In September 1880, 164 educators from Europe and North America met in Milan, Italy, for the Second International Congress on Education of the Deaf. They voted to choose oralism as the best way to teach deaf children, instead sign language[1].
Decisions of the Conference
The conference passed eight resolutions favoring oralism over sign language. The first two stated:
- Speech is better than signs for helping deaf people join hearing society[1].
- Using both speech and signs together harms articulation and lip-reading[1].
Only four delegates voted against the first resolution. Just three of the 164 delegates were deaf[1].
Immediate Effects
After 1880:
- Many deaf schools in Europe and the U.S. removed sign language[2].
- Deaf teachers lost jobs and were replaced by hearing teachers trained in oral methods[2].
- Students faced language deprivation, which made it hard to learn and express themselves[3].
- Schools punished any use of signs. Some teachers even tied students’ hands to force them to speak[3], with many trauma’s for the children as result.
Long-Term Impact
The Milan ban caused what many call a “Dark Age” in deaf education. Sign language use fell in all formal settings. Deaf children often missed out on early language exposure, harming their reading and writing skills[2].
First Repudiation in 1980
At the 15th International Congress on Education of the Deaf in Hamburg (1980), delegates informally rejected the 1880 resolutions. They declared all deaf children have the right to use the communication mode that best meets their needs[1].
Formal Apology in 2010
On July 18, 2010, at the 21st International Congress in Vancouver, Canada, the board formally rejected the Milan resolutions. They acknowledged the ban was discriminatory and violated human rights[1]. They also apologized for the harm done and committed to respecting sign language as a human right[4].
Modern Practices
Today, many countries use bilingual education in deaf schools. This means:
- Teaching both sign language and the spoken language of the country[1].
- Involving deaf and hearing teachers in classrooms.
- Supporting Deaf culture and identity.
This bilingual approach helps deaf children learn a full language early and improves their social and emotional development.
The Milan Conference remains a warning about making decisions without deaf people’s voices. The Vancouver apology marks a turning point, leading to more equal, more inclusive education for all.