Deaf – Blind Inmates: Are They Being Served Appropriately in Jail?

By Jean F. Andrews

According to a recent newsletter by HEARD, as of March 31, 2013, there are 407 deaf and deaf-blind prisoners in 38 states, Washington, D.C. and in the Federal Bureau of Prisoners. Within these numbers, we do not know exactly how many are deaf-blind or deaf and visually-impaired inmates there are in prison.

Deaf-blind and deaf-visually impaired inmates are most vulnerable to human rights abuses and often do not receive adequate accommodations in jails and prison. Take for example, the case of Ms. Jones, an African-American deaf-visually impaired woman who has been incarcerated numerous times, mostly for misdemeanors. Ms. Jones is profoundly deaf , has limited vision in both eyes, uses American Sign Language (ASL) as her primary language, and reads at the second grade level. To effectively use a sign language interpreter, the interpreter must sign very close to Ms. Jones’ face. She can use a videophone but she must be situated very close to the screen to see the signs of the other person.

At each of her arrests, Ms. Jones was not provided with an interpreter. In her last arrest, she was charged with possessing drugs but none were ever recovered and she did not have an interpreter during the arrest to tell her side of the story. While in jail, she was not provided an interpreter during the booking or during the medical intake. She was not able to explain that she was diabetic and took insulin, and spent three days in jail without her insulin. While in jail she was given a copy of the inmate handbook and a number of forms to sign but she could not read them given her low reading level of second grade. No interpreter was provided to translate these documents. Consequently, she did not learn about the rules she was required to follow while in jail but instead had to depend on another inmate who had rudimentary fingerspelling skills. Upon release, she frequently violated her probation because she did not understand the fees and regulations she had to follow. Because she did not understand the rules of her probation, she violated them and was subsequently jailed.

Ms. Jones’ story points to the inequities of the criminal justice system particularly for those inmates who have more than one disability. Ms. Jones’ deafness, visual impairment, and diabetic condition combine to make special accommodations necessary in order for her to have her rights as designated by the Americans with Disabilities Act (ADA).

Policy  in jails and prisoners need to reflect awareness of these unique needs of deaf, deaf-blind, and deaf and medically fragile inmates,  and include training for jail officials in order to ensure deaf blind inmates are given their Constitutional Rights.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Texting, Chat Rooms and the Deaf Sex Offender

By Jean F. Andrews

Even though many deaf adults read below the third grade level, there are cases where they regularly use texting and enter chat rooms to engage in conversations with people they have not met. There have been cases where deaf adults have engaged in conversations with hearing minors for purposes of sexual encounters.

Some deaf adults are often not aware of the legal consequences of soliciting sex from minors. Some deaf adults have been victims of sting operations. These situations pose challenges for the courts because on one hand these deaf adults may be linguistically incompetent to answer questions from the arresting officer or detective, to understand the Miranda Warning, as to work effectively with an attorney and to stand trial.

When charged with the sex offense they may not understand the consequences of pleading guilty and having to register as a sex offender. They do not understand the repercussions being a registered sex offender has on their living arrangements and job prospects. To complicate matters, there are psycho-social as well as linguistic factors that must be considered if they are to receive a fair hearing or trial. Most attorneys and judges are not familiar with these complex factors. Instead, they often assume if the deaf person can use a texting device and can enter a chat room, then they are literate in the English language.

Texting and chat room conversations do not require high levels of literacy and this type of discourse is radically different than the discourse in the jail, prison and courtroom. The picture gets even more complex if the deaf person is sent to a treatment program. There are few facilities in the country that specialize in the deaf sexual offender. Most facilities are designed for the hearing offender with staff that have no knowledge of deaf culture, ways of visual teaching and learning, and do not provide accessible information through a qualified interpreter.

At issue here, is not whether the deaf person is guilty or not of the offense. The critical issue is that a deaf offender must be provided the same access to communication and information as the hearing offender from arrest, to incarceration, to trial, to probation and parole. English is typically not the most effective mode of communication for the deaf offender even though they use texting devices and enter chat rooms regularly for social reasons, both legally and illegally.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Book Review of Outcasts and Angels: The New Anthologogy of Deaf Characters in Literature by Edna Edith Sayers, Galluadet University Press (2012).

By Jean F. Andrews

CHOICE is a publication which reviews books for academic settings. This book appeared in the April 2013 issue of CHOICE.

Outcasts and angels: the new anthology of deaf characters in literature, ed. by Edna Edith Sayers. Gallaudet, 2012. 361p bibl afp ISBN 9781563685392 pbk, $35.00; ISBN 9781563685408 e-book, $35.00

 

User:ProtoplasmaKid explaining Wikipedia and W...

Explaining Wikipedia and Wikimedia projects for deaf and hearing impaired children through an interpreter. (Photo credit: Wikipedia)

Fiction helps readers know and understand cultures other than their own in more empathetic and compassionate ways than informational nonfiction can’t accomplish. This anthology does just that. Edna Sayers (Professor of English at Gallaudet Univ.) gathered 32 short stories published from 1729 to 2009 that feature deaf characters. Through clever plotting and character creation, the authors of these stories reveal attitudes of hearing people toward sign language, the challenges and limitations of lip-reading, the difficulty of understanding deaf speech, and the infantilization of deaf people.

Sayers notes that the only story in this anthology that advocates for signing is Joanne Greenberg‘s And Sarah Laughed. Sayers also offers writers a useful formula for what she calls a “nonexploitative treatment” of deaf characters in literature: there are at least two deaf characters in a story, these deaf characters converse with each other, and their topic of conversation is about something other than being deaf or the deaf community. This stimulating compilation of short stories with deaf characters will endear, enlighten, provoke, and amuse all readers. This book is highly recommended for undergraduates and graduate students; professionals; general readers.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

When Will They Ever Learn…

By Jean F. Andrews

In their popular 1960’s folk song, Peter, Paul and Mary sing the ballad, “Where Have All the Flowers Gone.” In the ballad, is the echoing refrain, “When Will They Ever Learn,” that points a firm finger at a society engaged in the Viet Nam War, wondering sadly, Where have all the flowers, soldiers and graveyards gone?  This sweet refrain, can also be applied to the many police departments across the country in Florida, Texas, North Carolina and Colorado who repeatedly refuse to give deaf suspects and inmates sign language interpreters during questioning as well as during important events during the arrest and jail intake, processing, orientation and during needed educational and rehabilitation services. Consequently, across the country, police departments have repeated lost legal cases and have had to pay hefty settlements costing the tax payers hundreds of thousands of dollars.

Mary Travers' obituary page. Examiner.com

Mary Travers’ obituary page. Examiner.com

There is an easy solution.

Simply make it the police department policy to do the following as recommended by the Department of Justice.

A police officer, upon discovering an individual is deaf, by law, must offer the individual an opportunity to request a sign language interpreter. One way the officer may do so is by providing the deaf individual with a visual representation (illustrated below) allowing the deaf individual to make a choice. It depicts the ADA recognized symbol for sign language and includes two hands signing “yes” and “no”. The deaf individual can select “yes” or “no” by pointing to, circling, or signing the choice.

Picture in when Will They Ever Learn.doc

Deaf individuals too would be wise to copy this visual and keep in their wallet in the event they are stopped by a policeman.

 

 

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Deaf Suspect Gets Settlement

By Jean F. Andrews

Englewood, Co.

English: A Video Interpreter sign used at vide...

The Video Interpreter symbol. Photo: Wikipedia

On August 13, 2011, William Lawrence was arrested for an outstanding warrant. Lawrence has been Deaf since birth and had diminished English capability. He was handcuffed and questioned with no interpreter present. Lawrence went several days, unable to communicate with anyone, and didn’t receive an interpreter until he was eventually transferred to Jefferson County Jail.

Englewood police used hand written notes, and spoke to his roommate as their methods of communicating with Lawrence, both of which are inadequate and violations of the ADA.

The settlement amount is undisclosed, but a condition of the settlement is that Englewood Police Department is now required to provide a certified ASL interpreter to Deaf suspects during arrest and questioning.

Englewood Police Department has made no statement but conditions for the settlement cleared them of any wrongdoing or further liability.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

ADA ignored by Denver Law Enforcement

By BitcoDavid

 

This is the internationally recognized symbol ...

This is the internationally recognized symbol for accessibility (Photo credit: Wikipedia)

Susan Greene of the Colorado Independent reports that the DOJ has begun an investigation into the city of Denver‘s failure to provide ASL interpreters for Deaf inmates. Denver commonly refers to itself as an accessible city, yet it is being cited for repetitive violations of the ADA.

In a suit filed by Major Jon Michael Scott, who spent time in Denver jails on numerous occasions since 2006, the city is claimed to have violated his civil rights by refusing to provide him communication with COs and other law enforcement. Authorities knew of Scott’s Deafness, yet during bookings, classifications and medical interviews, no interpreters were present. Denver does maintain at least one full time interpreter on payroll, and subcontracts to several others.

The city has already fought a court battle against 3 other plaintiffs in another case. In fact, in that case, an inmate – Shawn Vigil – hanged himself in 2005. Vigil had been in custody for 1 month, and although the authorities knew of his deafness, they failed to realize that he was also functionally illiterate. Illiteracy being a common problem amongst the Deaf, Vigil was unable to understand the intake form that would have enabled him accommodations. In 2010, Denver settled and agreed to pay just under 700,000 dollars to Vigil’s mother, and the other two plaintiffs. After all is said and done, and before taxes, Vigil’s mother will receive about 1/7 of that figure.

Our own Jean F. Andrews is quoted in the original article:

Jean Andrews, a professor of Deaf Studies and Deaf Education at Lamar University in Texas, says hearing impairment is one of the least-detected disabilities. If deaf people have a little bit of speech, lip-reading or note-writing ability, they’re often presumed to be able to get by.

“That’s fine if they’re ordering a pizza. But it’s complicated at critical junctures such as jail settings when you’re being booked, classified and medically evaluated,” she says.

As Andrews tells it, courts throughout the country “seem to get it” that deaf people need sign-language interpreters in courtrooms. Scott, for example, got the interpretation services he needed when appearing before a judge.

But behind the scenes, Andrews says, the ADA goes ignored all too often by law enforcers and jails.

Studies show that the average reading level for an imprisoned deaf person is 3rd or 4th grade. This makes it tough for some inmates to understand handbooks explaining the rules of their incarceration. Jail environments present special challenges because sounds – guards shouting cues and buzzers signaling meal times or bed times, for example – are crucial. An inability to hear the clang of a metal door or the signal for a lockdown can mean write-ups or worse for a deaf prisoner. Deafness can create vulnerabilities to rape and violence.

“They don’t have anyone there to tell their side of the story. They’re vulnerable to being preyed upon. They’re vulnerable to suicide. A deaf inmate has no one to talk to and no one to answer any questions. It’s like throwing us into a jail in an Arabic country and expecting us to understand what’s going on,” Andrews says. “The reality is that jail can be a horror for deaf inmates.”

To see the original piece, go to the Colorado Independent.

BitcoDavid is a blogger and a blog site consultant. In former lives, he was an audio engineer, a videographer, a teacher – even a cab driver. He is an avid health and fitness enthusiast and a Pro/Am boxer. He has spent years working with diet and exercise to combat obesity and obesity related illness.
 

 

 

BICS and CALP

By Jean F. Andrews

National Summit at the University of Maryland ...

National Summit at the University of Maryland Speaks to Vital U.S. Language Needs (Photo credit: University of Maryland Press Releases)

Jim Cummins the bilingual scholar and writer makes a distinction between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). The reality for most deaf children (except those from deaf parents) is that they are learning BICS in sign and English. At the same time they are learning CALP in sign and English, that is how to sign complex, abstract information as well as how to read and write English. This just begins their frustration and struggle in finding environments both at home and at school where they have enough language exposure to fully acquire their languages in both BICS and CALP.

One tragic consequence of this derailed language learning journey  is that they stumble into adulthood with impoverished language proficiencies in both signing and in English which closes employment and higher education doors for them. And if deaf youth and adults  have interactions with police, jails and the courts, they are at high risk of not obtaining their Constitutional Rights because they do not have the ability nor the language abilities to understand what is going on around them. They do not understand the BICS or the CALP of the police or jail officers.

Oftentimes they will have enough BICS (social communication) to get by especially in routine, repetitive activities such as giving their name, address and birthday.  With their compliant head nods, and meager speech skills and writing skills they may give the appearance to police and jail officials they are understanding everything around them. What they have is BICS in spoken language, but they do not have the CALP language skills to cope with booking, classification, the medical interview or even understand the inmates’ handbook without the aid of a qualified sign language interpreter. Jail officials and police often overlook this fact because they are focused in only on the social speech and note writing the deaf person is capable of, in other words, the deaf person’s BICS or social communication.

Here is yet another example of the the increasing documented scenarios, that demonstrate how the police and jail officials do not understand the complex language and communication situation of deaf inmates.

See
Feds Probe Denver for Violating Deaf Prisoner Rights – from the Colorado Independent

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Should We Care Beyond The School Yard?

By Jean F. Andrews

Is there a connection between early child abuse and adult criminal behavior among deaf and hard of hearing persons?

Among more than 1,400 adult females, childhood...

Among more than 1,400 adult females, childhood sexual abuse was associated with increased likelihood of drug dependence, alcohol dependence, and psychiatric disorders. The associations are expressed as odds ratios: for example, women who experienced nongenital sexual abuse in childhood were 2.93 times more likely to suffer drug dependence as adults than were women who were not abused. (Photo credit: Wikipedia)

While exact statistics on this question are hard to find, from 10 cases of deaf youths in juvenile facilities around the country, it was found that 6 out of the 10 were abused by a parent, a relative or a by a neighbor. The deaf youths in turn physically or sexually abused a younger child then found themselves in a juvenile corrections facility. Thus, at one end of the spectrum we have deaf children who were physically, emotionally, communicatively and sexually abused. When they became youth and adults they act out by aggressively and physically bullying or assaulting or sexually molesting younger children.

English: Conceptual diagram showing relationsh...

English: Conceptual diagram showing relationship between adult sexual interest in children, pedophilia, and child sexual abuse. These distinct concepts overlap, but academics and clinicians consider them separate. (Photo credit: Wikipedia)

At the core are two key issues according to Dr. Harold Johnson, professor of special education at Michigan State University. In his research he has found that deaf children often do not have the ability to report the abuse because they do not have the language skills. In addition, caring adults, particularly teachers around them lack of awareness to pick up on the cues of the abused child.

According to Dr. Johnson, awareness and building a knowledge base about childhood abuse is critical for teachers and teacher-educators. Dr. Johnson, a professor of special education in Michigan State University’s Department of Counseling, Educational Psychology, and Special Education has focused his research, training and writing on how web-based technologies and resources can be used to reduce isolation, facilitate collaboration, recognize excellence, and enhance teaching/learning within K–20 deaf education. He also has investigated the maltreatment of children with disabilities, particularly those with hearing losses.

English: The grave of Lisa Launders

The grave of Lisa Launders. On November 1, 1987, Joel Steinberg delivered several blows to Lisa’s head and then he and Hedda Nussbaum waited over 12 hours to call for help. Lisa did not die that day, she died three days later from severe brain injuries. (Photo Credit: Wikipedia)

Dr. Johnson has provided outstanding resources for schools, administrators, parents and families to address the heinous crime of the abuses of children who are deaf and hard of hearing. Such work can lead to preventive measures that have the potential of curtailing the growth of deaf adults in jails and prisons who after being victims as children, become the victimizers as adults.

***

Dr. Johnson’s resources are:

http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/Presentations

Protecting the Most Vulnerable From Abuse

http://www.asha.org/Publications/leader/2012/121120/Protecting-the-Most-Vulnerable-From-Abuse.htm

The Risk & Prevention of Maltreatment of Children w/Disabilities

https://www.childwelfare.gov/pubs/prevenres/focus/pdf

http://www.handsandvoices.org/resources/OUR/Index.htm

http://deafed-childabuse-neglect-col.wiki.edu.msu.edu/Bright+Spot+-+Home+Page.

***

At the other end of the spectrum are the deaf children and youth who do not receive proper treatment and end up as adults in the criminal justice system. If not appropriately rehabilitated, they become repeat offenders and as adults, they are incarcerated in Federal or state prisons where interpreters and accessible rehabilitative services may not be provided. Most of these deaf adults have low reading levels and low signing levels which further compounds their difficulties in prison and getting their Constitutional Rights in court.

If teachers, interpreters, social workers, counselors and psychologists-in-training could see both ends of the spectrum—Dr. Johnson’s work on child abuse preventive measures and www.deafinprison.com’s work on deaf adults who fall through the cracks and become adult offenders, then professors in teacher-education and other professional programs could make a significant contribution in educating the next generation of professionals in prevention, and when prevention fails, to care for the victims and victimizers beyond the school yard.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

English: A Major Obstacle For the Deaf Suspect and Deaf Inmate

By Jean F. Andrews

ASL_Painting.jpg

ASL_Painting.jpg (Photo credit: robert.barney)

Police and jail officers are often confused by the many forms of English that come from the mouths and lips, and off the fingers and hands of deaf suspects. Just because the deaf person can speak some words, and lipread the question, “what is your name,” or even sign some words in English with voice, it is often assumed the deaf suspect knows enough English to get by without a qualified sign language interpreter. In one case a neighbor of a deaf suspect knew some Fingerspelling and a police officer assumed she was signing and could interpret his questioning. Often police officers will take out a pad and paper, and begin questioning expecting the deaf suspect to be able to read and write. Even when only fragmented phrases are the result, the officers will believe communication is going along just fine as they add charades, gestures and facial expressions. This comedy of errors continues to the jail, where the suspect is booked, fingerprinted, photographed. Then the Jail officers will speak louder and slower, gesture, and come out with a flurry of forms for the deaf suspect to place his signature on. The expectation is that the deaf person can understand slower speech as well as having a high enough reading level to understand these forms. Further, deaf inmates are expected to read the inmate handbook. Who would want to be in jail and not know the rules and regulations?

English: pictures of 2 sign language interpret...

2 sign language interpreters working together as a team for a student association meeting. (Photo credit: Wikipedia)

Because mainstreaming has often led to the dumbing-down of deaf education within public education, and the conventional policy of delaying the access of American Sign Language for deaf babies, we are seeing generations of semi-lingual deaf youth and adults who have impoverished skills in both English and ASL. It is the poor language environments that are holding them back in language acquisition. Instead of allowing deaf babies to grow and flourish cognitively, socially, emotionally and linguistically in bilingual ASL/English rich language environments, they flounder and flail in impoverished language environments where they get bits of speech and bits of sign thereby stifling their development of a whole visual language grammar upon which to build emergent English literacy as well as opportunities to acquire auditory/spoken language built on signed concepts. Many emerge from such poor language environments with a jumbled signing of English mixed with visual spatial elements of ASL signing. Most cannot read beyond the 3rd grade level. The result is devastating for them particularly in a jail or prison setting where English is the language used by police and jail officers.

One solution is to make it a police department and jail policy to provide qualified sign language interpreters for signing deaf suspects and inmates. Qualified sign language interpreters have the training and the skill to move their signing interpretation across the continuum from English-like signing, contact signing, and ASL for those suspects and inmates with varied signing skills. For deaf suspects and inmates with more severe language delays a Certified Deaf Interpreter (CDI) may be needed.

English: A Video Relay Service session, where ...

A Video Relay Service session. (Photo credit: Wikipedia)

Providing the qualified sign language interpreter accommodation 24/7 may be impractical. But providing qualified sign language interpreters whenever warranted as in all communicative interactions that have serious consequence (i.e. parole hearings) or when the deaf person’s Constitutional Rights are in jeopardy (i.e. Miranda Warning) is critical. For instance, a police officer will want to get the deaf person’s side of the story during a domestic dispute or a suspected drug deal or during the booking stage, or when jail staff need to ask medical and psychological questions or during the classification process and so forth.

Understanding the obstacles deaf suspects and inmates face using English on the hands, on the lips, out of the mouth and in print is complex. More training is needed to disentangle the misconception that a little bit of English will get the deaf suspect and inmate by, in the jail setting. It simply won’t.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Booking, Medical/Psychological intake, and Classification: Why a Live Interpreter is Critical

By Jean F. Andrews

While it is commonly accepted to provide interpreters in court, deaf suspects and offenders still struggle to get sign interpreters for arrest, booking, medical/psychological intakes, classification, grievance committee meetings and for translation of the inmate handbook. Most vulnerable are hard of hearing persons who use sign language, and profoundly deaf persons with minimal social speech skills.

A dangerous trend seen in some police departments and jails is the use of video productions that are used in place of live interpreters. These videos are useful for review purposes but because they are not interactive, the video product does not allow the deaf person to ask questions to clarify misunderstandings. The videos give police and jail officials the false impression they are meeting ADA requirements. They are not. ADA is clear. The law mandates the Deaf person must have access to information in the same manner as a hearing person. So slick videos, charades and gestures with jail and police officers speaking slowly do not meet the letter of the law.

Granted, jails cannot provide sign interpreters 24/7, but they should be providing live sign language interpreters during times where interactive communication is critical – situations such as the booking, medical/psychological intake, classification and translation of the inmate handbook.

Police and jail officials can avoid costly lawsuits if they put in place policies that require live interpreters in these situations.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Rosenblum: Sign language supporter awaits White House response

By Jean F. Andrews

[Jean's note: This article was sent to me by Julie Evans, freelance writer.]

    • Article by: GAIL ROSENBLUM
    • Star Tribune (Minneapolis daily paper)
    • January 21, 2013 – 8:47 PM

Adrean Clark insists she’s not an activist, just a hard-working mother who wants to right a wrong. That’s the best kind of activist in my book.

After several pleasant e-mail exchanges, I met Clark last week at a bakery, where we communicated by writing back and forth in her college-rule notebook. If the experience was tedious, the gracious Clark never let on, likely due to years of practice in patience.

Clark, 33, was born deaf to parents who believed that signing would forever lock their daughter into second-class status. So they pushed her to speak and didn’t seek out resources that would help them see American Sign Language (ASL) “as belonging to them, as part of our country’s values,” Clark said.

Clark pushed back in her gentle, focused way — all the way to the White House.

English: An example of a possible header for t...

An example of a possible header for the prospective ASL Wikipedia. (Photo credit: Wikipedia)

In November, Clark drafted a petition on the White House’s “We the People” website (petitions.whitehouse. gov) to recognize ASL as an official language, including in schools. Some states already allow students to take ASL as a language, but Clark hopes to broaden that option (and get schools to stop calling this homegrown language “foreign”).

She needed 25,000 signatures in 30 days to be taken seriously. She has nearly 32,000 signatures from Washington state to Washington, D.C. It’s an even more impressive feat after one peruses hundreds of petitions on topics from climate change to legalizing marijuana to firearms. Few come close to the support hers has drawn.

Clark is now awaiting a White House response, which a spokeswoman confirmed is coming. Clark knows she might get something like Thank you so much for your impressive effort instead of We’ll get right on it. But she’s thrilled to have tapped into a passion shared by a growing number of people, both deaf and hearing.

“This isn’t about me,” she insisted. “I just happened to hit on something the community needs.”

Clark “is big-hearted and idealistic,” said longtime friend and deaf activist Jeannette Johnson. “She isn’t really the type to be confrontational, but when she takes up a cause, she will commit fully to it.”

Johnson met Clark at Gallaudet University when they were freshmen, then reconnected through the deaf social-media world a few years ago. Together, they are creating a nonprofit organization called ASL for America (aslfor.us).

“ASL is the ‘in’ thing right now,” Johnson said, pointing to ABC Family‘s “Switched at Birth,” which features a main character who signs. Baby Sign is quickly becoming a cottage industry and signing also is helpful to people with Down syndrome and autism, she said.

And during Hurricane Sandy, a surprising star arose — Lydia Callis, New York Mayor Michael Bloomberg’s sign-language interpreter.

“It’s entering the public’s consciousness that ASL is more than just a pretty thing using your hands,” Johnson said. “It’s beautiful, expressive, complex and a ‘language.’ I think people are starting to understand that.”

Clark was born in North Carolina to parents who took the advice of experts and focused on speech and lipreading. But Clark came to breakfast in tears most mornings because she couldn’t communicate.

Her mother finally borrowed a book of signs and the two learned them together. “We’d sign ‘egg’ and ‘more’ and all the good things,” Clark said. “Breakfast became much more calm and positive after that.”

Yet, outside of that kitchen, Clark was discouraged from signing, and praised when she spoke or wrote English. “I wanted to fit in, so I felt embarrassed to sign in public,” she said.

All that changed in high school, when Clark attended the North Carolina School for the Deaf. Her best friend “was a complete ASL geek,” who introduced Clark to the signing styles of famous people, including Patrick Graybill, Clayton Valli, Ella Mae Lentz and Manny Hernandez.

“It was a thrill to see the language come alive in their hands, and to feel a part of a unique linguistic community,” she said.

Those role models encouraged her to release her own creativity. Clark began cartooning and illustrating and is now the author of seven books, including “How to Write American Sign Language” (www.adreanaline.com).

Clark is married to John Lee Clark, an editor and writer of poetry who is deaf and blind. They live in Burnsville with their 13-year-old and 9-year-old twin boys, whom they home-school. The three boys are skilled at ASL, but they’re not the only people Clark is happy to teach.

The morning we met, a painter had stopped by the Clarks’ home. She taught him how to sign the word for “dry.”

“He picked it up quickly,” she said.

We all can, and Clark hopes we’ll consider it. “If every American learned ASL and English from birth,” she said, “imagine the amazing heights we could reach through our new linguistic powers.”

gail.rosenblum@startribune.com612-673-7350

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Wrongfully Accused; Wrongly Judged; Wrongfully Imprisoned

By Jean F. Andrews

The media has increasing spotlighted suspects who have been wrongfully accused by the police, wrongfully judged by the prosecutor and judge and wrongfully imprisoned for decades. Tony Freemantle in Sunday’s Houston’s Chronicle (Jan 20, 2013) lists a number of reasons for false convictions: 1) prosecutors hide evidence, 2) judges refuse to accept credible witnesses who say the suspect was elsewhere during the crime in question; 3) no DNA evidence is collected or its tampered with and 4) misleading forensic evidence points to the wrong person and 5) inadequate legal representation for the suspect and 6) confessions are ignored from real offender

For deaf suspects, I add — 7) false confessions are taken from a tired, scared and overly compliant suspect and 8) a sign language interpreter is not provided during all the police interrogations. This happened to Stephen Brodie, a deaf man from Dallas, Texas who served 20 years in a Dallas prison for a crime he did not commit. Falsely accused of raping a five year old girl, Brodie reported he was forced to confess to this crime during interrogations with the police officers, of which only during half of interrogations did he have a sign language interpreter. It was reported that Brodie case did not involve DNA, but it was the Texas county’s first exoneration involving a false confession

See journalist Tony Freemantle’s vivid and gripping story, Exonerees: The numbers are small, but the toll is immense—and growing (Sunday, Jan 20, 2013, Houston Chronicle).

[Editor's Note: I did all I could do to find a link to this actual article, but the Houston Chronicle apparently chose not to make it available online. The link below is to the photo-essay, which they did make availble.

--BitcoDavid]

In this special section in the Houston Chronicle, photographer, Billy Smith II provides photographs of the 20 exonerees who were convicted of crimes they did not commit and served time in prison. Some were compensated, some were not, some died in prison. See chron.com/exonerees for more video and photos.
See also (http://www.cbsnews.com/8301-504083_162-20017910-504083.html) about Stephen Brodie’s case in Dallas, Texas.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

For Police Officers: VRS, VRI or Live Interpreter?

By Jean F. Andrews

A deaf person calls 911. Through a relay interpreter, she signs that her husband is beating her and she is afraid because he has pulled a knife. Now, she has locked herself in the back bedroom. Please send the police, she signs. Emotionally distraught, she sobs and hangs up.

The relay interpreter interprets this scenario to the police department’s dispatcher who takes down the name and address of the deaf individual. The dispatcher then contacts the police officers. At this point, she informs the police that the person who called is deaf and uses sign language.

When the police officers arrive at the home and meet the deaf person, invariably, they take out a paper and pencil and start to write notes. They assume that the deaf person is literate and will have no problem reading their paper notes or reading their lips. Even under a stress-filled, anxious and emotional situation as domestic violence, they assume that note writing works fine. However, a Deaf individual with a low reading level can’t read the notes. Neither can she lipread the officers. Whether you are deaf or hearing, few of us could write a coherent sentence under emotional duress. Communication typically breaks down.

What are the police officers’ to do?

Sign language interpreter

Sign language interpreter (Photo credit: markvall)

In an ideal, ADA-compliant world, the dispatcher would have called a qualified sign language interpreter and have the interpreter meet the police officers at the home. This rarely happens. While many police departments now have contracts with 24/7 sign language interpreting agencies, typically police officers don’t call interpreters unless communication with the deaf person fails or worse, they assume that communication is happening when its not because deaf persons will nod as “if” they understand what is going on around them.

A qualified live interpreter should be present at the onset of any questioning involving a deaf person. Of course, an interpreter would not be necessary for a fender bender or a minor traffic violation, but they should be present in situations where the police officers question the deaf person regarding a serious event such as domestic violence or a burglary. Having a live interpreter present works best for the police officers too. They are better able to get reliable and complete statements from both the accuser and the victim more efficiently and more accurately than using charades, gestures, and facial expressions and written notes, which is much more time consuming.

A police officer may be familiar with relay operators on videophones on cell phones and ask the deaf person to call a relay interpreter to use. It is important to note that VRS (video relay service) is not appropriate in this situation. Indeed, the U.S. FCC (Federal Communication Commissions) mandates that VRS be only used in a situation where a deaf person would have to make a typical call through the telephone. VRS may not be used as a replacement for a live interpreter. And, according to the U.S. FCC regulations, deaf and hearing people in the same room are not permitted to use VRS to communicate, because the service is designated only for telephone calls and receives funding from Telecommunications Relay Service taxes. Furthermore, the FCC requires that if a VRS interpreter determines the callers are in the same location, they must advise both parties that the interpreter must terminate the call.

Here’s a handy Q & A fact sheet for police officers.

What is VRS (Video Relay Services)?

Image credit: Wikipedia

Image credit: Wikipedia

For deaf people whose primary language is American Sign Language (ASL), Video Relay Services (VRS) provide a tool for communicating with hearing people. VRS is a form of Telecommunications Relay Services (TRS) that allows deaf people to access the telephone system. It allows them to use ASL instead of English (a text telephone or TTY) to call a hearing person over a conventional telephone line. VRS provides a faster, and more effective communication than does use of the TTY. It allows for the use of a high-speed Internet connection plus a web cam or videoconferencing equipment to access an interpreter or a Communications Assistant (CA) in a call center. It relies on the interpreter to relay information to and from a hearing person on their telephone. It also permits hearing person to initiate a call to a deaf person.
There is another auxiliary aid, service, or accommodation that has been used in certain circumstances, e.g., hospitals and prisons, called VRI (Video Relay Interpreting) that is different than VRS.

What is VRI (Video Relay Interpreting)?

VRI (Video Relay Interpreting) is another accommodation where the deaf person and the hearing person are in the same room with a videophone or web camera and a television or a computer screen. The video interpreter works from another site and also uses a videophone or a web camera and television or computer screen to facilitate communication between a hearing person and a deaf person who uses ASL. With the VRI, the interpreter hears the voice of the hearing person, then he or she translates the message into ASL into the camera for the deaf person who is watching this translation on the computer screen. Then the deaf person replies by signing to the camera whereas the interpreter speaks the aural interpretation into a microphone so that the hearing person hears the translation. Schools, universities, business, hospitals, medical offices, law offices, and prisons have utilized VRI services. It involves an agency setting up a contract with a VRI agency to pay for these services.

What are the Differences Between VRS & VRI?

VRI and VRS both use interpreters and videophones with webcams. However there are critical differences between VRI and VRS services related to location of the users and the fees for using the services.

For instance, with the VRS, the deaf person and hearing person are in different locations and are connected through the interpreter at a VRS call center. As mentioned above according to U.S. FCC regulations, deaf and hearing people in the same room are not permitted to use VRS to communicate, because the service is designed only for telephone calls.
In contrast to VRS, with VRI, both the deaf and the hearing person are located in the same room and the sign language interpreter is located in an offsite office. There are also differences on who pays for these services.

On the one hand, the VRS services are free. In fact, the FCC (Federal Communications Commission) covers the costs of VRS calls through an Interstate TRS Fund. Calls are free to both parties and are relayed by the interpreter who is skilled and qualified in both receptive and expressive American Sign Language (ASL). However, the fees for VRI are paid by the agency requesting their use. For instance, if a police department purchases these services, they foot this bill.

What Does the Dept of Justice Say about the use of auxiliary aids and services?

In the 2010 revised Title II regulations, in the definition section, (28 C.F.R. 35. 104), “Auxiliary aids and services includes—1) qualified interpreters on-site or through video remote interpreting (VRI) services.”

Video remote interpreting (VRI) service means an interpreting service that uses video conference technology over dedicated lines or wireless technology offering high-speed, wide-bandwidth video connection that delivers high-quality video images as provided in 35.160(d).

What Are the Deaf Community Views on VRI?

Member of the deaf community use ASL as their primary form of communication and have deaf friends with whom they communicates using ASL in person and through the videophone. They find VRS to be enormously beneficial not only to their deaf friends but through a relay operator they can communicate with hearing people such as in ordering a pizza, making a doctor’s appointment, and so on.
On the other hand, using VRI for medical, legal, and mental health settings is viewed controversial by some members of the deaf community because it does not provide communication access such as live interpreters can provide. VRI is particularly troublesome in medical settings because it is sometimes difficult for the patient to sign clearly into the camera or to see the interpreter. Also, the VRI contact has to be set up in advance and in a location with consistent, reliable, high-speed Internet. Many homes and businesses cannot meet these requirements.

I have observed that police departments, detention centers, jails and prisons have staff who lack training in the use of auxiliary aids including interpreters, VRS and VRI technology, from the dispatcher to the detective to the sergeant to the chief of police.

Deaf individuals are entitled to the same communication access as hearing people have and this typically means the contacting of a live qualified sign language interpreter as well as the judicious use of auxiliary aids such as VRS and VRI.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

In Touch With Braille – Angela Orlando

By Jean F. Andrews

[Jean's Note: Angela Orlando tells a compelling story of how learning Braille enlarged her life as a deaf-blind woman. This interview was conducted by Cynthia Ingraham, a researcher, writer and teacher in deaf - blind education. ]

 

WBU-NAC region Otsuki Award
In Touch With Braille
U.S.A. Angela Orlando(38/Female)

 

There was no warning nor time to prepare. I knew nothing of the horrendous disease embedded in my DNA, OR WHAT IT WOULD DO TO my body.At the beginning of the month, I was free and happy, enjoying life with my six-month-old son. By the end of that month, the genetic time bomb had exploded. I was left as a mind trapped in a useless body. I struggled to keep my sanity, despite the great losses I suffered.

At this lowest point, I was totally blind, completely deaf and paralyzed in my feet, legs and hands. I couldn’t walk. I couldn’t feel anything. I was unable to take care of myself, much less my baby.
 

Braille PDA (by Humanware)

Braille PDA (by Humanware) (Photo credit: sinosplice)

The worst part was the lack of access to information. I didn’t know what was going on around me or out in the world. Sports, culture, business, politics and wars continued. As they say, “Life goes on.” I knew nothing about it. I existed in a state in which I only knew what people deemed to tell me. Since communication involved printing letters on my face with a fingertip, that was very little. It was too much work for my family to keep me informed.

I spent endless hours, days and months trying to entertain myself with my own thoughts. I imagined I was watching my favorite movies, tried to remember the lyrics to old songs and recited books back to myself. I was so isolated, lonely and miserable. I lost all contact with the outside world and so desperately wanted to get back in touch.

After eight long months, I realized my hands were beginning to heal. It took another three months before I regained normal sensitivity in my fingers. I knew at once what I needed to do. I had to learn braille.

Braille Sidewalks

Braille Sidewalks (Photo credit: nep)

I was another lost one who fell through the cracks in the vocational rehabilitation system. They claimed I was too disabled and therefore beyond their help. I received no services and had no trainer. If I wanted to learn braille, I would have to do it myself.

My husband bought a braille learning book online. I didn’t have much support at home, so I was literally teaching myself. I carefully followed the lessons in the book. After I studied each new letter, I worked on practice words and sentences. After one month, I could read uncontracted braille. It was time to move onto the next level.

The training series for contracted braille was longer and harder. There were so many rules and so much to remember. I struggled with short-form words, abbreviations and beginning and ending contractions. I worked every day on reviewing information and learning new skills. After three months, I could read contracted braille, although my pace was quite slow.

I’ve been told it’s impossible to learn braille that fast. Yet, that’s exactly what I did. I was so determined to return to the real world. Braille was the only means to do so.

Harry Potter and the Sorcerer’s Stone was the first book I read in braille. As I diligently felt the dots, I became so excited. Letters turned into words. Words became sentences. I recognized the story. I was reading!

My next step was to find sources to news. I signed up for “Hotline to Deaf-Blind,” which sent weekly braille briefings about headline news stories. From the national library, I ordered “The New York Times Weekly” and “Parenting Magazine.” Other sources gave me access to “The Reader’s Digest” and “Syndicated Columnist Weekly.” Hope returned to my life as I read these magazines. I was proud to talk politics with my husband or discuss a story he hadn’t heard about. I was back in touch, thanks to those beautiful dots we call braille.

Two examples of non-standard web browsers: lyn...

Two examples of non-standard web browsers: lynx, a text-only browser, and a refreshable braille display (Photo credit: Wikipedia)

Now, 10 years later, I’ve had some training to refine my braille skills. I read much faster now. That’s essential, because there’s so much I want to know about. I spend most of my day reading news and books. I could live forever and still never finish everything I want to read.

The purchase of my first Braille Note device provided even more access to information and social networking. I could email my family, join deaf-blind mailing lists and meet new people who faced similar challenges. I began surfing the web for the first time in my life. I had never imagined so much information in one tiny place. There was so much knowledge to be had, and it was all at my fingertips.

Author J.K. Rowling reads Harry Potter and the...

Author J.K. Rowling reads Harry Potter and the Sorcerer’s Stone during the Easter Egg Roll on the White House South Lawn. Rowling read an excerpt focusing on Harry buying his wand from Ollivander’s. Screenshot from official White House video. (Photo credit: Wikipedia)

I now have a Deaf-Blind Communication device. This machine allows me to talk with people who do not know sign language. They type on my cell phone, and I read the message on my Braille Note. The device also gave me access to a TTY. I’m finally able to make phone calls by myself. My son and I celebrated the night I first ordered a pizza for our dinner. Once again, I owe it to braille.

I’m connected to people through text messages, Instant Messages and Facebook. It is amazing what technology can offer these days. I love reading on a refreshable braille display. The dots are like magic. At a push of a button, they change to say something new. The possibilities are endless.

I’m still deaf-blind and physically impaired. However, I’m no longer a prisoner in my own body. It was braille that allowed me to escape. Now I’m a student, a writer, a leader and friend. My online nick-name is “Dot.” I’m an actual part of society again. This never would have happened without braille.

I’ve been asked, “What does braille do to enhance your life?” My answer is simple. “Everything.” Braille keeps me in touch.

You can see the original article at http://www.jp.onkyo.com/braille_essay/2012/nac01.htm

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

 

 

 

 

Nowhere Man In Nowhere Land

By Jean F. Andrews

John Lennon’s sad lyrics in “Nowhere Man In Nowhere Land,” resonate in the life of Junius Wilson (1908-2001). Wilson was a Black Deaf man who was incarcerated for a rape he did not commit. His first six years at the State Hospital for the Colored Insane developed into a total of 76 years. During this time, he was surgically castrated . Back then, deaf and disabled people in jails and mental hospitals were considered “undesirables.” Even when Wilson was found to be mentally competent in the 1960’s, he was still held in the mental hospital because hospital staff did not know where to send him.

As a “nowhere man” invisibility surrounded Wilson for his whole life with hearing people. Born deaf in 1908 to a hearing family, his parents did not know how to communicate with him. They struggled with their deaf son’s anger and frustration.

But Wilson’s “nowhere man” status changed in 1916. At this time, at the age of 8, he entered the North Carolina School for the Colored Deaf and Blind in Raleigh, the first school for Blacks in the U.S. Here he learned a language—the Black deaf sign language or “Raleigh Black signs.” Through storytelling, folklore, humor passed down from deaf peers and adults in the Black deaf community, he acquired language. Here he learned and used “black signs” that are different than “white signs,” as Black deaf persons were segregated from White Deaf persons.

At the Black Deaf school, Wilson was “Somewhere.” He found his Black Deaf identity as he was immersed in a community of people like him. He found his “home” at the deaf school. Now he was “visible” to his peers and the adults around him. He could express his wants, desires and feelings.

But all this abruptly changed in 1924. As a student, he went to the fair in town and did not come back when he was supposed to, disobeying his supervisors. He was a teenager, expressing his independence and rebelling against the tight rules of the school. For this infraction, the school’s response was harsh. Wilson was expelled.

http://ifp.nyu.edu/category/history/page/3/

North Carolina State Hospital for the Negro Insane
http://ifp.nyu.edu/category/history/page/3/

His “nowhere man” status returned as he was back home with his family. Being an independent teenager, he frequently rebelled. He exploded in anger and frustration because none of his family knew sign language or understood him.
In 1925 he was accused of attempting to rape his cousin and found to be insane at a lunacy hearing. There was no interpreter present to get his side of the story. No one was there to assess his mental competence. He entered “nowhere land,” again when he was committed to the North Carolina’s State Hospital for the colored insane in 1925. The hearing hospital culture and community did not recognize Wilson’s language or Black deaf culture.

Indeed, Wilson’s deafness and disability made him the “nowhere man in nowhere land,” his status for much of his life. He was forced to work on the farm at the State hospital doing for decades doing what others wanted him to do. His education, his potential, everything he had to create his own life with his own aspirations and dreams were taken from him. While incarcerated, he could not hear what the others were ordering him to do. He could not communicate with the other inmates. His deaf cultural behaviors of touching and tapping people may have been misunderstood.

Chart showing number of sterilizations in North Carolina From 1928 to 1983.http://www.uvm.edu/~lkaelber/eugenics/NC/NC.html

Chart showing number of sterilizations in North Carolina From 1928 to 1983.
http://www.uvm.edu/~lkaelber/eugenics/NC/NC.html

In 1932, he was surgically castrated as many other inmates who were considered criminally insane, mentally deficient, sexually perverted and deaf and dumb. Institutions were practicing eugenics. Thus the stereotypes of people with disabilities as being “oversexed,” or “animalistic,” were prevalent, as explained by Susan Burch and Hannah Joyner, in their book, “Unspeakable: The Story of Junius Wilson.”

In 1960, the staff at the hospital realized that Wilson was not insane but they did not know how to bring him back into society. His lifetime at the hospital had made him dependent and vulnerable without language or an education. Finally, in the 1990’s, the social worker John Wasson found out that he was not insane and lawsuits resulted.

The lawsuits resulted in a house, a driver and a pension for Wilson. According to Wilson’s biographer’s Burch and Joyner, he lived out his life still at the hospital but in his own private cottage with his own private chauffer to take him shopping and to town.

Given an education, opportunity, language and immersion in the Deaf community, Wilson may have made a very different life than the one he lived out at the mental hospital. He may have been a “somewhere man” is a “somewhere land.” He could have learned a trade, got married, had children, and developed hobbies. He could have “had a point of view,” and his world could have been “under his command.” He would have reaped the benefits all of us do such as having an education, interests, opportunity, and support networks of family, friends and community to realize our potential.

Even though Wilson lived during a different historical time faced with such issues as Jim Crow segregation, eugenics and institutionalization, injustices for deaf inmates are still prevalent today. Indeed, there are many deaf inmates who are “nowhere man”, deprived of their Deaf culture, community and language during their arrests, bookings and incarcerations. They are in “the “nowhere land” of police stations, jails and prisons without have the same access to information and services that hearing inmates have.

Source: Susan Burch & Hannah Joyner (2007). Unspeakable: The Story of Junius Wilson. Chapel Hill, The University of North Carolina Press.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Further Reading:

https://www.google.com/search?q=Unspeakable%3A+The+Story+of+Junius+Wilson

 

November at DeafInPrison.com

By BitcoDavid

BitcoDavid is a blogger and a blog site consultant. In former lives, he was an audio engineer, a videographer, a teacher – even a cab driver. He is an avid health and fitness enthusiast and a Pro/Am boxer. He has spent years working with diet and exercise to combat obesity and obesity related illness.

An audio engineer at an audio console.

Just thought I’d throw this in. The boards nowadays make this thing look like a table radio.

 

In retrospect: On the state of seeking Deaf Smith

By Jean F. Andrews

[Author’s Note: If you live in Texas, you know about Deaf Smith, a popular hero among deaf and hearing Texans alike. Dr. Steve Baldwin a prolific writer, presenter and trained historian, shares his Deaf culture research with deafinprison readers. Dr. Baldwin gives us a fresh perspective on Deaf Smith’s role in Texas history. (Jean Andrews)]

***

In Retrospect: On the State of Seeking Deaf Smith by Dr. Steve Baldwin

Deaf Smith County Texas

Deaf Smith County Texas (Photo credit: Wikipedia)

Since the inaugural 17-part exhibit of Erastus “Deaf” Smith’s 225th birthday celebration on the ground floor of the Texas State Capitol rotunda from April 18 to 20, 2012 and subsequent tours across the state, which ended on October 25 in Dallas, I decided to sum up my experience as the primary exhibitor, researcher, and writer since I first seriously studied about Deaf Smith (1787-1817), the famous “Texian” spy, scout, ranger and pioneer about 32 years ago.

Of course, the method of studying, researching and theorizing evolved over time with the advent of technology, Internet, new information, accessible papers, better archives and libraries. To go from a thin folder of information about Deaf Smith in the Baker Library for American History that was renamed Dolph Briscoe Center for American History at the University of Texas at Austin to two standard file boxes of my personal collection testifies for hard work, dedication, focus and a passion that has not abated over time. One word of advice to sincere future researchers and writers: do not bother to locate Smith’s missing and unmarked gravesite in Richmond, Texas since early 1830s burial sites are difficult to pinpoint due to customs, pine coffins, unclear town maps and complicated legal issues.

English: I took photo with Canon camera in Chi...

From the Deaf Smith Museum in Childress, TX. (Photo credit: Wikipedia)

However, my alarming concern now is the lack of quality research because of the onslaught of vlogs and blogs that appear to epitomize inaccurate historical information about Smith’s life and feats. The worst case of plagiarism from the book (1973) by the definitive biographer of Deaf Smith named Cleburne Huston (1894-1989) came from a national deaf magazine. None of the magazine writers, albeit no respective bylines, actually took the time to research and verify their material, visit archives, and even worst, give their citations the necessary documented credit. Consequently, my role went from historian to vigilant against blatant plagiarism and online piracy of published work and the lack of historical accuracy.

English: Deaf Smith Elementary School

Deaf Smith Elementary School. Image courtesy of Wikipedia.

Let’s move on from the wanton disregard for honest publishing and researching to the three most common questions that came from school-aged students during the fall exhibit tour. First query: “Was Deaf Smith really deaf.” Based on contemporary 2nd and third-party witnesses and other documented information, Smith was deafened and his hearing became progressively worst, as he got older. His speech shape was fraught with high-pitched sounds, but intellectual enough to be understood. Research shows that he was quite the loner, hunted alone with his hearing dog, and abhorred group discussions or social life on the frontier.

The second most common question was: “Why do we have very few written documents from Deaf Smith himself?” First of all, he was quite a busy backwoodsman, always hunting, surveying, exploring or defending a Central Texas town from marauding bandits and warring Comanches. Although he had a good command of English, spoken or written, he was not a consistent literary man. There are relatively very few first-person accounts on record. However, thanks to his historic legacy and many legends in Texas, his fame was well documented in periodicals, diaries, journals, newspapers, family history, historical paintings and biographies of his contemporaries.

The third common question was: “How was Deaf Smith able to achieve so many incredible military feats in a span of seven months?” Keep in mind that he was chosen personally by General Sam Houston because of Smith’s reputation as a proven scout in early 19th century Texas. Such an assignment speaks volumes about Smith’s reputation as being the “eyes of the Texian army.” Based on his visual acuity, Smith knew the land, rivers and critters of Texas by heart, mind and soul, albeit smelling and feeling. He proved his leadership by commanding a spy and scout company, which made pivotal decisions that tipped the war in favor of the Texas independence in April of 1836. That band of soldiers saved Houston’s troops more than once, numbering about five documented activities, including the destruction of a strategic bridge.

English: “Surrender of Santa Anna” by William ...

“Surrender of Santa Anna” by William Huddle (1847–92), 1886 The painting “Surrender of Santa Anna” by William Huddle, shows the Mexican strong-man surrendering to a wounded Sam Houston. (Photo credit: Wikipedia)

If one would goggle the painting called “The Surrender of Santa Anna,” there is the evidence that Smith played a prominent and crucial role in the Battle of San Jacinto. In fact, the painter, William H. Huddle (1847-1892) literally interviewed the veterans who substantiated Smith’s role as the true hero of the victorious battle. In a nutshell, Smith was a seasoned soldier, determined person, proven survivor, courageous warrior and attitudinal barrier fighter.

In closing my special article for this website, I wish to announce that I intend to donate my Deaf Smith collection of documents, artifacts, research notes, photos, my filmed play, a monograph, and historic prints to the University of Texas at Austin. Such a collection in one of their libraries, be it the Briscoe Center or the Brockett Center, will allow future researchers to continue my passionate research and publish more new and accurate information about Texas’ most amazing military hero who was not “afraid of whizzing bullets” or “felt the bite before the bark of the dog.”

Steve Baldwin and “Deaf Smith.” Courtesy Jean F. Andrews

Contact Dr. Steve Baldwin for his publications on Deaf Smith.

dfsmithtx@aol.com

Steve Baldwin Image courtesy of Jean F. Andrews

Third Grade Reading Level: What Does It Mean for An Adult Deaf Suspect?

By Jean F. Andrews

English: "American Sign Language" in...

“American Sign Language” in SignWriting. (Photo credit: Wikipedia)

In reviewing confessions and interviews conducted in spoken and written English between the deaf suspect and the detective, judges and prosecutors have difficulty in understanding a deaf person’s linguistic competence. They just don’t get it.
Even when the videotape recording is replayed, the judge and prosecutor will listen to the talking of the detectives and use that auditory information to fill in information gaps of the interviews. They don’t focus on nor do they understand the actual psychological, cultural and communicative responses of the deaf suspect. And if the deaf suspect orders coffee with cream using intelligible speech, and smiles and nods during the interrogation to show compliance and obedience not necessarily comprehension, this even makes it more difficult for the prosecutor and judge to really understand how communication during the interrogation is just not happening.
A second hindrance to understanding this complex situation is when the deaf suspect tests out at the 3rd grade reading level on a standardized test. The reply of the prosecutor is, well… the suspect is married, has children, pays taxes, pays a mortgage, can even navigate drug deals and bank robberies, can cash hot checks etc. Therefore, he claims, this deaf suspect is very competent. Surely the deaf person is faking it on the test and really reads at a much higher level. Ah ha! He exclaims to the judge in Perry Mason fashion. This deaf suspect is a fake, a liar, and a malingerer.

Playing the Deaf Card

Playing the Deaf Card (Photo credit: Truda Glatz)

What the prosecutor is confusing is a mental and functional competency issue with the linguistic issue. He does not understand the implications of what an English third grade reading level really means for a deaf adult suspect whose primary language is American Sign Language (ASL). It does not mean the deaf person cannot conduct adult types of behaviors such as marriage, parenthood, relationships, paying bills, rent, etc. He can with the help of his friends and using ASL. Indeed, the deaf suspect can function at a much higher level than an eight year old hearing child in the third grade who spends her time with paper dolls, and playing hop-scotch and dodge ball in the school yard and who is largely dependent on her parents for her needs. What the deaf adult and the hearing child share is having the same English-language reading and writing levels, not the same cognitive and behavioral functioning.

What a third grade reading level means for a deaf adult is that he cannot depend on the English language to conduct an important interaction such as a detective investigation about a crime. It also means that if the detectives insist that he continue in English, then the confession can be thrown out in court. It means the deaf suspect cannot read the Miranda Warning or other documents that he is asked to put his signature on. Simply put, he needs a sign language interpreter for detective interactions just as he needs an interpreter for court proceedings.
While judges and attorneys understand the need for sign language interpreters in the court room, they often do not understand the critical importance of having a certified sign language interpreter during police interrogations, during the jail bookings, psychological and medical intakes, during jail and prison orientations, during grievance meetings, as well as during other important situations in during arrests and incarceration.
It’s the law.
Judges and lawyers need to listen. Linguistic competence is a cat of a different stripe than mental competence and everyday functional competence.

“Cat of a Different Stripe.”
http://www.freeoboi.ru/eng/wallpaper/8997.html

Vernon, M. & Andrews, J. (2012, July). Individuals With Disabilities and the Issue of False Confessions. The Champion, Vol. XXXVI. No. 6, 34-42.

 

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

The Role of Early ASL Learning and Linguistic Competence of Deaf Individuals

By Jean F. Andrews

Map of the USA in ASL

Map of the USA in ASL (Photo credit: Wikipedia)

American Sign Language (ASL) is seldom learned early by parents of deaf children when the diagnoses of hearing loss occurs. As a result, few deaf children have strong ASL role models in the home. This has important educational implications. But it also has criticaL repercussions when the deaf child grows into a deaf adult and gets caught in the criminal justice system.
In almost all (with the exception of one), cases where I interviewed deaf suspects or inmates, I have found that they had learned ASL after the age of five. Some even learned it later in junior high or high school. Most all had English reading levels of 4th grade or below.
ASL plays a critical role in a deaf individual’s overall linguistic competence in both ASL and in English. When they learn ASL late, this often delays their ability to learn English. Research has shown strong links between later ASL proficiency and English Literacy.

Lack of ASL proficiency also affects their abilities to effectively work with a sign language interpreter in a police, legal or correctional setting.
Part of the problem is that we have few strong ASL/English bilingual Early Childhood Programs so deaf children are delayed in access to ASL. Another part of the problem is that hearing parents are too busy to learn ASL. They work long hours in jobs where they cannot fit in a sign language class. As a result, their deaf child becomes their sign language teacher and this further delays the deaf child’s acquisition of concepts and language structures because they do not have strong ASL linguistic role models.
One solution to helping parents learn ASL is through online ASL classes. With today’s technology, the video quality is quite good and recent research by Dr. Curt Radford, Professor of Deaf Education at Utah State University has shown that online ASL learning is possible. His recent dissertation completed at Lamar University found that university students in the ASL online class did just as well as ASL students in face to face class.

One creative outcome of Dr. Radford’s research is that he has recently developed an online ASL program for parents. It is reasonably priced and available 24/7 for today’s working parent. www.deafed.org
It may seem like a long stretch to connect early ASL acquisition and signing abilities of deaf adults in the criminal justice system who have difficulty understanding sign language interpreters. But the relationship is there. When audiologists, physicians, and educators deny the deaf children and his parents with information on the benefits of ASL as a language, they are not seeing the big picture. Deaf children need English and ASL as early as possible to achieve linguistic competence in both languages. And Dr. Radford’s parent ASL online course as well as other available online resources that achieve this same goal are good places to start.

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

 

A Deaf Policeman Heard the Noise…

By BitcoDavid

Oaxaca Mexico now has a contingent of [d]eaf police officers, to monitor the non-audio equipped surveillance cameras that watch goings on in parking lots, markets and on streets. The belief being that these natural lipreaders will be able to observe conversations and other indications of criminal activity.

Known as Angels of Silence the city of Oaxaca has hired them based on their heightened vision and ability to read lips.

The 230 surveillance cameras in Oaxaca’s historic center and surrounding area provide feeds for the Police’s Command and Communication Control Center (C4). A team of 20 deaf police officers monitors the cameras in search of suspicious activities. (Courtesy of the Public Safety Secretariat of Oaxaca)

The 230 surveillance cameras in Oaxaca’s historic center and surrounding area provide feeds for the Police’s Command and Communication Control Center (C4). A team of 20 deaf police officers monitors the cameras in search of suspicious activities. (Courtesy of the Public Safety Secretariat of Oaxaca)
Image: http://infosurhoy.com/cocoon/saii/xhtml/en_GB/features/saii/features/main/2012/10/19/feature-01

Well, I’m certainly glad that these people are getting work, but I think the city’s in for a rude awakening when they discover that Deaf do not have heightened visual acuity, nor are they born lipreaders. And even if they were, lipreading isn’t magic. Even the best lipreader isn’t going to be able to discern a conversation from a surveillance camera – on a darkened street during the wee hours. It’s not like most criminals plan their nefarious activities at high noon.

Marsha Graham from AnotherBoomerBlog is an exceptional lipreader. And yet, when I talk with her, I need to be looking straight at her, and I can’t be doing all the things Hearies do, like smoke cigars, chew gum, drink coffee, eat, pick our noses… etc. I doubt the Oaxaca criminal population will be looking – clean shaven and empty mouthed – directly at these cameras.

Our contributor, Dr. Jean F. Andrews had this to say.

The lipreading ability is exaggerated. And to give press to this hurts the deaf community in the criminal justice system. I just came off a case where police and detectives assumed the deaf woman was lipreading as they read her Miranda rights, and did not provide her with an interpreter. So, it promulgates the myth that deaf are expert lipreaders. The prosecutor in the case even swayed the judge on this issue.

If you’d like to read more on this, go to

http://infosurhoy.com/cocoon/saii/xhtml/en_GB/features/saii/features/main/2012/10/19/feature-01

English: Seen from the main facada of the ex-C...

Seen from the main facada of the ex-Convent of Santo Domingo de Guzmán, in Oaxaca city, Oaxaca, Mexico. (Photo credit: Wikipedia)

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