The History of Deaf Education in the U.S.
The journey of Deaf education in the United States is a story of resilience, innovation, and cultural evolution. From the early 1800s to today, the methods and philosophies of how Deaf children are taught have shifted dramatically—reflecting broader debates about language, identity, and inclusion.
Deaf education in the U.S. began in earnest in 1817 with the founding of the American School for the Deaf (ASD) in Hartford, Connecticut. This milestone was made possible by Thomas Hopkins Gallaudet, a minister who traveled to Europe to learn how to educate Deaf children. While in France, he met Laurent Clerc, a Deaf teacher from the Institut National des Jeunes Sourds de Paris. Gallaudet convinced Clerc to return with him to America—and together, they opened the ASD.
This school marked the introduction of French Sign Language, which blended with signs already used by Deaf Americans, particularly those from Martha’s Vineyard, to form what would eventually become American Sign Language (ASL).
For much of the 19th century, Deaf education embraced manualism, or the use of sign language in the classroom. Deaf teachers were common, and schools like Gallaudet University (founded in 1864 in Washington, D.C.) flourished as centers for Deaf learning and culture.
However, a major shift occurred in 1880 at the Milan Conference—an international meeting where educators overwhelmingly voted to ban sign language in favor of oralism, a method focused on teaching Deaf students to speak and lip-read. This decision devastated Deaf education worldwide.
In the U.S., oralism became dominant for nearly a century. Sign language was banned in classrooms, Deaf teachers were replaced with hearing ones, and many students were punished for using ASL. Despite this, the Deaf community preserved their language and culture through community events, churches, clubs, and family life.
By the 1960s, linguist Dr. William Stokoe proved that ASL was a fully developed, legitimate language with its own grammar and structure. This research was a turning point, sparking a renewed respect for ASL and Deaf culture.
In the 1970s and 1980s, Total Communication and later Bilingual-Bicultural (Bi-Bi) education emerged, allowing Deaf students to learn through both sign and spoken/written English. Many Deaf schools reintroduced ASL, recognizing its importance in cognitive and identity development.
Today, Deaf education is more diverse than ever. Some students attend residential schools for the Deaf, while others are mainstreamed into public schools with interpreters or assistive technology. There are still debates about the best methods, especially with the rise of cochlear implants and an emphasis on speech training in some programs.
However, ASL is now recognized as a critical part of Deaf education, and Deaf-led programs are increasingly valued. Institutions like Gallaudet University continue to lead the way in Deaf-centered higher education, advocacy, and research.
The history of Deaf education in the U.S. is more than a timeline—it’s a reflection of the Deaf community’s fight for language rights, equality, and cultural preservation. As we move forward, honoring this history is essential to shaping a future that values Deaf voices, Deaf leadership, and the power of ASL.