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Schoeller, Sarah

Page history last edited by Sarah Schoeller 10 years, 3 months ago

 

 

My name is John Dolezal.  I am deaf.

 

I have an older sister, Laura, who is also deaf. My parents are both hearing. After they were married they lived in Roseland, MN. Both worked in Redwood Falls, so once my sister, Laura, was born my grandmother took care of Laura during the day. My grandmother had this extremely loud vacuum which Laura liked to play with.  While other cousins would scream and cry once it was started, she loved it. My grandmother told my parents that they needed to get her hearing tested. First they went to a regular doctor, who sent them to an audiologist in St. Louis Park, and she was then tested at the University of Minnesota. The doctor told my parents that unfortunately, she is deaf.  

 

After moving to Franklin, Minnesota, my parents enlisted the help of the Bird Island Day Activity Center who had a teacher for the Hearing Impaired. Laura went there during the day and the teacher would come to our home and teach sign language a couple times a month. Along with that, my mom took sign language classes in Marshall at the college. They could finally communicate with Laura.  

 

Two years later, I was born. The doctors told my parents that they couldn’t test me at the University of Minnesota until I was one year old. They also told them it would be one in a million chances that I, too, would be deaf. Well, once I did get tested, I tested deaf as well.  My parents told me the charts between my sister and I was almost the same, uncanny. At that time, my parents were really sure I could hear. They would do small tests around the house and I would turn my head, smile etc., but it was wishful thinking. After it finally sank in my parents were excited and thought about how nice it will be to be able to communicate with both of us through sign language and not have one “spoiled” child, but both equally spoiled, as they tell me.  I also then attended the Bird Island Day Activity Center during the day.

 

When Laura was six years old, my mom got a job in Willmar so Laura could go to the Willmar Public Schools starting Kindergarten with a full time interpreter. I stayed with my dad in Franklin. On the weekends, my mom and Laura would travel home to be with us. This went on until I could start school in Willmar. After Mom, Laura and I commuted back and forth on the weekends, my dad moved to Willmar with us and he commuted every day to Redwood for his job. That was a lot easier on our family and we could all be together.

 

In the Willmar Public Schools Laura was the only one (over 300 kids) in her whole class that was deaf. I had one other boy, who was hard of hearing, in my 300 plus class. My parents heard about an opportunity for my sister and me to go to summer “camp” in Faribault at the School for the Deaf. Different ages attended certain weeks. My parents applied and we got to go. This became a yearly event which we loved to do. I remember the first time my parents left us. My mom cried and cried. We missed them, but we loved being with other deaf kids.

 

When Laura was in 3rd grade, my parents noticed more of a communication gap between her and her friends. It was at that time that my parents decided a move needed to be made for both my sister and me. So my parents left both of us, the next summer, at my grandparents’ house one week while they went to Faribault in search of jobs. My dad found one at a company in New Prague and at the end of August in 1987 we moved. Laura and I started full time at the Minnesota State Academy for the Deaf (MSAD) in September. There, we got the best of both worlds. We were with our deaf peers at MSAD but also had the opportunity to mainstream into the public schools. I mainstreamed some classes at the middle school and also the high school. I also participated in sports (football, track) at the deaf school and (wrestling) Faribault high school. I was the only deaf wrestler on the Faribault high school varsity team from 1994 to 1998. I had both a lot hearing and deaf friends. My dad only miss one of my wrestling matches and my mom never missed any of my matches in whole my life. I even went to Copenhagen, Denmark for Deaf Olympic wrestling. My parents would not have missed it.

 

I graduated in 1998. Since I was unsure about a major, I went to St Paul Technical College for a year. I then figured out what I wanted to do and transferred to Ridgewater College in Willmar where I could also play football and wrestle. After getting my CNC Machinists degree, I worked at Parker Hydraulics in Chanhassen, Minnesota for eight years. In 2008, my boss promoted me to Engineering CAD Design. It was a good opportunity for me to work this position. I worked full time and went to school part time at Hennepin Tech College since that is where my company offered to match their program for Engineering CAD Design. One year, my company decided to move to a different state, so I decided to continue my education full time to get an Engineering CAD Design A.A.S. degree. In May 2011, I graduated with an Engineering CAD Design A.A.S. degree and I then transferred to University of Minnesota for a Manufacturing Management BA degree. I will finish my BA degree in 2013!


Feel free to ask John any questions you may have about deaf culture, teaching a deaf or hard of hearing student... anything!

 


Sarah's Research:

Introduction to Deaf and Hard of Hearing

 

Hard of hearing students show, on average, about a 2 year gap in vocabulary development; Deaf students show, on average, about a 4 year gap in vocabulary development (Itinerant Connection, n.d.).  Teachers can really help close this gap with their Deaf and hard of hearing students by implementing certain strategies within their classrooms.

 

Culture

 

Deaf” is a reference to members of the Deaf community and Deaf culture.  Members are proud to be Deaf and consider Deafness an important part of their identity.  (Deaf Linx, n.d.).

 

deaf” is a term that refers to many groups of people.  Being “deaf” means that these people probably don’t identify with the Deaf community.  They may or may not use ASL and they may associate mostly with hearing people (Deaf Linx, n.d.).

 

Hard of hearing” is “a term for people with mild, moderate, or severe hearing loss,” (Deaf Linx, n.d.).  They may use speech as well as be involved in the Deaf community.  They may transition between Deaf and hearing cultures (Deaf Linx, n.d.).

 

Hearing impaired” – “This term is considered highly offensive,” (Deaf Linx, n.d.).  This term does not allow for cultural identity and it collects all groups of people with any amount of hearing loss (Deaf Linx, n.d.).

 

Hearing” means no hearing loss (Deaf Linx, n.d.).

 

Deaf students are “concerned with their own value and have a continuous need to understand themselves and how others perceive them,” (Itinerant Connection, n.d.).  Because of this, it’s important that teachers promote inclusion in the classroom and group activities.

 

Strategies for teaching Deaf students

 

In the Classroom

  • Seat students in front of room, close to and in front of the instructor so they can make use of visual cues (Itinerant Connection, n.d.).
  • Seat students with their back to the light to avoid light interference (Itinerant Connection, n.d.).
  • Seat students in a circle or semi circle during group activities (Itinerant Connection, n.d.).
  • Face the students directly; make eye contact (Itinerant Connection, n.d.).
  • Speak to the student, not the interpreter (Keller, 2005).
  • Go over technical and specialized vocabulary on an outline with the interpreter prior to the lesson (Keller, 2005).
  • Do not talk while writing on the board (Itinerant Connection, n.d.; Keller, 2005).
  • Use visual aids as much as possible (Itinerant Connection, n.d.).
  • Remove excessive visual distractions in the classroom (Itinerant Connection, n.d.).
  • Provide outline/summary of any presentation, video, etc in advance to the student; provide captioning (Itinerant Connection, n.d.).
  • Provide an outline of the lesson and have expectations written (Keller, 2005).
  • Use simple English in writing; shorter sentences, simpler transition words, use clarity, avoid idioms, avoid wordiness (Keller, 2005).
  • Repeat questions from others in the classroom (Itinerant Connection, n.d.).
  • Check for student understanding with content questions, not yes or no questions (Itinerant Connection, n.d.).
  • Promote and encourage inclusion in the classroom and group activities (Itinerant Connection, n.d.).
  • Review emergency procedures directly with the student (Itinerant Connection, n.d.).
  • Use clear cues when moving onto a new topic (Itinerant Connection, n.d.).
  • When reviewing or going over a quiz or test, provide the answers in writing (Keller, 2005).

 

In a lab

  • Have students use a lab station that is located where the teacher, the interpreter, and the instructions can be seen (Keller, 2005).
  • Alternate between speaking and manipulating materials, as this will allow the student to look at one thing at a time (Keller, 2005).
  • Label lab equipment and materials (Keller, 2005).
  • Equipment should have indicator lights, showing whether the equipment is on or off (Keller, 2005).

 

I found a study on teaching strategies with deaf students in an inclusive classroom.  This study first looked at the question, "Do general education teachers adjust their speech directed towards deaf and hard of hearing students, using less complex language than with hearing students?"  The study measured how often a teacher spoke to deaf students and hearing students, how many questions were asked of each, how many open ended questions were asked of each, among other things.  The study results showed that yes, general education teachers adjust their speech when directed towards deaf and hard of hearing students.  "Adjust" here means that the teachers speak less often, in shorter sentences, with less questions overall and less open ended questions towards deaf and hard of hearing students.  The study was looking at the facts, and these are the facts of the study.

The next portion of the paper took a look at what makes deaf students comfortable in the classroom.  I hesitate to put these under strategies, even though they are strategies.  I hesitate because these are things that cannot be done without some thinking and effort on the teacher's part.  According to Stephanie Cawthon:

Deaf students are more comfortable in inclusive classrooms when...

The teacher knows at least some sign language

The teacher makes an effort to learn about Deaf culture

The teacher promotes student advocacy - Deaf students can make independent decisions about their assisted listening devices (if any) and communication/interpreters (i.e. Don't baby them! They are middle or high school students, they know what they need)

The teacher and the interpreter work together to provide a clear environment for the student. This includes the teacher learning about interpreters and their role.  This also includes things like not stepping in front of the interpreter!

 

References

Cawthon, S.  (2001).  Teaching Strategies in Inclusive Classrooms With Deaf Students [Electronic version].  RFID Journal.

Deaf Linx.  (n.d.).  Education.  Retrieved March 28. 2012, from: http://www.deaflinx.com

Itinerant Connection.  (n.d.).  Not Just For Teachers.  Retrieved March 28, 2012, from: http://www.theitinerantconnection.com/teachers.htm

Keller, E.  (2005).  Strategies For Teaching Students With Hearing Impairments.  Retrieved March 28, 20120, from: http://www.as.wvu.edu/~scidis/hearing.html


 

I was doing a little research and found this image:

According to Start ASL (2012), there are four levels of the "Deaf experience".  Deaf people in isolation, Deaf community, Deaf culture, and Deaf ethnicity.

 

Deaf people in isolation

According to Start ASL, these are the people are "Deaf, but not Deaf".  They are trying to fit into hearing society, they are "products of oral schools."

 

Deaf community

What's the difference of Deaf community and Deaf culture?  "There are many Deaf communities... but only one Deaf culture," (Start ASL, 2012).

 

Deaf language is more strict in Deaf culture than in Deaf community.  For example, in Deaf community, miming and signed English may be used when conversing with hearing people to help them understand.  Deaf culture does not do this.

 

Members of Deaf community may be hearing (family members, friends, interpreters, etc). 

 

Deaf culture

Deaf culture has stricter membership 'rules'.  Those in Deaf culture identify themselves as Deaf before any other culture.  Most members have some sort of hearing loss, however some CODAs (children of deaf adults) may be members as they grew up in this culture and are native to it.  Those in Deaf culture use ASL.

 

Deaf ethnicity

This is the most restrictive group.  Members are most likely Deaf children who grew up with Deaf parents.  "This situation is surprisingly rare, but highly valued," (Start ASL, 2012).

 

References

Cawthon, S.  (2001).  Teaching Strategies in Inclusive Classrooms With Deaf Students [Electronic version].  RFID Journal.

Deaf Linx.  (n.d.).  Education.  Retrieved March 28. 2012, from: http://www.deaflinx.com

Itinerant Connection.  (n.d.).  Not Just For Teachers.  Retrieved March 28, 2012, from: http://www.theitinerantconnection.com/teachers.htm

Keller, E.  (2005).  Strategies For Teaching Students With Hearing Impairments.  Retrieved March 28, 20120, from: http://www.as.wvu.edu/~scidis/hearing.html

Start ASL.  (2012). ASL Immersion, Deaf Culture Membership.  Retrieved March 28, 2012, from: http://www.start-american-sign-language.com/asl-immersion.html

 

Comments (Show all 55)

Daniel Ossowski said

at 7:21 pm on Apr 11, 2012

Good info Sarah. you covered alot in your research and I really don't have any new questions that someone else hasn't asked. Great Work!

laura.mcclanahan@live.bemidj.state.edu said

at 12:44 am on Apr 12, 2012

I had a Deaf dance student many years ago! She had very minimal hearing, but she could feel the beat of the music through the floor. At first when she started she had an interpreter there to help her. But, after a while the interpreter wasn't showing up, so the dancer and I made up our own sign language for the movements. The dancer copied me when I would taught the phrases, and then she would follow the other dancers when I turned on the music.
Anyway, she was only there one year.
It was an enlightening experience for me. It was around that time that we had a Dear Miss America who did a ballet dance for her talent!

James Sinkel said

at 6:07 pm on Apr 12, 2012

Dang everyone covered the bases question wise....... Awesome job Sarah and thank you John for sharing your story.

Gary Branville said

at 6:50 pm on Apr 12, 2012

John, how do you feel about Cochlear implants? Do you think people that get them are turning their backs on the deaf community and their culture?

Sarah Schoeller said

at 5:25 pm on Apr 17, 2012

It’s complicated. It’s all depending on the individual. I really can’t explain to you about Cochlear Implants
because I haven’t seen any evidence of them (don’t need to) turning their backs on the deaf community
and their culture.
-John

Patricia Penney said

at 9:25 am on Apr 14, 2012

Do schools offer extra curricular activities that are geared toward deaf students?

Sarah Schoeller said

at 5:24 pm on Apr 17, 2012

No, none that I am aware of.
-John

Nat McIntyre said

at 12:12 pm on Apr 14, 2012

Hey John, thanks for telling your story. I'm wondering if you have any suggestions for teachers and working through an interpreter with a deaf student?

Sarah Schoeller said

at 5:22 pm on Apr 17, 2012

My suggestion for teachers is to make copies for both the interpreter and the deaf student of
assignments and tests. This will help the interpreter understand what teachers are trying to tell
everybody in the class.

Sarah Schoeller said

at 5:22 pm on Apr 17, 2012

(The above was a reply from John)

Sarah Schoeller said

at 5:22 pm on Apr 17, 2012

Teachers must check if the DVD has closed captioning ready for deaf student(s). Teachers should also
ask if the deaf student(s) prefer watching the video with closed captioning or with the interpreter. If a
deaf student wants watch video with an interpreter, than one light must be on so the deaf student has
access to the video and the interpreter.

Teachers must give deaf student more time. Most deaf students have to delay because they are looking
at interpreter and try to understand each of questions with translation to ASL language.

Sometimes, teachers have projectors to highlight important words, quotes or sentences. Deaf student
must watch the interpreter, while trying to remember everything what teachers say in the class. Deaf
student can’t do that, since they can’t watch the interpreter and write at the same time. Teachers must
ask someone in the class to volunteer as a note taker. At the end of class, the note taker will give a copy
of the notes to the deaf student. That way, the deaf student has the information from the interpreter
and the teacher.

James Sinkel said

at 12:16 pm on Apr 14, 2012

I second Nat's question! Plus I want to add, how can a teacher build a good relationship with a deaf student?

Sarah Schoeller said

at 5:23 pm on Apr 17, 2012

A teacher can build a good relationship with a deaf student. A teacher needs to be open minded,
patient and make sure the deaf students needs are met. For example, a teacher needs to meet with the
interpreter and a deaf student before class starts. A teacher has to ask a deaf student where the student
wants to sit and where he/she wants the interpreter to sit/stand.
-John

Jessica Chase said

at 10:07 pm on Apr 14, 2012

John - thank you for your story! Have you ever surprised anyone with knowing what they were saying (about you or not) and get a "no way!" look on their face? Any fun stories like that?

Sarah Schoeller said

at 7:23 pm on Apr 20, 2012

You’re welcome! I have had great success in sports. Everybody said “no way!’ about when I went to
Denmark when I was 17 years old. Nobody believes me that I was on Kare 11 to be interviewed about
wrestling. I’m the only deaf wrestler in Minnesota who went to states multiple times. Most hearing
think deaf people can’t do anything, but I already showed them how successful I have been.
-John

Bonnie Bottoms said

at 7:02 pm on Apr 15, 2012

Wow, John what a pwerful story! Thank you for sharing it. It sounds like you have a very loving family. were you and your sister commuters or residential students at the MSAD? what are the pecentages of dorm kids to commuters there? Is there a difference in the culture between the two groups?

Sarah Schoeller said

at 7:22 pm on Apr 20, 2012

Thank you! I appreciate it! My sister and I are residential students. I assume about 80 percent
of deaf students commute and ten percent of deaf students live residentially, on campus. This
usually is dependent on their parents’ jobs. Some of them have wonderful jobs and can’t quit
for move to Faribault. It does all depend on their parents. I hope many parents have to move
there and see their children everyday instead of weekend only. I don’t think any difference in the
culture between the two groups.
-John

Drew Patel said

at 9:50 pm on Apr 15, 2012

Thanks for sharing your story John! Great info and research Sarah. I have similar question to what others have asked, what tips do have for teachers working with an interpreter to communicate with the student.

Sarah Schoeller said

at 7:21 pm on Apr 20, 2012

You’re welcome! The students in your class will more than likely be curious about the
interpreter in the classroom and possibly fascinated with sign language. Introduce the interpreter
to the students explaining his/her role in the classroom. If you choose the interpreter may in-
service the students on deafness, how to communicate with the deaf student/s and teach some
basic introductory signs. However, if the deaf student feels comfortable and wants to, allow him/
her to introduce himself/herself and teach the class signs. It is important for the deaf student(s)
to feel that they are part of the class and this may in addition help the students as well as the
deaf student feel a little more comfortable with each other providing the different mode of
communication between them.

The interpreter may stand next to you but a little behind as to not distract you. This enables
the student to follow the interpreter and the teacher at the same time, this is known as the sight
line. Don't be surprised if the Interpreter follows you around; again they are staying in the sight
line with you the teacher. It's important to note that not all interpreters will stand next you - it
is becoming more common now especially in College for interpreters to sit in front of the deaf
student especially when the class is going to be an or hour or more.

Sarah Schoeller said

at 7:21 pm on Apr 20, 2012

It can be hard for the Interpreter and the deaf student to follow different conversations when
more than one student is talking. It would be helpful to instruct your class to take turns when
speaking so that the interpreter will have the opportunity to render the message to the deaf
student. At times the interpreter may interrupt you or ask you to slow down so that he/she can
deliver the message.

As I stated in the previous section above, speak to the deaf student directly and not the
interpreter. Trust that the interpreter is rendering the message faithfully, they will not interject
personal opinions or feelings. This will enable the deaf student to feel involved and not feel like
a 3rd person. This also pertains to the deaf student. Be sure he/she talks to you directly however,
keep in mind that some deaf individuals will focus some attention on the interpreter to ensure
that the interpreter is following along or to be sure the Interpreter is saying what they want him/
her to say verbatim.

As the mainstream teacher you might find it useful to attend interpreting and deaf related
workshops. If we hold students accountable, we must first make sure we have been fully
accountable-on a consistent basis for all the appropriate accommodations.

Educational Interpreters have a planning period as do teachers or at least they should.
Interpreters use this time to keep up with subject material and vocabulary that is specific to
the material. It would be helpful if you could inform the interpreter of any movies that you are
planning to show that are not closed captioned, as well as any material to be used in the lesson
plan. It is also vital the interpreter have a copy of the book used for the class. Note: If you are
showing a film that is not captioned, remember that there must be some visual light for the
student to see the interpreter.

Sarah Schoeller said

at 7:21 pm on Apr 20, 2012

Deaf students cannot take notes and watch the interpreter at the same time; you may want to ask
a fellow classmate if they don't mind taking notes for the deaf student if the deaf student does not
mind. Some deaf students do not want someone to take notes for them and prefer to get by on
their own. You could also copy your own notes for the deaf students.
-John

Krista Miller said

at 7:25 pm on Apr 16, 2012

Thanks for sharing your experience with us! Sorry if this has already been asked, but what is your favorite technology that has helped you out thus far in communicating? So many options available, are they easy to get if needed?

Sarah Schoeller said

at 7:20 pm on Apr 20, 2012

You’re welcome! My favorite technology is videophone. It is fast communication with hearing people.
I know many hearing people don’t have patience with deaf people as some technology is old. I’m glad
that we have such better, quicker ways to communicate with hearing people. For example, there is the
Videophone, FaceTime with IPhone 4, and webcams.
-John

Kate Scherfenberg said

at 7:17 am on Apr 17, 2012

I too so appreciated the practical strategies in your summary, Sarah. Thank you John! Do you think that your experience would have been really different if you didn't have a deaf sibling. Do you think you would have felt more isolated? Your family and parents seem like they are the kind of parents that anyone would hope to have, making life decisions based on their children. Are you familiar with other deaf students who didn't have such a good schooling experience or family support. What do you think would have happened if your parents stayed where your sister was developing a communication gap? Sarah gave some great strategies, I wonder if you have any others?

Sarah Schoeller said

at 7:19 pm on Apr 20, 2012

You’re welcome! Yes, I would be more isolated if I didn’t have a deaf sibling. If I lived in big deaf
community, then I would be fine and they would be considered as my brothers and sisters. I was blessed
with my parents. I know other deaf students who don’t have good parents as mine. My parents are open-
minded and committed to provide whatever my sister and I needed to access the best education available.
-John

Sarah Schoeller said

at 5:26 pm on Apr 17, 2012

Thank you! My parents are definitely bilingual/bicultural. They just love to see beautiful language same
as different language like French, Spanish, and Japanese, etc…
-John

Sarah Schoeller said

at 5:27 pm on Apr 17, 2012

Yes, it is the truth. It’s all depending on age group. Some older generations use Signing Exact English
(SEE), most young people tend to sign America Sign language (ASL). Currently, people are trying to have
Cochlear implants. They’re still feeling difficulty socializing.
-John

Sarah Schoeller said

at 5:27 pm on Apr 17, 2012

This article is really interesting! Most of them are physically deaf as well. Some of them are born-deaf
or became deaf at a very young age. Some of them are hearing people born into all-deaf families, and
even though they can hear, even though they speak a spoken language, their first language was a signed
language, not a spoken language. They base their view of the world from the Deaf perspective. They
are "physically hearing" but "culturally-deaf".
-John

Sarah Schoeller said

at 5:28 pm on Apr 17, 2012

Born-deaf children, or children who become deaf very young, before the age of three, must learn a
spoken language they have never heard and never will. Hearing aids do not work for all Deaf people.
And even when hearing aids do work, they work with minimal success for the profoundly deaf. Sounds
are muffled. It is very hard to distinguish between voices and other sounds. Oftentimes a Deaf person
can only hear bells or telephones with a hearing aid, but cannot hear voices distinctly.

Sometimes the hearing loss happens all of a sudden, without warning. People can go to bed hearing
and wake up deaf. Meniere's disease, which includes hearing loss among its symptoms, can be difficult
to live with, but there is no shortage of people to turn to for support. Sometimes when the cause of
hearing loss in a child is unknown, it is later found to be caused by Connexin 26. Meningitis is a deadly
illness, and if certain drugs are used to treat it, the patient can be left deaf.
-John

Sarah Schoeller said

at 5:30 pm on Apr 17, 2012

Connexin 26 - Interesting! I have a friend who is deaf in one ear; he had meningitis as an infant and became deaf in one ear after this medicine was used.
Also, in high school I took an ASL class and my teacher told how that he became fully deaf at age 10 after getting meningitis.
-Sarah

Sarah Schoeller said

at 5:31 pm on Apr 17, 2012

Yes, Interpreters helped me to better communicate with teachers and hearing students. Also, I learned
English and that helped me understand just how different ASL and English really are. I learned how to
socialize with hearing students and deaf students.
-John

Sarah Schoeller said

at 5:33 pm on Apr 17, 2012

Yes, I received all of the help that I needed. I had wonderful interpreter services. I felt blessed that
my parents made the right decision for me to go both schools. I observed different hearing and deaf
students going to both schools.
-John

Sarah Schoeller said

at 5:34 pm on Apr 17, 2012

Yes, it depends on adults and children. Some of them want to be equal with hearing world. They want to
hear music and sounds.
-John

Sarah Schoeller said

at 5:35 pm on Apr 17, 2012

Some deaf people are growing up in mainstream environments without much socialization. Some
parents are over protected of their kids. Some deaf kids don’t play sports because they know that
difficulty for communication. This isn’t the case; it just means they are growing up.
-John

Sarah Schoeller said

at 5:36 pm on Apr 17, 2012

I want to share something with you. Here is a YouTube website: http://www.youtube.com/
watch?v=-YN5Fdz1En0 I want to know, what do you think of this?
-John

Sarah Schoeller said

at 7:16 pm on Apr 18, 2012

I HIGHLY recommend watching this YouTube video - very powerful!!
-Sarah

Sarah Schoeller said

at 5:45 pm on Apr 17, 2012

Most ASL interpreters will be in Deaf community because ASL is not their first language, and they identify themselves as hearing. However, some interpreters may travel into Deaf culture after they immerse themselves in deaf culture, make Deaf friends, meet a Deaf man and marry him, etc. Some will be in Deaf culture - they will most likely be CODAs (Child of Deaf Adult) because they grew up bilingual/bicultural.
-ASL Interpreter (friends with John)

Sarah Schoeller said

at 6:06 pm on Apr 17, 2012

My sister (an ASL interpreter) just showed me this YouTube video: "My Deaf Family" http://www.youtube.com/watch?v=nIGxc7-2r1w

Sarah Schoeller said

at 6:13 pm on Apr 17, 2012

This is so cool! This is a Deaf rapper, called Signmark, this is a video of him rapping (signing) a song (he's really good!): http://www.youtube.com/watch?v=f9h3jUZRzeM
**He will be at the U of M on May 5th performing!!! Doors open at 6, show starts at 7.

Sarah Schoeller said

at 8:12 pm on Apr 17, 2012

**Correction. Signmark is at the U of M Thursday, May 5th @ 730.

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