A EUROPEAN A EUROPEAN DEAF UNIVERSITY?DEAF UNIVERSITY?

85th anniversary of the85th anniversary of the

Latvian Association of the Latvian Association of the DeafDeaf

Every deaf student as a Every deaf student as a projectproject

We want to secure every deaf person‘s We want to secure every deaf person‘s right of access to education. This means:right of access to education. This means:

The access of deaf persons to all The access of deaf persons to all educational possibilities has to be openeducational possibilities has to be open

If in a certain area this is not the case and a If in a certain area this is not the case and a deaf person wants to enter this area, he or deaf person wants to enter this area, he or she ‚becomes a project‘.she ‚becomes a project‘.

The strategy of EDU is also to look for The strategy of EDU is also to look for answers for the following questions:answers for the following questions: Why reach so few deaf people the study ability?Why reach so few deaf people the study ability? Why speak even deaf academics of a „glass Why speak even deaf academics of a „glass

ceiling“ in the job marketceiling“ in the job market

Political and/or scientific goals Political and/or scientific goals of EDU ?of EDU ?

Especially in minority questions you Especially in minority questions you can never separate scientific and can never separate scientific and political issues cleanly.political issues cleanly.

Politically, Politically, Deaf people should be Deaf people should be given equal access to communication given equal access to communication and information (‚information and information (‚information society‘). This includes higher society‘). This includes higher education.education.

Political goals of EDUPolitical goals of EDU

Make the EU authorities aware of the Make the EU authorities aware of the educational needs of deaf peopleeducational needs of deaf people

Argue for a European coordinative Argue for a European coordinative structure as the only solution structure as the only solution

systematise / improve deaf education systematise / improve deaf education in the EU as a wholein the EU as a whole

Scientific goals of EDUScientific goals of EDU

Observation of technological and Observation of technological and educational development; utilisation educational development; utilisation of most recent solutionsof most recent solutions

Research of its own in the whole area Research of its own in the whole area of deafness, coordination of research of deafness, coordination of research and developmental programmesand developmental programmes

Scientific/organisational goals Scientific/organisational goals of EDUof EDU

Evaluation of existing deaf educational Evaluation of existing deaf educational programs, spreading information on them all programs, spreading information on them all over Europe in order to distribute successful over Europe in order to distribute successful models and by that to create a higher level models and by that to create a higher level of deaf education in Europe as a wholeof deaf education in Europe as a whole

Coordination of national activities, providing Coordination of national activities, providing comprehensive information for all people comprehensive information for all people interested (deaf, parents and teachers of the interested (deaf, parents and teachers of the deaf, interpreters, politicians, etc.)deaf, interpreters, politicians, etc.)

Educational goals of EDUEducational goals of EDU

Development of new elements of higher Development of new elements of higher education for the deaf in cooperation with education for the deaf in cooperation with existing institutions working in the field, with existing institutions working in the field, with some stress on virtual university, distance some stress on virtual university, distance learning etc.learning etc.

Taking individual care of deaf people looking for Taking individual care of deaf people looking for adequate educational possibilities (counselling, adequate educational possibilities (counselling, tutoring, etc.)tutoring, etc.)

Though an EDU should concentrate on principles Though an EDU should concentrate on principles of deaf education, it should not exclude other of deaf education, it should not exclude other people with special needs (e.g. hearing people with special needs (e.g. hearing handicapped)handicapped)

Why EDU is a contribution Why EDU is a contribution to reach the goal of equal to reach the goal of equal

accessaccess The ‚language problem‘ of deaf people and their The ‚language problem‘ of deaf people and their

(in average) bad chances in education can only (in average) bad chances in education can only be overcome by a joint European effort, be overcome by a joint European effort, answering the needs of coordination and focusinganswering the needs of coordination and focusing

EDU is the alternative to the now existing, very EDU is the alternative to the now existing, very different and diverging systems of deaf educationdifferent and diverging systems of deaf education

EDU can identify the existing deficits in deaf EDU can identify the existing deficits in deaf education as a wholeeducation as a whole

EDU can help to create qualified jobs for deaf EDU can help to create qualified jobs for deaf people in whole Europepeople in whole Europe

By representing a ‚deaf area‘ of its own in higher By representing a ‚deaf area‘ of its own in higher education, EDU strengthens also deaf cultureeducation, EDU strengthens also deaf culture

The location of EDUThe location of EDU

Not located at a specific place (only Not located at a specific place (only the coordination centre has to be the coordination centre has to be located)located)

Coordinative structure, paralleling Coordinative structure, paralleling the structure of the European Unionthe structure of the European Union

Objectives of EDU 1Objectives of EDU 1

Describe the state of the art of deaf Describe the state of the art of deaf education, summarize and evaluate education, summarize and evaluate existing informationexisting information

Disseminate best practice, provide Disseminate best practice, provide best possibilities for deaf people in best possibilities for deaf people in educationeducation

Provide best technological solutions, Provide best technological solutions, adapted for deaf peopleadapted for deaf people

Objectives of EDU 2Objectives of EDU 2

Make deaf people aware of the many Make deaf people aware of the many local, regional or national activities of local, regional or national activities of their grouptheir group

Make all sorts of studies accessible Make all sorts of studies accessible for deaf people, inform about for deaf people, inform about educational possibilitieseducational possibilities

Build and structure a 'European Deaf Build and structure a 'European Deaf Research Area'Research Area'

Working principles of EDU 1Working principles of EDU 1

Do not compete with existing studies or Do not compete with existing studies or institutions (but cooperate, evaluate and institutions (but cooperate, evaluate and recommend)recommend)

Develop new studies where necessaryDevelop new studies where necessary Integrate existing experiences and Integrate existing experiences and

scientific resultsscientific results Perform own research where necessaryPerform own research where necessary

Working principles of EDU 2Working principles of EDU 2

Negotiate with authorities in order to Negotiate with authorities in order to put scientific results into practiceput scientific results into practice

Create jobs for talented deaf personsCreate jobs for talented deaf persons

Main problems of EDUMain problems of EDU

The number problemThe number problem The location problemThe location problem The isolation problemThe isolation problem And again a language problemAnd again a language problem

Consequences: Consequences: An appropriate solution for deaf education An appropriate solution for deaf education

has to utilize elements of distance educationhas to utilize elements of distance education The standards of ‚hearing‘ universities have The standards of ‚hearing‘ universities have

to be metto be met

Some conditions for a Some conditions for a successful application of successful application of

distance educationdistance education Specially adapted bilingual system of education: Specially adapted bilingual system of education:

sign language - written language - spoken sign language - written language - spoken language, the visual channel being the channel language, the visual channel being the channel for information and communicationfor information and communication

Provide individual solutionsProvide individual solutions Provide as many communicative instruments as Provide as many communicative instruments as

possible (electronic telecommunication, possible (electronic telecommunication, videophone, interpreter services)videophone, interpreter services)

Provide bilingual models of access to all offers of Provide bilingual models of access to all offers of information societyinformation society

Allow a sign language community and deaf Allow a sign language community and deaf culture for those deaf who decide on thatculture for those deaf who decide on that

Some basic informationSome basic information

Main hypothesis:Main hypothesis: Information and communication are Information and communication are

transported via language. transported via language. Therefore the language dimension is the Therefore the language dimension is the

central dimension of a deaf-oriented central dimension of a deaf-oriented solution of education.solution of education.

Factors which create the Factors which create the 'language problem' of deaf 'language problem' of deaf

peoplepeople Lacking or insufficient access to acoustic channelLacking or insufficient access to acoustic channel Visual compensation concerning language (sign Visual compensation concerning language (sign

language) not offered or exposition time to such a language) not offered or exposition time to such a compensation too lowcompensation too low

Grave time loss for language learning (missing Grave time loss for language learning (missing the phase of special cognitive plasticity) by the phase of special cognitive plasticity) by waiting for medical or non-compensatory (oral waiting for medical or non-compensatory (oral only) solution to language perception and only) solution to language perception and learninglearning

Factors of ‚language Factors of ‚language problem‘ 2problem‘ 2

Expectations of hearing parents of Expectations of hearing parents of deaf children (they want a 'normal' = deaf children (they want a 'normal' = speaking child) diverge from a speaking child) diverge from a compensatory practicecompensatory practice

Deafness seen exclusively as a Deafness seen exclusively as a medical problemmedical problem

The result of these negative The result of these negative factorsfactors

Some of the most important and effective years Some of the most important and effective years of language learning and information acquisition of language learning and information acquisition is ‘stolen’ from many deaf people. is ‘stolen’ from many deaf people.

From this follows a disadvantage in written From this follows a disadvantage in written language competence. (The degree depends on language competence. (The degree depends on the adequacy and effectiveness of the respective the adequacy and effectiveness of the respective educational system and on their socialisation as a educational system and on their socialisation as a whole.) whole.)

Therefore a reduced access to almost all Therefore a reduced access to almost all information sources of the hearing majority information sources of the hearing majority exists.exists.

Why many hearing people cannot Why many hearing people cannot understand the language needs of understand the language needs of

deaf peopledeaf people

A false analogy:A false analogy:

Blind people have no access to written Blind people have no access to written language (coded in the visual channel):language (coded in the visual channel): Give them a tactile version of the writing Give them a tactile version of the writing

(Braille)(Braille) Deaf people have no access to spoken Deaf people have no access to spoken

language (coded in the acoustic channel):language (coded in the acoustic channel): Give them a visual version of the speech Give them a visual version of the speech

(writing)(writing)

The language demands The language demands of deaf people of deaf people

in a human rights perspectivein a human rights perspective

... from a cognitive-communicative ... from a cognitive-communicative standpoint:standpoint:

Consider conditions for the Consider conditions for the successful learning of any successful learning of any language….language….

Consequences for deaf people….Consequences for deaf people….

Conditions for the successful Conditions for the successful learning of any languagelearning of any language

Offer a fully fledged language (naturally Offer a fully fledged language (naturally adapted for children via “motherese”) adapted for children via “motherese”) systematically in all communicative systematically in all communicative situationssituations

Offer a language which is easily accessible Offer a language which is easily accessible and produceableand produceable

Allow language to be 'anchored' on Allow language to be 'anchored' on everyday (non-verbal) cognitionseveryday (non-verbal) cognitions

Compensate for losses or deficits by using Compensate for losses or deficits by using other accessible or working subsystemsother accessible or working subsystems

Consequences for the Consequences for the language leaning of deaf language leaning of deaf

peoplepeople Specially adapted bilingual system: sign language Specially adapted bilingual system: sign language

- written language - spoken language- written language - spoken language Allow a sign language community and deaf Allow a sign language community and deaf

culture for those deaf who decide on thatculture for those deaf who decide on that Provide as many communicative instruments as Provide as many communicative instruments as

possible (electronic telecommunication, possible (electronic telecommunication, videophone, interpreter services)videophone, interpreter services)

Given the actual situation of most deaf (low Given the actual situation of most deaf (low competence in reading/writing, therefore minimal competence in reading/writing, therefore minimal access to almost all information sources), provide access to almost all information sources), provide a bilingual model of access to all offers of a bilingual model of access to all offers of information societyinformation society

Challenges for the next years Challenges for the next years in deaf communication and in deaf communication and

educationeducation Technical demands….Technical demands…. Educational and scientific issues….Educational and scientific issues….

Technical demandsTechnical demands

Better and unified standards for communicative Better and unified standards for communicative aidsaids

More software for visual communication (and More software for visual communication (and transforming acoustic output into a visual one for transforming acoustic output into a visual one for commonly used programs)commonly used programs)

Implementation of communication and Implementation of communication and information systems for deaf peopleinformation systems for deaf people

Dealing with a big amount of video files (sign Dealing with a big amount of video files (sign language) for on-line and remote communication language) for on-line and remote communication and information processing (includes: video file and information processing (includes: video file processing and storage, respective databases, processing and storage, respective databases, sign language recognition and synthesis)sign language recognition and synthesis)

Educational and scientific Educational and scientific issuesissues

The quality of deaf education has to be The quality of deaf education has to be elevated to ‘normal’ standard elevated to ‘normal’ standard

Increased participation of the deaf in Increased participation of the deaf in planning, research, information, and planning, research, information, and evaluationevaluation

Looking at the central group of 'Deaf' as a Looking at the central group of 'Deaf' as a community which has to get rights similar to community which has to get rights similar to (cultural or linguistic) minority groups, but (cultural or linguistic) minority groups, but offering the sign language services to all who offering the sign language services to all who think that they can profit from them at least think that they can profit from them at least partiallypartially

Organisational measuresOrganisational measures

Founding a European Sign Language Founding a European Sign Language Resource Association (ESLRA)…Resource Association (ESLRA)…

Founding a European Deaf University Founding a European Deaf University (EDU)(EDU)

European Sign Language European Sign Language Resource Association (ESLRA)Resource Association (ESLRA)

…….following the model of ELRA.following the model of ELRA Should provide standards for sign Should provide standards for sign

language documentation, databases, language documentation, databases, corpuses, instigate research on and corpuses, instigate research on and development of applied sign development of applied sign language linguisticslanguage linguistics

ContactContact

E-Mail: franz.dotter@uni-klu.ac.atE-Mail: franz.dotter@uni-klu.ac.at Fax: 0043 463 / 2700 2899Fax: 0043 463 / 2700 2899 Tel.: 0043 463 / 2700 2821Tel.: 0043 463 / 2700 2821

Web: http://www.uni-klu.ac.at/zghWeb: http://www.uni-klu.ac.at/zgh