The University welcomes guest in celebration of Deaf History Month

Miss-Delectable

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Both the state of Vermont and the University have worked to continue the trend of acceptance with the appreciation of diversity through the representation of deaf culture for Deaf Awareness Month.

Jeffrey Levi Palmer held a lecture in the Davis Center on Thursday, March 17, offering up a dynamic view into the culture of sign language locally and beyond.

Palmer, who grew up in Vermont, has studied and researched American Sign Language (ASL) extensively. As a child of deaf parents, he currently works as a professional interpreter.

Palmer's presentation, titled "ASL Regional Variation: The Case of Vermont," focused on the differentiation between many signs present in American Sign Language, and how such signs differ in meaning based on outside factors such as geography. The lecture emphasized the question of whether or not sociolinguistic factors play a role in the various levels of knowledge and use of Vermont signs.

"I was studying in Vermont, with no intention of judging, and I wanted to explore what individuals knew about ASL in terms of the signs being prescriptive or descriptive," Palmer signed.

Taking a look at such factors as gender, age, ethnicity, education and socioeconomic status, Palmer attempted to uncover the reasons behind differing signs in one language.

Palmer said he was particularly interested in the difference between Vermont signs and signs throughout the rest of the world. Palmer's lecture discussed topics relevant in Vermont signs and beyond.

"All over the world you have varying deaf cultures and I wanted to explore that," Palmer signed. "ASL varies in its characteristics based on region. Signs differ, develop and are modified with each generation."

"People, I've found, often think that there's one universal sign language," said Cat Healey, sophomore member of Sign House. "This is a huge misconception.

There are actually over 200 different types of sign language. Mr. Palmer discussed Vermont signs and the certain ways people from different areas sign. Think of it as an accent."

The event, which was conducted in ASL, featured speaking interpreters for non-ASL understanding attendees.

Palmer questioned the audience to get their take on his lecture. He frequently
asked audience members to share, aiding in the information gathering on what Vermont-originating signs they knew and why.

"I really liked the event," Healey said. "Mr. Palmer was very engaging and had a great sense of humor. He was also very accessible. I spoke to him after the event and he was friendly and helpful. I think the audience felt at ease and interested in the material he was presenting."
 
i have a strange idea that hearing people are only interested in the past for deaf people in belief it was really that bad in the past in so to imply 'its all good now'; a form of denial. To get past this nonsense of romanticising the Deaf history hype we need to create a new arguement that, we need to be interested in what is happening NOW, and why hasnt d/Deaf's lives havent really improved that much. I'd place a heavy bet that hearing establishments would NOT be comfortable to do that. It is a plain reality - I for one dont need to explain to any of you deafies why, we all know why -(most) hearing people are STILL IGNORANT !
 
linguistic curiousity doesnt get the better of parents of d/Deaf children,, as I should refer to Deafbajagal's excellent remark about a typical failure of providing the needs that d/Deaf children must have, now, in todays world. The fetishism with the past really gets up my nose...think about it...
so theres that quote and think about where the connection between these and the hypocrisy, and how its 'got cut off people's consciousness (hearning and d/Deaf)..
I don't know where the whole "deaf kids are no longer isolated in mainstreamed education in this day and age" came from, but that's got to be the biggest bullshit I ever heard.

There are still accounts of deaf kids are still going to schools with virtually no appropriate services. No interpreters. No note-takers. No tutors. How do I know this? As a teacher, I'm the one who ends up with them when they "failed" school because of the lack of appropriate services. Kids, ages 12, 13,14, 15, 16, 17+ are coming to me with absolutely no language and very minimal communication skills. Schools say, "well, he had a hearing aid." Or parents say "I wanted her to have spoken English exposure." And countless of other stupid excuses. It is STILL happening. Right now. Today.
 
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