Reading, Special Education, and Deaf Children
Supalla & Byrne
Reading, Special Education, and Deaf Children
Samuel J. Supalla
University of Arizona
Andrew P. J. Byrne
Framingham State University
Abstract
Traditional deaf education practices for teaching reading to deaf children are subject to evaluation
in regards to validity of decoding and linguistic comprehension. Special education has its own
premise for how reading should be taught to children with disabilities. This includes 'supports'
with its emphasis on accessing information and activities, which are targeted for their
effectiveness. Two support approaches for deaf children differ based on the use of English and
American Sign Language (ASL). Deficiencies of the English and ASL support approaches become
apparent when compared to the innovative reading instruction approach known as ASL gloss. ASL
gloss falls in line with the Universal Design for Learning (UDL) conceptualization. Unlike special
education, UDL emphasizes access to learning. ASL gloss allows deaf children to experience
decoding and linguistic comprehension in an authentic manner. The text matching with what deaf
children know in ASL contributes to such outcome. Signed language reading is proposed as an
important feature for the education of deaf children. A short description on ASL gloss as a
methodology provides a rationale for successful signed language reading. Discussion includes how
ASL gloss is also designed to facilitate deaf children’s transition to written English as their second
language.
Introduction
To begin, reading is inherently tied to language. And for deaf children who sign, this is
crucial to remember. American Sign Language (ASL) is frequently what deaf children know and
use. Having these children learning to read in ASL is a novel and interesting proposition in its own
right. The fact that deaf children do not hear English indicates that the concept of signed language
reading becomes even more important. Special education has its own premise for how reading
should be taught for children with disabilities. Whatever practices that special education pursues
with deaf children warrants a close look for evaluation purposes. However, signed language
reading is not something that is pursued in the field of deaf education. ASL is confined to use
'through the air'. For over two centuries of deaf education in the United States that began in 1817,
up to its affiliation with special education since the 1970s, reading has been tied to English. With
the cross-disability design of special education, hearing impairments and/or deafness constitutes
one of 13 categories that include autism, developmental delay, emotional disturbance, mental
retardation, multiple disabilities, visual impairments, etc. (Gargiulo, 2009).
Of special relevance is how Universal Design for Learning (UDL) offers a route for
exploration on how deaf children can be best taught reading. The historical manner in which
children with disabilities have been taught, calls for reform through the creation of an UDL
curriculum. Hitchcock, Meyer, Rose, and Jackson (2002) expressed their concern over traditional
practices of special education as follows:
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