Auslan Only Gathering
I was happy that I completed my Cert 2 and 3 in Auslan online last year. It was a mammoth effort to keep up the classes and assessments online. During the year, I attended a few of the local Coffs Harbour Chat and Coffee meetings held once a fortnight and got to meet some lovely people from the Deaf community.
Quite boldly, I hosted a few ‘Auslan only’ gatherings at my home and had between 7-9 people join each time. No talking, just signing. It definitely took me out of my comfort zone and yet so beautiful to connect with this beautiful and, often isolated community.
I’ve let it go this year but feeling the pull to get back in and practice some more! While I was in Canberra, a young deaf man came to our table in the cafe where we were having breakfast. He was selling Auslan alphabet postcards. When he started signing to us, I started to sign back. It was such a joyful meeting and honestly, made all my study hours worthwhile just for that one meeting.
I can only highly recommend Deaf Connect‘s online classes if you are interested in learning. Reach out to me, if you sign up!
I learnt so much when doing my assignments on Deaf culture, education and the impacts of living in a primarily hearing world.
Do you know the advantages and disadvantages of a deaf child being educated in a deaf school, in a deaf unit within a mainstream school, or as the only deaf person in a mainstream school? This is what I found out:
In current times, a deaf school often accommodates various communication styles typically sign language. Students are immersed in Deaf culture that can foster a strong sense of identity and belonging and support from having a shared lived experience of being deaf. Staff are more likely to be trained in deaf education with a focus on specialised needs. However, not every region has a deaf school which may make access hard, particularly for those in regional areas.
Mainstream schools can vary in the support they offer. Schools with a specialist deaf unit will have resources focused on the needs of deaf children and can sometimes provide deaf teachers or support. Without a deaf unit in a school, many mainstream teachers are not deaf aware which can make classes difficult and isolating for deaf students if their deaf support person is not available to interpret and offer clarity and connection.
In one study by Ingrid van Steenwyk, ‘focus group participants raised concerns over the emotional effect of mainstreaming Deaf children which can produce feelings of isolation.’ There are many factors when considering education for a deaf child that are reflected in this document to assist parents choosing either a deaf unit or a mainstream school. https://www.aussiedeafkids.org.au/starting-school-checklist/
There is not one size fits all. It depends on the child’s level of hearing, access to technology and access to a school and family situation.
References:
Hear Me Out, https://hearmeoutcc.com/mainstream-school-vs-deaf-school/ (Accessed online 26.8.24)
Aussie Deaf Kids, https://www.aussiedeafkids.org.au/resources/education/starting-school/choosing-a-school-for-your-child/(Accessed online 26.8.24)
Finding the Right School for your Child, https://www.deafchildrenaustralia.org.au/finding-right-school/ (Accessed online 26.8.24)
Auslan, Technology and Deaf Clubs in Context. Quoting Ingrid van Steenwyk. (2008). Going, going, but not gone: the impact of social and technological influences on the Australian Deaf community. Anthropology Matters Journal, Vol 10 (2). Pages 1 – 12. https://emmanuelcentre.perthcatholic.org.au/issues-affecting-the-australian-deaf-community/ (Accessed online 26.8.24)
