The significance of role models in empowering the Deaf community

by Twyla Campbell and Chantal Deketele

This article includes some personal narrative from one of the authors, Twyla Campbell, indicated by the use of quotations.

In the realm of education for Deaf and hard-of-hearing students, the presence of role models from the Deaf community plays a pivotal role in shaping the experiences and opportunities available to these individuals. The Deaf community, characterized by its resilience and unity, often faces marginalization and underrepresentation in educational settings. In a system where the medical perspective often dominates, it is crucial to recognize the importance of integrating the insights and perspectives of Deaf role models to enhance the educational journey of Deaf students. The authors recognize the importance of these dynamics, with Campbell underscoring that educators who act as effective role models possess a comprehensive awareness of the distinct challenges encountered by individuals in the Deaf community. Her reflections, informed by her personal experiences within this community, elucidate how such understanding can significantly impact educational outcomes for Deaf students.

Campbell notes:

I have been profoundly Deaf since the age of two due to hereditary factors and come from a multi-generational Deaf family. Members of our community often identify as ‘deaf,’ ‘deafened,’ or ‘hard of hearing’ —terms that denote a socio-linguistic and cultural group. The capitalized term “Deaf” specifically signifies cultural Deafness, representing those who actively engage with and contribute to the Deaf community. My family is proud of our unique minority traditions, navigating distinct social norms. We primarily communicate in American Sign Language (ASL) at home, though I also spoke English with my hearing grandmother. This dynamic has given me advantages in both hearing and Deaf communities. Our experiences and my grandmother’s insights on raising a Deaf child have equipped me for success. This dual perspective enhances my connection to both communities, reinforcing my Deaf identity. While I appreciate my family’s positive role models, many Deaf students from hearing families struggle with sign language and Deaf culture. Therefore, it’s crucial to provide them with appropriate role models for their success and integration.

Our educational system acknowledges the importance of diverse student identities for academic success. However, Deaf and hard of hearing students, a linguistic minority, lack adequate representation. American Sign Language is crucial to Deaf culture, allowing communication through visual and spatial methods that overcome auditory barriers. ASL involves gestures, facial expressions, body movements, and eye contact. A Deaf individual fluent in ASL can inspire peers, improving communication and self-expression while helping students develop essential skills like collaboration, analytical thinking, and
problem-solving.

Reflecting on my experiences as a Deaf individual, I realize that my desire to connect with the hearing community stemmed from limited exposure to other Deaf students and role models in school. Growing up, I sought connections with those who shared similar challenges, as being the only Deaf student in a mainstream classroom can be isolating.

Imagine a classroom of thirty discussing their Christmas break, where their words appear as floating text bubbles. As a Deaf person, I depend on lip-reading to follow the conversation while interpreting the bubbles and gauging facial expressions for context. This creates a disconnect, as quick exchanges often impede full understanding.

Role models in the field of Deaf education play a crucial role for students who are Deaf or hard of hearing by providing:

• Strong language models
• Representation from culturally specific and bi-cultural groups
• Self-contained classrooms
• Immersive language engagement opportunities
• Incidental learning through shared knowledge
• Shared experiences that help navigate educational challenges

Improving communication skills and self-confidence in Deaf individuals can enhance their post-secondary education outcomes. With strong support and mentorship, they are more likely to pursue diverse opportunities.

Recent media representation of the Deaf community, seen in Oscar-winning films like “CODA” and shows like “Hawkeye,” increases visibility and empowers young Deaf individuals by demonstrating that success is achievable in various fields.

It is crucial for the Deaf community to build supportive relationships that offer guidance and foster belonging. Engaging with role models enhances identity pride and helps navigate the challenges of being Deaf, boosting confidence and resilience—highlighting the important role educators play.

While role models are needed to help guide Deaf students through their education, they are also needed to help Deaf students adjust to life once they graduate. Many Deaf individuals still face challenges transitioning from academics to professional life after graduation.

I’ve noticed that Deaf individuals face significant challenges in showcasing their professional qualifications during job searches. Since deafness is an invisible disability, employers often don’t recognize the necessary accommodations. For instance, one employer suggested using individuals with limited sign language skills instead of qualified interpreters, which didn’t meet the needs of Deaf applicants.

The absence of role models and peer support can lead to isolation and feelings of exclusion in the Deaf community. Without visible success stories, individuals may struggle to feel confident in their potential, adversely affecting their self-identity and self-esteem. Thus, it is crucial for the Deaf community to connect with mentors who can provide guidance and foster a sense of belonging.

Singleton, Jones, and Hanumantha (2017) note a significant research gap in collaboration with marginalized groups, particularly Deaf individuals. This oversight leads to underrepresentation in Deaf education. The prevailing medical model in education affects how Deaf children are integrated. When parents learn their child is deaf, they often rely on educators for guidance. If educators lack knowledge of effective strategies for deaf students, parents might receive insufficient support, missing opportunities for inclusion. This expertise gap hinders the adoption of necessary research-based methods to meet the needs of deaf learners.
Simms and Thumann highlight that audism severely impacts teacher training and practices by lowering expectations for student achievement. This bias favours English over American Sign Language, accepts inadequate ASL skills, and maintains a predominance of hearing educators and researchers. Such institutions often fail to hire Deaf professionals as role models for students. Additionally, many hearing educators lack the skills to meet the unique educational and sociocultural needs of Deaf students, leading to limited exposure to Deaf culture and insufficient education in crucial subjects like Deaf history, language arts, and behavioural management.

The role of a teacher of the Deaf is critically important; however, with most of these professionals being hearing, it cannot alone provide a comprehensive education for students who are Deaf/hard of hearing. The inclusion of Deaf role models and mentors helps to bridge existing gaps in support and guidance. Research examining the experiences of Deaf adults with their childhood educators indicated that teachers receiving negative evaluations frequently fell short in meeting students’ communication needs (Smith, 2013, p. 675). This study also highlighted a significant preference among students for educators who themselves are Deaf, underscoring instances where educator expectations did not align with student requirements.

Deaf role models can enhance effective communication between teachers and their students, thus improving the educational experience for students while simultaneously fostering greater awareness among instructors regarding these learners’ specific needs. To implement best practices in education, it is essential that faculty possess a thorough understanding of, and appreciation for, the unique language and cognitive development needs characteristic of Deaf students. While the involvement of Deaf role models is beneficial, it remains crucial that faculty and staff receive comprehensive training to adequately address the diverse needs of their Deaf students.

A substantial body of research (Bat-Chava, 2000; Foster & Kinuthia, 2003; Holcomb, 1998; Israelite et al., 2002; Kent, 2003; Leigh, 1999; Maxwell-McCaw, 2001; Nikolaraizi & Hadjikakou, 2006) emphasizes the pivotal role of educational experiences in shaping Deaf identity. This encompasses both culturally Deaf identities and bicultural identities that blend elements from both Deaf and hearing communities.

Bat-Chava’s research highlights that individuals with Deaf and bicultural identities often have higher self-esteem (420). The development of Deaf children relies heavily on educators and administrators recognizing the importance of bilingual education. It is crucial for them to ensure access to appropriate linguistic resources and to foster an environment that respects both Deaf culture and the hearing community. This approach is most effective with well-trained faculty in bilingual-bicultural education, benefiting Deaf students by enhancing skill acquisition, self-esteem, and community engagement. Such strategies support students’ development and long-term success.

Conversely, inadequate accessibility can create significant challenges for Deaf or hard of hearing individuals, affecting their social interactions and educational access. Research emphasizes the need for early access to signed language, as insufficient linguistic exposure during key developmental phases can have lasting impacts. Notably, Deaf/hard of hearing children—who lack sufficient support through auditory technology or oral communication services—are at an increased risk for language deprivation.

This deficiency may lead to significant cognitive impairments if they are not introduced to a visual language promptly. Unfortunately, many children do not achieve full proficiency in natural languages such as English or ASL by age five; additionally, fewer than 8% benefit from consistent opportunities to use sign language within their home environments. Addressing these issues is imperative for fostering inclusive learning experiences that empower all learners effectively
Research shows that participants with a bicultural identity in hearing-centred environments reported transformative experiences while interacting with Deaf individuals and learning sign language, improving their communication skills, relationships, and knowledge access (Nikolaraizi & Hadjikakou, 489). The evidence is overwhelming for the need to actively recruit and integrate Deaf adults into educational settings, as those fluent in both languages tend to achieve better personal and professional outcomes.

Initiatives that connect Deaf role models and mentors are vital for improving job prospects for graduates. Despite the Accessibility for Ontarians with Disabilities Act (AODA), discriminatory hiring practices persist, reflecting ongoing ignorance about Deaf community challenges. In my workplace, communication barriers significantly impact my engagement. The lack of sign language interpreters during meetings restricts my access to important information, and emergency notification systems fail to provide essential visual or tactile alerts for Deaf individuals, leaving me uninformed during emergencies. In our social media-driven world, prioritizing accessibility and increasing awareness of minority group struggles is crucial. It is unacceptable to overlook these issues.

By sharing my experiences as a Deaf employee, I aim to enhance understanding of the challenges Deaf individuals face in the workplace. This understanding is vital for driving meaningful change within our communities. Improving accommodations for all employees is essential to fostering greater inclusion of Deaf professionals in education. Consistent, equitable practices will greatly benefit our Deaf students.

Despite the existence of programs for Deaf and hard of hearing students, the Deaf community in Ontario’s school boards is often overlooked as a minority group. Discussions about minority representation routinely exclude this demographic, resulting in inadequate dialogue about their needs. While conversations around accommodations centre on physical modifications like ramps, they frequently fail to distinguish between “accessibility” and “accommodations.” An accessible environment may facilitate participation, but it does not fully eliminate barriers.

Deaf individuals often require specialized accommodations like assistive devices, interpreters, and captioned media to fully participate in education. Despite technological progress, there remains a pressing need to improve upon existing accommodations. While universal design principles are important, current systems frequently fail to address specific accessibility needs, such as adequate ramps for wheelchair users or effective visual alert systems for the Deaf.

With a wide range of disabilities present in our schools and workplaces, it is essential to sustain initiatives that promote inclusivity. A crucial component is ensuring Deaf individuals receive the same recognition and opportunities as their hearing counterparts.

Deaf and hard of hearing students thrive when they can connect with Deaf adult role models and immerse themselves in Deaf culture and language. These meaningful interactions help cultivate a strong sense of identity and community, inspiring students to reach their full potential. As Deaf representation in the media continues to grow, young people in this demographic will increasingly benefit from positive role models who empower them to realize their aspirations.

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Twyla Campbell (she/her), Educational Assistant, District 25, Ottawa-Carleton
Chantal Deketele (she/her), Teacher, District 25, Ottawa-Carleton

WORKS CITED
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Cawthon, Stephanie W., and Carrie Lou Garberoglio, editors. Research in Deaf Education: Contexts, Challenges, and Considerations. Oxford University Press, 2017. Accessed 21 July 2024.
Fileccia, Joyceann. “Sensitive care for the deaf: a cultural challenge.” Creative Nursing, vol. 17, no. 4, 2011, pp. 174-179. researchgate.net, https://www.researchgate.net/publication/221689942_Sensitive_Care_for_the_Deaf_A_Cultural_Challenge. Accessed July 2024.
Nikolaraizi, Magda, and Kika Hadjikakou. “The role of educational experiences in the development of deaf identity.” The Journal of Deaf Studies and Deaf Education, vol. 11, no. 4, 2006, pp. 477-492. Oxford Academic, https://academic.oup.com/jdsde/article/11/4/477/408089?login=false. Accessed July 2024.
Simms, Laurene., and Helen. Thumann. “In Search of a New, Linguistically and Culturally Sensitive Paradigm in Deaf Education.” American Annals of the Deaf, vol. 152, no. 3, 2007, pp. 302–11, https://doi.org/10.1353/aad.2007.0031. Accessed 2 Aug. 2024.
Singleton, J., Jones, G., & Hanumantha, S. (2017). “Deaf Community Involvement in the Research Process: An Examination of Barriers and Strategies in Research in Deaf Education.” Research in Deaf Education: Contexts, Challenges, and Considerations (pp. 75–92).
Smith, David H. “Deaf adults: Retrospective narratives of school experiences and teacher expectations.” Disability & Society, vol. 28, no. 5, 2013. researchgate.net, https://www.researchgate.net/publication/263678842_Deaf_adults_Retrospective_narratives_of_school_experiences_and_teacher_expectations. Accessed July 2024.