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Deaf Culture

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Dating back to 1000 B.C., the Torah protected the deaf from being cursed by others, but did not allow them to participate fully in the rituals of the Temple. Special laws concerning marriage and property were established for deaf-mutes, but deaf-mutes were not allowed to be witnesses in the courts. (Camp)
During 1500-1620 there were many influences from Italian and Spanish educators for deaf children. Italian physician Girolamo Cardano was the first to challenge the pronouncements of Aristotle. He believed that hearing words was not necessary for the understanding of ideas. He said that deaf people were capable of using their minds, argued for the importance of teaching them, and was one of the first to state that deaf people could learn to read and write without learning how to speak first. Pedro Ponce De Leon taught deaf sons of the Spanish nobility in order that they might inherit property. He used reading and writing, but also taught speech. He apparently traced letters and indicated pronunciation with lip movements to introduce and develop speech among his students. Pablo Bonet taught the sons of Spanish noblemen to read and speak using the one-handed alphabet. He published the first book on deaf education in 1620 in Madrid. The book depicted Bonet's form of a manual alphabet. His intent was to further the oral and manual education of deaf people in Spain.
Around 1760, a French priest, Charles Michel De L'Eppe, established the first free public school for the deaf in France. De L'Eppe tried to develop a bridge between the deaf and hearing worlds through a system of standardized signs and finger spelling. Dedicated to helping the less fortunate, the energetic priest also founded a shelter for the deaf in Paris and a school for deaf children in Truffaut, France. In 1788 he published a dictionary of French sign language.
Into the 1800’s Deaf people were

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