Walk4Hearing to break donation record

I reported on this earlier this year in April and in 8 months time the Walk4Hearing organization was able to raise another $800,000 with $1.2 million dollars already raised with the goal of $1.4 million dollars this year. From the looks of it they will definitely break the $1.4 million dollar mark this year beating out last year of $1.3 million dollars.

Money raised is shared between national and local programs and services including support of children with hearing loss at www.kidsandhearingloss.org.

National Programs and Services      

• Provide timely and reliable information about hearing loss through HLAA’s website, Hearing Loss Magazine, HLAA e-News, the Hearing Loss Support Specialist Training, message boards/chat forums and annual conventions
• Advocacy at the national level to affect legislation that impacts people with hearing loss, whether it’s funding for hearing aids, cochlear implants, communication access in public places or other important issues
• A nationwide network of chapters and state organizations providing peer support
• Support for parents of children with hearing loss at www.kidsandhearingloss.org
• Outreach to veterans returning with hearing loss
• Social networking site for young adults with hearing loss at www.hearinglossnation.org

Local Programs and Services     

• Captioning and hearing assistive technology at HLAA chapter meetings to make them accessible
• Scholarships toward college tuition for students with hearing loss
• Funding for hearing aids and assistive listening devices for people who cannot afford them
• Installation of hearing assistive technology in public places, such as community rooms and public libraries
• Captioning of live theater productions
• Seminars on coping with hearing loss

The www.kidsandhearingloss.org website is to help

...empower parents of hard of hearing and/or deaf children by providing the resources necessary for them to make informed decisions about their children’s hearing loss.

Untold history of DPN, it almost collapsed!

The 7 Ducks (name was given from their first meeting at a duck pin bowling alley) were behind the Deaf President Now rally movement that took place on March 1, 1988.  They were primarily responsible in selecting the "Gallaudet Four" leaders to lead the DPN protest. The 7 Ducks consisted of Gallaudet University alumni were:

- Dwight Benedict (Gallaudet's dean of student affairs),  
- Michael O'Donnell (professor in American Sign Language and Deaf Culture at George Washington University, Washington D.C.),
- Stephen Hlibok, (financial advisor for Merrill Lynch),
- Jeff Rosen (ZVRS general counsel),
-Fred Weiner, (Gallaudet's assistant vice president for administration),
- James Tucker (superintendent of Maryland School for the Deaf-Frederick),
- Paul Singleton (Purple Video Relay Services' director of government and strategic accounts).

What's interesting in this case is that all of them are bonafide Kappa Gamma brothers. No Kappa Sigma brothers. No Alpha Sigma Pi brothers.  No independents. Why is that? Once the DPN protest began the Seven Ducks dissolved and was replaced by the DPN Committee since the protest became a student-driven protest.

One little bit of interesting tidbit of unknown history was that DPN came close to collapsing very early in the protest.  

In the beginning prior to the DPN rally, which began on March 1, 1989 in support of electing a deaf president, the story goes that "Seven Ducks" asked many Gallaudet University students (including Tim Raurus and Greg Hlibok) if any of them would be willing to lead the DPN rally, a potentially sticky job. They all turned it down. The "Seven Ducks" finally approached Jerry Covell to see if he could do the job. Jerry agreed to take up the responsibility since he had nothing to lose.

The rally started with Jerry Covell standing on a large wooden box in front of a TV in the student cafeteria (wooden box was used by students to stand on so they can change the TV channels or use it to stand on to present short speeches or quick announcements). He was able to get the attention of students in the cafeteria with him waving his arms and explain to the students why they should support of the DPN rally.   From the 1994 book "The Deaf Way," Jerry Covell mused over his experience leading up to the DPN protest.

"When our former president, Dr. Lee, decided to resign his position to work for the company of one of the members of the Board of Trustees, we students had never really thought about having a deaf president. Though there was some talk among ourselves, we didn't seriously consider the possibility until December 1987 or January 1988. At that time, a group called "The Ducks" was formed. This was a group of seven or eight men, most from Gallaudet or formerly from  Gallaudet, who were all strong leaders in the deaf community. They decided that it was important, in fact key, to get the students involved in having a deaf president. So in January  they started planning for a rally the following March, March 1st. They asked students to participate, and I agreed.  

I can recall going to the cafeteria to talk to the students, saying that we must have a deaf president. The students said that a deaf person could not be president of the University because the president has to use the phone and deal with Congress. If Gallaudet were to survive, they said, we must have a hearing president: There was no way a deaf person could be president of Gallaudet if the University were to continue.  When I saw that I thought, "can't...." and I wondered. And of course I felt hurt because I thought a deaf person could do the job. So I continued to go to the cafeteria.  

By the way, the reason I went to the cafeteria was that it is the best place on campus to reach a large number of students. The academic buildings are too spread out. The cafeteria is the one place where I could talk to most of the student body. it's the place to share information and ideas. For weeks I talked, and there was a promotion stressing the importance of having a deaf president.  

The rally drew near. The Board of Trustees was considering six candidates for the position of president, three hearing and three deaf. We were ecstatic - three deaf people had made the final cut. So let's say there were ten hearing applicants and five deaf applicants, and the list was narrowed down to three deaf and three hearing finalists. It showed that deaf people could make it that far. It meant we could do more.  

The last week of February, the Board of Trustees announced that there were three finalists for the position, and surprisingly, two of them were deaf. So we all felt fairly sure that there would be a deaf president for the University. It would happen. We were all very sure that we couldn't lose.  

Then came March 1, the day of the rally. Everyone turned out, students, faculty, and staff. No one was in a teaching mood that day. All came to see what would be said. Speakers from all over the country stressed the importance of having a deaf president.  One presenter - I can't remember who it was - said, "This is Gallaudet, a school for deaf people, the only one in the world. Yet in the buildings here the public phones are not accessible to deaf people. You have to go to an office and plead to borrow one- and hope that it's not broken - and search around to find a TTY you can use.  That's outrageous! If we had a deaf president, he would make sure that all the phones in the buildings were accessible to deaf people." 

I'll always remember that day. We had high hopes. We felt positive we would win.  Then on Sunday, March 6th, the shock came. The Board of Trustees announced that Dr. Elisabeth Ann Zinser, a hearing person, had been selected as president of the University. The news came in the form of a press release that read, "Gallaudet University is proud to announce the appointment of the first woman president in the history of the University. 

Now I'll be honest with you. I've got nothing against women. I think highly of women. But Jesus! Why not a deaf president instead of a woman president?  We asked for a deaf president; we never asked for a woman. To make things worse, she was hearing. That was it! We really blew up. The crowd went wild and marched to the Mayflower Hotel, where the Board of Trustees was staying. As soon as we read that paper, we hit the streets.

The four student leaders in the DPN protest weren't the official leaders during the first march to the Mayflower Hotel. Just that Jerry Covell was the only recognized DPN rally leader of which he became the de factor leader in the DPN protest. The selection for official student leaders was done after the fact in order to pool crucial resources from a variety of people and organizations. The four DPN leaders were selected after the first march on March 6, the day of the announcement when Zinser was selected to be the president of Gallaudet University. The ad hoc protest group marched towards the Mayflower Hotel by marching illegally on the streets of Washington D.C. without a permit. In the photo below shows Jerry Covell leading the protest down the street (click on picture to enlarge it).  In the photo below Jerry Covell is in the middle of the front protest line with his horizontal stripped shirt and famous trademarked denim jacket.

Perhaps the reason Greg Hlibok (brother of Nancy Hlibok Amman who is a Phi Kappa Zeta sorority sister who is also deeply involved in the latest power struggle at the Arizona School for the Deaf and Blind) and others who joined later as leaders of the protest because it was then deemed "safe" to step up seeing the large turn out and the near unanimous support from the deaf community as they rallied around the cause for a deaf president. Tim Raurus was a former SBG President at the time while Greg was the new SBG President for only a few weeks before the protest began. Bridgetta was considered by some people as the "token" female leader not knowing exactly why she was selected. I would surmise that Greg Hlibok or Tim Rarus didn't want to get in trouble with the Gallaudet University administration by getting their hands "dirty" and instead took a "wait-and-see" approach before risking their academic careers.  It was Jerry Covell who actually did the "dirty work" in the beginning to try and get the students' support for DPN rally leading up to that fateful day on March 6, 1988. He took tremendous academic risk for stepping up to become the first leader of the DPN rally. He prevailed. The rest is history.

The four student leaders of DPN appointed for the protest were Greg Hlibok (Kappa Gamma and chief of the Disability Rights Office at the Federal Communications Commission in Washington, D.C), Jim Rarus (Kappa Gamma and senior vice president of sales at ZVRS), Bridgetta Bourne (supervisor of career center and transition services at California School for the Deaf-Fremont), and Jerry Covell (Kappa Sigma  and coordinator of the Interpreter Preparation Program (American Sign Language) at MacMurray College in Jacksonville, Ill).  Jerry Covell was a natural leader of the protest. He had a knack in getting people fired up and was able to get his ideas across using fiery and inspirational words.  The other two male leaders, Greg Hlibok and Tim Rarus, had their own strengths and weaknesses. Bridgetta Bourne was the fourth one installed to help round out the mostly male DPN leaders and put an inspirational female face on the DPN protest.  

Once the leaders were selected the story goes that in the first few days into the protest it almost came to a halt with Jerry Covell threatening to leave the "Gallaudet Four" in the face of some of the DPN Committee members. It was believed his threat to leave had to do with the motives and agenda of Kappa Gamma brothers that Jerry found unpalatable.

The DPN Committee was responsible for the operational functions of the protest such as security, public relations, morale, etc. and consisted of Gallaudet students, alumni, faculty and staff members. Each of the four DPN leaders chose their own group of DPN Committee members. Both Tim Raurus and Greg Hlibok are Kappa Gamma members with Bridgetta Bourne-Firl who is a Phi Kappa Zeta sorority sister (note: PKZ considers Kappa Gamma fraternity as their "brother" group and Kappa Gamma sees PKZ as their "sister" group who some say they share the same zealotry on power and control, or so they say, and Bridgetta even married to Leslie Trosky Firl who became the Grand Rajah of the Kappa Gamma for the 1987 - 1988 school year). Jerry chose a more diversified group of people in his group. It wasn't long until Jerry's people quickly realized how they were out-leveraged by other people who had their own motives. The potential meltdown of DPN came in the first few days of the protest stemming from fraternity brothers and sorority sisters who wore their own Greek shirts. An effort to increase the visibility and advertisement of their own fraternity and sorority to try and inspire students who may want to join their Greek organization. Jerry knew it was a publicity stunt. Kappa Gamma Greek shirts worn were designed to be used as subliminal messages to the press and community.  Kappa Gamma has an obsession about capturing leadership positions in various organization on Gallaudet campus.

It was the kind action and attitude that disappointed and dismayed Jerry Covell. He threatened to leave the group. Jerry flipped his two birds at the DPN Committee famously captured in a photo seen in Jack Gannon's book "THE WEEK THE WORLD HEARD GALLAUDET" which can be found on the top of page 55 in the book. Jerry was ready to walk out after flipping the birds at the DPN committee which probably occurred on the third day of the DPN protest at a time when there was a lot of media frenzy covering the DPN protest and people were getting national coverage. It must have been one heck of a serious conversation because everybody's face seen in the picture looked serious. This was in a roomful of Kappa Gamma brothers (click on picture to expand) who were a part of the DPN Committee. I'm sure some people will try and deny that the incident ever happened and the real reason why Jerry flipped them off.

Leaving the newly formed "Gallaudet Four" so early into the protest would have undoubtedly put the kibosh on the whole DPN protest and in danger of collapsing had Kappa Gamma brothers and Phi Kappa Zeta sisters insisted on wearing their Greek shirts during the protest period. The protest, as it was explained, was an opportunity for all of the deaf and hard of hearing people at Gallaudet University to come together as one "loud voice," and not about an opportunity to advertise their own fraternity or sorority. The DPN Committee relented and agreed to Covell's demand (or so the story is told). And the rest is history.

Jerry Covell at one time did not belong to any fraternity. He actually tried to join Kappa Gamma and was a Kappa Gamma pledge in his first week of probation. But that didn't last long since he walked out on them. It was said that he was disgusted with what he saw going on inside during the pledging process. He wasn't afraid of Kappa Gamma as you can see with him giving Kappa Gamma brothers who were a part of the DPN Committee the bird. The following year after trying to join Kappa Gamma, he joined Kappa Sigma. At the time of the protest in March of 1988 Covell was the Grand Procurator of Kappa Sigma and in the Fall of 1989 became the Grand Master. One of the big reason why he joined the Kappa Sigma fraternity was because the fraternity never supported hazing from the very beginning. They believe in the simple honor and respect of their fellow human beings. From the 1990 Tower Clock Gallaudet University Yearbook, page 324, on Kappa Sigma:

The benefits they had to offer, frankly, were unequaled by any other organization I knew of and the concept of a warm, strong brotherhood that these men had shared caught my fancy.  Another valuable plus about them: they don't haze.   Their stand against hazing and the belief that pledging should be any enrichness and education of character rather than abuse and strict "training and re-education" of minds and bodies only served to further reinforce my initial hunch that this fraternity was the one for me.

It was an open secret when it came to which fraternity did the hazing and which did not. But notice the power structure at the time. The Seven Ducks were all Kappa Gamma brothers. Two of the four DPN leaders are Kappa Gamma brothers with the third being a Phi Kappa Zeta sorority sister. PKZ is considered to be the sister Greek organization of Kappa Gamma who share the same ideals as Kappa Gamma.

In the 1989 Gallaudet University yearbook (1988 - 1989 school year) Tim Rarus was like all other Kappa Gamma brothers holding no title other than being a Kappa Gamma brother. In the next following 1989 - 1990 school year after the DPN protest was over and the first deaf president was finally put in place Tim Rarus suddently became the Grand Rajah of Kappa Gamma. Tim never held previously the Kamoos, Tahdheed, Mukhtar, Abbah Tekoth or Abbah Ganesa Kappa Gamma title.  Though not to mean holding a certain title is a pre-requisite to become the Grand Rajah.

The power structure of Kappa Gamma during the mid to late 1980s was a crucial period in gaining the necessary influence within the community of Gallaudet University and the Student Body Government whose elected top SBG officials were mostly Kappa Gamma brothers. All of which coincided with the DPN protest in March of 1988 and the eventual success that sealed their power base, influence and authority. That is until charges of hazing and racism within their organization leading to suspension of their organization multiple times in the late 1980s and early 1990s, and the unfortunate Nazi-like salute in the 1989 group photo which shifted more of their influence and respect away from them.

What is interesting is to see the make-up of the Student Body Government during the 1980s and 1990s.  In the 1987/1988 SBG adminstration school year was led by Tim Rarus, president of SBG, and Hector Brual, vice president, who were Kappa Gamma brothers at the time. During the 1988/1989 SBG administration period they had Greg Hlibok, president, and Roger Kraft, vice-presiden, both were Kappa Gamma brothers at the time who just came off of the successful DPN protest several months earlier in March of 1988. For the 1989/1990 SBG Administration year Terry Wilding was the president while Roger Kraft became the vice-president, both were Kappa Gamma brothers at the time. Successive years with Kappa Gamma brothers holding top influential positions. The names and Greek organization can be verified in Gallaudet University's yearbooks.

Here's an example of the SBG make up during the 1987/1988 SBG administration year.

- Tim Rarus, President (Kappa Gamma)
- Hector Brual, Vice-president (Kappa Gamma)
- Debbie Trapani, Assistant to President (Phi Kappa Zeta)
- Heidi MacGlaughlin, Assistant to Vice-president
- U. Sung Chung, Special Assistant to President (Kappa Gamma)
- Stevie Gemmil, Secretary to Special Assistant
- Jolene Whaley, Administrative Secretary
- Craig Hanrahan,  Business Manager (Kappa Gamma)
- Paul Rutowski, Assistant Business Manager (Kappa Gamma)
- Jennifer Nasukiewicz, Special Assistant to Business Manager
- William Millios,  Director of Academic Affairs (Kappa Gamma)
- Ted Baldwin, Director of Athletic Affairs
- Jeff Bravin, Director of Public Relations (became a Kappa Gamma the following year post DPN)
- Liz Walker, Director of Student Relations
- Cayetano Adamo, Direct of Student Welfare
- Joe Hartung, Assistant Direct of Student Welfare (Kappa Gamma)
- Colleen Smith, Director of Housing Affairs
- Janet Etkie, Assistant of Housing Affairs
- Tade Cross, Director of Social & Cultural Affairs
- Missy Kaler, Assistant Director of Social & Cultural Affairs
- Ginger Smith, Assistant Director of Social & Cultural Affairs
- Debbie Burnaman, Director of Student Media
- Mary Chimelak, Assistant Director of Student Media
- Jennifer Cooper, Publicity Director
- Andrew Byrne, Proofreader
- Menchu Sanchez, Typist
- Christine Beckwith, Chief Justice (Phi Kappa Zeta)
- Terry Wilding, Student Congress Speaker (Kappa Gamma)
- Christine Ehrlich, Student Congress Vice-Speaker (Phi Kappa Zeta)
- Maureen Behrens, Student Congress Secretary
- Petra Horn, Parliamentarian
- Mario Hernadez, Sargeant-at-Arms
- Carl Schroeder, Advisor (Kappa Gamma )

As you can see in this example most of the males in the SBG were Kappa Gamma brothers holding top positions of influence and power. A pattern repeated throughout the rest of the 1980s and early 1990s. Much of these power and influence have gone beyond the confines of Gallaudet University into the field of education, technology, and social politics.  That's another story, another time.

Now you know the interesting and yet unknown part of DPN history and the important role Kappa Gamma played in. Not to mention Jerry Covell's courage in helping set the DPN path in the right direction.

Remove "Deaf people can do anything except hear" phrase

The phrase "Deaf people can do anything except hear" is an oft repeated phrase used by many culturally deaf people but it's a phrase that I and millions of other people with hearing loss do not really care for.

Why?

Well, it's not entirely an accurate phrase for one thing because people with hearing loss can do anything including the ability to hear. Not everybody, mind you. Having said that it's unclear what the term "Deaf" seen in the phrase is referring to. If we're using Humphries and Padden's definition to mean culturally deaf people only, then perhaps the phrase is adequate for the most part when that phrase was invented at the time. Then again you'd have this deaf band Beethoven's Nightmare to contend with that question with their most recent YouTube video. If it's not Humphries and Padden's definition and instead to mean anyone with a hearing loss from mild to profound (all inclusive) then the phrase is sorely outdated and antiquated in the era of hearing technology.  There are Deaf (new definition) people who can hear and do the jobs just like hearing people can using their ability to hear with the aid of existing hearing technology to perform the same type of jobs. This is another example of how the term "Deaf'" does not help make the case for culturally deaf people who insist on the newly defined term.  And this is why.

The power of captioning for deaf/hh organizations

I see this again and again the lack of captions in videos by organizations that serve the deaf and hard of hearing community, and even for parents of deaf and hard of hearing children. The lack of captions or subtitles is actually quite prevalent which makes the whole situation an awkward oxymoron of sorts. You'd half expect a transcript be available if captions or subtitles aren't available but that end up missing, too.  Really, for an organization, how hard can it be to include captions?  For any organizations worth its salt would have the common sense and smarts to make sure all of their videos are captioned.

Why do some deaf/hh run organizations cannot include captions or subtitles in their own videos in their effort to get the message out?  There is NO TRUTH at all for a non-captioned (and no transcript) video in getting the message out to the larger society who either cannot hear well to understand the spoken words completely or do not know or have trouble following sign language. If an organization want to build a bridge make sure the span crosses completely the communication chasm by including captions and/or transcripts (must remember the deaf/blind people out there, too!). By not including captions/subtitles the message will simply spin on its own going nowhere. It'd be even worse if the message only stayed within a certain deaf/hh community when the intent was to get the message out.  How can that happen if videos are not inaccessible to the majority of the population? Why practice hypocrisy and commit the same communication oppression?

Bottom line, organizations that serve deaf and hard of hearing community have a better chance in getting the message out if their videos are captioned. Otherwise your "truth" will simply go nowhere. A wasted time and effort.

The Walking Effect

The difference between Walk4Hearing and Walk for ASL?

Walk4Hearing involves the community on a much larger scale with thousands of people every year in 22 different cities from June through October. The local media reporting in each city help generate more public awareness about hearing loss. It's a public relation dream machine. Walk for ASL on the other hand involves 15 culturally deaf people who will walk for 30 days from San Francisco to Santa Monica, California with the hope that their actions and message will capture the attention of the media.

Walk4Hearing is again raising money and has a very successful formula since 2006 because approximately 1 out 8 Americans with hearing loss have something that they can relate to each other with a common condition. There are many more hearing parents, friends and families who know someone with a hearing loss.  It could be their grandpa who experienced hearing loss later in his life. Or have a deaf or hard of hearing brother or a sister. A parent with a hearing loss. A hearing person whose best friend wears a hearing aid. A next door neighbor whose teenager experienced hearing loss from Meningitis.  Hearing loss is such a common condition in the United States the majority of the population are familiar with it. And because of the familiarity about hearing loss they become much more approachable about auditory-oral education, hearing aids, cochlear implants, or implantable hearing device that uses the eardrum as a natural microphone. No wonder auditory-oral schools are succeeding in their public relation efforts with their communities.

In its first year in 2006 the Walk4Hearing raised over $300,000. Since 2006 they have raised several million dollars. In 2011 Walk4Hearing successfully raised $1.1 million dollars in a matter of months. In 2012 they surpassed the $1.2 million dollar mark. This year their goal is to raise $1.4 million dollars and so far they are 24% of their goal with $336,000 raised already and they are on track to surpass the $1.4 million dollar mark before the first walk to start in June of this year.

Money raised is shared between national and local programs and services including support of children with hearing loss at www.kidsandhearingloss.org.

National Programs and Services    

• Provide timely and reliable information about hearing loss through HLAA’s website, Hearing Loss Magazine, HLAA e-News, the Hearing Loss Support Specialist Training, message boards/chat forums and annual conventions
• Advocacy at the national level to affect legislation that impacts people with hearing loss, whether it’s funding for hearing aids, cochlear implants, communication access in public places or other important issues
• A nationwide network of chapters and state organizations providing peer support
• Support for parents of children with hearing loss at www.kidsandhearingloss.org
• Outreach to veterans returning with hearing loss
• Social networking site for young adults with hearing loss at www.hearinglossnation.org

Local Programs and Services    

• Captioning and hearing assistive technology at HLAA chapter meetings to make them accessible
• Scholarships toward college tuition for students with hearing loss
• Funding for hearing aids and assistive listening devices for people who cannot afford them
• Installation of hearing assistive technology in public places, such as community rooms and public libraries
• Captioning of live theater productions
• Seminars on coping with hearing loss

The www.kidsandhearingloss.org website is to help

empower parents of hard of hearing and/or deaf children by providing the resources necessary for them to make informed decisions about their children’s hearing loss.

Below is a Walk4Hearing video promotion with subtitles.




Walk for ASL is a new venture idea to help raise awareness and seek funding for their own agenda and cause. It only actively involve 15 deaf people who will walk in California the 600 miles from San Francisco to Santa Monica in 30 days along the Pacific Coast Highway. Their goal is to get the attention of the media.

The difference here is that ASL and deaf culture are essentially a hidden language and community. They are more apparent in large cities such as Washington D.C.; Rochester, NY; Seattle, WA; and Austin, TX. Even in large cities the bulk of hearing people go about their daily lives and never get to meet or see a signing deaf person in their life. And for a good reason because the culturally deaf community make up about 0.2% (0.002) of the total population in the United States. The chance to meet a signing deaf person or a deaf group would be quite small. It becomes harder for hearing people to even sympathize with such a small deaf community when they try and raise awareness on ASL, a language and culture that are totally foreign to most of the hearing society. They might hear about signing deaf people in the news on rare occasions or by chance see a deaf character in a television show. But to the hearing society the language and culture of deaf people are still completely foreign to them.

Below is a Walk for ASL video promotion but no subtitles or transcript available.

Reframing Hearing Gain

Back in the days before electronic hearing aids or cochlear implants became effective the term "hearing loss" was used to described a condition caused either by genetics, disease or accident. It is a medical descriptive term just like "vision loss" that accurately describes the condition.

With the leap-frogging advances of hearing technology the concept of "Hearing Gain" takes on a more meaningful interpretation on what was once lost has now gained new sound and opportunities in the hearing world, yet people can still retain their identity as a person with a hearing loss or deaf. The term "Hearing Gain" has nothing to do with on becoming like a hearing person but rather the opportunity it gives and the opening of doors to a different world.

This is true of one deaf woman, Sarah Churman, who made a Hearing Gain when she was given the Envoy implantable hearing device. The device is not a hearing aid since it has no microphone but uses the ear drum as a natural microphone. Sarah experienced a Hearing Gain going from a world of muted and hushed sound that her old hearing aids could not fulfill to a rich, stereo-sound world with the two devices naturally amplifying the natural sound into her eardrums.  This is probably the ultimate form of "Hearing Gain" so far (short of having stem cells restoring hearing loss naturally) that is done on gaining and using natural sound. This cannot be done with hearing aids since sound goes through a microphone and gets digitized and amplified at the end to the ear drum. The same for cochlear implants where sound is converted into digital form before reaching the cochlea in the ear.

If not that then hearing aids or cochlear implants people would give deaf and hard of hearing people their own kind of Hearing Gain experiences where sound and opportunities would open up for them. We saw the strong reaction of Sarah Churman who experienced a life-changing moment with such a new hearing technology it overwhelmed her expectations. Same for cochlear implants.  And even hearing aids. Putting them on and realizing just how much sound they were missing and the connection with the hearing world.

True Hearing Gain would be the time when the restoration of hearing loss could be reversed and restored. In the mean time, Hearing Gain continues apace every day each time a hearing aid, cochlear implant or implantable hearing device gets turned on.

A win-win-win situation

For any organization that serve the deaf and hard of hearing population as well as for parents of deaf and hard of hearing children should take every effort to accommodate the potentially wide ranging communication access needs for an audience with deaf, hard of hearing, culturally deaf and hearing people when doing live presentations.

The concept and idea are quite simple. Three things are needed at the same time.

1) Real time captioner where the spoken words can be displayed visually for the audience.
2) Sign language interpreter.
3) Voice interpreter.

Using that prescription it wouldn't matter if the people in the audience or the speakers are deaf, hard of hearing, culturally deaf or hearing, communication access wouldn't be missed by anyone. This is how you "walk the walk" instead of talking out of the sides of your mouth.

Using the three communication access points satisfy 6 different possible outcomes for people who are:

1) Culturally deaf people who rely exclusively on sign language can take advantage of sign language interpreters.
2) Hard of hearing and deaf people who are not native signers can get assistance from captioning to help supplement their weak signing skill.
3) Hard of hearing and deaf people who can hear well with their hearing aids or cochlear implants and sign well can take advantage of either voice interpreter, captioning and/or sign language interpreter to help fill all of their communication gaps.
4) Hard of hearing people who can hear well and understand the spoken words well but do not know sign language can take advantage of voice interpreters and captioning.
5) Deaf people who do not know sign language or cannot hear well to understand the spoken words can take advantage of captioning.
6) Hearing people who do not know sign language can take advantage of voice interpreters and, if they need to, captioning.


If you're a 501(c)(3) non-profit organization that caters to deaf and hearing people, and even hearing people such as parents of deaf and hard of hearing children would be wise to use take advantage of all three communication access points if you plan to do presentations at a workshop, training session, or at a convention where the public is invited. It just make smart sense to do this because no one would be left out of the communication loop. No one would feel discriminated or left out. Everybody can participate and be a part of the larger discussion. Catering to only a specific group of people with hearing loss or cultural identity helps no one when the bigger picture is to help everybody understand deafness-related issues and concerns. 

Discrimination against hard of hearing students at Gallaudet University

Yes, discrimination (and even oppression! keep reading) occurs everywhere, even at Gallaudet University by some of their own deaf and hard of hearing people whether coming from students, faculty or the staff. Discrimination is probably more pronounced against hard of hearing students than not for reasons that will be made clear below. Discrimination can happen consciously or subconsciously as in the recent McCaskill case but for an entirely different reason.

What brought me to this discrimination problem was an old Buff and Blue article "This is Gallaudet" electronically printed two and half years ago. I noticed a comment left by a parent of a hard of hearing son that made me think.

My son is a HOH rural- always mainstreamed-student. No ASL ever offered. The last thing he needs is another place he won’t be accepted without “conditions”. At least he knows what he is up against at a “hearing school”. Was so hopeful that this college could be a welcome break from discrimination for being who he is. I am so disappointed that “adults” act in this manner- especially ones who have been horribly discriminated against as he has been. He has worked so incredibly hard- zero possibility of being torn apart in DC.

What prompted this response was due in part of the article's coverage on "Deaf Zone" or "Deaf Space" which are essentially designated signing only zones on campus, no voice allowed. A clear act of discrimination good intention aside.

Let's step back a moment here.

One reason why I attended Gallaudet University (1988 - 1991) was to learn sign language and be around deaf/hh students who are like myself, a hard of hearing person whose identity is through speaking and listening while growing up and continuing through adulthood. I met my goal and made many friends who are hoh just like me. Just as well, I made friends who are culturally deaf who grew up with a deaf family or grew up signing.  I was not about to lose my identity as a hard of hearing person who grew up loving to listen and speak once I stepped inside the "golden gates" of Gallaudet University. No. My goal was to learn about Gallaudet University, the students and faculty there, the signing environment, the deaf culture, improve my signing and to finish my degree as quickly as possible which I did in 3 years time. I gained a language and a new perspective but that doesn't mean I had to change my own identity that I've always been comfortable with. My preferred mode of communication is and will always be speaking and listening in my own native English language with the help of my hearing aid. If I'm around deaf people who know sign language, I'll sign. Not a problem. If I want to do a presentation and there are interpreters and/or real time captioners available, I'll use my voice to do the presentation. Not a problem since the message wouldn't be lost on the deaf, hard of hearing and hearing audience whose own mode of communication preferences and comfort zones vary from one person to another. They can either listen to my presentation and get supplementary help with the live captioning at the same time. Or combine those with the interpreter signing. Or rely on just the captioning part alone for those who are weak with sign language and cannot hear/understand well the spoken words. Or preferably rely on the interpreter as their preferred communication access. Everybody gets accommodated. Everybody wins!

This "Deaf Space" concept might sound great at the surface but poking deeper into it presents potentially deeper problems depending on who you ask.

(Chris) Heuer stated that “there is one specific attitude that needs to change. If a non-signer is willing to learn sign, hands off! Let them learn in freedom. Help them. Include them. Make them a part of the community pride. If we exclude them, where else will they learn sign? How can we expect them to sign if we never interact with them?”  

“ASL is an official language like English, and it cannot be mastered overnight. We can’t force everyone to sign outside of the academic buildings and in private, like the dorms and the cafeterias. Imagine telling deaf people at a hearing school (or even oral schools back in the days) that they could not use their native language, sign language, to communicate. Would they like that? No. Now imagine telling hearing people not to talk — which is their native mode of communication — outside of the classroom,” said a hard-of-hearing student who chose to stay anonymous.

Exactly, which is why trying to enforce these "Deaf Zones" would be fruitless and even counter-productive depending on where these zones would be and who they are targeted for. In the same article Amanda Koski, a hearing student at Gallaudet University, commented:

Amanda Koski on November 28, 2010 at 6:28 PM said:

I agree with Sara 100%!
Last year was my first year at Gallaudet and I had a huge struggle with ASL. Not only to move far away from home and become completely independent, also experiencing my first year in college, and then being told that my identity as a hearing person was wrong. That I couldn’t express my identity on campus as a hearing individual (ex: talking on the phone or talking with other hearing students), that was really hard for me to handle.
The Student Collation [sic] has really helped me this year and it has given me an opportunity to have some peer-to-peer support which has been wonderful!
To go back to “hearing space”. My question is Why? Why can’t we just be tolerant? It all starts with us teaching tolerance. Why not start now? 

Here is the thing.

Native language through talking/listening isn't just for hearing people only but for hard of hearing people who grew up with English as their native language and are comfortable with it. That's key. They must be comfortable with it. There are hard of hearing students who are comfortable talking on the phone or talking with other hearing students, faculty or even staff or even among other hard of hearing people who can or prefer to speak and listen. It is a part of their identity, too. It doesn't do anybody any good to try and suppress or constrain their identities.

While as a student at Gallaudet University I've even requested several times, in their own private offices and elsewhere, for a hearing instructor or a staff member to not sign but simply speak which made conversations so much easier and faster. I have that right to request that kind of accommodation if I feel that signing simply "gets in the way." All hard of hearing students want are better accommodations to go with their education at Gallaudet University like access to CART, note-takers, voice-interpreters, and so on like they would expect the same kind of accommodations at any other universities.  This is so students won't be constrained completely in ASL only with no other accommodations to help fill the missing communication gap for those new or struggling with sign language. Eventually they will catch up. They like to be able to understand, get the full communication access, and participate just like everybody else.  Understanding only a third or half of what was signed doesn't help anybody's education.

Next is Jonathan Beattyon, a hard of hearing student, who expressed himself well about the problems hard of hearing students at Gallaudet University facing prejudice and discrimination against them.

Jonathan Beattyon November 29, 2010 at 3:12 PM said: Terrific. Some of the points here are points I make on a daily basis; specifically, the point about the new students not being told about the so-called darker side of Deaf culture. I have found the culture here to be somewhat exclusionary at times.  

I’ll explain myself: I’m hard-of-hearing and have been since birth. However, I “fit in” in the hearing world well. Face-to-face communication is easy enough for me (even though using the phone is painfully difficult with some voices) that I did not *have* to come to Gallaudet. However, I’ve had good experiences with the Academic Bowl, having come to Nationals three times. I was always met with respect and patience, even though during the competition I used a voice interpreter. I came to Gallaudet as a new signer (in the summer program as well) expecting similar treatment.  

Ha! I was wrong.  

In only the third day of the New Signers’ Program, my table at lunch was approached by a proud Deaf girl who proceeded to tell us (with a good friend of mine translating for my benefit, of course) that Gallaudet was a Deaf university and that we should only sign while on campus. Those competent in ASL at the table were sim-comming, but two of us were just speaking. At that point, I knew letters, numbers, and days of the week, along with a smattereing of other useful signs (“right”, “wrong”, “day”, “morning”, etc) so I was not pleased at being told that my language skills were not good enough to be allowed to express myself.  

I am also offended that it’s somehow right for people to criticize my signing skills just because they are Deaf. It’s well-accepted on campus and seen as being just a sign of “Deaf bluntness”. I’m sick of it; I do make an effort to improve my signing skills, but what if I were to laugh at a Deaf person trying to order food at McDonald’s: “Your speaking is awful. You should practice more.” That would be completely unacceptable.  

The argument from tradition is a very, very poor one. Something is not good just because that’s how it’s traditionally been done. Some examples of “cultural traditions” here that I have come to abhor:  

1. The cultural policy on phones. I personally do not have voice on my phone (when I use the phone, I prefer to do so on Skype with my amplified headphones and equalizer). That being said, if someone wants to use the phone, let them. Is it right to sit at the table with Deaf people and speak on the phone? No, and for the same reason that it would be inappropriate for me to greet a phone call from my friend Hans with “Tag, Hans! Wie geht’s?” and proceed to rattle off in German while surrounded by English-speaking hearing people.  

2. The repression of simultaneous communication. Yes, I said it. The point is communication; when you get stuck in the game of being prideful in something just because it’s part of *your* culture, you’re playing the same stupid games oppressive people have always played. I’d like to be able to understand lectures and be able to participate. For the same reasons that Deaf students in mainstream schools do not typically participate in classes (linguistic processing is slow with or without the interpreter) I find it difficult to participate in a class when, by the time I understand what was signed, the conversation has already moved on. I do not think deaf people should be encouraged to sim-com if they’re not comfortable with it, not at all. However, I must say that I’m always appreciative when someone notices my poor signing skills and sim-coms for my benefit.  

3. The oppression of signs with “No, that’s English”; a lot of people on campus sign with an English structure anyway. That’s what happens in bilingual environments. It is very rare to see two languages side-by-side without “contamination”; Deaf English typically is missing things like articles, plurals, etc while Hearing ASL can contain signs which are, strictly speaking, completely unnecessary in a sign language. This occurs even when the people in question are fluent in both languages. There is a line between comfortable language and formal language; “Pidgin Signed English” is that line for a *lot* of students of all backgrounds.  

And with all due respect to President Hurwitz, I must say I disagree strongly with this comment:  

“And no, this is not about stifling speech or marginalizing those whose signing skills are undeveloped. Rather, it’s about respect, courtesy, tradition and harmony.”

I don’t care what it’s about. I am more concerned with what it DOES. These policies DO stifle speech and they DO marginalize those whose signing skills are underdeveloped. Your intentions are irrelevant.

Their intentions are indeed irrelevant (i.e. the making of "Deaf Space") when you still have those kinds of problems discrimination against hard of hearing (and hearing) students whose identities are quite diametrically different than those who grew up signing in a deaf family. Discrimination is alive and well on campus of Gallaudet University. It's certainly not harmony in the making if new hard of hearing students come on campus, new to signing or have rudimentary signing skills become shocked at the pervasiveness of how some deaf people treat them according to their speaking/listening and/or signing abilities.

President Hurwitz was correct when he noted the variety of signing skills among students at Gallaudet University:

 “We all know and accept that Gallaudet is a bilingual university. Communication here happens through American Sign Language (ASL) and English. While the expectation that everyone on campus becomes fluent in both languages within a reasonable amount of time, the reality is that some people, however diligent, take longer to master one or the other language.”

President Hurwitz of Gallaudet University also re-iterated on Sept 7, 2010 the key point on what ICED issued a global call to "accept and respect all languages and all forms of communication" in the education of deaf and hard of hearing people.

You see that? "All forms of communication."

And if you don't like the idea of people using SimCom then consider former interim president Robert Davila who used his voice and signed at the same time for those who were never aware of it. You can see (and hear) in the video below at time stamp from 1:15 to 2:01 with president Davila using his voice while signing in sign supported English. Also note in the video deaf/hh people signing and mouthing the words at the same time, oftentimes in English order. Pure ASL? Not really. Signed English, sign-supported English or PSE? Sure. Question: How does president Hurwitz sign?





From the NTID page "Raising and Educating a Deaf Child" Mark Marschark of NTID (author of Evidence-based practice in educating deaf and hard-of-hearing students) responded to a question "Can you tell me what the story is on sign-supported English?" (note the highlighted yellow bold words below) which I think is something that seriously need to be discussed, explored, researched and studied more:

I know, I know, everyone says that sign-supported English (SSE) and simultaneous communication (SimCom) – both involving speech and sign at the same time – are bad. On the theoretical/political side, people point out that neither is truly a language unto itself, and argue that they therefore are “inappropriate.” Empirically, people point to two studies, both done over 20 years ago, which found that several teachers and parents of young deaf children said more than appeared on their hands (by anywhere from 20 to 50%). The sign abilities of those parents and teachers were never examined, however, and some people are extremely good at SSE (or whatever language) and SimCom. Research over the past 30 years has shown that when teachers are highly skilled at SSE or SimCom, students learn just as much or more than with ASL from a teacher, interpreting, or spoken language alone. In our own work, we’ve recently have found the same thing, as deaf college students learned exactly the same amount when they had teachers using SimCom, voice-off ASL, or utilizing interpreters. Importantly, these were skilled teachers of the deaf, who had been using SimCom for many years with classes that included oral students, ASL students, and everything in between. Although it frequently is not discussed (at least in public) many deaf students request teachers to use SimCom and ask interpreters to include “English on the lips.” It seems likely that SimCom would be particularly beneficial for children with cochlear implants, who generally do not receive auditory input as clear as that received by hearing children.  

Unfortunately, the unearned stigma associated with SSE/SimCom seems to have prevented anyone from doing the appropriate study. Meanwhile, both are used effectively in many classrooms, even if students use a natural sign language or spoken language in other settings. What is essential is that deaf and hard-of-hearing children have early access to fluent language. That usually is difficult with spoken language alone and most parents are not fluent in sign. So, SimCom/SSE might be helpful in ensuring communication for new-signing parents, but this DOES NOT mean that SimCOM/SSE can replace full access to a natural language (actually, there isn’t research one way or another). The issue clearly is more complex than we can deal with here.  

For full discussion of what we know and what we don’t know, see Spencer, P.E. & Marschark, M. (in press). Evidence-based practice in educating deaf and hard-of-hearing students. New York: Oxford University Press.

I thank the math and physics professors and other professors I had while a student at Gallaudet University for speaking and signing at the same time, it'd made my early years at Gallaudet University easier to transition and be able to participate better.

Hard of hearing students at Gallaudet University who feel that they are being discriminated or even oppressed because of their native language (spoken English) as their primary or preferred mode of communication need to stand up against these internal prejudices and discrimination on campus by voicing their concerns.  By doing so helps raise greater awareness of the problems that still persist on the campus of Gallaudet University.  They just want to be accommodated like everybody else and be able to participate while in the process of learning and using sign language.

I have a question

A captioned video, "I have a question."

Can you spot the video difference?

Can you spot the differences between these three videos? Maybe the irony? Before you complain, think first. Keep it clean...and nice. That's my only request.





The last video talks about this guy in a screenshot which can be found here.

Enjoy.

Bullying Inside the Deaf/HOH Community Rehashed

It's sad whenever (cyber)bullying occurs by deaf/hh bullies in the deaf/hh community whether bullies know sign language or not over deafness-related issues or that the target has a communication preference different from others as a reason for the attack. Recently an unfortunate circumstance occurred a few days ago in a Facebook forum that got out of control between two adults with one being the obvious aggressor. Equally unfortunate was that the author of the Bullying Inside the Deaf/HOH Community article used the situation by making unfounded assertions.  The admin of this Deaf/HH Blogs FB group, yours truly, had already rectified the situation as already explained yesterday, April 10th, under Aaron's post that began on March 27, 2013 (scroll down until you see Aaron's March 27 posting).

If you click on "members" in the upper right part of the FB you can see who currently are members. The said person is no longer a member since yesterday. It is understandable that Sveta is upset with what has happened. One thread was already removed yesterday. I already explained on the day of the incident that I will need to sit down and read what was going on before deciding what I needed to do since I've been busy away from home. People here do have the option to not respond to an offensive post. People are mature enough to recognize when to stop and let the admin handle it should it get out of hand. This is a low volume FB group and it just so happens personality and conviction clashed.

I purposely let the Aaron thread alone so others can see exactly what had happened and how perspectives, feelings, and beliefs can vary widely even in the deaf/hh community regarding communication access and deafness-related issues. I have made my points clear more than a few times that any hearing loss organization should be prepared to provide the proper communication access when requested by deaf or hard of hearing individuals. Not doing so make them a hypocrite organization. There is a difference when one tries to accommodate vs those who do not try at all and flat out refuse such service.

This is also a reminder that even those in the deaf/hh community (non-signers) still need to be educated on the value of communication access and the need to help others feel accepted in the community. And conversely, some in the culturally deaf community need to be educated as well.

The discussion did stop on March 28 with Aaron's initial post that began on March 27th. However, the discussion was picked up again on April 10th, Wednesday, almost two weeks later after it stopped and it all went downhill quickly after that. I addressed the incident on April 12, Friday coming off of a week long multiple projects that required my attention. I can't always hover around each and every posts that get submitted and follow each every comments made. There's a reason why you turn off your FB apps on your phone.  In this situation some give and take are needed as well maintaining proper sensibilities.

The bickering made worse when ad hominem attacks were used instead of using cogent arguments to make the case.  Feelings ran high, people made rash decisions and rash words. But because emotion was running high so soon after that incident the author of Bullying Inside the Deaf/HOH Community who felt victimized by the whole incident, and I don't blame her, decided to use my name to skew the situation unfairly.

Bullying inside the deaf/hh community, especially in the culturally deaf community, isn't new. It has been going on for years. I've written many topics on cyber/bullying in my blog (see http://tinyurl.com/d99o7d4 ) and I have been a target myself many times because of my views and opinions. I don't see myself as a victim but rather that some people still need to be educated. That includes the Deaf community, deaf community, hard of hearing community and the hearing community.

And that, folks, is in a nutshell.

Don Grushkin's Piece on Dylan Quick : Self-Flagelation Begins

The news hit with blaring headlines after headlines on the tragedy of 14 students who got stabbed at the Lone Star Community College by a crazed student. I dreaded reading such depressing news but read I did.  Then I saw the words, "deaf," and then "wears a cochlear implant" but nothing on whether Dylan Quick knew sign language or whether he was another culturally deaf person who went on a killing spree or rampage.  A rampage that would make the cut for the Texas Chain Saw Massacre movie like this culturally deaf woman did by using a chain saw on her dead lover after murdering her. I knew it would be a matter of time until somebody from the culturally deaf community would take advantage of the news as a clarion call against cochlear implants, AGBell, auditory-oral schools, cyber/bullying and Auditory Verbal Therapy for deaf and hard of hearing kids all on the premise of Dylan Quick's supposedly intolerable upbringing as a deaf kid. Some actually made the claim that this stabbing spree was a manifestation as a result of the "oral-only philosophy" impact which "destroys deaf children."

Whatever.

But lo and behold it wasn't long until a deaf person named Donald Grushkin, a PhD holder (more of him in YouTube) in the field of deaf studies wrote a piece called "I was Dylan Quick" empathizing with Dylan Quick's own deafness issues as if Donald Grushkin knew what Quick's own psychological or social issues were in the first place.

However, an even more important issue soon arose: it was revealed that Dylan Quick is a Deaf (capitalized to indicate ethnicity, regardless of cultural affiliation) person who was orally-raised and uses a cochlear implant. My thoughts just as rapidly turned from gun control to the issue of mental health, especially where Deaf and hard of hearing people are concerned, and moreover, I quickly envisioned the media reports characterizing Dylan Quick as an “isolated loner” without mentioning he is Deaf, or focusing on causes and issues related to his rampage which have nothing to do with his being Deaf, insinuating that this is an isolated incident. Yet, finding out that Dylan Quick is Deaf himself, I immediately empathized with him in his expression of what must be intolerable rage and frustration, for I, at one point in my life, could have done almost exactly what he did. 

If I may say so while I'm at it the capitalized "D" in "Deaf" as explained by Donald Grushkin was used to indicate "ethnicity" presents numerous problems.  Aside from that in Donald's piece he seems to be assuming a lot of things on what Dylan's personal and social life growing up as a deaf person might have been like and whether his life was a "tolerable" one or not. Rather than wait and see exactly what the media may report on what Dylan Quick's own life was like growing up as a deaf person, Donald Grushkin took the empathy route and attempted to project his own life experiences growing up as a deaf person with that of Dylan Quick's even though we know nothing about Quick's own social and life background while growing up as a deaf kid.  Although there are a few tidbits of information gleaned so far on Dylan's supposedly eccentric behaviors we can only assume so much (but shouldn't anyway) at this point.

"He was an eccentric kid, so a lot of people thought he was weird," Chalflan explained, adding that students sometimes would make fun of the suspect behind his back. "He was always in his own little world but was super friendly."

The suspect, who was rumored to be hard of hearing, was known for his odd clothes and the pair of work-out gloves he'd always wear, according to Chalfan. He was often seen carrying a stuffed monkey toy.

Perhaps we will know more in the coming days what Dylan's personal and social life was like, and what his preferred mode of communication? Eccentricity or weirdness does not equate with tendency towards extreme violence.  Even if a deaf person who made a zombie clip mocking another deaf person would not necessarily mean anything other than a person was simply venting or having a bit of fun when all else fails and having a PhD just won't do.

Donald proceeded in his article piece describing his experiences while growing up as a deaf person:

I was born Deaf.  Upon finding I was Deaf, my parents decided to do exactly as Dylan’s parents did: raise him as an “oral” person, meaning we were taught to speak through auditory pathways and to use whatever hearing capacities we had to the best of our abilities.  Unlike Dylan, I was (in my view, fortunately)born too soon to receive a cochlear implant; this technology did not become commonplace until around the 1980s. Through the use of lipreading, hearing aids, intensive and ongoing speech therapy, I learned to speak; my speech is nearly indistinguishable from that of a Hearing person’s.

His speech is nearly indistinguishable from that of a hearing person's? Must've been really hell during all those speech therapy sessions but I'll bite.

But what about the hypocrisy some "Deaf" people have against deaf or hard of hearing people who prefer to speak and listen, even if they know sign language?  As long as speech is intelligible then everything is fine. Speech intelligibility is the important key here rather than how well a deaf person's own voice ranks with that of hearing people. Why even bother? Ever hear a native southerner speak with a deep, southern drawl while chewing on wad of tobacco?

The term "born Deaf" with the capitalized "D" has its own problems, too. As for Donald Grushkin's own hearing loss situation we don't know when Donald was fitted with a hearing aid as a toddler or a young child at age 3, 4 or 5 years old.  Studies have shown that early exposure to auditory input can make a huge, huge difference along with parental involvement.  We don't know exactly how much his hearing loss is or the type of hearing loss he has. Or what his word discrimination is like. Or the whether he derived any real benefits from using his hearing aid that gave him his speech ability that is "nearly indistinguishable from that of a Hearing person’s."

He further described how his life was peppered with bullying experiences and how it was "hell":

Prior to the sixth grade, my family moved to another state, where I entered Middle School. As almost everyone knows, these “tween” years are quite often stressful for many students, especially those who stand out as “different” –intellectually, physically, or socially. Being Deaf, I naturally stood out among all these other Hearing students, and as a result, I experienced extreme ostracism and what today would be termed “bullying” wherein certain students would deliberately use my abilities to lipread and inability to hear against me, in order to elicit reactions they thought were funny.  It is fortunate that my parents are not gun owners, for I can all too easily envision myself at that time taking a gun or two to school and shooting my tormentors.  All too likely, some innocent students would have become “collateral damage” during my expression of rage, if I had done this, and I am thankful today that this never took place.  After two years of this personal Hell, I convinced my parents to allow me to attend a school for the Deaf, where I knew that my being Deaf would NOT be a cause for such bullying.  I cannot begin to express my gratitude for my education within the Deaf world, for without it, I know I would not today be where I am – a successful, happy, married with children Deaf man with a doctorate who teaches at a major state university.

Luckily parents are not gun owners? I'll bite, again, but the most startling revelation was Donald Grushkin's own statement that he could've been the "Dylan Quick" of his day 30 years ago while as a young adult had his parents owned guns at home.

Scary.

He  acknowledged his own past repressed rage because his life was deemed "impossible" to live in a "hearing world" or so it seems.

Of course, not all deaf or hard of hearing people are the "Dylan Quick" kind. In fact, Richie's, who grew up as a deaf person since birth with profound hearing loss. He is a big gun advocate. His own life turned out pretty darned well. He wrote his own rebuttal article piece, "Not all Deaf People are Dylan Quick," against Donald Grushkin's empathy piece.

Some deaf people empathize with the crazed guy who stabbed 14 people in Texas, pointing out the frustration in gaining acceptance with the mainstream given the deafness. I don't buy it.

According to the news, Dylan Quick received his cochlear implant at the age of seven and had fantasies of stabbing people at the age of eight. Is there a correlation? Or was it sheer coincidence? You decide. I was offered the opportunity to hear at the age of six but declined. I was very content and saw no reason to change anything. Thirty-five years later, I have no regrets whatsoever. Furthermore, the technology was crude back then and was in desperate need of being perfected. Now that the technology is much closer to perfection, I will still decline for I am now an old dog who cannot be taught new tricks. However, I have no qualms with younger deaf children being given the opportunity to hear. The younger, the better. Although, I'm more of a stem cell guy.

Was it the deafness that prompted the stabbing or was it the fact he was a loner? Not all loners are deaf nor are all deaf people loners. Some deaf people get along with those who are not deaf while some don't. It could be due to impropriety as deaf people have the tendency to lack familiarity with social norms particularly with humor or sarcasm. Or it could be that people don't have the patience to scribble on a piece of paper to communicate with the deaf person. There are other factors as well. Less than 1 out of 1,000 people can claim fluency with sign language so it is a very rare language. I can assure you the repeated claims of American Sign Language (ASL) being the third (or fourth) most widely used language is a myth. If there was any truth to this, I would encounter a lot more signers in shopping malls or in public settings.

Despite my profound deafness, I have friends who are not deaf, some from high school, some from my childhood neighborhood, and some co-workers. In fact, my oldest friends are not deaf and I see them regularly. They do not know sign language but they are used to me as well as me to them. I also see my former co-workers whenever I'm in the area of my former job. We're close although they don't sign.

My friends who are not deaf won't scribble on a piece of paper nor have they expressed interest in meeting other deaf people. They like me for who I am. Perhaps it's my sense of humor. Also, they don't see themselves as "hearing." Here's a perfectly logical explanation behind this:

Blind people call us "seeing," assuming we are not also blind. The word "seeing" is foreign to us since we don't encounter blind people very often. Since we're deaf, we regularly use the word "hearing," but most hearing people have yet to encounter a deaf person so they are not accustomed to that particular word.

I was born without hearing. I was classified as profoundly deaf since birth. Hearing aids were moot and I stopped wearing them at the age of seven very much to the chagrin of my teachers who insisted I keep them on to maintain my speech. They were sorely mistaken, hearing aids never worked on me but I retained my ability to speak. I do not claim to be educated since I dropped out of high school at the young age of sixteen. I went to college for only one year and realized it wasn't my cup of tea seeing how it would have no effect on my future or my success.

I started using sign language at the age of six and still sign. I sign fluently and easily pass for a native ASL signer. I have deaf friends too but I am also very fortunate to still speak. The thorny issue is that had I been unable to speak, I would not have been able to work in a company. Sure, I could find work in the VRS industry, the government, or at a school for the deaf. Instead, I chose to work as a marketing manager responsible for graphics, writing proposals, ensuring production milestones are met, and making sure our marketing materials are up to date. There are times I wish there were more deaf people working in non-governmental jobs. The level of discrimination is at unbearably unacceptable levels but we also need to look at it from their perspective. Would you hire a Navajo speaker to do the job? Exactly.

Frankly, it is a difficult dilemma. An interpreter just won't cut it, hence my sheer frustration. I usually spell frequently, thus risking misunderstandings when I say something such as, "The animation sequence is messing up the shadow effect." A simple sentence that took me 20 seconds to describe to the interpreter so she could relay it to the person on the other side of the line. Saying it would take only three seconds. Mind you, that was an experienced interpreter. Sometimes it'd take me three seconds to sign something and the interpreter would take 30 seconds to explain it. ASL is funny sometimes.

Anyways, not all deaf person are Dylan Quick so hearing people mustn't fear us.

This is insofar about a deaf or hard of hearing college student who had this lurid and unhealthy obsession to stab people since he was in elementary school. He finally acted out his fantasy to stab people at random. He fulfilled his own wish to hurt or attempted to murder them during the stabbing spree which appears to have been done at random. Quick was mentally unstable. Off his rockers. Nuts. Just like how a culturally deaf man murdered two culturally deaf people with a 20-gauge shotgun. He was mentally unstable. Or the Joseph Mesa case, a Gallaudet University student who murdered another deaf student on campus. Or a culturally deaf woman who murdered her own culturally deaf lover and then cut her up into pieces with a chain saw. No doubt mentally unstable. It's no surprise that deaf people do go out and kill/murder other people whether they're deaf or hearing. They're just a bunch of mentally unstable people who don't know any better. I have no sympathy for them at all. I side with the true victims of the crime. I don't make excuses for them.

Each of us as a deaf or hard of hearing person we deal with adversity in our own ways. Some see themselves as perennial victims, complaining and bitching every step of the way and rail against the "hearing system." Others do not see themselves as victims but see the very people who attacked or looked down on them as simply a bunch of misinformed, uninformed, and uneducated lot. But thank God for my hearing aid, my mother and for her to not put me into a "Deaf school" because I did very well in regular schools, made friends and competed in sports winning national championships otherwise I would not be who I am today. 

Let the self-flagellation begin by some in the deaf community in the effort to assuage their own internal guilt complex.




Hat tip for the help with thanks to Richie B.

Quotable Quotes of Dr. Edward Miner Gallaudet

Here are these interesting quotes by Dr. Gallaudet in 1886, six years after the 1880 Milan Conference:

I commend this auricular method to all who are interested in the education of the deaf as one deserving of very great attention, because, if we take the number of the deaf who are capable of being taught aurally as amounting to 10 per cent, only, it is conferring upon them a great boon to teach them aurally; it is a greater boon even than giving them the power of imperfect speech.

And this quote:

Within two years after that time I exhibited this boy before the National Academy of Sciences at Washington, and talked with him through the tube without difficulty, and today he has advanced far enough to be a student in our college; he is a young man full of promise, and he hears well enough to be able to sit by the side of either of you gentlemen and carry on a conversation with you through the tube.

And this one, too:

A third method which we are now practising in America with some exceedingly interesting results may be spoken of as the aural or auricular method. A very considerable percentage of those who are classed in the community as deaf-mutes have a degree of hearing which makes it entirely possible that they may be educated through the ear.

Who ever thought that Dr. Gallaudet would trot out a deaf boy at the National Academy of Sciences in Washington D.C., of all places, and hold him up as an example of a successful product of an oral and auditory teaching approach to gain a language? Imagine people like him doing that today at Gallaudet University. Students and staff over there would just have an apoplectic fit.

All this occurred on Nov 9,1886 according to the Royal Commission report. Dr. Edward Miner Gallaudet acknowledged the importance of listening and speaking. This important acknowledgment came six years later after the famous Milan Conference in 1880 when Dr. Edward Miner Gallaudet and Rev. Thomas Gallaudet opposed a resolution that passed banning sign language.

Let me repeat that again for you.

How do you reconcile with Dr. Gallaudet being against the banning of sign language in 1880 (Milan Conference) and 6 year later explained to the Royal Commission of the United Kingdom on the Condition of the Blind, the Deaf and Dumb on his commending the successful use of aural and oral teaching method?  How do you reconcile with those two facts? And the fact earlier in his life he became the first president of Columbia Institution for the Instruction of the Deaf and Dumb and Blind in 1864 now today called "Gallaudet University."

Interesting, eh? I'm sure your brain hurts right now.

Round Peg in a Square Hole - Open and Closed

Deaf-Blind Fiasco at Gallaudet University

I'm calling this a fiasco because the DB students have had to put up with Gallaudet University's shortcomings (and some of the deaf people in the Deaf community) on not helping them succeed and graduate in the subject they want to major in, and be a part of the dynamic campus community, inside and out. The DB at Gallaudet University have always been at the bottom of the totem pole when it comes to services on addressing their needs on the same equitable level as their sighted counterparts.  The deaf community in general, especially at Gallaudet University, failed in their Community Accountability toward the DB community. Ryan Odland (see below) explains why.

Ryan Odland brought up the issue of how Gallaudet isn't helping the Deafblind to the MSCHE board a few days ago. The Middle States Commission on Higher Education [MSCHE] is a voluntary, non-governmental, membership association that is dedicated to quality assurance and improvement through accreditation via peer evaluation. Middle States accreditation instills public confidence in institutional mission, goals, performance, and resources through its rigorous accreditation standards and their enforcement. That is their mission statement.

Below is a video of Ryan Odland addressing the problem the DB face everyday at Gallaudet University. Included is a transcript of Ryan addressing to the MSCHE board





Transcript:

Many students feel frustrated and will withdraw from Gallaudet. From my personal experience having been a Graduate student for five years, I can really understand based upon their approach to students with disabilities. We have a disability service here which is understaffed and unable to catch up with today's technology. Students have varying needs not only here but in the United States of America as well as on a global scale. They all have been frustrated with inappropriate accommodations such as transportation for internships when the student is Deafblind and unable to drive. Another example is students who have ADHD and do not have success reading without accommodations. It's been frustrating, stressful, and procreates the climate for a student to drop out. The inaccessibility also has an impact on the Deafblind student's major and are oftentimes told to change their majors. I don't mean to give Gallaudet a bad time or be looked down at, but I do want to recognize Gallaudet's potential within its disability services. The DB and other students with special needs who do not have the proper accessibility via services, it stifles our growth rate. I am also an adjunct professor who has seen this from a first hand experience with my students. I often times find myself having to directly accommodate the students because I know OSWD lacks the ability to do so. The direct accommodations are provided because I want to see a success rate in my classroom. Why is it my responsibility to provide as such when OSWD should be doing this instead? Gallaudet needs to be providing the support, not the professors. I think it is a big issue on campus. I have a paper file with the past two years where I have been presenting on how the Gallaudet Mission and Vision statement has failed the Deafblind and students with special needs. The lecture is how we can increase the retention rate and self esteem of the students. This is not achievable when OSWD is understaffed and it causes a problem for the students who need the accommodations and accessibility. Thank you.

Another failure on Community Accountability front by capable culturally deaf people with strong English skills and signing ability are those who refuse to include transcripts or subtitles to their own signing vlogs leaving much of the DB out.  One DB said it best on the failure of the sighted culturally deaf community on making them feel they're a part of the deaf community:

I think it’s time that the Deaf community learned about accountability – towards its very members – grassroots, women, men, the educated, around the world, the blind, the DeafPlus, et cetera – and truly learned how to INTEGRATE that into their livelihoods.

Because you might as well get used to me butting into your lives with my lovely hands tactiling yours in FORM OF COMMUNICATION using the very COMMON method: SIGN LANGUAGE. Any sign language around thw world. That can be said for others, however, this opinion article is based on my experiences and views being an international lecturer meeting hundreds if not thousands of Deafblind people around the world who say that they grew up Deaf, but now that they’re Deafblind, they don’t feel part of the Deaf community anymore.

My answer to that?

It takes two sides to come HALF WAY to communicate. The Deafblind people have to come halfway and educate the others how to communicate with them; The Deaf people have to come halfway to learn how to support them, how to integrate them within the Deaf community, to ensure that rejection is not a verb in anyone’s language.

Gallaudet University and the some of the people in the culturally deaf community, please get your act together and support the D-B community's needs. Stop with the lame excuses and move forward. Walk the walk for once.


Hat Tip - Candy.