Butler University Launches Controversial Online Master's in Deaf Education
Butler University is preparing to introduce a new online master's degree program in Deaf education this fall, specifically designed to train educators in helping deaf children develop their speaking and listening capabilities. The initiative, which has received a substantial $1.25-million federal grant, targets students who work with children utilizing cochlear implants or other advanced hearing technologies. However, this development has ignited significant concern within Indiana's Deaf community, where advocates fear that restricting American Sign Language (ASL) instruction to merely a single one-credit course could severely limit deaf children's opportunities to learn and embrace sign language.
Focus on Oral Language Sparks Immediate Backlash
The newly announced Butler program places a strong emphasis on oral and spoken language development for deaf children. Jenna Voss, the program's director, explained to AP News that the degree aims to empower children and their families by allowing them to select the communication method that best suits their individual needs. Despite this intention, the curriculum's minimal ASL component—consisting of just one course covering basic signs and introductory readings on Deaf culture—has prompted immediate pushback from community members. Critics argue that teachers should be comprehensively trained in both signing and speaking techniques to provide a more holistic educational approach.
Historical Context Amplifies Community Concerns
For many members of Indiana's Deaf community, the program raises alarming red flags due to historical precedents. Throughout much of history, deaf children were systematically prohibited from learning sign language and were instead forced to rely exclusively on speech and lip-reading. It was not until the 1960s that scholars formally recognized ASL as a legitimate language, with the official ban on its use in education finally being lifted as recently as 2010. Deaf leaders, including Bonnie Conner and David Geeslin, expressed their worries to AP News, cautioning that an overemphasis on spoken language alone risks repeating past mistakes and potentially depriving children of access to a natural, fully developed language like ASL.
Parental Perspectives Reveal a Divided Landscape
Parents of deaf children find themselves divided on this contentious issue. Some, such as Brooklyn Lowery, appreciate the availability of teachers specifically trained to support listening and speaking skills, viewing it as a valuable resource for their children's development. Conversely, other parents prioritize ASL as a primary language, emphasizing its importance for effective communication and cultural identity. Research consistently indicates that deaf children face a higher risk of language deprivation if they do not receive early and consistent access to a language, whether spoken or signed. Butler's program seeks to address a niche market for educators specializing in listening and speaking, while offering ASL as a minor option for undergraduate students, though notably not as an integral part of the master's degree curriculum.
National Context and Future Implications
The Butler University program is one of only five Deaf education programs in the United States that focus primarily on spoken language. According to AP News, its launch underscores the ongoing and heated debates within Deaf education regarding the optimal balance between spoken and signed communication methods. As Indiana colleges continue to reduce or merge their ASL programs, the broader conversation about how best to prepare teachers for deaf children is expected to persist and evolve, highlighting the complex interplay between educational innovation, cultural preservation, and individual choice in the Deaf community.
