I recently attended a workshop on educational American Sign Language (ASL) interpreters and several issues were brought up regarding the needs of Deaf students in public schools. There is a lack of highly skilled interpreters for the youngest Deaf children, few role models for the Deaf youth, and not enough administrative collaboration with ASL interpreters.
It’s unfortunate that Deaf school populations are dwindling and more Deaf kids are being placed in public schools.
This is due to several factors such as proximity, educational resources, and lack of parental awareness of the pros and cons of mainstreaming their Deaf children. One huge downside is the lack of linguistic exposure. Deaf children are rarely born into Deaf families, therefore their ability to have access to language is severely limited. If they are placed into public schools, they typically only have regular access to one or few interpreters, depending on where they live. This can make or break their language skills.
It is challenging to expose those younger children (pre-K through elementary) to high quality American Sign Language users, especially in rural areas.
Public school interpreters, like most employees in education, are underpaid. Highly skilled ASL interpreters typically leave for the private sector, or work as freelance interpreters where they can fetch rates two to three times higher than those of the public sector. This leaves Deaf youth with limited access to their native language. With little exposure at home and at school, many Deaf children grow up language deprived, lacking age-appropriate communication skills. Hopefully parents of Deaf children will realize that they need to supplement their language skills by learning ASL at home and exposing them to as much extracurricular Sign Language as possible (e.g., Online vlogs).
Another main issue that was brought up was that of the lack of Deaf staff in schools with Deaf children.
This is crucial not only for language exposure, but for the kids to see that there are other highly functional Deaf adults in their circle. Some kind of role model to feel a personal connection with their institution. Someone they can simply chat with in the halls. Make small talk, or even come to with educational questions or life in general, and be able to express themselves and get feedback in their own language. Feelings of being included and boosted self esteem will only strengthen them and their ability to exceed in school.
Finally, if Deaf children are to reach their full educational potential, interpreter’s perspectives must be considered.
In many places, an ASL interpreter will spend more time with Deaf students than any other school employee, yet when it comes to developing an Individualized Education Program (IEP), interpreter’s input is rarely considered. If we are to assess what a child needs to succeed, who best to consult than someone who speaks their language and spends the most time with them. Let us at least consult with their interpreters with the goal of developing, implementing, and assessing a plan that helps these students succeed not only in school but in life.
I believe there is a genuine desire to help Deaf children maximize their educational potential, we just need to inform the public on the best way forward.
Let us give Deaf children the language to succeed, starting as young as possible. Hire Deaf staff so those students have personal role models with whom they can share their life in their language. Interpreters form strong bonds with their students. Let us involve them in the planning process so that we can tailor their educational experience towards the best possible outcome. With these small changes, we can give Deaf youth the tools to excel in school, but more importantly, in life.
“The limits of my language mean the limits of my world.” — Ludwig Wittgenstein. Let us work to ensure that Deaf children have only to endure the linguistic limits set upon all humankind. By setting them up for success, society will reap its benefits.
