Education's position statement on language access again on the parents' right to make an informed decision regarding their deaf or hard of hearing child on language choice and communication access?

Remember how happy those deaf protesters were when AB2072 was vetoed the one opportunity on creating a path to have a California law recognizing ASL as a valid language option as a beginning foundation? How does that reconcile with the fact today that CDE now supports the right of deaf and hard of hearing children to have early access to a complete language, visual OR spoken, from birth? This mean CDE would support a deaf child with a cochlear implant or a hard of hearing child with a hearing aid to have early access to the spoken language only. Or that a child can visually sign in SEE. Even CUED speech would be a valid option. CDE position statement does not say they support early access to a complete visual language (i.e. ASL) which is what NorCal wanted in the first place.  Instead, CDE supports early language access either visual OR spoken, OR both.

Here's the funny thing if not ironic by now was that in the beginning the Deaf Newborn Identification and Advocacy (DNIA) strongly recommended changing the Newborn and Infant Hearing Screening program by putting the Early Start under the California Department of Education.

Early Start should be under the state entity that is best fitted to provide oversight and coordinate early intervention services: The California Department of Education (CDE). The Department of Developmental Services (DDS) should not be involved at all, unless a child in a particular case is developmentally disabled.

And

The CDE should be the entity responsible for designing an appropriate resource guide-handbook...

The DNIA states that ASL should only be the first option from the start along with reading and writing English with an emphasis on shifting away from the ear and the spoken language (i.e. aurally and orally) and that they are to be secondary in a deaf or hard of hearing child's life. But the CDE,

Emphasizes that the purpose of Early Start for children who are Deaf or Hard of Hearing is to ensure that these children acquire age appropriate language skills to enable them to do well in school and career.

Nothing is said that ASL should be the language of choice for deaf or hard of hearing children but rather that the language could either be spoken OR visual, OR both as determined by their parents when they make their informed decision.

How does it feel to have a hole in your foot now that California Department of Education has solidified their position on language access for students who are deaf and hard of hearing, and Early Start?  Sounds like both CDE and DDS are very much in the same camp regarding their positions and philosophies for deaf and hard of hearing children.

Ain't that wonderful?

California Dept of Education Position Statement on Language Access

California Department of Education has recently posted on May 3rd (final paper on March 4) a position statement on language access of deaf and hard of hearing children in California.

In support of California EC 56000.5, the Deaf Child's Bill of Rights, this document provides clarification for the CDEs position supporting the right of children to have access to a complete language, visual or spoken, as appropriate, from birth.

Note the "or" in "visual or spoken" which means that deaf children has the right to have access to spoken language, visual language, or both rather than just on visual language alone.  It's interesting that they didn't say sign language but visual language instead (see the yellow highlight below).

There's more.

Believes that children who are Deaf or Hard of Hearing have the right to receive appropriate services that will provide them with exposure to fully accessible natural languages – American Sign Language (ASL), and spoken English (or other spoken language).

Accepts and respects all languages.

Accepts and respects all communication tools (i.e., Cued Speech, Signing Exact English, Conceptually Accurate Signed English, Sign Supported Speech, Simultaneous Communication).

Accepts and respects all educational approaches in the education of Deaf and Hard of Hearing children (i.e., ASL/English Bilingual, Listening and Spoken Language, and Total Communication).

Recognizes and respects the right of parents of children who are Deaf or Hard of Hearing to receive comprehensive information about the language opportunities available to them.

Recognizes and respects the right of parents of children who are Deaf or Hard of Hearing to receive comprehensive information about the communication tools available to them.

Recognizes and respects the right of parents of children who are born Deaf or Hard of Hearing to receive comprehensive information about the educational approaches in the education of Deaf and Hard of Hearing children.

Recognize the "accepts and respects all languages" and the communication tools?

Remember when president Hurtwitz re-iterated the key point on what ICED issued a global call to "accept and respect all languages and all forms of communication" in the education of deaf and hard of hearing people.

Remember AB2072?

Yeah.

Deaf people 4th grade reading level? Real or a myth?

I was reading an article about a lawsuit in a Portland (Oregon) police case involving the "mishandling" of a deaf person when no interpreter was provided.  It is not the story I'm looking at but what people have commented. One person brought up the 4th grade reading level as a reason why so many culturally deaf people have poor English reading level skills. And that comment came from Chris Balduc, a former teacher of the Deaf and an advocate for the Deaf community in the Northwest.

As a Deaf man, former teacher of the Deaf and advocate for the Deaf community in the NW, I can confirm to you that many Deaf people graduate from high school with about a 4th grade reading level. ASL is their first language, which is quite different from English. English is difficult to master for them, given the communication barriers.

Many? How many? Sounds like a lot. Isn't Chris Balduc helping perpetuate the high school graduates' "4th grade reading level" myth? Maybe it's true? However, according to last year's ReDeafined Magazine article they've claimed to have "debunked" that myth.

According to Marc Marschark, the Director of the Center for Education Research Partnerships at NTID, the statistic appears in a 2000 study by Carol B Traxler, which purports that, after the analysis of SAT reading comprehension scores, the median (not the average) scores for deaf high schoolers were around the fourth grade level. And while the statistic is still a frightening one, it does mean that fifty percent of deaf high schoolers are reading above a fourth grade reading level.  Another thing to note is that this statistic is often leveraged as a way to speak out against certain methods of deaf education.  In reality, the scores were the same whether or not the student's primary mode of communication was ASL, SEE or speech, and regardless of whether he or she wore hearing aids, a cochlear implant or nothing. Check out Marschark's full interview with Hands and Voices on the subject here. 

The problem is that nothing was identified whether these deaf graduates came from regular high school, mainstreamed high school, oral-aurally supported schools, or school for the deaf with sign language as their mode of communication. 

But here's another monkey wrench thrown in

According to a performance audit on Arizona School for the Deaf and Blind showed dismal scores when compared to high school aged students having the equivalent 3rd or 4th grade educational level:

ASDB students’ MAP test scores showed that they start at a much lower level than national norms. Although limited growth occurred after 5th and 6th grades and continued into high school, it was not sufficient to bring students’ scores within reach of national norms. For example, by the 11th grade, ASDB students scored the same as the average 3rd-grade student would in reading and scored slightly below the average 4th-grade student in math.

How disappointing. So, perhaps the "4th grade reading level" isn't really a myth but a fact that many people tried to hide it?  What about the California STAR results that showed just as equally dismal the low scores? There are successes and failures on both ends. Getting into conspiracy theories do not help here, at least not with me. Deaf schools had their chances over the last two decades since DPN. For example, results in the California Standards Test (STAR) for deaf schools such as Riverside, Fremont have shown atrocious scores:

The underachievement of our state's deaf and hard-of-hearing students is of grave concern.

Only 8 percent of our deaf students and 15 percent of our hard-of-hearing students score proficient or advanced on the California Standards Test for English-language arts.

In math, only 10 percent of our deaf students and 18 percent of our hard-of-hearing students score proficient or advanced.

That was commented back in 2007. Has it changed today? You be the judge.

The power of captioning for deaf/hh organizations

I see this again and again the lack of captions in videos by organizations that serve the deaf and hard of hearing community, and even for parents of deaf and hard of hearing children. The lack of captions or subtitles is actually quite prevalent which makes the whole situation an awkward oxymoron of sorts. You'd half expect a transcript be available if captions or subtitles aren't available but that end up missing, too.  Really, for an organization, how hard can it be to include captions?  For any organizations worth its salt would have the common sense and smarts to make sure all of their videos are captioned.

Why do some deaf/hh run organizations cannot include captions or subtitles in their own videos in their effort to get the message out?  There is NO TRUTH at all for a non-captioned (and no transcript) video in getting the message out to the larger society who either cannot hear well to understand the spoken words completely or do not know or have trouble following sign language. If an organization want to build a bridge make sure the span crosses completely the communication chasm by including captions and/or transcripts (must remember the deaf/blind people out there, too!). By not including captions/subtitles the message will simply spin on its own going nowhere. It'd be even worse if the message only stayed within a certain deaf/hh community when the intent was to get the message out.  How can that happen if videos are not inaccessible to the majority of the population? Why practice hypocrisy and commit the same communication oppression?

Bottom line, organizations that serve deaf and hard of hearing community have a better chance in getting the message out if their videos are captioned. Otherwise your "truth" will simply go nowhere. A wasted time and effort.

The Walking Effect

The difference between Walk4Hearing and Walk for ASL?

Walk4Hearing involves the community on a much larger scale with thousands of people every year in 22 different cities from June through October. The local media reporting in each city help generate more public awareness about hearing loss. It's a public relation dream machine. Walk for ASL on the other hand involves 15 culturally deaf people who will walk for 30 days from San Francisco to Santa Monica, California with the hope that their actions and message will capture the attention of the media.

Walk4Hearing is again raising money and has a very successful formula since 2006 because approximately 1 out 8 Americans with hearing loss have something that they can relate to each other with a common condition. There are many more hearing parents, friends and families who know someone with a hearing loss.  It could be their grandpa who experienced hearing loss later in his life. Or have a deaf or hard of hearing brother or a sister. A parent with a hearing loss. A hearing person whose best friend wears a hearing aid. A next door neighbor whose teenager experienced hearing loss from Meningitis.  Hearing loss is such a common condition in the United States the majority of the population are familiar with it. And because of the familiarity about hearing loss they become much more approachable about auditory-oral education, hearing aids, cochlear implants, or implantable hearing device that uses the eardrum as a natural microphone. No wonder auditory-oral schools are succeeding in their public relation efforts with their communities.

In its first year in 2006 the Walk4Hearing raised over $300,000. Since 2006 they have raised several million dollars. In 2011 Walk4Hearing successfully raised $1.1 million dollars in a matter of months. In 2012 they surpassed the $1.2 million dollar mark. This year their goal is to raise $1.4 million dollars and so far they are 24% of their goal with $336,000 raised already and they are on track to surpass the $1.4 million dollar mark before the first walk to start in June of this year.

Money raised is shared between national and local programs and services including support of children with hearing loss at www.kidsandhearingloss.org.

National Programs and Services    

• Provide timely and reliable information about hearing loss through HLAA’s website, Hearing Loss Magazine, HLAA e-News, the Hearing Loss Support Specialist Training, message boards/chat forums and annual conventions
• Advocacy at the national level to affect legislation that impacts people with hearing loss, whether it’s funding for hearing aids, cochlear implants, communication access in public places or other important issues
• A nationwide network of chapters and state organizations providing peer support
• Support for parents of children with hearing loss at www.kidsandhearingloss.org
• Outreach to veterans returning with hearing loss
• Social networking site for young adults with hearing loss at www.hearinglossnation.org

Local Programs and Services    

• Captioning and hearing assistive technology at HLAA chapter meetings to make them accessible
• Scholarships toward college tuition for students with hearing loss
• Funding for hearing aids and assistive listening devices for people who cannot afford them
• Installation of hearing assistive technology in public places, such as community rooms and public libraries
• Captioning of live theater productions
• Seminars on coping with hearing loss

The www.kidsandhearingloss.org website is to help

empower parents of hard of hearing and/or deaf children by providing the resources necessary for them to make informed decisions about their children’s hearing loss.

Below is a Walk4Hearing video promotion with subtitles.




Walk for ASL is a new venture idea to help raise awareness and seek funding for their own agenda and cause. It only actively involve 15 deaf people who will walk in California the 600 miles from San Francisco to Santa Monica in 30 days along the Pacific Coast Highway. Their goal is to get the attention of the media.

The difference here is that ASL and deaf culture are essentially a hidden language and community. They are more apparent in large cities such as Washington D.C.; Rochester, NY; Seattle, WA; and Austin, TX. Even in large cities the bulk of hearing people go about their daily lives and never get to meet or see a signing deaf person in their life. And for a good reason because the culturally deaf community make up about 0.2% (0.002) of the total population in the United States. The chance to meet a signing deaf person or a deaf group would be quite small. It becomes harder for hearing people to even sympathize with such a small deaf community when they try and raise awareness on ASL, a language and culture that are totally foreign to most of the hearing society. They might hear about signing deaf people in the news on rare occasions or by chance see a deaf character in a television show. But to the hearing society the language and culture of deaf people are still completely foreign to them.

Below is a Walk for ASL video promotion but no subtitles or transcript available.

Power of Communication at a Table.

Are you deaf? Ever had a long conversation with a hearing person who does not know how to sign? If you did, did you bluff your way through? Nodding your head pretending to understand everything he's is saying?  Or were you really more frustrated than you cared to show? Or perhaps you have the secret fear of meeting with hearing people? Ever wished you could find a better way to communicate than to bluff and get 100% communication gain instead?  It's pretty easy if you know how.

Watch this video.