The establishment of schools and institutions specializing in deaf education has a history spanning back across multiple centuries. They utilized a variety of instructional approaches and philosophies. The manner in which the language barrier is handled between the hearing and the deaf remains a topic of great controversy. Many of the early establishments of formalized education for the deaf are currently acknowledged for the influence they've contributed to the development and standards of deaf education today. 

France: 1760 – National Institute for Deaf-Mutes

The National Institute of Deaf-mutes was founded in 1760 by Charles-Michel de l'Épée in Paris, France. Its establishment of origin was a house on 14 rue des Moulin. Two years later, it was opened to the public. Its second installation was established on the rue de Saint-Jacques adjacent to Luxembourg Palace and its gardens.

Charles-Michel de l'Épée (1712-1789), also known as the Abbé de l'Épée, was a philanthropic Catholic priest known for founding the first free public school for the deaf. He is commonly referred to by the monikers "Father of the Deaf" and "Father of Sign Language". The historical reality is that he learned the already existing sign language from his early deaf pupils and converted it into a form he found preferable for use in educational methods.

England: 1760 – Braidwood Academy for the Deaf and Dumb

In 1760, Scottish teacher, Thomas Braidwood founded Braidwood Academy for the Deaf and Dumb in Edinburgh. The school's rapid gain of public attention could be credited to Thomas Braidwood's brazen advertising of his methods and his institution.

The school began with only one student, a young deaf man named Charles Shirreff. It continued gaining notoriety over time, increasing its student population and staff. In 1783, the school was relocated to a larger facility outside of London.

Germany: 1778 – Samuel Heinicke's School for Deaf Children in Leipzig

Samuel Heinicke (1727–1790), in 1778, opened the first German public school for the education of the deaf. The school for deaf children established by Samuel Heinicke in Leipzig, Germany was originally called "Electoral Saxon Institute for Mutes and Other Persons Afflicted with Speech Defects."

Like Épée's school in France, Heinicke's institution was opened publicly to serve underprivileged deaf youth. However, unlike Épée, Heinicke resolutely opposed the dependence on sign language and, in 1780, published a book attacking the Abbé de l'Épée's use of sign language in the education of deaf students. He ardently advocated the oral method of deaf education made popular throughout Europe by other prominent contributors to the field, such as Johann Konrad Amman. Amman theorized that, "The breath of life resides in the voice, transmitting enlightenment through it. The voice is the interpreter of our hearts and expresses its affections and desires." Like Amman, Heinicke believed a spoken language to be an indispensable aspect of a proper education.

United States: 1857 – Gallaudet University

Gallaudet University was originally established as a grammar school for deaf and blind children under the name Columbia Institute for the Instruction of the Deaf, Dumb and Blind. The school was founded in 1857 by Amos Kendall (1789-1869) on his estate. It was later renamed in commemoration of progressive educator and advocate, Thomas Hopkins Gallaudet. Amos Kendall hired Edward Miner Gallaudet, son of Thomas Gallaudet, as the school's first superintendent.

As a result of intensive lobbying on the school's behalf by Kendall and Gallaudet, on April 8th, 1864, President Abraham Lincoln signed a bill that allowed the school to award college degrees to its graduating students. The first commencement ceremony took place in June of 1869 with the graduation of three deaf men. The diplomas were signed by President Ulysses S. Grant and, since then, all diplomas from Gallaudet are signed by the sitting United States President. As a result of its new classification, the institution revised its name to the National College for the Deaf and Dumb.

Germany: 1873 – Israelite Institute for the Deaf of Germany

The Israelite Institute for the Deaf of Germany was founded by a hearing man named Markus Reich. The school was opened to the public in 1873; however, its conception began around 1870-71 when Reich was taking his final teaching exams. At this time, he had noted the exclusionary treatment of the Jewish and Deaf communities, especially as it pertained to eligibility for education.

The institution was originally located in a "small house in Fürstenwalde an der Spree". Reich was poor when he opened the institution and struggled to afford the school's expenses. He established a Jewish support organization for the deaf composed of wealthy community benefactors to help fund the continued efforts of the school. The support of this organization known as, "Jedide Ilmim" or "Friends of the Deaf", made possible, not only the continued security of Reich's institute, but also the opportunity for its expansion. 

India: 1885 - Bombay Institute for the Deaf Mutes

The Deaf were generally considered uneducable and lived on charity or were taken care of by the joint family system. The first attempt at systematic education was undertaken at Mazagaon in the then Bombay Presidency in 1884 by a Roman Catholic Mission.

The laurels go to Dr. De Haerne for conceiving the idea of a school for the deaf in 1882. He sought the help of Lord Ripen for establishing a school for the deaf and succeeded. His attempts turned fruitful and Bombay Institute for the Deaf Mutes was founded in 1885 by Dr. Leo Meurin, the then Roman Catholic Archbishop of Bombay with Re. Fr. Goldsmith as its Principal. After nine years, the Calcutta Deaf & Dumb School was established in 1893 in the Eastern Zone. The third institution for the deaf came into existence in 1896 in Palayamkottah in the Southern Part of India.

Oralism in education

The Merriam-Webster dictionary defines oralism as: "advocacy or use of the oral method of teaching the deaf". Oralism consists of various methods used in teaching the deaf how to read lips by recognizing formations of the mouth in spoken dialogue, practicing certain breathing patterns used to produce words and letters, and mimicking mouth shapes. 

Oralism methods can be traced as far back as 1648. Oralism gained popularity in America in the 1860s when it began being utilized in the education process of many schools for the deaf. The notion of oral methodology gained tread in deaf educational institutions as popular opinion believed it was paramount for the deaf community try to "assimilate" themselves into the hearing world.

Sources:

• History of institutions for deaf education, Wikipedia

• Hearing Impairment - Chapter 14: Status of Disability in India - 2000

• Hearing Impairment, Rehabilitation Council of India, 2003

20th and 21st Century

Following the early institutions, there has been a lot of growth for institutions for deaf, hard of hearing, mute and deafblind. We present the leading ones below.

Further reading:

• International Deaf and Disability Organizations, GU

• Organisations for hearing-impaired people

• Hard of Hearing and Deaf Associations, SayWhatClub

• Deaf and Hard of Hearing Organizations: From AgBell to NAD, 2020

• International Resources for the Deaf and Hard of Hearing, OUP

• International organisations, Hearing Link Services

• A History of Deaf Education in India by Madan Vasishta, 2021

The Alabama Institute for Deaf and Blind (AIDB), operated by the U.S. state of Alabama in the city of Talladega, is the world’s most comprehensive education, rehabilitation and service program serving individuals of all ages who are deaf, blind, deafblind and multi-disabled. Founded in 1858 by a young medical doctor who wanted to educate his deaf brother, AIDB now serves more than 36,000 infants, toddlers, children, adults and seniors with hearing and vision loss throughout Alabama each year. 

The current institution includes:

• Alabama School for the Deaf

• Alabama School for the Blind

• Alabama Industries for the Blind

• Helen Keller School

• E. H. Gentry Technical Facility 

The AIDB has regional centers in Birmingham, Huntsville, Tuscaloosa, Montgomery, Mobile, Dothan, Auburn, and Tuscumbia. The AIDB currently serves nearly 24,500 residents from all 67 counties of the state.

American School for the Deaf (ASD), originally The American Asylum, At Hartford, For The Education And Instruction Of The Deaf And Dumb is the oldest permanent school for the deaf in the United States, and the first school for children with disabilities anywhere in the western hemisphere. It was founded April 15, 1817, in West Hartford, Connecticut, by Thomas Hopkins Gallaudet, Dr. Mason Cogswell, and Laurent Clerc and became a state-supported school later that year. 

The first deaf school in the United States was short-lived: established in 1815 by Col. William Bolling of Goochland, Virginia, in nearby Cobbs, with John Braidwood (tutor of Bolling's two deaf children) as teacher, it closed in the fall of 1816.

During the winter of 1818–1819, the American School for the Deaf became the first school of primary and secondary education to receive aid from the federal government when it was granted $300,000. As a result of its pivotal role in American deaf history, it also hosts a museum containing numerous rare and old items. 

Gallaudet was principal until 1830. His son followed in his legacy, establishing Gallaudet University, which followed the ASD's lead and taught students primarily in American Sign Language.

Academics

• Elementary Program

• Middle School

• High School

• Learning Resource Center

• Health and Physical Education

• The PACES Program

• Extended School Year

• Assistive Devices and Support

• Continued Educational Opp

• Online Academy

• International Program

• Autism Expansion

Online Academy

In 2021, the ASD launched its Online Academy for students ages 12–16, which is the first virtual enrollment option offered by the school. The program is intended to provide services to students in other parts of the U.S. as well as international students. It also enrolls homeschooling students and hearing students who want to learn American Sign Language.

Sources:

• American School for the Deaf, Wikipedia

• American School for the Deaf Launches the Online Academy, 2021

Deafblind International (DbI) is an international not-for-profit membership organization focused on the needs of individuals who are deafblind, their families and the professionals who provide services. It has a constitution and are managed by a volunteer Board from around the globe.

DbI is focused on bringing together individuals and organizations to share information such that they can develop and provide quality services in the regions of the world from which they come.

Strategy

DbI’s Strategy for the period covering 2019 to 2023 was developed during the 17th DbI World Conference in Australia. It is all about connection:

• Proactive internal and external communication

• Collaboration with relevant international organizations

• Stimulating research and mutual learning

• Enhancing our culture of diversity and inclusion

Objectives

• To encourage the development of professional networks and opportunities for association and learning to the benefit of people who are deafblind and their families.

• To enable interaction between people who are deafblind and their families; and professionals and organizations in the field and the broader community.

• To promote and improve education and opportunities for personal and professional development for people who are deafblind.

• To encourage support and services for people who are deafblind that lead to self-determination and enhanced quality of life.

• To disseminate information to promote and improve the quality of services for people who are deafblind, by encouraging research, staff development and training, and policies that lead to effective, evidence-based practice.

Gallaudet University was founded in 1864 by Edward Miner Gallaudet (1837–1917), the youngest child of Thomas Hopkins Gallaudet, founder of American School for the Deaf. He was president for 46 years. The university also offers education for those in elementary, middle, and high school. The elementary school on the Gallaudet University Campus is named the Kendall Demonstration Elementary School (KDES); the middle and high school is the Model Secondary School for the Deaf (MSSD). 

Gallaudet University is the United States’ predominant institution for deaf and hard of hearing students. With more than 150 years of experience in visual learning, visual language and advocation for full rights and social justice for the deaf and hard of hearing community, Gallaudet offers students the education of a major comprehensive liberal arts university—all while maintaining an intimate campus feeling.

Gallaudet is the only university in the world where students live and learn using American Sign Language (ASL) and English.

Here being deaf is not something to overcome, but the place to embrace oneself, build connections within and beyond the signing and deaf community. At Gallaudet, our students find affirmative and positive acceptance of who they are and all they have to offer our world.

The freedom to communicate easily with everyone around you without barriers will change your life. 

Gallaudet University is a fully accessible environment with the bilingual use of American Sign Language and English. Bilingualism at Gallaudet opens up doors of opportunities for you. We apply four key principles to the experience of our bilingual learning environment.

Four Key Principles

• Access

  • Sit with anyone and start up a conversation

  • Foster connections that will expand your horizons after graduation

• Inclusion

• Utilize our university resources such as participating in research projects, obtaining internships and careers

• Be involved with multicultural student development and mentoring services as an active member in bilingual, diverse and multicultural communities

• Academic Discourse

  • Join a study group and get advice from professors

  • Travel abroad and connect with international deaf and signing communities

• Social and Cultural Discourse

• Participate in a sports or intramurals team

• Join clubs or campus activities and be part of the campus community

Bilinguialism

Our advantages for Gallaudet students and faculty/staff include extensive student-faculty of 8:1 ratio collaboration, everything being designed for deaf and hard of hearing students, welcoming linguistically diverse students and communication access.

• Resources

  • Direct communication

    • ASL and English

  • English language institute

  • Deafspace design

  • linguistic diversity

    • ASL connect

    • ASL programs

  • Teaching and learning technology

  • Communication access

    • Interpreting services

    • Real-time captioning

  • Hearing and speech services

• Research

Research shows that a bilingual approach enhances learning as compared to learning only one language. Our university is home to the state-of-the-art Petitto Brain and Language Laboratory for Neuroimaging that has published research on the effects of learning bilingualism from a young age and their research work continues to this day on bilingual language acquisition.

CODA - CHILDREN OF DEAF ADULTS Inc., is a non-profit organization for adult, hearing sons and daughters of deaf parent(s) founded in 1983 by Millie Brother, an alum of Gallaudet University.

Deaf U is an American reality television program on Netflix that follows a group of deaf and hard of hearing college students who attend Gallaudet University. Among the series' executive producers is deaf activist, model, and actor Nyle DiMarco.

H.E.A.R. is a non-profit organization dedicated to preventing hearing loss, mainly from loud rock music. The acronym stands for Hearing Education and Awareness for Rockers. It was founded in 1988 by rock musician Kathy Peck and physician Flash Gordon, M.D. after Kathy suffered tinnitus and hearing loss after playing with the band The Contractions.

The initial funding for the organization's formation was provided by guitarist and songwriter for The Who, Pete Townshend, who also suffers from tinnitus as a result of loud volumes at Who concerts, and a particular incident during a live performance of My Generation, when drummer Keith Moon set off some explosives inside his drum kit right next to Townshend.

Hearnet is the interactive website of H.E.A.R. that is updated regularly, providing information and resources on tinnitus, hearing loss, hearing evaluation referrals, hearing aids and assistive listening devices (ALD's), as well as a referral service of audiology partners, ear doctors, and entertainment links. 

International Federation of Hard of Hearing People (IFHOH) was established in 1977 as an international, non-governmental organization, registered in Germany. IFHOH represents the interests of more than 466 million hard of hearing people worldwide.  

This includes late deafened adults, cochlear implant users, and people who experience Tinnitus, Meniere’s disease, Hyperacusis and auditory processing disorders.  

IFHOH has over 40 national member organizations from most regions of the world.  IFHOH and its two regions, the European Federation of Hard of Hearing People (EFHOH) and the Asia Pacific Federation of HOH and Deafened people (APFHD), work to promote greater understanding of hearing loss issues and to improve access for hard of hearing people.  IFHOH has special consultative status with the United Nations Economic and Social Council (ECOSOC), affiliation with the World Health Organization (WHO), and membership in the International Disability Alliance (IDA). 

RID: Adding Value to the Profession and for the Consumer through Organizational Effectiveness, Certification, Membership Support & Engagement, Advancement of the Profession, and Fiscal Stability & Sustainability.

The Registry of Interpreters for the Deaf, Inc. (RID), a national membership organization, plays a leading role in advocating for excellence in the delivery of interpretation and transliteration services between people who use sign language and people who use spoken language. 

RID Certification

In collaboration with the Deaf community, RID supports our members and encourages the growth of the profession through the establishment of a national standard for qualified sign language interpreters and transliterators, ongoing professional development and adherence to a code of professional conduct.

RID certifications are a highly valued asset and provide an independent verification of an interpreter’s knowledge and abilities allowing them to be nationally recognized for the delivery of interpreting services among diverse users of signed and spoken languages. 

RID's certifications is collaborative with National Association of the Deaf (NAD) and Center for the Assessment of Sign Language Interpretation, LLC (CASLI).

Strategic Plan

RID’s function is to support our membership by providing the foundation needed to launch and sustain careers while ensuring quality service to the Deaf community. We do this through a comprehensive strategic plan.

The Sign Language Linguistics Society (SLLS) has as its main aim the promotion of sign language research on an international scale and the maintenance of high scientific and ethical standards of such research. It will act as a resource to researchers and provide support to researchers in countries where such research is just beginning. The society will encourage exchange of information through meetings and publications.

Activities

• Support the continuation and organization of the TISLR conference series

• Develop and maintain this web site, forming a central and neutral resource for information on sign linguistics

• Maintain a mailing list for members of the society

• Arrange further membership benefits

• Support and promote young scholars in the field of sign language research

Affiliations

• World Federation of the Deaf (WFD)

• World Association of Sign Language Interpreters (WASLI)

The World Association of Sign Language Interpreters was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada.

The aim of WASLI is to advance the profession of sign language interpreting worldwide.

In pursuit of the aim we will:

• Encourage the establishment of national associations of sign language interpreters in countries that do not have them

• Be a support network for existing national associations of sign language interpreters

• Share information and be a reference point for interpreting issues, using the World Wide Web and other internationally accessible ways

• Support the work of sign language interpreters working at international events, e.g. conferences, sporting events

• Work in partnership with Deaf and Deafblind associations on sign language interpreting issues

• Encourage research

• Develop and promote standards for high quality training, education and assessment of sign language interpreters

• Host conferences and seminars

• Liaise with spoken language interpreter organizations and other organizations having common interests

From India, India Sign Language Interpreters Association (ISLIA) is a member of WASLI.

The World Federation of the Deaf is an international non-profit and non-governmental organization of deaf associations from 133 countries. In addition to this, its membership includes Associate Members, International Members and Individual Members as well as two categories of Youth Members.  

What We Do

Advancing human rights and sign languages worldwide.

Guided by our Action Plan and the CRPD, the WFD uses a variety of approaches to further the equality of deaf people throughout the world.

• Empowering Our Members: In over 130 countries, deaf people are engaging in local advocacy and having a global impact.

• International Advocacy: We represent deaf people’s interests on a global scale, advocating for their right to full participation in all aspects of life.

• Ensuring Accessibility: A world that is more conscious of deaf persons needs and rights is a world where deaf people are provided the access they need to contribute as equals.

Why We Do It

With equal rights and opportunities, deaf people succeed.

We’re dedicated to our work because we believe everyone is entitled to their human rights, but most of the time, deaf people are not. We value deaf people, sign languages, and the diversity they bring to our world. And above all, the WFD recognizes that incredible potential to contribute to society when given bilingual education and sign language rights.

• Human Rights: Human rights are universal, indivisible and interconnected. They belong to all people, regardless of gender, national or ethnic origin, colour, religion, language, or any other status such as disability or deafness. Unfortunately, due to societal prejudices and incorrect assumptions, deaf people’s rights are often overlooked or denied – especially in developing countries. The WFD works towards promoting and advancing human rights of deaf people.

• CRPD: The United Nations Convention on the Rights of Persons with Disabilities is at the core of our work. It provides us with a global framework and mandate for the achievement of human rights for the deaf people. We use the CRPD in our advocacy and training, and encourage our members to as well.

• 2030 Agenda: The 2030 Agenda is a set of goals and actions that will guide the global community in overcoming poverty and achieving sustainable development. The WFD promotes and works towards the aims of the 2030 Agenda by insisting upon deaf people’s involvement in it. We will not address and overcome poverty and marginalisation if we do not include the world’s poorest in our plans and make sure that ‘no one is left behind’ in development.

World Federation of the DeafBlind (WFDB) is a global non-governmental advocacy organization by and for persons with deafblindness, aiming to improve the quality of life and protect the rights of this distinct disability group.

WFDB was established in 2001 and consists today of 75 national and associated member organizations from 62 different countries from all corners of the world.

Relationships have been established with The World Blind Union (WBU), The World Federation of the Deaf (WFD), Deafblind International (DbI) and The World Association of Sign Language Interpreters (WASLI).

In 2007 the organization attained consultative status at the UN Economic and Social Council (ECOSOC) and is a member of the International Disability Alliance (IDA) where the WFDB President serves as a member of the board.

WFDB aims to improve the quality of life of people with deafblindness worldwide, with the objective of achieving their equal rights and equal opportunities in all areas of society, to be a worldwide forum for the exchange of knowledge and experiences in the area of deafblindness, and to increase international solidarity among organizations of people with deafblindness.

Deafblindness, a dual sensory (sight and hearing) impairment, with a consequential loss of the ability to communicate with the surroundings without assistance, and the mobility to move freely around without assistance, puts people in isolation. Deafblindness excludes people suffering from it from society, from interaction with others. Consequences that more than often leads to both physical and mental challenges in day to day life.

Only a few countries provide appropriate services to include persons with deafblindness in society today. Services like interpreter-guide services funded by the public.