Full Breakdown
Concerns Arise Over Butler University's New Deaf Education Curriculum
2/10/2026, 9:13:31 PM
Overview of the New Program
Butler University has introduced a new online master’s program in Deaf education, aimed at training educators to teach deaf children, particularly those who use cochlear implants or other hearing technologies. This initiative is funded by a $1.25 million grant from the U.S. Department of Education. However, the program has sparked significant concern within the local Deaf community due to its limited inclusion of American Sign Language (ASL) in the curriculum, which consists of only one basic ASL class.
Community Response and Criticism
Prominent members of the Deaf community, including David Geeslin, a former superintendent of the Indiana School for the Deaf, have expressed apprehension that the program may lead to fewer deaf children learning sign language. Geeslin emphasized the importance of ASL in enriching communication for deaf individuals. The Indiana Association of the Deaf has initiated a letter campaign urging Butler to expand the ASL offerings in the curriculum. Geoffrey Bignell, the association's director of advocacy, highlighted the diversity of communication preferences among deaf individuals, advocating for a more comprehensive educational approach.
Christine Multra Kraft, who became deaf at age four, shared her personal experience, stating that learning sign language was crucial for her self-expression and identity. She criticized the program's focus on spoken language, arguing that it risks repeating historical mistakes when sign language was previously banned in Deaf education settings.
Perspectives on Language Education
The debate over the best educational approach for deaf children is ongoing, with parents and educators divided. While some parents, like Brooklyn Lowery, support the emphasis on spoken language, believing it provides essential skills for their children, others fear that neglecting ASL may hinder natural communication development. According to a 2013 survey from Gallaudet University, less than 25% of families with deaf children regularly use sign language at home, indicating a potential gap in communication practices.
Official Statements and Responses
Jenna Voss, director of the new Butler program, defended the curriculum, stating that it aims to provide options for families and that the focus on oral language does not preclude the learning of ASL. Voss noted that Butler also offers ASL as a foreign language for undergraduate students and plans to introduce an ASL minor, although these will not be part of the master’s program.
Historical Context and Concerns
The current concerns echo a historical context where sign language was banned in many educational institutions for the deaf until as recently as 2010. Bonnie Conner, chair of Vincennes’ ASL and Deaf culture program, articulated a broader concern about the lack of understanding from hearing individuals regarding the experiences of the Deaf community. She emphasized the need for educators to be well-versed in ASL to effectively support deaf students.
Conclusion
Butler University's new Deaf education program has ignited a complex dialogue about the best methods for educating deaf children. As the program prepares to launch, the ongoing discussions reflect a critical need for inclusivity and understanding of diverse communication methods within educational frameworks.
