1. Deaf People and Language Rights
“All individuals are equal, but some individuals are more equal than others”
Busra Akgun
Siham Rouabah
LG474 LG

2. History of Sign Languages
In Ancient Greek, deafness was perceived not as a physical disability but rather as a deficiency in reasoning and basic intelligence.
Back to the 16th century, an Italian physician Girolamo Cardano was the first to develop a basic code of signs.
Spain developed the system and introduced formal education of deaf.
In the 18th century, the UK picked up some ideas from Spain and established the first school for the deaf in 1760, but private and restricted to the middle class.
In France, l’Abbe de l’Epee was the first educator to go against the private model of deaf education. His school for the public deaf was established in 1770s. He taught through writing, signing and finger-spelling successfully.
Graduates of the French Institute founded many early schools for the deaf in the US.
In 20th century, the linguistic researcher William Strokoe declared American Sign Language as official.

3. De- Constructing the notion of Deaf culture
Children can learn sign languages 2-3 months earlier than they can learn to speak.
Sign language is the “natural” language of Deaf people.
Sign languages have complex rules of grammar and many dialects just as the spoken languages.
[d]eafness means the inability to hear (medical, physical, audio-logical); Deafness refers to the cultural and linguistic aspects of being deaf (social and cultural).
A person can be deaf without being Deaf.
Deaf is a linguistic minority; it is not a disability. It is a marker of group solidarity, identification and differentiation of group members.
More than 90% of Deaf children are born to hearing parents and therefore they do not share the same linguistic experiences and culture with their family members.
The rate of in group marital patterns for Deaf people is between 86 – 90 %.
There are 70 million signers around the world.

4. Signers’ Rights
Convention on the Rights of Persons with Disabilities (CRPD)
Article 1 defines disabled people as:
“those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.”
In article 2 : "Language includes spoken and signed languages and other forms of non- spoken languages”.
In article 21 : Freedom of expression and opinion, and access to information
(b) “Accepting and facilitating the use of sign languages, Braille, augmentative and alternative communication, and all other accessible means, modes and formats of communication of their choice by persons with disabilities in official interactions”.
(e) Recognizing and promoting the use of sign languages.
Article 30 : Participation in cultural life, recreation, leisure and sport
4. Persons with disabilities shall be entitled, on an equal basis with others, to recognition and support of their specific cultural and linguistic identity, including sign languages and deaf culture.

5. Sign language in Education
Article 9: Accessibility
Provide forms of live assistance and intermediaries, including guides, readers and professional sign language interpreters, to facilitate accessibility to buildings and other facilities open to the public;
Article 24: Education
1. “States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning..”
3. State Parties shall enable:
(a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;
(b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;
(c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education.

6. Deaf people’s rights around the world
The World Federation of the Deaf (WFD) and the Swedish National Association of the Deaf, in a survey distributed to 93 countries in 2009, report:
No drive licence in 31 countries.
Deaf people say they are not equal citizens in: Armenia, Bolivia, Palestine, Morocco, Qatar, United Arab Emirates…
Egypt is the only country that says Deaf people are not allowed to vote.
Norway introduced sign bilingual education in 1990s.
New Zealand is the only country to have a sign language-specific law (passed in 2006).
Illiteracy rate is very high 90%.
Limited access to sign language interpretation as only 18 countries have a sign language interpreting and training services.
Access to higher education is very limited, except New Zealand and Thailand which provide full access to sign language interpreting at a University level.

7. I am not Disabled; I am Different
On what basis is disability defined in law? Does it consider the society’s perspective or the Deaf people self- identification?
Should Deaf people be taught separately in a Deaf Culture environment or sent to public schools to be integrated into society?
Are the medical attempts (cochlear implants) to cure Deafness a step forward for human equality or a threat to the Deaf Culture?

8. Sign Language in France
Laurent Clerc ( ) is one of the most prominent deaf men in history.
Along with Gallaudet, he founded the first American School for the Deaf in 1817.
58% percent of American sign languages comes from Laurent Clerc's teachings.
In 1978, the teaching of FSL grew more structured, particularly in Paris, but the formal framework for the teaching of the language was agreed on 2 years later.
The use of FSL as the medium of teaching goes back to 1984.
The French Act (2005) providing equal rights for disabled people led to introducing FSL as a provisional first and second language in primary and secondary education in 2008.
The teaching system is bilingual.
When Deaf and hearing people interact, they use a mixture of elements from LSF and French, and deaf people themselves vary in how much their signing is influenced by French.

9. Sign Language in the US 1817-1880: the golden Age of deaf education.
: the dark age of deaf education (oralism) (imposing the use of spoken English / deaf teachers cannot teach deaf kids / low percentage of literacy).
1970s and 1980s: sign language entered back into schools but in English-based forms.
Early 1990s: bilingual-bicultural education movement (both ASL and English would be taught in schools of deaf).
The North American Deaf Community is the most organised and well-studied in the world.
Modern ASL is an evolution of two languages: Old American Sign Language and the French sign system.
ASL is the fifth most used minority language in the US after French, Spanish, German and Italian.
Gallaudet, founded in 1864, is The world's only university established for Deaf and hard of hearing students.
ASL is used between Deaf people; Pidgin Sign English PSE (ASL + Eng) used in education; and different Manually Coded English MCE (also refereed to as SEE Signed Exact English).
Sign varieties close to English are high while ASL is considered a low variety.

10. References
Corker, Mairian Deafness/Disability –problematising notions of identity, culture and structure. Disability, Culture and Identity. London : Pearson.
Erica R. Harvey Deafness: A Disability or a Difference. Health Law & Policy 2 (1): American University Washington College of Law.
Haualand, Hilde and Allen, Colin Deaf People and Human Rights. the World Federation of the Deaf and Swedish National Association of the Deaf.
Reagan, Timothy The Deaf as a Linguistic Minority: Educational Considerations. Harvard
Educational Review 55 (3). Gallaudet College.
Reagan, Timothy A sociocultural understanding of deafness: American Sign Language and the Culture of Deaf People. International Journal of Intercultural relations 19 (2), pp USA: Elsevier Science Ltd.
Swanswick, Ruth and Gregory, Susan Sign Bilingual Education: Policy and Practice. Cleford, Gloucestershire: Douglas Mclean
Van Cleve , John Vickrey A Place of their Own in History. Sign Language Studies 17 (1), pp Gallaudet University Press.

11. Thank You