The LIGHT Center, T-90, College of the Redwoods (476-4290) - September 5, 2000

Consider for a moment what it must be like for a deaf person to function in a hearing world on a day to day basis. Those of us with normal hearing acuity take for granted many of the daily routines that require hearing. For example, we may rely on an alarm clock to drag our bodies out of bed in the morning. The deaf person cannot utilize a conventional alarm clock. How many of us consider what the deaf person does in regards to not being able to hear their baby cry in the night, the smoke alarm sound, or the telephone ring? Luckily we are in an era when technology allows the deaf to function more normally through assistive and alternate devices. Such devices include bed shakers rather than audio alarms, flashing lights rather than telephone ringers, TTY’s rather than conventional telephones.

A deaf or severely hearing-impaired student going to college presents a whole other set of difficulties to overcome. This is true both for the student and the instructors. If the student has been deaf for most of his/her life, he/she brings a somewhat different cognitive and social framework to the college setting. This can create interpersonal problems and misinterpretation. Many deaf individuals are concrete thinkers, and interpret information in a literal manner. They may have some difficulty with interpretation of abstractions and humor. Their way of relating to their sensory world is different to that of a hearing person. Hence the move for "deaf culture" to be considered a distinct society. Despite the distinctiveness of the deaf culture, the fact remains that they must function in a hearing world. The drive toward mainstreaming has resulted in many deaf students relying on interpreters to function in a classroom. For deaf and severely hearing impaired individuals, such devices as FM systems and assistive listening devices are not an option. The fact that many classes are large and the students cannot sit immediately in front of the instructor; speech reading alone does not allow a deaf student to receive all the classroom information. For some, the need for an interpreter is essential to their academic and college success. So, what’s the problem?

The problem is two-fold. Firstly there is a national scarcity of interpreters fluent in American Sign Language. It takes 5 to 10 years to become an effective interpreter according to many who are in the field. There is also certification in ASL, a level to which not all interpreters reach. Large urban areas have better success in filling the need for interpreters, while rural areas are faced with severe shortages. Secondly, the cost of supplying interpreters is excessive. For example, Florida International University spent $9737.00 in the Spring 2000 semester per deaf student, as compared to $127.00 per student with other disabilities. Most colleges are not equipped financially to cope with these types of costs.

Please send any comments to trish-blair@redwoods.edu

Happiness is not a destination. It is a method of life."
-Burton Hills

Where does this leave the deaf student and/or the college trying to meet the student’s needs? In a very difficult predicament is where.

A 2000 study of workload and costs completed by the CCC Chancellor’s Office reveals that in California, the costs to provide services to a deaf student is at least four times greater than a student with any other disability. Couple that problem with the lack of interpreters even if one can afford them, the scenario is not bright.

So, what does the deaf student do? Many end up dropping out or going to a college in an urban area which is better equipped to meet his/her needs. Some feel that the only place they can truly get the education they want and deserve is Gallaudet University for the Deaf in Washington, and end up enrolling at that facility. Others try to make use of other services such as note-takers, close captioned TV etc.

Where does that leave a college such as CR or any other community college? It is very difficult to prepare a workable budget when the number of deaf students requiring service from semester to semester cannot be predicted. Should the majority of the monies be spent to service deaf students? What happens to students with "other" disabilities?

These are questions being faced by community colleges and universities across the country.