Learning from the Deaf to Enhance Learning for the Deaf

Abstract

This paper describes the learning and teaching experiences of two Deaf students and their respective lecturer and supervisor at the Faculty of Languages and Linguistics, University of Malaya. One is a postgraduate Deaf student pursuing a Masters in Linguistics while the other is a Deaf student pursuing a PhD. The first student is in a classroom setting involving in-front-of class teaching, open group discussions, student presentations, and written assignments. The PhD Deaf student requires one-on-one discussions, written and verbal feedback on written drafts, administrative reminders from the supervisor, and preparations for postgraduate seminars. Both settings are new challenges to the lecturer and the PhD supervisor because this is the first time Deaf students have been admitted to the Faculty of Languages and Linguistics. The lecturer was not informed that a Deaf student would be enrolled in the class; therefore, she did not have time to make necessary preparations for handling this unique teaching-learning situation. The lecturer is faced with the challenge of imparting field specific knowledge to a student who can neither hear the lectures, nor have eye contact with the lecturer; and is uncomfortable participating in class discussions. At the beginning of the semester, the lecturer assumed that the availability of a sign language interpreter should be sufficient to meet the Deaf student's needs and fulfill the learning objectives of the course. However, as the semester unfolded, problems began to surface for both Deaf students. In the absence of relevant learning support services to address these problems, the most crucial strategies proved to be having regular open discussions with the Deaf students, the hearing students, and the sign language interpreter; and making appropriate adjustments to ensure effective communication takes place. The experiences documented in this paper, although based on only two Deaf students, revealed that given the limited circumstances, simple awareness and workable adjustments to current practices can produce satisfying results for all involved. The findings of this study could be the basis for preparing better support services for other sensory impaired students as the faculty opens its doors to future enrollment of students with such disabilities.