FEATURE

Developing Identity and Advocacy Skills with the Mainstreamed Deaf Student

By Gail Wright

Summary: Students develop a better sense of identity when they classify themselves using two key components; who they are “audiologically” versus“functionally.” Also, when they have an understanding of barriers to clear communication the student develops the lifelong skill of being their own best self-advocate.

The speed of technological developments benefits the deaf and hard of hearing child tremendously. During my 21 years of teaching, I have seen students who in November are told there is not a hearing aid that could help them. By February, a new model hits the market and suddenly the child had access to auditory information! When a child suddenly has auditory information a whole new set of educational challenges develops
for their teacher(s).

My undergraduate work focused on the Deaf students who use total communication. We helped students gain a “Deaf Identity.” I repeatedly attended conferences and learned about Deaf Culture. I was not taught about the Oral Deaf World. My first teaching position was with a self-contained program for Deaf and Hard of Hearing Students. Five years later with our enrolment declining I changed positions to that of itinerant
teacher. (An itinerant teacher is a teacher who supports students who attend their neighbourhood school.) This sudden change was the best thing that ever happened to me.

For the first time I was meeting Deaf students who did not sign nor relate to Deaf Culture. Contrary to what I had been lead to believe I found these students were happy, well adjust ed, and had a strong sense of self. What a learning experience it was for me as I gained an understanding of how to teach these mainstreamed students classified as “Deaf” that could“hear” and communicate without sign language! While completing
my master’s research I continued working with mainstream students. It became clear that the kids did not identify themselves as Deaf or hearing. There was no language to easily classify them as to how they identify themselves with the world. I had students who described themselves as “a broken hearing person.”

With the continued development of technology, research, and experience I have found some new language and understanding to use with my students. Cochlear implants and digital hearing aids enable students, who have a profound hearing loss, to “function” as hearing or hard of hearing students. These technological developments help my students understand the difference between their unaided audiogram and
how they truly function. For example; I work with a fantastic young lady who is a 6th grader (13 years old). She received her cochlear implant when she was 1. She is completely oral and earns A’s and B’s academically. If you were unfamiliar with cochlear implants and met her for the first time, you would most likely assume the pink jewels tucked into her curls were just part of a fancy barrette. Speaking with her in a quiet room, you would never know that the jewels are actually a cover for her processor.

Working with this student gave way to an “a-ha” moment and a new way of thinking regarding how best to help these kids develop a sense of identity and classify themselves. They have two key components; who they are audiologically, their level of hearing, versus “functionally” what is their identity. This student clearly and proudly states: audiologically, I’m deaf. Functionally in a quiet room, I’m hearing. When there’s
background noise in the room or I’m far away from the speaker, I function more like a hard of hearing person.” My students now understand when they are asked about their hearing loss that their best answer likely consist of two parts; what their audiogram says and what their functionality is. For most of my students this is two different answers and gives a more complete understanding of who they are and their abilities.

In addition to helping students understand what they can hear in different environments, a secondary focus is that of communication breakdown. Clear communication is the number one challenge that students with hearing loss face on a daily basis. (Note: My teenagers also seem to have a communication breakdown when I ask them to clean up their rooms!) Communication breakdown can be categorized into three areas: listener, speaker, and environmental. Students love to talk about different challenges that they face. We then place that communication breakdown into one of the three categories. Once they identify the type of challenge the solution becomes quite clear!

By teaching students about their hearing loss and how they function in different situations they are prepared to be self-advocates.

It is understandable that students and educators want one answer to solve the various reasons for communication breakdown. That is as unrealistic as anticipating the return of the woolly mammoth. This is why I empower the students with as many tools and solutions as possible. They are their best at self-advocacy when they are armed with solution tools, a strong understanding of who they are, and the ability to clearly
define who they are to others. I think my friend Paul Jacobs said it best when he said, “When someone describes me I want them to say; “Paul is a writer, an academic, a great cricket player, a super friend. Oh yeah, he is deaf too.” Students need to identify themselves as a complete person and not solely by their audiogram.

Gail Wright is an educational hearing specialist and can be reached at gailwrig@gmail.com.