Why Not For Kids, Too?

rallyThis article originally appeared at i711.com.

An Alton Telegraph (Illinois) article reads in part:

Springfield, Ill. (AP) – About 100 deaf citizens carried placards and used their hands to talk at a silent rally in the State Capitol aimed at supporting legislation that would affect the deaf.

The demonstrators came from all over the state to…testify before an Illinois House committee and meet with Gov. James R. Thompson.

The Human Resources committee then voted 18 to 1 in favor of a proposal to provide communication devices for the deaf in at least one emergency facility in communities with more than 10,000 residents.

I don’t quite remember my first rally, but I do remember Mom sitting me down and talking with me about how we could make our home safer in the event of a fire or other emergencies. Back then, we were too poor to own a TTY, so we had to rely on alternate methods. The next day, a group of deaf people gathered to make signs and flyers; I colored the fireman’s hat on my sign a bright red. Then we went to the state capitol. I remember meeting with Governor Thompson in his office and being in awe of how tall and friendly he was. I was only three years old; Mom was 25. The rally and governor’s meeting were crucial lessons for me.

Today, nearly 30 years later, I continue to believe in the value of children participating in peaceful rallies and demonstrations. As a result of that early exposure – and many other rallies or demonstrations – I developed a lifelong interest in advocacy. I stay active with both state-level and national-level associations serving deaf people not because it’s a “cool” thing to do, but because it’s the only way we can ensure our rights.

There was recently some discussion recently among bloggers and vloggers about whether children should be involved in demonstrations or protests. This dialogue emerged from an incident during the A.G. Bell conference in Virginia last July. A group of people, including an A.G. Bell member, passed out flyers at the conference site promoting the teaching of sign language to deaf babies. The Marriott hotel manager, Jenny Botero, was captured on video trying to take flyers away from one of the people. Botero also grabbed paper from a frightened deaf eight-year-old daughter of a deaf woman, though this wasn’t captured on video. The girl’s mother was understandably furious. One blogger questioned the mother’s judgment and integrity in having her daughter participate, yet never once questioned Botero’s integrity. Regardless of the circumstances, no adult should ever try to intimidate an eight-year-old – or any child – into doing anything to further a cause.

When I read the blogger’s article and people’s comments agreeing that children shouldn’t be involved in events like this, I was saddened. The deaf community is now beginning to associate the word “protest” – or other forms of activism – as aggressive, dangerous and harmful. And this association has serious consequences.

I certainly don’t support dangerous tactics, regardless of results. Not all activism include dramatic events like what sometimes happened during the Gallaudet protests or even the civil rights movement of the 1960s. I should, however, point out that many of the children who were involved with the Deaf President Now protest are now adults, even parents, who have become even more cognizant of the importance of advocating for issues important to them. Many of them have become outstanding community leaders in individual ways. I was 13 when DPN happened, and the protest certainly left its mark on me. It didn’t teach me that we had to resort to violent methods. The protest taught me that deaf people like me were just like anyone else who deserved equal respect and access, and that we could play smart in order to get what we wanted, or rather, needed. It’s still that simple today.

So, to bring the kids or not? Again, it’s simple: the parent has the responsibility of gauging the safety level of each event, whether a rally, demonstration or a protest. The parent also has a responsibility in developing a safety plan should things go terribly wrong – whether at the hands of the protestors or the police or management. And the parent also has the right to decide if a child should be involved or not. Let’s be real: there’s a degree of risk in everything we do, from carrying signs at an event to riding a car (anyone want to compare the likelihood of dying in a car accident to being hurt during a demonstration?).

Besides, any responsible parent would do what my mother did: sit with the children, talk about the issues at hand in as neutral and factual a manner as possible, and then explain why the event is taking place. Then the parent could ask if the children want to be involved or not. Safety should always be a priority, but so should education and awareness.

Even though my first rally was three decades ago, I find myself advocating for the same issues we did back then, which was pre-Americans with Disabilities Act, pre-captioning, pre-Internet, and pre-everything: equality. And if it takes another 30 years of peaceful demonstrations and rallies to achieve equality, so be it. Our children should not face inequality at any time, so what better way to educate them than to include them?

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Land of Opportunity

This article originally appeared at i711.com.

The buzz those days is about how many people around the nation are moving to Indianapolis in order for their children to attend the Indiana School for the Deaf. Numbers being churned through the rumor mill range from 25 new students to over 100 for the 2006-2007 school year. It’s not just Indiana, though; there are other families moving to areas near the Maryland School for the Deaf, California, even Iowa. And this trend across the nation fascinates me.

Sure, this isn’t a new phenomenon. Both deaf and hearing parents have been moving for decades to wherever the best school is for their kids, although deaf parents have considerably fewer choices in terms of American Sign Language environments. Back when I was younger, it wasn’t uncommon for deaf children to go to the next state for school. For instance, during the 1980s and 1990s, many kids in the Chicago area attended the Wisconsin School for the Deaf simply because it was geographically closer than the Illinois School for the Deaf. Even my husband’s parents moved from Chicago to Wisconsin, so that both my husband and his brother could attend the Wisconsin School for the Deaf; the school experienced a surge in students from the Chicago area after St. John’s School for the Deaf in Milwaukee closed in the early 1980s.

Parents – in particular, deaf parents – nowadays are much more empowered about language choice and educational quality. Many move to send their children to ASL-English schools. Or they move because they like the superintendent, such as at New Mexico and Maryland Schools for the Deaf. Parents may also move because at these new schools, jobs are aplenty for them – dormitory staff, teachers, administration-level jobs. Family and friends being concentrated in largely “deaf-populated” areas is yet another reason for moving to those areas; social events have always been a major part of the Deaf community. And let’s not forget athletics. Sports is yet another valuable commodity at deaf schools and within the community. In fact, when renowned football coach Andy Bonheyo left the Model Secondary School for the Deaf to take a job at Texas School for the Deaf, a cluster of his players followed him to Texas.

Are there drawbacks to this trend? Sure. Elitism among deaf families at certain schools has proliferated to the point where there are wild stories of great divisions at these schools. I remember a deaf friend – who is from a large deaf family –being furious when a birthday party was listed as “for deaf children only.” His children were hearing and had always socialized with these same deaf kids at community events, yet they were suddenly ostracized because they weren’t deaf. There also seems to exist a level of trying to always better each other at certain schools across the nation. Of course, this isn’t just a ‘deaf school thing’; hearing parents do it too.

It’s also interesting that when a deaf family leaves a deaf school for another, there’s also a degree of resentment by the people left behind who say, “What, they think they’re too good for our school? Wait and see, the kid’s going to turn out bad.” But this isn’t a new thing, either. That was what people said about me when I left the Illinois School for the Deaf in order to move with my mom to Chicago; I like to think I’ve turned out okay.

Even so, this desire to give our children better decisions comes with a amount of agony. I’ve been watching many parents who have deaf children wrestle with their decisions. Since I’m at that age in life where almost all of my friends are new parents, many of them are suddenly rudely awakened that the plan they’ve laid out for their children has to be discarded in favor of the best situation possible for their children simply because they’re deaf. They have the best advice available: their own experiences. My husband and I come from similar family backgrounds but very different educational experiences. We’ve had many discussions about what we’ll do if our children happen to be deaf. For us, and many others, it boils down to key factors such as who the peers in our children’s classes are, who and how good the teachers and support staff are, our children’s needs, and what the educational philosophy of the school is.

As I look at this trend happening across the nation, it impresses me how more and more families are willing to uproot their entire lives, sacrifice good-paying jobs for sometimes lower-paying jobs, postpone or give up their own dreams and goals and move so that their children can attend a deaf school with a top-notch quality. Never mind all these drawbacks; the families are doing this willingly, all so that their children can have better opportunities than they did.

That, to me, is parenting at its best.

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The Value of a Pen and Paper

This article originally appeared at i711.com.

Growing up in Chicago, I often took Amtrak rides to my grandparents’ house in Quincy, Ill. When I was 15, I went there for my spring break. These rides were leisurely for me, because I could nap, read, write, or play games.

That evening, we were at top speed after leaving the next-to-last stop in Macomb, a college town about an hour away from Quincy. I was hunched over with my head resting on the seat in front of me, playing on my GameBoy. I realized that I had better move my head up, because my neck could snap if something happened.

As I leaned back, there suddenly was a phenomenal screeching, with a foul stench filling the train. What I remember the most was the screeching and grinding of brakes; it seemed to go on forever, with every passenger leaning forward in sync with the train’s bumpy motions. After the longest time, the train finally came to an angry stop as we all snapped back into our seats. Time froze; the air was eerily quiet.

Slowly, people started standing up, looking at each other, picking up luggage that had fallen. I stayed in my seat, trying to see if I could figure out the situation. Everyone looked dazed. I was absolutely clueless and trying to figure out my next step, then I remembered I had what proved to be the most valuable tool that night.

I took a notebook out of my backpack, scribbled, “What happened?” and leaned over to a young woman across the aisle. I now realize she probably was in her late 20s, but at the time it seemed like she was so much older. She shrugged and wrote, “I have no idea!” She spoke with her co-workers, who also shook their heads. After a long wait, an announcement was made. I waited as the woman wrote, “They said we hit a pick-up truck.” The smell of gas and rubber continued to float in the air, and I didn’t really know what to do. I decided to stay put.

By now, people were going to the food car, getting beer, pizza and talking. It was a festive atmosphere, much to my puzzlement. I kept worrying about how I could notify my grandparents, who were probably in their car at the station. The woman’s boss gestured, asking if he could play with my GameBoy. This 20-year-old drummer sat next to me, fascinated by the fact that I was Deaf. He offered me beer, saying he could get me more. I politely declined and was given an ink-stained business card if I “ever want[ed] to just talk…”

After about an hour, the woman said that the driver was dead, and that the truck had been dragged half a mile. She also said that we could look at the truck. Being the rubber-necker that I am, I went outside with my notebook in hand. There were blinding red lights flashing everywhere. The red truck, hit at a rural railroad crossing without gates or lights, was smashed flat in the middle, wrapped around Amtrak’s trademark pointy front. There was a hole in the window where the driver had been ejected. In the bed were gloves and a toolbox. I stood there for the longest time; I felt helpless. I went inside, and for the next two hours, the woman kept me constantly updated on how we would get to Quincy. We finally got to Quincy at nearly two a.m.

The driver was a man named Ron, 51 years old with two kids.

I think of Ron and that night often. But what I always remember more was the woman’s willingness to keep me updated. She even called my grandparents the next day to make sure I was okay. If I had not brought a notebook and pens and if I had not taken the initiative to ask her, I probably would have been scared beyond belief that night.

I used to make fun of how my dad would always carry around a notepad and pen in his shirt pocket. I don’t do that anymore; I now carry around paper and a pen with me everywhere I go.

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ON HAND: Biased audiologists

This originally appeared in The Tactile Mind Weekly in Trudy’s ON HAND column.

A few years ago, I had to get a hearing test taken. “Mary” had told me that the University of Minnesota provided free audiological exams, so I decided to take advantage of this.

Mary told of how she had been treated at the office when she had her exam. After her test, Mary was asked how she became deaf. After she answered, Mary was asked if she had ever considered a cochlear implant. Mary decided to play along and started asking questions about how the process worked. As she recounted the experience to me, she said, “I sat there listening to the audiologist rave about how wonderful the implant was, and I left feeling so pressured to get one–in fact, I became almost convinced by its benefits just because of how the audiologist talked as if it was a miracle. I can only imagine how parents of newly diagnosed babies would feel after a trip there.”

As I went in the building, I was curious about if I’d be asked about getting an implant or not. After about ten minutes of sitting in an old office with badly beaten-up furniture, an audiologist, Sarah, came out and mouthed exaggeratedly, “Truuudy Suuugggs?” as she looked at me with a smile. I nodded, and wordlessly followed her down a gray hallway.

Sarah suddenly turned around and signed, “I know a little sign.” I was surprised–why hadn’t she signed to me upon meeting me? “But I don’t practice very much.”

I asked, “Why not?” She seemed caught off-guard, shook her head helplessly and shrugged as if to say, “I don’t know.” We walked on without saying another word.

I entered the metallic sound room for the exam, and felt a sense of déjà vu when the door shut. Looking around, I noticed the same toys from when I was tested as a toddler, such as the rainbow-colored donuts stacked on a white cone and various dolls. With the headphones uncomfortably snug on my head, I found myself feeling sleepy as I waited for the next tone to sound, just like I had when I was younger. I also kept wondering if I was imagining tones when I heard them, but raised my hand anyway.

After a dull few minutes, the audiologist motioned for me to come out and said with a nod, “You’re profoundly deaf.” I didn’t respond (I didn’t care, really), and she said she had some questions for me. She actually only had one question: “How did you become deaf?” As soon as I told her that my parents were deaf, she nodded, jotted something on the form, and stood up with a friendly smile. “Thanks for coming, Trudy!”

She hadn’t even asked if I was interested in hearing aids or cochlear implants. Even if she was right that I wasn’t interested, she shouldn’t have assumed–she should have at least asked me, and left the choice up to me.

I used to question whether people going to the audiologist, like parents of deaf children, received neutral, unbiased information or not. I know the answer now.

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ON HAND: HELLO My name is Trudy Suggs!

This originally appeared in The Tactile Mind Weekly in Trudy’s ON HAND column.

hellomynameis

When I was at my grandmother’s a few weeks ago, she made me take some of my old school papers and toys home with me. I went through the papers, laughing at my horrible handwriting, marveling at how poor my artistic skills were, and studying my English development.

Buried in the pile was a “HELLO my name is” badge from when I was maybe in the second or fourth grade. Scribbled on it was, “Trudy Suggs. I am deaf.” Underneath that, I had written, then crossed out, “I can’t hear.”

I was astonished at how I identified myself at such a young age. As I drove back home, I thought about that badge and how we discover our identities.

I know exactly when I found out I was Deaf. I was 14.

I had always identified myself as deaf growing up, and at school, “hearing impaired.” But I also have scores of journal pages where I pour my anguish out: “Why can’t I be hearing? Why don’t people accept that I’m deaf? I wish I could be hearing so I could have a boyfriend! Everyone hates me because I can’t hear! I wish I could be popular. I hate my deafness so much.”

It’s still very painful for me to read these entries, primarily because I know the environment I was in and the people I was around shaped my perception of myself. The “hearing impaired program” teachers constantly criticized me, even though I wasn’t in any of their classes. I was mainstreamed – sometimes with other deaf students but usually by myself – and I always hated sitting in front of the classroom waiting for the interpreter to arrive. Sure, I had hearing friends, but it wasn’t the same, of course.

The other deaf kids and I had awkward friendships; I was often an outcast, different from them. I realize today it’s probably because I wasn’t in classes with them (the deaf classrooms were in an out-of-the-way annex area, out of reach of my classrooms). I simply wasn’t physically around these students enough to develop solid friendships. It also probably was because I was “more deaf” than they were, which is almost ironic. Only when I was among my parents, who always made sure I knew being deaf was a gift, or deaf adults, did I feel at home, using my natural language and not worrying about what hearing people would think.

This inner struggle of wanting to be hearing disappeared the very first day I arrived at Gallaudet’s Young Scholars Program in July 1989, held at the same time as Deaf Way. It was at YSP that I bonded with kids that were like me. It was there and at Deaf Way that I discovered that there were thousands like me. It was that summer that I found out something I had always known but wasn’t allowed to be at school: culturally Deaf.

I came back refreshed, and more importantly, happy. My journal entries after that summer show nothing but pure acceptance of my identity. Reading them, I can see a marked change in my self-esteem in these entries; my grades improved; and I finally found friends who I felt comfortable with. Instead of, “I’m deaf and can’t hear,” I was able to become me.

Today, I would write on the badge: HELLO my name is Trudy Suggs!

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ON HAND: My most embarrassing moment

This originally appeared in The Tactile Mind Weekly in Trudy’s ON HAND column.

I was eight. We were having our fly-up ceremony, to mark our moving up from the rank of Brownie to Junior Girl Scout. My troop was exceptionally large at the time — over 30 girls, and my mom was one of the four assistant leaders (by default, she also was my interpreter since she could speak well).

Trudy serving as a flag-bearer in her Brownie Girl Scout outfit.I got selected by the leaders to be one of the flag bearers for the ceremony, held in the school cafeteria. We were spruced up in our brown dresses, white-and brown striped shirts, and brown knee-high socks with ridiculous orange tassels.

After marching around the packed cafeteria, we went into an enclosed room, where we excitedly prepared for the rest of the ceremony. Mom told me that the assistant leaders had decided to begin the ceremony with a group song.  The song was about an elf that could see itself in a mirror, and involved skipping in a circle around a mirror on the floor, leaning over the mirror, acting surprised, pointing at the mirror, then pointing at my face (“I see myself!”) with a happy expression, and skipping around the mirror again. During rehearsals, I mouthed the words along with the other girls. I’m not sure why I didn’t sign — conformity, I suppose.

We lined up to go out one-by-one. I walked out proudly, but then realized with puzzlement that I was the only one on stage. Even so, I performed my role with passion. I skipped, I showed surprise on my face, and I smiled to my heart’s content, holding onto my Brownie cap all this time. I saw the crowd smiling — later, I realized the smiles were ones of discomfort and pity — as I finished my part, and I felt good. I ran over to sit down, and the girl next to me leaned over, bumped shoulders with me, and giggled. I giggled back with pride.

The next Brownie walked out, and started reciting her name and the Girl Scouts promise.

It hit me. I had mouthed a song, complete with dancing, gesturing, and skipping, when I was supposed to have said my name and the Girl Scouts vow. I looked over to my mom in the doorway. Her face, panicky with horrified wide eyes, gave her away. “I’M SORRY! THEY DIDN’T TELL ME THEY CHANGED IT!”

I nodded and put on a brave smile, and joined the troop to do the song — again — a few minutes later. I never did say my vow.

On the ride home, I looked out the window with tears in my eyes. My parents didn’t say a word. They didn’t have to; they understood. Of course, they understood. They were Deaf, too, and had gone through similar experiences.

Every Deaf person I tell this story to laughs uproariously. Sure, it was an awful experience. But I don’t think I ever for once felt scarred by this memory. I think it’s because my parents were able to tell me that it was perfectly okay to feel the way I did. They had been there, done that. So I genuinely laugh at the memory, no matter how many times I tell this story.

Besides, it is funny to think of me skipping around a mirror with a Brownie cap on my head full of permed hair.

Note: Available for re-telling in ASL upon request.

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ON HAND: Bigotry at its best (worst)

This originally appeared in The Tactile Mind Weekly in Trudy’s ON HAND column.

If you’d like to see bigotry at its best (worst), take a look at this: http://www.wfdnews.org/discuss/view.php?type=8&subid=113 (Note: This link has expired.)

I couldn’t even read through all of the postings in one sitting. Many of the postings are written by a person who says he (assuming it’s a he) studied Deaf culture for two years, in addition to having worked as a relay operator. He mocks the way deaf people’s voices sound and their language skills. He also talks about how Deaf people are not part of a culture, “but rather a band of disabled people that decided they should make a giant [expletive] club to boost their egos and make themselves look important.”

There’s plenty more where this came from at the site (which is, oddly enough, hosted by the World Federation of the Deaf). Of course, some of the postings seemed almost too combative for the sole purpose of pissing people off. Even so, the postings struck a few chords in me. Sometimes, because I live so deeply within the deaf community, I forget just how many people still look down on deaf people, and how there’s still a lot of resistance to the idea of a culture or the idea that ASL is a language.

On that note, NBC Nightly News recently rebroadcast an interview with Martin Luther King, Jr., conducted four years after his “I have a dream” speech. In that interview, a resigned King said that he was facing old reality and didn’t have as much hope as he did during the landmark speech. Even though the hope still was in him, King said (and I’m paraphrasing here), he realized it was easier to integrate a bus than a country. As I watched King, I was reminded of how much hope and pride I was filled with as a 13-year-old during the Deaf President Now movement.

Now, more than 15 years after DPN, America has seen a lot of changes–necessary, valuable, life-altering changes. Yet bigotry, discrimination, and ignorance are very much around. And that still hurts.

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ON HAND: Where are the deaf schools?

This originally appeared in The Tactile Mind Weekly in Trudy’s ON HAND column.

I was a judge in the 2002 contest of WORLD AROUND YOU’s national essay contest, and was somewhat taken aback by the contents of the entries.

The majority of the essays were from students in “hearing” schools; very few came from residential schools. When I asked a friend who works at a deaf school why his school hadn’t submitted entries, he said, “The English teacher here didn’t feel it was worth the time.” Almost all of the other friends I asked at other deaf schools echoed the English teacher’s sentiments. That pissed me off, especially because the teachers were deciding for the students.

The other eye-opening detail was the common theme: I’m not different; I’m just like any other hearing kid; I can speak and lipread well. Most of them described years of struggle with speech therapy, acceptance, academic accessibility, and how they wished their families understood (although many of them credited parents for their success). Almost none described using ASL, or pride in being deaf–rather, they were more focused upon being “like hearing people.”

As I read these essays, I was quickly reminded of my mainstreamed years. I had the support of Deaf parents; I went to programs that had large numbers of deaf students; and I had Deaf role models from day one. But I also wanted to be hearing. Desperately. It was only when I went to a summer program at Gallaudet that coincided with Deaf Way 1989 that I realized my identity.

I hope this year’s contest brings in more entries from students at residential schools. I’d bet my life savings that the essays would be dramatically different in attitude. I also hope deaf students are truly happy with who they are–mainstreamed or not. They’re our future, after all.

I’m just grateful I found my identity so early on.

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Editorial: Nowhere to run, nowhere to hide

Originally appeared in Silent News, January 2002.

Well, deaf schools are taking yet more blows from the press. I’ve been following the series published in the Seattle Post-Intelligencer about sexual abuse at residential schools for the deaf nationally. Some of them I read in depth; others I skimmed through. I think a lot of them were over-kill – repeating the same points over and over.

Yet, I can’t help but marvel at how adept school superintendents are at sweeping issues under the rug. I understand why they do this: they don’t want bad publicity for what, usually, is otherwise a good and well-run school; they don’t want parents worrying about their kids; and so on.

You know what? Too bad for the superintendents. Parents must worry about their kids. Here’s what happens when they don’t: recently a friend of mine who works as a houseparent at a deaf school told me about how he took one of the students home for Thanksgiving. The friend, “Jeff,” said that the student had nobody come to pick him up for the holidays, and since the school was closed, Jeff took him home.

I applaud Jeff for stepping in and fulfilling an important role in the student: one of a caring person. Yet, the risks Jeff took in taking the student home were high. The student could’ve easily accused Jeff of molestation, abuse, or a number of any other violations. Even so, the more important question is: where was the student’s family? Where were his guardians? This is why deaf schools often play an important role in the development of deaf children’s lives. And this is why superintendents cannot fool themselves into believing incidents, even minor ones, are not of grave concern.

A few weeks ago, there was an incident at a large and well-attended deaf school where a junior high student brought a loaded gun to school. Media coverage of this incident was sparse; only a local TV station picked it up. I assigned a writer to report on this incident after four separate individuals tipped me off to it. The writer had difficulty getting any information on the situation, and the superintendent’s office did not call the writer back. However, the superintendent did have one of my sources (a teacher at the school) contact me to ask me not to print the story because it would generate negative publicity and that parents would be upset. I also got the impression that the teacher’s job was at stake.

Rather than simply saying that the school was not at liberty to discuss the alleged incident, the superintendent chose to cower behind methods of intimidation and use other people to ask us not to print the story.

While the incident is more complicated than what I write here, my knee-jerk reaction was to say to the superintendent, “Too bad!” I am a strong supporter of residential schools for deaf students. Yet, I will never support the hiding of information about gross violations of other people’s safety, especially in schools. I also will not support the concealment of information for the sake of “positive publicity.”

Just because an incident took place at a residential school does not mean it is limited to that school. When I was in high school – a public school with 1,800 students, 80 deaf – a student brought a handgun to school. It was a few hours before someone tipped off a teacher and the boy got a few days of out-of-school suspension (this took place many years before the Columbine shootings). Oh, yeah, the kid was deaf. Does this mean that deaf programs at hearing high schools should be blamed for everything? Of course not.

What about all the shootings at hearing schools across the nation? Columbine, for one. Does this mean hearing schools must be blamed for the shootings? No.

How about the long history of sexual molestation, harassment, and rape at hearing schools across the nation? By coincidence – as I was thinking about this topic – I happened to stumble across a based-on-a-true-story movie today on the Lifetime Channel with Michael Gross playing Dr. Gordon Powell, a school principal who had a history of molesting female troubled students. Does this mean the problem is rampant at hearing schools and they must all be closed down?

Of course not. Problems are rampant in every situation, and certainly the strong presence of these problems at schools – residential or public – must be investigated and stopped immediately. It might seem much more dramatic in deaf communities across the nation because of the close-knit nature and because of the “recognition factor” – everyone knows everyone. But it doesn’t mean deaf people, schools, or organizations should be held to any different standards, whether better or worse standards, from those that exist for hearing schools. The problems are real. Yet, they shouldn’t be cause for closure of schools, as some anti-residential school advocates have been proclaiming for years.

The bottom line is that parents and students have the right to know of every incident at school that endangers them or their friends. Superintendents and school officials cannot ever use intimidation or threaten lawsuits to protect their own reputations. Chances are, the information will come out anyway, and their reputation will be even worse for being dishonest.

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Editorial: Gone, but not forgotten

Originally appeared in Silent News, March 2001.

It’s the wee hours of Valentine’s Day (3:05 a.m. to be exact). I’ve just spent the last few hours finishing up the March issue, rearranging the front page story about the Gallaudet murders. Of course, by the time you read this, the murders will be old news, thanks to the Internet. Even so, we should not forget what happened at Gallaudet.

Back in my November 2000 editorial, I wrote about how horrible this must be for Minch’s family – especially since they, too were members of the deaf community. We shouldn’t forget these victims and their families, even years from now when the murders are but a distant memory.

The Gallaudet news came after a powerful weekend I had. This past weekend alone, I found out about three deaths: my friend’s stepmother who had been murdered years ago, another friend’s mother who passed away of cancer just last January, and the wife of a friend whose wedding party I was part of last summer and who just lost her mother to a car accident three nights ago.

Many of you who have followed my writings since my college days know that I lost my father to an overnight and sudden case of pneumonia. I was 16 at the time, and his death continues to affect me every single day of my life. I’ve written often about Dad, and I will probably always write about him. He’s such a mysterious figure to me; we were very close, yet not close at all.

Last year, I took a series of road trips (20,000 miles in all). I left my job, left my life behind in Minnesota, and went to seek fulfillment. I found it. The first destination was Morganton, NC, where the North Carolina School for the Deaf (NCSD) is. It’s also where my dad went to school. My dad spoke about NCSD on a daily basis when I was with him – I lived three hours away from Dad growing up – and with such fondness, that I felt I needed to visit NCSD to truly understand his spirit.

The very first night I was in Morganton — I had been there as a child, and again for the 1994 Homecoming, but didn’t remember too much of either visit — I felt as if I truly was home. I stayed there for a week, in addition to a few visits after that. I met so many individuals who knew my father, my uncle or my other relatives who also attended NCSD. But most of all, my father.

In each of them, I saw a startled look whenever they saw me say, “My name’s Trudy Suggs…” They’d ask, “Lewis or Mike?” and I’d always proudly say, “Lewis.”

So many people still don’t know that Dad is dead. How could he be dead? He’s not even old! One night a group of friends and I were at a local restaurant during my visit in Morganton, and we ran into two teachers from NCSD. One of them recognized my last name, and immediately began to tell me how much she loved my dad’s silliness and sense of humor. She then asked the much-dreaded question: “How is your father doing?”

Dreaded question, not because Dad had died, but because I knew I was about to drop a bomb and affect her spirit.

As soon as I told her that Dad had died at the age of 40, she dropped her fork and tears welled up in her eyes. I could see that she was now suddenly faced with her own mortality, since she was the same age as my father. As they left the restaurant, I saw the woman ask her husband, “How could he be dead? He was so young.”

As I have gotten older and no longer that smart-mouthed little brat – although some people may disagree – people are now looking at me as my own individual, my own person, rather than somebody’s daughter. With this job, I’ve gotten to meet so many people who have known me since I was a baby or known my parents from when they were kids. I often get letters addressed to me as “Anita’s daughter” that begin with, “I am a friend of your mother’s” (or father’s). This is how intimate the deaf community is, and this is the very reason I am so affected by any friend’s loss of family or beloved ones.

Last Friday, I went to see Compensation, a terrific film that stars Michelle A. Banks, a deaf actress. Upon my arrival at the movie, a friend introduced me to a local school administrator. Her first sentence to me was, “I knew your father.” As we exchanged introductions, she shook her head in amazement and said, “My goodness, you look so much like your father.”

It does make me feel rejuvenated when people share stories about Dad, especially when they say I look and act like him. It’s neat that I can develop characteristics like his when I haven’t seen him in a decade. It shows me how much one simple life can affect so many. My dad wasn’t anything special in terms of “life achievements.” He was simply a state worker who was single with a love of women and beer, and rented a small typical bachelor’s pad in Springfield, Ill. Nothing outstanding about his life at first glance. Right?

Wrong.

During my visit, I met one of the oldest teachers at NCSD who is now retired. As he told me about how he had toured all seven continents of the world, I realized that this was the same printing teacher my father had talked of so fondly. I told him who my father was, and his face lit up. He shared how my father was ornery and a terrific printing student (copies of Dad’s grades say otherwise, though).

I told the teacher to hang on for a second, and I ran out to my truck. I have two huge scrapbooks that I made of my father’s pictures, and one of them has a 8×10 black and white picture of my father standing next to an enormous printing machine. Above the machine is a sign hanging from the ceiling saying, “THINK.”

When I showed this picture to the teacher, his jaws dropped and a stunned look came over his face. “That’s my machine. That’s my sign. That was mine…” he said. He seemed lost in memories, and said he hadn’t seen this machine for 20 or 25 years. He started crying, and told me this was an incredible gift for him, to see a future generation bring back memories to him. It was a powerful moment for me, to see that because of my father’s death, I was able to let another respected man know – through my perseverance of my father’s memories – that he, too, was important to my father.

For years I felt a longing to close the chapter on my dad’s death. But along the journey, I found out that these kinds of chapters aren’t meant to be closed. They’re meant to be savored in the most enlightening ways possible, and they’re meant to be continued. I take great, great pleasure and comfort in the fact that I am a living memorial to my father.

For each friend of mine that lost someone, I felt and feel such an incredible sense of sorrow, empathy. I know that they will eventually realize that death is simply a hard reminder that we must always remember people’s spirits. We must preserve their spirits by living them out in whatever ways possible.

It’s been a long, hard journey for me to understand this, and accept this. I’m just grateful I’ve been able to let other people know that they were important in one man’s life, and now my life.

When my father died, I found a poem in his wallet. My father wasn’t very poetic; far from it. So I’m not sure why he had this poem in his wallet. I like to believe that he left it for me to find. One of the lines say, “Please know that I am always here with you.” And you know what?

He is.

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