Oralist

Oralism is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech instead of using sign language within the classroom. Oralism came into popular use in the United States around the late 1860s. In 1867, the Clarke School for the Deaf in Northampton, Massachusetts was the first school to start teaching in this manner. Oralism and its contrast, manualism, manifest differently in deaf education and are the source of controversy for involved communities.

Since the beginning of formal deaf education in the eighteenth century in the United States, manualism and oralism have been on opposing sides of a heated debate that continues to this day. Oralism as the systematic education of deaf people began in Spain in the mid-1500s and was the byproduct of socioeconomic motives. The church barred deaf people from holy communion because they could not confess aloud. Deaf people were also prohibited from inheriting their family's wealth; therefore, to preserve the family wealth, deaf heirs in Spain were sent to Pedro Ponce de Leon after hearing that he taught a deaf man to talk in San Salvador Monastery in Oña. Oralism provided members of the privileged classes with deaf children a way to channel their children's education and an opportunity to keep them away from the deaf community. Speaking has been equated with the higher classes and higher intellect, signing with the lower.

Before the Clarke School for the Deaf made its mark in deaf American education in the 1860s, there was a popular support of manualism. Manual language soon became a less popular chose for deaf education due to the new Darwinist perspective. Clarke School for the Deaf in 1867 became a "mainstream service" for deaf students through creating a "learn to listen" mentality. This was done through the proper training of educators in auditory/oral education. Since its start, Clarke School for the Deaf has expanded and provided support to the oralism movement within deaf education and policy.

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