Deaf American Sign Language Academic

Deaf Queer Neurodiverse Trans, nonbinary masculine navigating world of academics

  • Book Review: Jellyfish Have No Ears. Author: Adele Rosenfeld

    Book review and reflections

    “unrooted from language“

    “soundscape“

    “sound lists”

    As I read “Jellyfish Have No Ears“, those phrases are scatted through the book. The more I read, the more I wonder at how the author and the translator has embedded and rooted their hearing experience into their wordscape.

    As a Deaf person who’s been deaf before birth and has never navigated soundscape the way hearing people have done, I have no frame of reference to describe my own soundscape.

    I googled and found out that the author, Adele Rosenfeld is described as having partial deafness. I have no idea what that means as there is not much more than that sterile medical description. Jeffrey Zuckerman the translator shared in acknowledgments at the end of the book about having having cochlear implant. He described how his experience informed the word choices he used for this book.

    As I read the book, I was drawn into the story, descriptions of soundscape, the struggles of lipreading, dealing with rude and obnixious co-workers, audism at work and else where, struggles with family and relationships with hearing people who do not understand what it means to be deaf or losing hearing. I felt like it was very well written and authentic even it was a work of fiction.

    The descriptive language gave me new words to describe to hearing people about my experiences in navigating the soundscape that I cannot hear or see, yet can feel.

    I recommend this book to read to explore how words are chosen to describe the physical aspect of being a hearing person using ears to listen to speech sounds with the understanding of spoken language.

    , , , , , , , , ,

  • Deaf Faculty Access

    Deaf Access:

    • ASL- English interpreter is the terminology to use
    • Deaf people participate too, and interpreters need to work between two languages not just one. 
    • The background behind the interpreter is solid and the lighting is good to be able to view the face, hands, and body. 
    • There are enough interpreters for everyone participating if there is a group breakout. 
    • If there are 10 groups and 4 Deaf people, then need 4 interpreter teams for the groups. Deaf people are complex humans with interests too.
    • The microphone is working and everyone who uses spoken English uses the microphone. Please no ableist language such as “I don’t need it, I can speak louder” 
    • Eye break from speaking, signing, and looking at the information presented scheduled through the retreat, please. This is done by pausing before proceeding to the next slide.
    • Clear and direct language is used in presentations. Information is chunked. Please no screenshots of policy PDFs in slide presentations. 
    • Speakers who are speaking in English slow down. 
    • Pausing between slides with no speaking, and no music in the background and check by looking at the ASL-English interpreter to confirm all spoken English content is delivered into ASL
    • Invite a Deaf person to present in ASL on a topic relevant to the event. This models ASL, holds space for Deaf people to be represented.
    • Provide a list of resources that Deaf faculty can use to access the same or similar topics in ASL
    , ,

  • Deaf Culture and Microaggressions

    Deaf people who use sign language are a socio-linguistic minority. There are over 200 sign languages used in the world. 

    The Deaf community and Deaf individuals experience microaggressions from some hearing people and even from other Deaf people. 

    I mentioned some microaggressions while teaching in class today such as some people speaking in English speech in front of a Deaf person and not including them or sharing what was said. 

    Bottom of this page are some websites as resources to learn more about audism which is a specific form of discrimination and oppression specific to Deaf people. 

    Here are several examples of microaggressions specific to Deaf people:

    A hearing person gets upset and angry at a Deaf person for making sounds or being too loud. 

    Not being patient to communicate with Deaf individual. Rolling eyes, not letting them finish writing down or communicating. Skipping them because they are “too slow”. It is the hearing person who doesn’t know ASL being slow. Deaf people work very hard to communicate with Hearing people all the time. 

    Not making the effort to meet Deaf people on communication problem solving, eg. how to make each other understood?

    Refusing to use the microphone

    Using Deaf people, sign language, and interpreters as props for jokes in stand-up comedy, or memes when not a Deaf person. 

    Refusing to read what the Deaf person wrote down for them to understand

    Demanding Deaf people lipread them.  Please do research on why lipreading is not always accessible

    Not putting captioning on videos or making sure videos are accurate for captioning; no gaps, missing words, or misspelled words

    Hearing people Applauding ASL -English interpreters in front of Deaf people when hearing person doesn’t know  ASL, thus do not know if the interpreter did a good job or not. It’s demeaning to Deaf people. 

    Refusing or showing active discomfort around using pointing, gestures to show the meaning of something when forgetting a sign. 

    Calling facial expressions on Deaf people as being childish or immature. 

    Refusing to slow down and repeat information being spoken.

    Refusing to pause and allow Deaf people to read information before speaking in English or ASL. 


    Telling a Deaf person, “I want to hear your voice” “I need you to speak so I can hear your voice” or “I want you to hear my voice so you know how much I love you”. 

    Tell a Deaf person those phrases: “Wow you speak so well” “Wow your English is so good” “You don’t look Deaf”,  “Where is your signer”. 

    Resources:

    https://www.nadja.co/2020/11/09/discrimination-against-deaf-people/Links to an external site.

    https://vawnet.org/sc/audism-oppression-lives-deaf-individuals

  • Effective Communication and Video Remote Interpreting for in-person settings

    Introduction:

    Effective communication is the cornerstone of quality healthcare, ensuring that patients receive the necessary care and support. However, for individuals who are Deaf/deaf+ and use American Sign Language (ASL) – English interpreters, accessing proper communication can often be a challenge. In particular, video remote interpreting (VRI) using devices has proven to be an inadequate and ineffective means of communication in medical settings. This blog post aims to shed light on the limitations of VRI and emphasize the significance of providing accessible communication options, such as in-person interpreters, for Deaf patients in healthcare settings.

    There will be a brief discussion on VRI for interpretation work for all patients, hearing or Deaf to interpret between languages.

    As a Deaf individual who relies on American Sign Language (ASL) and English interpreters, it is essential that I have access to accurate and timely communication. I work with people who speak English and do not know ASL. I do not understand spoken English as a Deaf person. Most people who work in health care do not know ASL and thus interpreter, specifically ASL-English is needed when providing me health care.

    A Personal Encounter:

    Today and last week, I found myself in a familiar yet disheartening situation at different locations for Kaiser Permanente. Arriving early for my appointment at Kaiser Permanente, I discovered there were no interpreters present. As the front desk staff attempted to communicate with me in spoken English, I couldn’t understand their instructions. I raised my medical record card and a note, asking about the whereabouts of the interpreter. Their response? A mere instruction to sit and wait. Frustration started to creep in.

    After a prolonged wait, I was informed that an in-person interpreter was unavailable, and instead, they suggested using a VRI device. However, I quickly typed out my concerns on my device, expressing that VRI is not an effective form of communication for me. I requested the staff to review my medical file, as I had consistently emphasized the need for in-person interpreters during my appointments. Unfortunately, they informed me that no such notes were documented in my file. This oversight highlights a systemic failure to address the communication needs of deaf patients. This is deeply concerning and demonstrates a failure on the part of Kaiser Permanente to address my communication needs.

     It is crucial to emphasize that video remote interpreting (VRI) using devices is not an accessible or effective communication method in ASL, particularly in medical settings. Here are a few factors why VRI is not effective communication in medical settings.

    The Limitations of VRI in Medical Settings:

    The reliance on VRI as a substitute for in-person interpreting presents several significant limitations, particularly in medical settings. Firstly, technical difficulties can plague the effectiveness of VRI, including poor internet connectivity, video quality issues, and device malfunctions. In critical medical situations, where accuracy and clarity are paramount, such disruptions in communication can have severe consequences for deaf individuals seeking proper medical care.

    Secondly, ASL relies heavily on visual cues and context, essential elements in conveying information accurately in medical settings. The intricacies of ASL, such as facial expressions, body language, and spatial awareness, play a vital role in expressing pain severity, urgency of symptoms, and other critical information. Regrettably, these visual cues are often lost or distorted in a video call, making it challenging for healthcare providers to fully comprehend and address the needs of deaf patients. As a result, accurate diagnosis and appropriate treatment may be compromised, potentially jeopardizing patient safety and care quality.

    Privacy concerns also arise with VRI in medical settings. Deaf patients frequently need to discuss personal and sensitive medical information during appointments, raising valid worries about who might be present or recording the conversation. Ensuring patient privacy and confidentiality is crucial for building trust and fostering open communication, which VRI may not adequately achieve.

    Conclusion:

    The limitations of VRI in facilitating effective communication for deaf patients in medical settings are clear. Accessible communication options, such as in-person interpreters or staff members fluent in medical ASL, must be prioritized to ensure equal and inclusive healthcare experiences. By recognizing the significance of effective communication access, healthcare providers can take the necessary steps to provide high-quality care to all patients, regardless of their hearing abilities. Let’s strive to bridge the communication gap and ensure that deaf individuals have the same access to medical information and support as their hearing counterparts. Future research is needed to document the limitations of VRI used during in person appointments. There is emerging research in this area for VRI used for video appointments. Even still then, the research was focused on literature review, not on current practices of using VRI either in person appointments or video appointments.

    Personal Action Taken:

    I formally requested that a complaint be registered against Kaiser Permanente for their consistent failure to provide in-person interpreters for my appointments. This lack of effective communication access has not only resulted in unnecessary delays in my treatment but has also hindered my ability to fully participate in and comprehend my medical care. It is the systemic barriers and ableism in Health care that I am concerned with.

    Why I am making this post:

    I am making this post to increase visibility on health care and the use of technology in medical access, eg Video Remote Interpreting (VRI) which does not mean effective communication took place. I’m showing my experiences and perspectives on the limitations of online technology used in medical settings for assessments and treatments. I’m writing this as a Deaf person who is currently returning to writing in all areas of my life, from academia to activism.

    Resources:

    ADA gov website has a page on Effective Communication

    https://www.ada.gov/topics/effective-communication/

    , , ,

  • Unicorn in Access

    I tried to write a short blurb but ended up writing a scenario to help explain to people why this is important: – Evan Hibbard – work in progress

    The position of Director of Access impact how Disabled Faculty and staff are treated for retaining, promotion and tenure. Those positions also impact everyone in being able to work with disabled fac and staff. Access is complex and nuanced. Access is everyone’s responsibility. As you work an univeristy in your job, from data entry, tech support, teaching, running meetings, and collaboration within your department or across campus, you are working with individuals who may have different needs than you do. 

    Short story here (some elements are not real while I’m not that tall is real): Imagine a short person who needs to get things from top of a shelf  but cannot reach due to their height. The short person needs those items to do their job. There are different possible ways to achieve this goal according to non-short people. It could be lowering the height of the shelf, moving the items to a lower shelf, or having a ladder available for sign out.  Maybe the ladder weighs 50 pounds and requires a very strong person to move the ladder to the desired location. To get the ladder, lowering the height, or moving the items to a lower shelf, the person needs to go to the doctor to be measured to prove they cannot reach the tall shelf. They have to pay for the medical appointment. They have to fill out paperwork and get permission to use either of those solutions in retrieving those items from the shelf they cannot reach. 

    The person asks for the items to be moved to a different shelf easier to reach. That person is told, it’s undue hardship on the part of the employer, too much work. It’s easier to provide a ladder. Now some ladders are well built. Some ladders are not so well built. Some ladders are handmade. The person asks for a good quality light weight ladder to be purchased. That person is told, it’s too expensive, it’s cheaper to rent out a used ladder. The ladder they have to rent is not tall enough and very heavy to use, not chosen by the short person. There is a limited schedule in which ladder can be signed out. The person has to work hard to use the ladder. By the time the person has retrieved the items they need to do their job, they may be late in finishing their work, or cannot do the work on that day because the ladder couldn’t be signed out. 

    There are different approaches one can take to solve this scenario. A combination may be needed. Such as changing the culture about spending money on good quality ladders and reducing paperwork needed to use the ladder, and having those items on lower shelves. Normalize following up that the person is successful at their job and they have what they need. Being able to: follow up, understand what the person needs and streamline resources such as ladder/lowering shelf/moving items to lower shelf, and collaborate with others that short people are successful. Access can be as simple as a ladder in this scenario. Or not, it could be that the short person uses a mobility device or has mobility disability and cannot use a ladder. People’s bodies and minds come in different types and different ways of accomplishing things take place. People’s minds and bodies change over time. Needs and access changes as well. Some access is physical like the ladder. Some access is technical like changing workplace to remote to accommodate COVID. Some access takes place within how we communicate using language. Some people listen to audiobooks in English. Some people use ASL which does not have written script as English has and ASL is not English on the hands. (Part of ASL is from France).

     It could be an unicorn who understands the complexity and nuances of access and the diverse range. People who themselves have lived experiences with using access provide critical insight into access during teaching, learning, all aspects of work. They are usually not represented in positions of leadership. People who use ASL usually do not have their input provided because other people don’t know ASL and didn’t ask. Care is needed to select the person who can work with all the different aspects of Teaching/Learning that takes place at Sac State. Learning happens not just in the classroom, it happens in the halls, in the lunches, in meetings, waiting for meetings/classes to start, phone calls, emails. Learning is not just physical spaces, its also communication spaces, temporal spaces from speaking/signing to more static spaces like physical books.