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Picture this: I once taught at a school that served preschool through fifth grade, including students who were Deaf or Hard of Hearing. But despite our efforts to create an inclusive learning environment, there was a noticeable lack of understanding and acknowledgment of Deaf culture. American Sign Language (ASL) was neglected, and the representation of Deaf people was lacking in staff and curricula. Despite ongoing conversations about cultural and linguistic responsiveness, we still tend to overlook the unique needs and perspectives of our Deaf and Hard of Hearing students. As a Teacher of the Deaf, this was a wake-up call that highlighted the urgent need to prioritize and celebrate Deaf culture inclusivity in all aspects of education. It’s time to take action and ensure that our Deaf and Hard of Hearing students feel seen, heard, and valued in the classroom.
Deaf culture is a rich and diverse community with its own language, values, and traditions. National Deaf History Month is an opportunity to honor and recognize the accomplishments of Deaf and Hard of Hearing individuals, but it is equally important to acknowledge and celebrate their rich histories throughout the year in classrooms. Unfortunately, many hearing teachers who work with Deaf and Hard of Hearing students may have limited knowledge of Deaf culture and history. As such, it is important for hearing teachers to learn about Deaf culture from Deaf individuals themselves.
Willingness to Learn
As a hearing teacher who has taught Deaf and Hard of Hearing students, I have learned that being a willing learner is crucial to understanding Deaf culture and inclusivity. Entering into the Deaf community as a learner means understanding the community’s social norms and etiquette, such as the importance of eye contact during communication and the use of visual cues to signal turn-taking. It was one of the most important concepts I learned because while ASL is one language that is utilized within the culture, not all Deaf/Hard of Hearing individuals use ASL. Some individuals use oral language to communicate as well. It was important that I learned the importance of the use of visuals as a teacher to ensure I was not engaging in linguistic over-protection by oversimplifying my language.
Willingness to Listen
Moreover, hearing teachers must be willing to listen to Deaf individuals’ unique perspectives on the world. Deaf individuals face many challenges in a hearing-centric world, including barriers to communication, employment, and education. As such, they may offer valuable insights into issues such as accessibility and diversity. Being a part of Nevada’s chapter of National Black Deaf Advocates provided me the opportunity to learn by listening to the insights of the Deaf community.
Listening to Deaf individuals, I was able to learn that there is a need for mental health supports and professionals willing to learn ASL to provide the support needed. We have to be open to hearing the stories and perspectives to know how to support students and be of support to the Deaf community. Active Listening helps us build empathy as we learn through the stories others tell. Being in spaces with the Deaf community as listeners support us in understanding the community’s needs.
Willingness to Acknowledge
It is equally important to acknowledge Deaf individuals’ accomplishments and contributions to society, not just during National Deaf History Month but throughout the year. Deaf people have made significant contributions to fields such as art, literature, science, and politics. It is essential to learn about these accomplishments to gain a more nuanced understanding of the Deaf community. When I was in school we specifically learned about Beethoven, Helen Keller, and Marlee Matlin, but I later found that I was lacking awareness of Deaf individuals who are Black such as Claudia Gordon, Andrew Foster, and Dr. Nathie Marbury.
Commit to Inclusivity
Creating an inclusive learning environment for Deaf and Hard of Hearing students involves acknowledging the diversity and multifaceted nature of Deaf culture. Deaf culture has its own subcultures and variations in language and communication, and teachers should not make assumptions about students’ abilities or language use. Imagine a hearing teacher, upon meeting a Deaf student, says, “What can he do: he can’t hear so?” I’ll never forget the face of that student’s mother when she heard someone label her child incapable because he was Deaf.
It wasn’t the first time I had heard it, and wasn’t the last. This could have been a much better interaction if the teacher would have simply gotten to know the child by building a relationship and asking asset-based questions such as – What are you interested in learning more about? What brings you joy while at school? How does school bring out the best in you as a learner? A student who is eligible for support services is just as capable of high achievement as any other.
Commit to Representation
We also must insist on having representation in learning spaces. As a teacher, I consistently asked Deaf adults to come visit my classroom. I created an ongoing partnership with the high school to have Deaf high schoolers come to my preschool classroom to read to my students. I also encouraged having classrooms bring in Deaf adults even if there were no Deaf students in the classroom, as it opens up the perspective of students. Students need to see and be aware of different representations within society.
Understanding Deaf culture is essential for creating inclusive learning environments for students who are Deaf or Hard of Hearing. Hearing teachers must be willing learners, listeners, and acknowledge the unique contributions and perspectives of the Deaf community. By doing so, they can set the stage for a sense of belonging and acceptance for Deaf and Hard of Hearing students. It’s time to lean into strategies that foster inclusivity and provide equal opportunities for all students, including those who are Deaf or Hard of Hearing. What aspects are you willing to embrace and integrate into your school and classroom culture in the coming month and throughout the academic year?
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