Kaltura
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00:00
So they're probably glad
I left.
00:00
"Look, they picked a pail
full of blueberries!"
00:04
Then what happened?
00:06
[speaking indistinctly]
00:08
They picked
some blueberries,
00:10
and then what did they do...
Layla?
00:13
"Elmer's mouth watered
as he watched people eat
00:17
some of the pie
for supper."
00:20
That's right,
good for you.
00:22
"Elmer's mouth watered
as he watched people eat
00:25
some of the pie
for supper."
00:28
Then what happened?
00:30
"With his feet dripping
with cherry juice,
00:32
Elmer spelled out,
'Blueberry pie, please!'"
00:36
(teacher)
Who knows which one's first?
00:39
Can you read
which one is first?
00:42
[girl speaking indistinctly]
00:44
(female teacher)
You read it; I'll pick it.
00:47
(female speaker)
St. Joseph Institute
for the Deaf
00:51
is a school for profoundly deaf,
hearing-impaired students,
00:54
and it was begun
in 1837,
00:56
and it has been serving
hearing-impaired students
00:59
since that time.
01:01
We have
an auditory-oral philosophy,
01:04
which means we teach children
to speak and lip-read
01:07
and to use residual hearing
with amplification
01:10
so they can communicate
with other people.
01:13
It is our philosophy
that the children do learn
01:17
to communicate
by talking and lip-reading
01:19
so that they can communicate
with everyone
01:22
in the mainstream
of society,
01:24
which is, of course,
a hearing world.
01:27
With the auditory-oral
philosophy,
01:29
we feel we are
preparing children
01:31
to communicate
with everyone,
01:34
whereas children who would be
learning sign language
01:37
and depended
on sign language
01:41
would be limited
in their communication
01:44
to people who also knew
sign language.
01:47
It's a broader form of education
for children,
01:50
and they are
better equipped
01:52
to meet the needs
of a hearing world.
01:56
Did you get close
to it?
01:58
Did you look him
in the eye?
02:00
I don't think I would like
to get close to a snake
02:05
to find out
if it's poisonous.
02:08
Is there another way
you can find out?
02:11
Is there another way,
Allison?
02:14
[speaking indistinctly]
02:15
(teacher)
Pardon me?
02:17
(Thomas)
The true implications
02:20
of a profound hearing loss
are basically in two areas.
02:23
Because the children
have been deaf since birth,
02:26
they have never heard
a normal voice;
02:30
therefore,
they don't imitate it.
02:32
Hearing people learn
this process of imitation
02:35
by listening
the first two years of life
02:38
to their siblings
and parents,
02:40
and then they begin
to speak.
02:43
And because deaf children
have not heard that,
02:46
speech must be taught
in a very structured situation.
02:49
The other implication is
in the area of language.
02:53
The same process happens
to hearing people.
02:55
They take this in
for a two-year period,
02:59
and then they can have
their own internal structure
03:02
to use
when they talk.
03:04
Deaf children have not heard
the structures of our language.
03:09
They need to learn that
in a structured situation.
03:12
It would be like our learning
a foreign language.
03:16
The children have to be taught
in a structured format.
03:20
[crisply]
Bet.
03:22
Bet.
03:23
Tuh.
03:24
Tuh.
03:26
Can you feel that?
03:28
Tuh.
03:29
Tuh.
03:30
That's good.
03:33
(female speaker)
For a deaf child,
03:36
learning how to talk is
a very difficult process,
03:39
and I think
it must instill in them
03:43
a feeling of success,
of security about themselves,
03:48
being able to say,
"Well, I can do anything
03:51
if I've learned
how to do this."
03:54
Because it is definitely
a very hard way to go
04:00
for many of them.
04:03
And not hearing that speech
makes it twice as hard.
04:07
You have to have
a certain amount of patience,
04:12
and I say that
you love the children first,
04:15
and they are willing to perform
if you love them.
04:19
That's what I would think is
very basic to a speech lesson
04:24
because a speech lesson is
a very taxing experience
04:27
because it's drill and drill,
over and over again.
04:31
And I think if they know
that you care about them,
04:35
that you're trying
to help them,
04:38
they will perform
for you.
04:42
That's soft.
04:44
How does it feel
to be at St. Joseph's?
04:47
It feels
very nice.
04:49
I haven't been here
in a while.
04:51
Do you remember
the first time you came?
04:54
How many years
has that been?
04:56
Four?
04:58
When you first came
to St. Joseph's?
05:01
I was here
for four years.
05:03
How long ago?
05:05
Um...
about 1970.
05:07
It was
in 1970.
05:09
That's been
a while ago.
05:12
Would you like to go upstairs
and see your room?
05:16
That'd be
nice.
05:18
Okay,
let's go in.
05:26
Michael,
do you remember?
05:28
This was your room
when you were here.
05:31
Yes,
and that was my bed.
05:33
May I have a seat
over here?
05:36
Okay.
05:39
What do you remember
about your first--
05:41
the first day that you came
to St. Joseph's?
05:45
Well, I was...
full of anxiety.
05:49
You were
full of anxiety?
05:52
Yes, I didn't know
what it would be like.
05:55
and...
after that,
05:58
I got homesick
after my parents left.
06:01
Most of the children
would get pretty homesick,
06:04
that first night
particularly.
06:06
For you,
I remember,
06:08
I thought
it would be more difficult
06:11
because when you came,
you were a little older,
06:15
and the other children
had been here before,
06:18
so I was concerned
for you
06:20
in how you were going to relate
to the other boys
06:25
and how you would
get along.
06:27
But you did
very well
06:29
and made some friends
with the boys.
06:31
[swings squeaking]
06:36
(female speaker)
When I had the dorms
and playground--
06:40
I had that
all together--
06:43
I tried to make it home
for the children who were away,
06:47
so far away
from their parents.
06:49
But there are many a times
when a child becomes homesick,
06:54
and they ask
if they can call their parents,
06:59
and when that happens,
the parents usually say,
07:02
"Let them call."
07:04
So we go with them
and call their parents.
07:08
It seems just a brief talking
on the phone,
07:12
they feel satisfied that they've
talked with their parents.
07:16
I mean,
they want to...
07:18
some say a lot,
and others want to say,
07:21
"Mom, I miss you,
I want to come home."
07:24
Maybe that kind
of thing.
07:27
Mom saw the tears
on the other side,
07:30
but they come out of it
very beautifully.
07:33
The next day,
it's another beautiful day.
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The Saint Joseph Institute for the Deaf, founded in 1837, prides itself in its auditory-oral philosophy; teaching its students how to lip read, in order to communicate with people in every day society. The St. Joseph School does not believe in teaching sign language, for sign language users are only limited to others who know how to communicate that way.
Michael Tecklenburg accompanies teacher Roseanne Siebert on a visit to the St. Joseph school, to reminisce of his time there.
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8
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