Search Results for: far away

Giving and Receiving Gratitude

My older two kids tried soccer for the first time this year. Coach Bob was an extremely patient guy who worked the large group of kids aged 4-7. My kids were new to the sport, so they required more coaching than others. We had a volunteer signer, and practices were held three times a week for a month.

After the very last practice, my children gave Coach Bob a handmade card. He was visibly touched, but what struck me was how they were the only ones to do this. I didn’t see any of the other families thank him, although they may have and I didn’t see it.  I found it hard to believe that this coach, who volunteered his time at the end of what probably were long days for him (he works as a school bus driver) and was so patient with very energetic children, received so little gratitude.

This made me think about how we have regulated gratitude. We have a designated day to show appreciation for pretty much every thing—like the recent Interpreter Appreciation Day (who thought that up, anyway?). There’s Bosses Day, Secretary Day, Teacher Appreciation Day, and Thank a Mailman Day. Let’s not forget Mother’s Day, Father’s Day, Grandparents’ Day, Sweetest Day, and so on.

As the mother of four children, I always feel weird on Mother’s Day. My children already show their appreciation of me in so many ways, as does my husband; I don’t need a day when they feel obligated to give me gifts. They give me love every day, and that’s all I need. But I’m not going to rant about consumerism and how these are profit-making events. The point here is that I prefer to express gratitude freely, and because it’s the right thing to do.

On a separate, but related, note: At a birthday party, I saw two mothers talk about how the birthday child had included thank-you notes in each attendee’s bag. The child had painstakingly handwritten each note. The mothers, who didn’t realize I saw them, laughed at the silliness of the notes.

One said, “I would never let my child do that. I don’t care about people sending me thank-you notes.” The other responded, laughing, “Me, either! I don’t have the time!”

I felt so bad for the birthday child, who had seen their entire conversation. I quickly went over to her to praise her hard work in writing these notes, and she beamed. Later, as I helped clean up, I found one of the thank-you notes, still in its envelope, discarded on the floor. It was addressed to one of the children whose mother had laughed it off. I  scooped it up and put it away  so the child wouldn’t see it. Rather than receiving gratitude from a child who wanted to express it, they chose to mock the gratitude.

Last week, I inquired after a colleague’s family; she had lost her mother the year before. It was a simple, brief conversation and I told her I had been thinking about her family. The next day, she gave me flowers, much to my surprise. I asked what they were for. “Because you asked about my mother,” she said.

Her message was clear—most people had forgotten about her mother’s anniversary. And that saddened me. I started to tell her it wasn’t necessary—but then stopped myself. She wanted to express gratitude. Building and maintaining relationships means taking care of each other, asking about each other, and most important of all, expressing gratitude freely by choice.  And we should receive gratitude with the same level of appreciation, instead of mocking it.

Small acts of gratitude mean more to me than appreciation days. Maybe others prefer to have a blanket appreciation event, especially those who don’t get recognized on an individual basis. That’s perfectly understandable, of course.

Today, maybe take time out to thank someone for something, even if it’s just for being a nice person. Express your gratitude in person. Write an email. Give credit on Facebook or Twitter for something someone did. It doesn’t have to be much, nor does it have to be public or forced. Simply make that person feel appreciated. Chances are the person will remember this effort far longer than any Hallmark-endorsed appreciation day.

Copyrighted material, used by permission. This article can not be copied, reproduced, or redistributed without the written consent of the author.

It’s Not Just About Knowing Signs

This article originally appeared at i711.com on June 29, 2006, and was updated on August 28, 2013.

On the first day of my American Sign Language (ASL) class years ago, I found it puzzling that many of the students signed with their mouths shut in a tight, horizontal line, with not one natural movement. This was a level two class, so these students weren’t new to the language. I asked each of the students who their ASL I teacher had been. It turns out that this teacher—who was deaf and from a deaf family—had told them that they were to never move their mouths when signing, not even for descriptions (CHA, OO, et cetera). It took me the rest of the semester to undo this.

As someone who teaches from time to time, I’m always fascinated by those who believe they can teach ASL but are sorely unqualified. I taught my first ASL class when I was 18, and I shudder to think of my lack of teaching skills back then. I had absolutely no formal training in the language, other than having signed all of my life. Even though two people in that class have gone on to become top-notch interpreters, I cringe at how I conducted class back then. Over years, with age and experience, I’ve come to see that the requirements of teaching any language are, in a nutshell: fluency, attitude, teaching skills and experience (and that spells out FATE, I know).

Fluency is a must for teaching any language. Many of us have horror stories of people—deaf or hearing—who think they’re fluent enough to teach ASL. In 2005, an interpreter came to my doctor’s appointment. She was outfitted in jeans and a hooded sweatshirt jacket, hardly proper attire for an interpreter. Her signing skills were mediocre, but I was so sick that I only cared about getting medicine from the doctor. After some polite chatting, she asked if I would be part of a panel for the advanced ASL class she taught. I asked her to repeat, to make sure I understood right; this woman—obviously not fluent in the language—was teaching ASL to hearing people who trusted her to be fluent? She said, “It’d be great to have you; we have a panel about deafness every year and this is the first time I’ve been able to find a deaf person.”

The consequences of someone not so fluent in ASL teaching the language are far-reaching: future teachers and community members have to retrain these students, if possible. The students then go out into the world mistakenly thinking they’re fluent and go on to maybe interpret or teach deaf children. Then deaf children or consumers deal with mediocre signing skills… and then the students are puzzled by why they get criticized if their teachers said they were fluent. And so on.

Then there’s attitude. This is critical; attitude can make or break the learning process. The teacher has to love the language and be willing to share what he knows. The teacher has to really embrace teaching. And he has to be open to new ideas, since language is always changing. It doesn’t matter if the teacher’s relatives are deaf, if he is deaf or hearing, or if he is astoundingly fluent in the language. It’s a no-brainer; attitude is what motivates students to come to class.

Next is the issue of teaching skills. So many signers think they can teach the language because they’re fluent in it and have a good attitude. What often happens is that the teachers come to class, teach vocabulary from a book and then administer tests. Nothing more. That’s a recipe for failure. ASL programs need to have a curriculum in place, with a strong support system. At one ASL program I taught in, I had no curriculum to work from, nor did I have any supplemental materials other than the textbooks I was given.

The next semester, I started teaching at a different college and was blown away by its resources. There were four file cabinets, four drawers each, with materials for each week of each course, at each level of ASL. The support system at this college, along with the incredible leadership of the program coordinator, taught me more than I could have ever learned in any other program. This is why I think training workshops like those offered by the Signing Naturally creators are so essential. Workshops like this teach a curriculum that emphasizes language and culture, rather than just vocabulary.

Finally, there’s experience. What this refers to is the Deaf experience. In a discussion on this topic, ASL instructor John Pirone of Massachusetts pointed out that if two candidates — one Deaf, one hearing — possessed each of these components, the Deaf teacher likely would be  more qualified. This is because the Deaf teacher has the “Deaf experience”–that is, s/he lives life as a Deaf person, and is more likely to teach the language’s and community’s nuances that even the most culturally-knowledgeable hearing teacher cannot.

Learning a language, obviously, is also learning the culture, boundaries, and the nuances of the community that uses the language. I’m not really saying anything new here, but it still amazes me how many people lack the FATE components of teaching. It’s important to recognize just how much impact  ASL teachers have so upon the community at large, often more than they’re given credit for.

The local ASL teacher at the high school here, who is a CODA, has hundreds of students in her ASL classes each year, so it’s only natural to assume that the impact she has upon deaf people here is minimal given the volume of her work. The opposite is true: even with this sheer number of students, the impact she’s had upon the community is phenomenal. I go to the food store, restaurants, gas stations, even the car dealership, and people there sign because they took her class. This is why it’s so crucial to ensure that an ASL teacher has all of the FATE components. Such ASL teachers make this country become just a bit more harmonious.

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Make it easy to remember the water: 10 tips for presenters

I’ve written two articles for workshop coordinators and organizers, and I thought it only fair to have tips for presenters. The below is a collection of tips for presenters from experienced workshop and conference planners.

Not only is coordinating a workshop, event or conference a lot of work—it’s also hard work, especially when working with a variety of personalities, preferences and requirements. Below are 10 tips for presenters to make event organizers’ lives just a bit easier.

1. Be prepared. This goes without saying, but always be prepared in advance. This means coming to the workshop knowledgeable on your subject, and also asking for what you need upfront. Want your workshop seating to be arranged in a circle? Need LCD equipment or Internet access? Want a flipchart? Ask in advance, and don’t be unhappy if you ask for something at the last minute and are not provided with it. With all things, of course, expect the unexpected—and have a back-up plan in place.

2. Have someone proofread your work. Even if you’re an experienced presenter who has done a workshop many times, be sure to have someone—such as T.S. Writing Services—review your PowerPoint for clarity, brevity and typos. There is nothing more embarrassing than having audience members look away in boredom or silently correct your PowerPoint slides because it has a typo somewhere or isn’t clear. Besides, numerous mistakes, even if they’re minor typos, can undermine a presenter’s credibility.

3. Dress appropriately. Wear appropriate clothes; business casual is a good balance between participants who are dressed up and those who aren’t. Have back-up clothing such as a dark-colored (depending on your skin tone) pull-over or cardigan in case you have people in the audience who can’t see you clearly. Remember to dress for extreme room temperatures and conditions. Keep in mind that you might get warm from moving around, but the participants might be cold because they are sitting still. Organizers and planners, too, should dress appropriately, even if everyone else is in jeans.

4. Ensure that you submit the necessary information according to guidelines. Oftentimes organizers will ask for your biography and other details for the event program book, website and so forth. Please adhere to their word limit, and abide by their deadlines. They have deadlines in place for a reason—so that things get done in a timely manner. Do not wait until the last minute. This will delay other planning and implementation tasks. Mark on your calendar when the handouts, abstract, workshop information, and so forth, are due. Keep in mind that organizers often are dealing with multiple presenters, so submit all your information at once, and with easy-to-identify file names (such as suggsbio.pdf, suggsabstract.docx, etc.). The last thing you want to do is have the organizer chase you for your information.

5. Have clearly stated expectations. Whether you’re doing a workshop or presentation, make sure you have a contract in place, even if you’re not getting paid. Usually, the organizer should have this paperwork available—but if not, have your own contract available. This contract should include:

  • Workshop title
  • Workshop date, time and location
  • Payment information (including lodging, travel, per diem/meals, handouts, etc.)
  • Cancellation policy and terms
  • Billing information (such as who to send the invoice to)
  • Signatures of both parties

6. Respect budgetary constraints. If you are being paid for your travel, don’t get the most costly and best seats available. Rather, plan ahead and look for a reasonable fare that fits both parties’ needs. Be sure to keep all receipts in case the organizer needs it to reimburse, and send your invoice promptly after the event.

7. Communicate well. Be responsive. Respond to the organizer’s e-mails as soon as you can, and if you’re unable to provide the needed information, simply respond with, “I got your e-mail and will get back to you by Friday.” A reasonable turnaround time is three business days. About a week before, and again on the day of your event, check in with the organizer to make sure everything is going according to plan, and confirm that any requests you made in advance will be met. Provide the organizer with your immediate contact information such as your text number, and request the organizer’s information as well.

8. Know who you’re presenting to. Check the organization’s website, request information on the audience, and learn about the event, such as why it is being held and its theme. Learn who you’ll be talking to, and tailor your presentation or workshop to them. If applicable, find out what the organization’s history and issues are.

9. Check in as time nears. Make sure you have transportation to and from the airport. If the organizer is unavailable to pick you up, ask for other options. If you need to take a taxi or call the hotel for a shuttle, make arrangements in advance since many airports do not have accessible phones for hotel shuttles. The organizer should have transportation in place, but again, expect the unexpected.

10. Expect the unexpected. Remember that many events take months of planning behind the scenes, and organizers can’t anticipate everything. When organizers are faced with circumstances beyond their control, working together can help make the best of the situation. For example, if the Internet connection isn’t working, or if your laptop won’t connect to the LCD projector—have a PDF version of the files as a back-up.

Special thanks go to Socorro Moore, John Pirone, Rosa Ramirez and others who provided input for this article.

Deaf Disempowerment and Today’s Interpreter

Originally appeared at Street Leverage. Presentation given at Potomac Chapter of RID, Columbia, MD, November 2012.

In the spirit of being transparent, the stories I’m about to share might be uncomfortable for some of you.  While I would like to speak my truth, I recognize that you have your own truth as well.  I trust that you will evaluate the stories I share and recognize the value in them. I actually was, and am, reluctant about presenting today because like many deaf people who speak out, I’ve had to endure a lot of negative feedback for being a “strong personality,” “angry deaf person,” and so on. My goal today is for you, as interpreters, to be open to possibly uncomfortable topics, uncomfortable truths, and uncomfortable analyses—whether they apply to you or not.

I believe that the best way to become bona fide allies is to embrace difficult ideas, opinions and, yes, facts. At the end of the day, we’re all in this together.

Four weeks ago, my two-year-old son fell and broke his leg. A week later, I took him, along with my one-year-old, to the orthopedic doctor for a check-up. Now, I live in a town where there are 250 to 300 deaf people living among 23,000 people; we have the deaf school, so everyone knows how to sign or how to work with interpreters. After about 45 minutes of waiting in the lobby—very unusual for a town of this size—I asked the receptionist about the severe delay. The receptionist never once looked up from her computer, saying that the doctor was backed up. I asked if we could see the doctor since my children were restless, hungry and my son, in a body cast from chest to toe, needed his medicine—which was at home. She said no. I said, “Could you please speak to the doctor or nurse?” She replied, “Oh, no, I can’t do that,” and I repeated my request. She adamantly refused.  [Read more…]

A Deaf Perspective: Cultural Respect in Sign Language Interpreting

Originally appeared at Street Leverage.

A chip on her shoulder.
An angry Deaf person.
I will definitely NOT be attending her workshops in the future.
The workshop seemed to be a venting session for the Deaf people.

These were just some of the evaluation responses to a workshop I presented at a state-level sign language interpreting conference recently. I had been asked to do three workshops at this conference, and the first workshop went fabulously.

The second workshop was after lunch, a notoriously difficult time slot because participants are often tired from the morning and lunch. Even so, I expected this workshop—which I had presented many times before—would be fun and invigorating. I was especially pumped by the participants’ awesome energy that morning, and was excited to see that many who attended the morning workshop had joined this afternoon session. The Deaf participants were renowned advocates and leaders. However, as the session got underway, I became a bit perplexed by the mood before me. Perhaps it was the lighting, the room set-up, or fatigue, but the room seemed tense, almost foreboding. Still, I figured the energy level would quickly rise. [Read more…]

Psssst! Come here!

This article originally appeared at i711.com.

There seems to be a little secret at many deaf schools across the nation.

Apparently, if you want to work at a deaf school, you have to be either a local hearing person or have someone on the inside to pull you in. Okay, maybe this isn’t such a secret after all. It’s frustrating, though, in so many ways.

Time after time, I learn of people, deaf or hearing, hired at deaf schools only because they had friends in the personnel office or knew someone who had influence within human resources. I also constantly learn of people who were passed over simply because the job was never posted publicly, or because the school decided to hire from within.

Sure, this happens at schools and companies everywhere. That’s why so many employment trainers emphasize the importance of networking. Still, for state-funded deaf schools, we gotta be reasonable. Shouldn’t it be the school’s responsibility to create opportunities for deaf people in an environment where deaf people are the pillars of the school? If deaf folks can’t even get jobs at deaf schools, what message does this send?

The problem with this common practice is that most of the people who work within human resources or personnel aren’t deaf. At the majority of deaf schools I’ve visited or met people from, the human resources folks can barely sign. They’re not quite in the know about how to really reach out to the deaf community, nor do they really care. They don’t quite realize – although they may have a vague understanding – how critical jobs at deaf schools are to a lot of deaf folks.

There’s a person I know (actually, I know a lot of people in similar situations) who has an outstanding resume, excellent references and amazing experience. Yet because this person doesn’t have any direct ties to the deaf school in the state he lives in, he’s constantly passed over for jobs for one reason. He simply never is told of the jobs, even though an application is on file and he has often contacted the (hearing) superintendent and human resources office. I keep thinking after I hear about every job he’s passed over for, “My goodness, what are they missing out on?” I’ve seen this individual at work, and he’s ethical, a graduate of the school, fluent in American Sign Language and English, and well-deserving of any job he wants.

Every time I hear of yet another job being filled without appropriate advertisement, I feel almost stabbed in the heart. Although I have never applied for nor worked at a deaf school – aside from substitute teaching a few years ago – I know firsthand the impact and importance of having qualified deaf folks working at deaf schools. I also know the importance of reaching out to the deaf community for any vacant position.

Typically, state-funded positions, like those at deaf schools, are required to meet specific criteria and then submit the position to the state employment agency. People are then expected to check the state agency’s website or job database on a regular basis to see if a job opens up. Some states even allow applications to be put on file and will alert the applicants when their desired position(s) are available.

We won’t even get into how many job announcements are never physically posted on bulletin boards or passed around. And of course, state employment websites aren’t updated regularly. Bureaucracy aside, this simply isn’t right.

Given the vast geographical diversity within the deaf community, so many deaf people live in various states and want to relocate to be closer to (or farther away from) family. Or maybe they’ve met someone new in another state and want to begin a new life. If they don’t know anyone at the deaf school, or aren’t perceived as high priority because they’re not in-state, they’re pretty much screwed. Unless, of course, they have a contact in the personnel office, or went to college with an employee at that school who can rush their applications through.

Say a deaf applicant doesn’t have access to the web, and lives in another state. How does he find out about job opportunities? Maybe he calls the human resources office, but he can’t do that every week – the office would get annoyed of his calls. Or maybe he does have access to the Internet, but the website doesn’t update its information. Or maybe he gets the information, but his application is lost in the shuffle The list goes on forever. Yet the solution is so simple: be fair and as far-reaching as possible when announcing job vacancies.

This is fairly easy to accomplish. Post job announcements outside of the school by posting them on websites or in mainstream publications and e-zines. Physically post job announcements on bulletin boards and leave copies with various school offices and deaf organization offices. Place neutral people on interview committees who are open-minded and have minimal biases. Don’t get stuck in the “local is better” thinking; there might just be that ideal, out-of-state employee who brings nothing but good things to the school.

The real secret is that a school’s hiring practices send a loud message about what type of school it is.

Copyrighted material. This article can not be copied, reproduced, or redistributed without the express written consent of the author.

Real People, Real Cars: A Look Back

This article originally appeared at i711.com.

It was ten years ago this month that one of the strangest stories I’ve ever worked on began to unravel.

In late 1996, Saturn, the car company, was in the midst of its “Real People, Real Cars” advertising campaign. This ad campaign featured actual car owners who were not actors. One night, my then-boyfriend (now husband) and I were watching a taped show when we saw Holly Daniel in the commercial. As we watched it, my stomach churned. The commercial featured Daniel, wearing a white shirt and blue denim jumper, standing in a picturesque environment with her Saturn car behind her. She signed, with subtitles appearing onscreen:

My name is Holly Daniel
and wherever I go,
people ask me about my Saturn.

But it takes too long
to spell out S-A-T-U-R-N,
so I made my own sign
“Saturn!”
(shows her made-up sign)

That way I have more time
to drive.
Ha. Ha. Ha. (
fingerspells ha-ha-ha)

The Saturn SLI $11,995

I had a gut feeling that Daniel, of St. Francisville, La., was not deaf. Her signing gave her away, although I did wonder if she was maybe deaf and had learned American Sign Language (ASL) later in life. I decided to check my facts before I assumed anything or offended anyone.

I called Saturn the next day and spoke with a representative, who assured me Daniel was deaf, and that she wasn’t an actress. That’s when I learned that the ad campaign featured actual Saturn owners. Fine, okay. The issue, for me, shifted to her invented sign. I was increasingly frustrated by the proliferation of commercials inaccurately portraying ASL, and I didn’t like that she had “invented” a sign without gaining community approval. I decided to send a letter to Saturn.

Next, I sent an e-mail to relatives and friends, encouraging them to write or call Saturn. One of the people I e-mailed was the managing editor of DeafNation Newspaper. He mistakenly thought it was a letter to the editor, and printed it in the next issue. I got a few responses, but nothing could beat the e-mail from a deaf Louisiana man, who insisted that Daniel was actually a hearing (uncertified) interpreter at a school and had been his interpreter in college.

Suddenly, everything changed, and I began one of the most bizarre journeys of my writing career. Until that point, I had read articles here and there about Daniel, who never once said she was hearing. Two weeks later, I had at least six sources, including a pastor, who said Daniel was hearing.

I contacted Daniel, who insisted people were confusing her with a twin sister named Helen. I asked for a picture of them together that I could run with my article, and she said she had lost everything in a fire. I then asked if she could send me a copy of her birth certificate, and she did. Both Helen’s and her certificates were absolutely identical, except for the names. Even the signatures were dotted and crossed in the same spots. A friend who worked at a police department ran the certificates for me and confirmed that there was only a single birth.

Saturn, throughout this entire investigation, kept hanging up on me. What bothered me the most, other than Daniel’s lies, was that she earned thousands of dollars for this ad (one source says $75,000). Had she been an actress, I’d have been less disgruntled. Since the ad campaign featured “real” people, and Daniel was lying, I knew I had to get to the bottom of this mystery.

I talked with Daniel several times on the phone and via Instant Messenger. One day, I got a call from a reporter at the Baton Rouge Advocate. That morning, he had met with Daniel, who said she “had no idea why anyone thought she was deaf.” Never mind all the evidence I had where she said she was deaf, and the many articles printed by other publications about her being deaf. Meanwhile, my conversations with Daniel became more and more bizarre. There was one night where she said she had “talked with God” and would come forward to apologize to the Deaf community the next day.

In late spring, I got news that Saturn finally pulled the ad. The advertising executive called me, eating crow. What was even more odd is that after I did the three articles on this, I learned that Daniel had pretended to be deaf on many occasions as far back as two years prior to being invited to do the Saturn ad. Make what you will of that.

I’ve written a book about this, but it’s not published yet. I’m sharing this story at state conferences, interpreting programs and schools across the nation this year, for a very basic reason: we can’t let this fraud happen ever again. Besides, with all the recent vlogs and blogs, the emergence of the concept of Deafhood, and the Gallaudet protests, it’s a fantastic time for us to re-examine our community values.

And the question everyone asks: whatever happened to Holly Daniel? For the answer, you’ll have to read the book or come to my presentation.

Copyrighted material. This article can not be copied, reproduced, or redistributed without the written consent of the author.

In Loco Parentis

This article originally appeared at i711.com.

When I was a day student at the Illinois School for the Deaf (ISD) in 1985, I usually went to the dorms at lunchtime and after school for extracurricular and dorm activities. Although the socialization was always fun, there was one deciding factor for whether we kids would have a good time or not: whoever was on duty.

Whenever we had Mrs. G as our houseparent, we’d groan. Mrs. G, who was hearing, required that, when we ate meals, we keep our non-dominant hand in our laps at all times, with the other devoted to using utensils. We could use the non-dominant hand only for cutting meat. At any other time during the meal, we were to remain completely silent. If we even as much lifted our non-dominant hands, our meals were taken away. Each meal was always somber, although we – of course! – developed a system of communicating with our eyes and faces.

And let’s not forget Mrs. P, another hearing houseparent who used to sit in the dorm lounge smoking Virginia Slim after Virginia Slim as she watched Days of Our Lives. It was the only captioned soap opera at that time, so we all watched it with her. Neither woman could understand what we signed most of the time.

I don’t remember any of the hearing dorm staff with too much fondness, but I do remember the deaf ones with great respect and admiration – perhaps because they could communicate easily. My favorite was Jean, who was tall, beautiful and kind-hearted. An ISD graduate, she knew exactly what we all wanted and needed as young middle schoolers, and was always up for good girl talk with us.

Houseparents are such an integral part of any residential school, and this is something should be appreciated on a grander scale by many. Let’s face it – living in dorms at deaf schools has gotten a bad rap over the years (and in some cases, deservedly so), and so has the choice to become a dorm staffer. It always makes my heart ache when I see people saying, “S/he works as a houseparent. What a waste of college education!” or make fun of the profession. The truth is that dorm staff hold often-unrecognized major influence upon students’ lives and in the long run, the Deaf community. It doesn’t matter if the dorm staffers are deaf or hearing; they create an impact, and this is something that should be taken seriously.

My husband spent the majority of his school years living in dorms, something he remembers with great pleasure. Even though he had deaf parents and grandparents who were wonderful presences in his life, the dorm parents he grew up with also provided great impact upon his life. Sure, there are incidents in dorms that should never happen – bullying or sexual abuse, for example. But these are incidents that are absolutely preventable, and a good residential program with qualified staff who can prevent that from happening. For me, the key to a good residential program is having staff who can communicate effortlessly with students and understand the immense responsibilities of the work before them.

Being a dorm parent, to me, is a noble job and a daunting assignment to take on, one I would probably not be able to accept. Dorm staffers work in loco parentis – in place of parents – and in many cases, are the only signing adults other than teachers that the children interact with. Many children come from homes where there is minimal, if any, communication, This is the most important job task: teaching language, social skills, life values and world knowledge outside of the classroom to these children. People who work as dorm staff, hearing or deaf, must take every measure necessary to give full communication access to the kids.

Whenever I talk to deaf people who lived in dorms, they often can tell me who the worst and best houseparents were. Typically, the “awful” houseparents were the ones who couldn’t sign worth anything or sat around doing nothing. This is probably true at any boarding program around the nation, actually; it’s not just a “deaf school thing.” But still, within the close-knit Deaf community, this has far-reaching consequences.

In fact, it’s interesting how I can quickly tell who the enthusiastic and involved dorm staff are simply by going to football or basketball games at the deaf school here. The “good houseparents” – who are well-liked and strict but fair – usually attend the games, make sure their students interact and participate in a safe environment, and are fluent signers.

Being a houseparent is no easy task, and I really wish schools would set higher standards for residential staff, especially in the areas of fluency in American Sign Language and providing a productive, caring and educational environment. Raising this bar can only begin with the Deaf community’s heightened respect for people who choose to work as residential staff, increased expectations and an innate understanding of what the profession involves. We have to keep in mind that these residential staffers are helping raise our future community leaders, and do what we can to support their work.

Copyrighted material. This article can not be copied, reproduced, or redistributed without the written consent of the author.

Deaf Instructors in ITPs: An Investment in the Community

This article originally appeared at i711.com.

There’s a new interpreter training/preparation program (ITP) in Quincy, Ill., at Quincy University where my grandmother worked for 35 years. When I learned of this ITP’s establishment, I was flabbergasted for a number of reasons.

First, Quincy only has about 20-30 deaf people in a population of 40,000. The town is also surrounded by farmland and the Mississippi River; it’s not a bustling metropolis or anything of that nature. What this means is that students in the ITP base their skills on a very small handful of Deaf people, who might not always have time to socialize for “silent suppers” or to be part of these students’ immersion in the language or culture. Besides, there’s MacMurray College in Jacksonville, which has a prominent ITP and is a short drive away on I-72. Jacksonville is also where the Illinois School for the Deaf is, and has a large community of native, fluent signers.

To add insult to injury, the Quincy University ITP has only one Deaf teacher. While I won’t get into the politics of the administration there, this trend of ITPs with a few or no Deaf teachers is disturbing. We’re in an age of awareness, where so much has been discovered about the wealth of American Sign Language (ASL), the Deaf community and its culture, and the profession of interpreting.

I recently learned about an ITP here in Minnesota with no deaf teachers; there are deaf teachers at the college, but they teach ASL, not in the ITP. In the past, this college had Deaf teachers in the ITP, but has pretty much pushed them aside in favor of hiring hearing teachers—some of whom don’t really have the best interpreting skills.

This again disturbs me. In an earlier column, I wrote about how ASL teachers must have three traits: fluency, the right attitude, and teaching skills; this, I believe, also applies to ITP instructors. Before I go into that, let’s get one thing clear: without the Deaf community, there would be no need for interpreters and no need for ITPs. Period.

ITP teachers—Deaf or hearing—should be fluent in ASL and English, have an intricate knowledge of the interpreting process, have an outstanding attitude of respect, and yes, teaching skills. Yet, ITPs (and ASL programs) around the country consistently hire hearing teachers over deaf teachers; many of those hearing teachers lack some or all of the aforementioned traits. This isn’t due to a lack of qualified Deaf teachers; there are plenty. And it’s not because deaf people don’t understand the finer points of interpreting and the process, either. There are plenty of Deaf people—Deaf interpreters, for instance—who have all the qualifications and qualities that an ITP instructor should have. Any ITP coordinator who believes otherwise shouldn’t be in that position.

Besides, Deaf instructors bring such valuable insight into the interpreting classroom. They can teach ethics courses, voice-to-sign courses, interpretation courses, and an array of other topics. In situations where they may need someone hearing to be involved—for instance, to listen to voiced interpretations—why not bring in a hearing team teacher? There are plenty of solutions to listening-based units or activities in these situations.

I’m not saying that Deaf instructors should always be chosen over hearing instructors; quite the contrary. I simply think that ITPs need to stop hiring for the sake of convenience, and begin to proactively recruit Deaf instructors. It’s so important to have a balanced, diverse staff. When an ITP has an all-hearing staff, regardless of the hearing staff’s involvement with the Deaf community (i.e., CODA or spouse of a deaf person), it’s imperative to bring in deaf instructors to alleviate this stark gap. We all can agree that Deaf people bring a unique perspective to an ITP, since they themselves are consumers of interpreting services and can bring distinctive insight to the hearing students’ perceptions of the Deaf community and ASL. More importantly, when an ITP has a balanced staff, the ITP invests in its own future and community.

It saddens me to see so many ITPs returning to the Dark Ages when Deaf people weren’t considered valuable parts of an ITP’s curriculum and identity. Without Deaf people, there is no need for interpreters. ITPs must remember this, and must practice what they teach students: that Deaf people are independent, intelligent and dare we say, typical people. How better to illustrate this than to employ Deaf people at every level?

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Log Into a World of Education

This article originally appeared at deafprofessional.net

Maybe you’re on the road for your job, at a hotel that looks just like the last seven hotels you stayed at. Or maybe you have two young children and a full-time job. You want to earn a degree, but simply don’t have the time or energy to go to classes, having to watch an interpreter for three hours, and then take care of your family and/or job. You sigh as you see your education slipping away.

Online education may just be the answer. Taking courses over the Internet has been making its way to the forefront of education, and is proving popular with nontraditional students. A March 5 article in the Minneapolis Star Tribune reports that more than 2.3 million people took at least one online college course in 2004. The article also notes that Congress recently passed an act that no longer requires colleges to provide at least half of their classes at a physical campus to qualify for federal student financial aid, which comes as a relief to many working people who may also be paying for their children’s educations.

“The online students of today consist primarily of working people who are trying to better their opportunities,” writes Illinois Online Network. “The traditional school will never go away, but the virtual classroom is a significant player in today’s educational community.” Take, for example, Gallaudet University. “We offer an average of 13 online courses per semester,” says Earl Parks, e-Learning Manager, “but with an increasing number of courses that begin on campus for one week during the summer and then completed online in subsequent time periods.” Most of Gallaudet’s online courses focus on deaf-related topics such as Deaf Literature, or interpreting topics, although there are other courses such as certification courses.

“Just recently at a board of trustees meeting, the board approved the creation of a new graduate field, a master’s program in international development,” Parks said. “What is so remarkable is that the first year of this program has all of its courses online, which is a major step forward in online education.” Gallaudet’s online students vary from undergraduate students on campus in Washington, D.C. to professional students from everywhere in the world.

The biggest benefit to taking courses online is the convenience. National Association of the Deaf and Gallaudet University Alumni Association president Andy Lange earned his master’s degree in organizational management from the University of Phoenix in 1995. An accredited university with 300,000 students, University of Phoenix offers courses both online and at local campuses throughout the nation. “When I worked at AT&T, they suggested that I take a course, and I took several online. I was traveling approximately 85% of the time, so this was a terrific solution to my needs. Having to earn a master’s degree at a nearby college would have been impossible.”

Convenience was also a plus for Kat Brockway-Aiple of Bowie, Md., although she was initially skeptical. After finding that the University of Phoenix was an accredited university and that her vocational rehabilitation services would cover the costs, she earned a bachelor’s degree in business management in February. “I wanted to finish up my long-time goal of earning a degree at my own pace, and I thought this was a good way to do it while working full-time and caring for my two daughters. That way I wouldn’t be stressed out by having to drive to classes, working with interpreters, and going at a faster pace.”

Another reason cited for taking online classes is barrier-free communication access. “Online classes give me a level of equality that I wouldn’t probably experience in a hearing class because of the interpreters and lag in communication,” says Jesse Bailey, athletic director at the New Mexico School for the Deaf in Santa Fe who is pursuing his license in administration. “You see, we don’t and never will receive full communication access even when we use interpreters. Oftentimes, interpreters may miss some words or details while hearing classmates receive direct communication from the teacher. But online, I’m directly communicating with them in one language. So it puts me on a far more equal, if not whole, level with them.”

Lange agrees. “I did not tell anyone that I had a hearing loss. It was great, because I wasn’t treated any differently and it was amazing to see how level the playing field was because of this. The information shared was the same for all of us with no third party like an interpreter to deal with. But if I were in a classroom setting, the sight of an interpreter instantly would change the dynamics, with people reacting differently to the idea of a deaf person in their midst.”

He laughs as he remembers showing up for graduation with an interpreter. “My classmates were shocked! I had nine classmates from all over the world, with six showing up at graduation in San Francisco. They were stunned that I was deaf. I wanted to keep it that way because I wanted to show that I was just like them.” Lange intends to pursue his doctorate through an online program as well.

With such positive benefits, online education seems to be the best educational solution for deaf professionals. Not so, cautions Lange. “Although there are a lot of benefits, one does need to be very disciplined to pursue an online degree. I had to ‘attend’ online five days out of seven, and I had to work around that. And there’s a lot of homework and coursework in between. The discipline is the biggest factor, and one must be committed to seeing this through.”

“Another con to this is that there are no American Sign Language (ASL) versions for most online courses,” adds Brockway-Aiple, who agrees that discipline is key. “It’s all done online, which means everything is done in written communication.” This may prove problematic for people whose first language isn’t English. Aiple sought the use of a tutor, and other students also often work with writing centers or professional writing services.

Gallaudet tries to alleviate this language barrier by providing lectures in ASL. “Our grant writing course was the first to utilize video technology during the entire course. The instructor teaches from a log cabin in Minnesota, where the students view her pre-taped lectures in ASL each week,” Parks says. “It’s a technology we’re using with our other courses, which will bring ASL-accessible lectures to students around the world.”

In addition to ASL-accessible lectures, Gallaudet works with an online tutoring service that is available 24 hours a day, seven days a week. Parks points out, “Our students’ writing skills are enhanced by a variety of services and resources. One could also argue that with an emphasis on writing in distance or online education, writing skills should, in theory, improve.”

Yet another struggle is the lack of face-to-face interaction, something that is essential for deaf professionals. “However, this is being remedied at Gallaudet by the use of videoconferencing technologies, and some teachers choose to have weekly interaction through online class chats and/or videophone chats with each student,” Parks explains.

Still, the advantages seem to outweigh the drawbacks. Katie Hoheusle is earning a master’s degree in business administration from the University of Colorado at Denver. “I’d recommend online classes for people not just for the equal footing, but also for the scheduled convenience and not having to deal with the stress of interpreters, having to show up in class, and having to worry about communication. It’s just so much easier.”

“Online education is excellent for professionals who have no time to go to class and need to work full-time,” said Brockway-Aiple. “It turned out to be an enjoyable experience for me, and I’d do it again in an instant.”

Trudy Suggs is the instructor for several online courses, including grant writing and nonfiction writing.

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