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"Deaf culture" was not a term that was used until the 1980s, but it has been around since the early 1700s! The first deaf schools started to emerge in Europe in the early 1700s. Their purpose was so that the deaf could finally be educated.
Since the opening of these schools, the deaf congregated together based on their mutual use of visual orientation, thus forming a deaf community. Over time, they were able to formulate their language and kept close so that they can share information and ideas to achieve the greatest quality of life.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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Laurent Clerc was a deaf educator in France that held and still holds great respect from the American deaf community. In 1815, he came to America to co-found the American School for the Deaf in Hartford, Connecticut, with a man named Thomas Gallaudet. This school is said to be where Deaf culture was created.
Thanks to their history, the Deaf hold a strong sense of pride for themselves and their culture. According to Thomas K. Holcomb, in the book "Introduction to American Deaf Culture," the "American Deaf people are noted for their strong sense of pride, and their fierce protective stance toward their rights of independence, self-determination, and the right to use a signed language." This is a famous quote that emphasizes the importance of Deaf culture.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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There are two models of Deafness: "Little d deaf" and "Big D Deaf." These two models represent the two standard views of d/Deafness.
References:
Harmon, N. 2018. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

Models of Deafness. (n.d.).  http://www.deafwebsites.com/deaf-culture/models-deafness.html

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This view of the deaf is one that is viewed with a pathological sense. Deafness is viewed as a medical impairment here.
If a person is born deaf or becomes deaf over time, it is believed that medical intervention is is required to try and 'fix' this problem. Fixing the problem would be defined as resolving as much of the persons hearing as pathologists and other doctors can.
Doctors will try and utilize different forms of technological intervention, like hearing aids or cochlear implants, to achieve this goal. Both are used in the restoration/enhancement of hearing. One will be used over the other depending on the level of hearing loss that someone has.
Oralism is also promoted, and signing is not. Speech pathologists recommend this because signing is seen as a distraction. Children are also recommended to go to mainstream school instead of schools for the deaf, as it is assumed to promote better educational results for the children.
References:
Harmon, N. 2018. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

Models of Deafness. (n.d.). http://www.deafwebsites.com/deaf-culture/models-deafness.html

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This view of Deafness is one that is viewed culturally. This culturally Deaf community views themselves as a minority within the hearing society. These minority groups span locally and nationally. They do not believe that their hearing loss is pathological; they consider it a blessing. When they give birth to Deaf children, they celebrate rather than mourn. They also believe that sign language is something that should be utilized rather than forgotten.
In this model, Deafness is seen as unique and different. Cultural identity is something that is highly valued to the Deaf. They are proud of being Deaf and do not wish to change their situation. They are happy and aid each other in living the most active life that they can.
There are different aspects of cultural identity that are cherished. American Sign Language is one of the most cherished aspects of Deaf culture. This is because it is a visual language that the Deaf can utilize when communicating information to one another. This aids in bringing the community together. These aspects are listed below:
1. Language- this is what provides the Deaf community with a way to communicate. The most common form of communication being ASL.
2. Arts- the arts depict the soul of Deaf culture, and resemble its meaning in various ways.
3. Customs- a Deaf communities customs are those that determine the unwritten rules of behavior for the community.
4. Heritage- this is the history that led to the perspective of certain beliefs for Deaf culture.
5. Family- families pass down the first four customs from one generation to the next, in order to keep Deaf culture and its community alive.
References:
Harmon, N. 2018. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

Models of Deafness. (n.d.).  http://www.deafwebsites.com/deaf-culture/models-deafness.html

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There are nine different categories of deafness that a person can be qualified as:
1. American Sign Language (ASL) Users- these individuals use ASL as their first and primary language. From the perspective of the Deaf community, these people are considered 'Deaf.' The main component of that person being and who they are is through the use of ASL.
2. Bilingual Users- these people are fluent in both ASL and English; they can sign and speak fluently. From the perspective of the Deaf community, these people are considered hard of hearing. Not all hard of hearing individuals are able to be fluent in both languages, something that is worth noting. It is all determined by how the individual was raised.
3. Oralists/Hearing Impaired Individuals- these individuals have a certain degree of hearing impairment; however, they typically communicate through speech. Their parents raised them orally, so speaking is their primary mode of communication. In the Deaf community's perspective, defining this group as "impaired" is frowned upon, as it emphasizes a disability rather than capability. These people can also be considered hard of hearing.
References:
Harmon, N. 2020. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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4. Deafened Adults (Early or Late)- these individuals became Deafened after they have been exposed to spoken language. They were not born Deaf. They either have acquired full or partial speech. These individuals may have become Deaf due to a multitude of reasons: accidents, sicknesses, autoimmune diseases, as well as other reasons.
5. Hearing Impaired Elderly Adults-  these individuals have lost either part or the majority of their hearing as a result of aging. These people can also be considered hard of hearing.
6. Minimal Language Users- these individuals do not know about either signing of speaking. They will make up their gestures in order to communicate with others. This is due to both a lack of mainstream and deaf education or for other reasons. These types of people are typically shut out from Deaf culture and its community due to a lack of knowledge; there is a lack of appreciation for the Deaf community. Minimal language users are (unfortunately) commonly found in underdeveloped countries, where their surrounding hearing communities typically shun the deaf. In these underdeveloped countries, the Deaf are more focused on surviving rather than on achieving an education.
References:
Harmon, N. 2020. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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7. Hard of Hearing Individuals- According to Websters Dictionary, these individuals have a "defective but functional sense of hearing." Many of the previous categories mentioned can also be labeled hard of hearing.
8. Deaf-blind Individuals- These individuals classify as one of the previous seven groups, but are also blind. They still consider themselves part of the Deaf community and their culture, regardless of becoming blind later in life.
9. Family Members- these individuals are the parents, siblings, spouse, or children of a Deaf or hard of hearing individual. This classification only includes those who are actively involved with and have full respect for the Deaf community. These people celebrate Deafness and do not view Deafness as a disability.
References:
Harmon, N. 2020. Course Notes

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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Along with the nine different categories of Deafness, there is also one more critical category to mention. These individuals are known as the Hearing-BUT community. Family members, as well as other close friends of the Deaf, can be classified as hearing-BUT. These are hearing people that are fluent in ASL and have an extremely positive attitude towards Deafness. They are also very well-informed about Deaf culture and have the upmost respect for it. They are assigned this label by their close Deaf friends or relatives and are highly respected in the Deaf community.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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There are five frequently asked questions that are asked about the deaf. They will be explained in the posts to follow, titled with "FAQ #1-5." The questions are as followed:
FAQ #1: Why do people who are born deaf often have such poor use of the English language? Is poor use of written English indicative of intelligence?
FAQ #2: What makes lip-reading (or speech reading) so difficult?
FAQ #3: What are the differences between hearing aids and cochlear implants? Are they a cure for Deafness?
FAQ #4: What does being Deaf sound like?
FAQ #5: What is ASL? How does it differ from English?

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People who are born deaf sometimes have reduced use of the English language for two reasons. One of the reasons is that they have never heard the verbal language before. Due to this, they are unaware of how letters and sounds go together. Without being able to hear how something is sounded out, the deaf have a hard time looking at words on paper and understanding what they mean. Another reason why the deaf have poor use of the English language is that English is a second language to some deaf signers. Jill Morford, a professor at the University of New Mexico who partakes in research at Gallaudet University, says that "signers are like English learners whose first language uses a different alphabet." People who are born deaf that sign possess the knowledge of a completely different sentence structure than the sentence structure of the English language. (This is something that will be discussed further in FAQ #4). The brains of those that are born deaf remain consistently active to try and make connections in order to read words that they have never heard before. It is typical to see someone who was born Deaf read at a fourth-grade level.
References:
Gregory, S. (n.d.). Bilingualism and the Education of Deaf Children, 1–8.

Voa. (2011, April 21). A New Reason for Why the Deaf May Have Trouble Reading. https://learningenglish.voanews.com/a/a-new-reason-for-why-the-deaf-may-have-trouble-reading-119728279/115194.html

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The poor use of written English is not indicative of intelligence. There are brilliant and successful deaf individuals worldwide. Many deaf individuals have acquired their Doctorates in a multitude of things. A deaf individual's brain in the same as a hearing person's. The only difference between the deaf and hearing is that the deaf either cannot hear at all or experience some degree of hearing loss.
In school, extra aid is given to a deaf student in their classes and when writing their essays/other assignments. The Rochester Institute of Technology amongst many other schools that possess a large deaf population, has a writing center where the deaf can get help. The writing center, as well as professors, will provide office hours to the students to ensure that their homework is grammatically and structurally correct. While written English may not be deaf individuals strong-suit, they can have flawless and sophisticated conversations in their first language, ASL.
References:
Gregory, S. (n.d.). Bilingualism and the Education of Deaf Children, 1–8.

Voa. (2011, April 21). A New Reason for Why the Deaf May Have Trouble Reading. https://learningenglish.voanews.com/a/a-new-reason-for-why-the-deaf-may-have-trouble-reading-119728279/115194.html

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Lip-reading can be so difficult because many hearing people lack common courtesy when speaking to a deaf or hard of hearing individual. Many people do not speak clearly. Many people mumble, cover their mouths without realizing it (either with their hand or other objects), do not look directly at the deaf listener, etc. All of these examples are things that hearing people do without even realizing it. These are practices that negatively impact the deaf or hard of hearing individuals, who are depending on proper etiquette to obtain information. Deaf individuals cannot learn incidentally, like hearing people do
Research indicates that roughly 30-45% of the entire English language can be understood via lip-reading. The rest of the language needs to be assumed when rationalizing a sentence. A deaf individual will often need to have a particular sentence repeated. One harmful practice that some hearing people do in response to the need for repetition is to become annoyed and either end the conversation, or say "never mind." Hearing individuals need to be conscious of using proper etiquette when speaking to a deaf individual because lip-reading is so difficult.
References:
Callis, L. (2017, March 24). Lip Reading Is No Simple Task. https://www.huffpost.com/entry/lip-reading-is-no-simple-task_b_9526300

Scholarly Voice: Varying Sentence Structure. (n.d.). https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/sentencestructure

Vicars, W. (n.d.). American Sign Language: "Subject-Verb-Object". https://www.lifeprint.com/asl101/topics/subject-verb-object-asl-sentence-structure.htm

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Hearing aids are for people with mild to moderate hearing loss. They are devices that can hook around the outer ear and be further placed partially inside of the ear. Hearing aids are used to amplify sound and can be thought of as a microphone. They focus on four major factors: how loud the sound is, how loud the sound is in comparison to surrounding sounds, how much background noise there is, and where each sound is coming from. Hearing aids will amplify sounds that it processes and send that sound down the ear canal, through the middle ear, to the cochlea. These sound waves further to the nerves that will send signals to the brain, which will identify what that sound is.
References:
Communication Strategies for Nurses Interacting With Patients Who Are Deaf. (2008, April 15). https://www.medscape.com/viewarticle/569802_6

How We Hear. (n.d.). https://www.hearingaids.com/hearing-loss-tinnitus/how-we-hear/

What's the Difference Between Hearing Aids and Cochlear Implants? (2019, December 19). https://audiorecovery.com/blog/difference-between-hearing-aids-and-cochlear-implants/

Cochlear Implants. (2020, April 14)https://www.nidcd.nih.gov/health/cochlear-implants

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Cochlear implants are very different from hearing aids. They are for people with severe hearing loss. A cochlear implant requires surgery to be put in place. It consists of a transmitter, which is magnetically connected to a receiver that is placed under the skin. The transmitter has a speech processor and a microphone attached to it that wraps around the outer ear. The receiver travels down to an electrode array that is wired through the cochlea, a portion of the inner ear. Cochlear implants send electrical signals of sound right to the auditory nerves that will send those signals to the brain, identifying the sound. It gives the deaf individual a representation of the sound that they need to spend a generous amount of time practicing with so they can successfully identify that sound.
References:
Communication Strategies for Nurses Interacting With Patients Who Are Deaf. (2008, April 15). https://www.medscape.com/viewarticle/569802_6

How We Hear. (n.d.). https://www.hearingaids.com/hearing-loss-tinnitus/how-we-hear/

What's the Difference Between Hearing Aids and Cochlear Implants? (2019, December 19). https://audiorecovery.com/blog/difference-between-hearing-aids-and-cochlear-implants/

Cochlear Implants. (2020, April 14)https://www.nidcd.nih.gov/health/cochlear-implants

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Due to hearing aids amplifying sound and cochlear implants, giving a representation of sound, they do not make it possible for the deaf individual to hear normally. They both aid in trying to help the individual hear better than they are able to without the devices in, but hearing normally can rarely ever be achieved.
References:
Communication Strategies for Nurses Interacting With Patients Who Are Deaf. (2008, April 15). https://www.medscape.com/viewarticle/569802_6

How We Hear. (n.d.). https://www.hearingaids.com/hearing-loss-tinnitus/how-we-hear/

What's the Difference Between Hearing Aids and Cochlear Implants? (2019, December 19). https://audiorecovery.com/blog/difference-between-hearing-aids-and-cochlear-implants/

Cochlear Implants. (2020, April 14)https://www.nidcd.nih.gov/health/cochlear-implants

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The best way to describe what deafness sounds like is through a video like this one, by the Hearing Healthcare Centre.
Reference:
https://www.youtube.com/watch?time_continue=1&v=PbBZjT7nuoA&feature=emb_logo

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Hearing Loss Simulation - What's It Like?

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American Sign Language, ASL, is a unique language with its own rules. It began when Laurent Clerc co-founded the American School for the Deaf with Thomas Gallaudet in 1817. Laurent Clerc was a teacher of the deaf in France. When he was appointed to come to America, he taught the American deaf French Sign Language. After the deaf children assimilated there, however, they started to make up their own signs along and taught them to their other deaf friends. After a while, these signs merged with French Sign Language and later formed ASL. ASL differs from English because they both use a different sentence structure. ASL is not a written system. ASL uses a subject-verb-object format in a topic-comment structure. In the English language, the topic does not always have to come first. For example, instead of saying, "I'm going to the store now," a deaf individual would sign, "now, store I go." Time and place needs to be prioritized before details follow so that the deaf can understand what is being discussed. In English, sentences can become long and drawn out. ASL is also very blunt and to-the-point; when glossing (translating) an English sentence to ASL, unnecessary words like 'the,' 'an,' 'a,' 'of,' etc. are all removed because they are not needed to formulate a sentence.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

Scholarly Voice: Varying Sentence Structure. (n.d.). https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/sentencestructure

Vicars, W. (n.d.). American Sign Language: "Subject-Verb-Object". https://www.lifeprint.com/asl101/topics/subject-verb-object-asl-sentence-structure.htm

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For years, ASL was not considered a true language. It was frowned upon to use ASL in schools, making oralism the most dominant method of teaching until the mid-1970's. However, in recent years, ASL was studied and later accepted as a language to the majority of linguists. This is because, like English, ASL consists of compositional structures like phonology, morphology, syntax, and discourse (Liddell, 2003; Lucas, Bayley & Valli, 2003). While ASL differs from English, it is still a unique language; a language that is entirely able to be used to discuss simple topics, as well as abstract, complex thoughts.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

Scholarly Voice: Varying Sentence Structure. (n.d.). https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/sentencestructure

Vicars, W. (n.d.). American Sign Language: "Subject-Verb-Object". https://www.lifeprint.com/asl101/topics/subject-verb-object-asl-sentence-structure.htm

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Introduction to the American With Disabilities Act (ADA)

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Introduction to the American With Disabilities Act (ADA)

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According to the ADA's National Network, the ADA is, "is civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public."
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What is the Americans with Disabilities Act (ADA)? (2020, May 6). https://adata.org/learn-about-ada

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This law was enacted in 1990. It is a nondiscriminatory law that allows anyone with a disability, the deaf and hard of hearing included, an equal opportunity to receive the same benefits as a non-disabled or hearing individual. These opportunities include equal education and employment opportunities. Equal protection is another essential part of American culture, and the ADA exemplifies that the deaf and hard of hearing also deserve that. Today, there are five titles in the ADA that explicitly represents the rules behind each section of the general public that can be publicly or privately entered.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What is the Americans with Disabilities Act (ADA)? (2020, May 6).  https://adata.org/learn-about-ada

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Title I declares that anyone that has a disability has an equal opportunity as someone without a disability. It also states that employers need to accommodate to their disabled workers.
Title II references the state and local governments. If there is a qualified deaf or hard of hearing person that is regarding a particular public program, service, or activity, it is prohibited that they are discriminated against.
Title III states that discrimination is prohibited in public or commercial accommodations or facilities. Places like hotels, golf courses, doctor's offices, etc. are all included under this Title. It also calls for effective communication for the deaf or hard of hearing.
Title IV deals with telecommunications like the phone or TV. This Title provides different phone services for the deaf and hard of hearing so they can receive information over the phone (this will be discussed later). This Title also is the reason why there is captioned television. The deaf need to be able to understand what is being said on the screen.
Title V covers any other miscellaneous detail that may have been left out of the other four Titles.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What is the Americans with Disabilities Act (ADA)? (2020, May 6). https://adata.org/learn-about-ada

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While the deaf and hard of hearing have equal education and employment opportunities thanks to the ADA, the ability of these services varies from place to place. This is why the deaf and hard of hearing congregate to other jobs and schools that have access to more services that are of higher quality.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What is the Americans with Disabilities Act (ADA)? (2020, May 6). https://adata.org/learn-about-ada

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There are key differences between a signer and an interpreter. Signers are people that casually sign in any setting to the deaf or hard of hearing. Regular signers do not need to be fluent in ASL in order to withhold a conversation. Signers  usually cover any casual conversation that they please and converse at their leisure. It is often mistaken by the uneducated public that signers who only know conversational signs are mistaken for interpreters. An interpreter is someone that is fluent in ASL and is hired to translate that a hearing person is saying on the spot. They do not have a script given to them before the event that they can memorize beforehand. They often have to think of sophisticated vocabulary on the spot. They also need to be able to think of different methods in order to convey the message to the deaf audience instantly and effectively. They need to be able to sign in a style that the audience would understand, as well, depending on the topic of conversation. For example, different conversation styles can be due to if the topic of conversation is about music, medical, the region of America that they are in, education, etc.
References:
Center, C., & Gallaudet University. (n.d.). Working with Interpreters. https://www3.gallaudet.edu/clerc-center/info-to-go/interpreting/working-with-interpreters.html

Hiring Sign Language Interpreters. (2019). https://www.nationaldeafcenter.org/sites/default/files/Hiring Qualified Sign Language Interpreters.pdf

How is a Sign Language Interpreter Different from a Signer? (n.d.), 1. http://jhinterpretingservices.com/wp-content/uploads/2015/12/Differences-between-a-Sign-Language-Interpreter-and-a-Signer.pdf

Houle, A., & Niagara University. (n.d.). NY Sign Language Interpreters. https://frdat.niagara.edu/support-resources/support/nys-registry-of-interpreters/

What is an Interpreter? (n.d.).  https://www.kcdhh.ky.gov/oea/whatisterp.html

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Different types of sign language interpreters would fit a certain individual or crowd the best. One type is a Certified Interpreter. These interpreters excel at receptive skills, and they interpret both sign and speech. Certified Deaf Interpreters (CDI's) are deaf or hard of hearing individuals that give an accurate representation of standard and variant signs. Deaf/Blind Interpreters are used by deaf individuals that are either blind or have limited vision. The interpreter will sign into the individuals hands in order to relay information.
*Fun Fact: Anne Sullivan was Hellen Kellers Deaf/Blind Interpreter!
To appropriately use an interpreter, they need to be informed on their roll and about that topics will be discussed. This helps aid in supporting the interpreter to relay the information to the deaf or hard of hearing audience. They also need to know thier audiences preferred signing style.
References:
Center, C., & Gallaudet University. (n.d.). Working with Interpreters. https://www3.gallaudet.edu/clerc-center/info-to-go/interpreting/working-with-interpreters.html

Hiring Sign Language Interpreters. (2019). https://www.nationaldeafcenter.org/sites/default/files/Hiring Qualified Sign Language Interpreters.pdf

How is a Sign Language Interpreter Different from a Signer? (n.d.), 1.  http://jhinterpretingservices.com/wp-content/uploads/2015/12/Differences-between-a-Sign-Language-Interpreter-and-a-Signer.pdf

Houle, A., & Niagara University. (n.d.). NY Sign Language Interpreters. https://frdat.niagara.edu/support-resources/support/nys-registry-of-interpreters/

What is an Interpreter? (n.d.). https://www.kcdhh.ky.gov/oea/whatisterp.html

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For the hearing individual speaking, they need to direct their attention toward the audience, not the signer. This gives the audience respect.
It is important to indicate where the interpreter is needed as well. For instance, an interpreter would aid in classroom settings. However, they would not be of any benefit in other social settings. It is also respectful to the interpreter to be able to catch up so that the deaf or hard of hearing individual fully comprehends what is being said.
The placement of the interpreter is also important. They do not want to be a distraction but also want to be able to be seen so that the deaf or hard of hearing are able to access all of the information being said.
References:
Center, C., & Gallaudet University. (n.d.). Working with Interpreters. https://www3.gallaudet.edu/clerc-center/info-to-go/interpreting/working-with-interpreters.html

Hiring Sign Language Interpreters. (2019). https://www.nationaldeafcenter.org/sites/default/files/Hiring Qualified Sign Language Interpreters.pdf

How is a Sign Language Interpreter Different from a Signer? (n.d.), 1. http://jhinterpretingservices.com/wp-content/uploads/2015/12/Differences-between-a-Sign-Language-Interpreter-and-a-Signer.pdf

Houle, A., & Niagara University. (n.d.). NY Sign Language Interpreters. https://frdat.niagara.edu/support-resources/support/nys-registry-of-interpreters/

What is an Interpreter? (n.d.). https://www.kcdhh.ky.gov/oea/whatisterp.html

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To hire the most appropriate interpreter for the job, the length, and nature of the assignment needs to be known. Other factors that need to be known are the parties involved, and the preferred communication style of the audience. They can be hired through a local agency, directly as a staff member, or through an independent contractor.
Niagara University's Disability Awareness training website has a list of all of the New York State Sign Language Interpreters (with agency names) that cover the different regions of New York.
References:
Center, C., & Gallaudet University. (n.d.). Working with Interpreters. https://www3.gallaudet.edu/clerc-center/info-to-go/interpreting/working-with-interpreters.html

Hiring Sign Language Interpreters. (2019). https://www.nationaldeafcenter.org/sites/default/files/Hiring Qualified Sign Language Interpreters.pdf

How is a Sign Language Interpreter Different from a Signer? (n.d.), 1. http://jhinterpretingservices.com/wp-content/uploads/2015/12/Differences-between-a-Sign-Language-Interpreter-and-a-Signer.pdf

Houle, A., & Niagara University. (n.d.). NY Sign Language Interpreters. https://frdat.niagara.edu/support-resources/support/nys-registry-of-interpreters/

What is an Interpreter? (n.d.). https://www.kcdhh.ky.gov/oea/whatisterp.html

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It would be considered ethically incorrect not to include a deaf coworker, client, or friend into work or social settings. The deaf are not able to acquire information as easily as a hearing person can. A hearing person can acquire incidental learning. This is when a person overhears information. The deaf easily miss many little articles of information. Information such as radio traffic reports, work gossip, if a meeting was changed at work, etc., are all things that are commonly missed. It is impossible to catch all of the information that is being relayed in a group setting.
Many social factors can affect a deaf or hard of hearing individual's ability to hear, especially when they are using hearing aids or have  cochlear implants. Factors like this include: strong wind, rain, the public, cars, etc. all affect the way a deaf or hard of hearing person can hear or lip-read. People wearing hearing aids are especially prone to the adverse effects of environmental background noises because hearing aids emphasize sound, acting as a microphone.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What's the Difference Between Hearing Aids and Cochlear Implants? (2019, December 19). https://audiorecovery.com/blog/difference-between-hearing-aids-and-cochlear-implants/

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Many teachers will have the bad practice of speaking to other hearing individuals without signing as well so that the deaf or hard of hearing individual can understand. The same goes for a friend of the deaf or hard of hearing person in social situations.
Coworkers, friends, teachers, and everyone else that is communication to a deaf person should be sensitive. When communicating around a deaf or hard of hearing individual that primarily signs, facing them when speaking is a good method to practice. This is so the deaf or hard of hearing individual can lip-read. A hearing person needs to expect to repeat what they are saying without becoming frustrated.
Another thing that can be done is when in a group of people, only one person should talk at a time. This allows the deaf or hard of hearing person to focus on one person speaking at a time.
A third thing that can be done is if able to sign, then sign while speaking in front of the deaf individual. If not, the most appropriate thing to do would be leave the room and be completely out of sight so that the deaf person is not visibly missing any important information.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

What's the Difference Between Hearing Aids and Cochlear Implants? (2019, December 19). Retrieved from https://audiorecovery.com/blog/difference-between-hearing-aids-and-cochlear-implants/

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Not all deaf or hard of hearing individuals use ASL. Depending on how a deaf individual was raised, they may not have learned how to sign, or have other reasons as to why they cannot sign. The deaf or hard of hearing can use alternative methods of communication when interacting with hearing individuals.
One effective alternative method that has grown popular thanks to the growth of technology is texting. Sending texts has become an effective method of sending or receiving information. It allows two deaf individuals, or a deaf and hearing individual, to quickly converse with one another. This is so they can effectively communicate without being in the same room, or even in the same house.
There is also a Notes App on phones that the deaf individual can type in and show the recipient.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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Alternatives to Signed Communication (Continued)

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Alternatives to Signed Communication (Continued)

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Hand-written notes are also ubiquitous. People will usually write notes with all of the necessary information on it in order to relay the proper message to the recipient.
Hand gestures are also another form of communication. Hand gestures are different from ASL because there is no sentence structure or context. Gesturing, however, can lead to identifying what is needed. Facial expressions and head nods/shakes could also promote emphasis regarding the emotion behind what is needed.
References:
Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford: Oxford University Press.

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Thanks to the technological advancements of today, many assistive technologies are vastly utilized by the deaf and hard of hearing. There are forms of assistive technology that have already been mentioned. Items such as phones, hearing aids, and cochlear implants are considerable aids in technological communication. Phones greatly aid in alternative communications, while hearing aids and cochlear implants guide a deaf individual to make better sound connections in their brain, so they can hear better.
References:
Topic: Assistive Technology. (n.d.). https://www.nationaldeafcenter.org/topics/assistive-technology

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When it comes to telecommunications, which is the act of communicating via a telephone, broadcast, etc., there are three primary forms of communication. The first form of communication is Video Relay Service (VRS). The second form is Telecommunication Relay Service (TRS), and the third form is Video Remote Interpreting (VRI).
References:
Topic: Assistive Technology. (n.d.). https://www.nationaldeafcenter.org/topics/assistive-technology

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Video Relay Service (VRS) is a free communications system that allows for a deaf or hard of hearing individual to sign to a communications assistant (CA). The CA will then further relay the message to the recipient. To use a VRS, a computer or TV with a video camera attached is needed, as well as high-speed internet connection. They connect to a CA interpreter through a video link, which can be accessed through the VRS website, and then the CA calls whoever the deaf person needs to call. The conversation is relayed back and forth until the call is finished. VRS is a very beneficial service for the deaf or hard of hearing individual. They can communicate in their first language and utilize facial expressions to show how they feel throughout the conversation, being able to express their emotions fully. The conversation is smooth, it flows, and is quick, just like a regular conversation would between two hearing people.
References:
Video Relay Services. (2020, April 8). https://www.fcc.gov/consumers/guides/video-relay-services

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Telecommunications Relay Service (TRS) is a similar free service to VRS, the only difference being that rather than being on a video call with a CA, the deaf or hard of hearing individual sends texts to them. The deaf individual will text the CA with the phone number of the person that they want to send the message to, and texts what they want to say. The CA then calls the receiving party and vocalizes the message, then sends a text of the party's response back to the deaf person.
Depending on the user's needs, there are many available versions of TRS. The traditional text-to-voice option is what was just described
There is also voice carry over, which is when the deaf individual can use their voice to the receiving party, and the CA will text the response.
Speech-to-speech allows a deaf person to call their party with a specially trained CA, who can understand their speech, and clarify it to the receiving party.
Captioned teleservice is when someone who still has residual hearing can make a call and read a captioned text of what the other party is saying.
Many other forms of TRS serve their important functions for certain parties too, these are just a few mentionable ones.
References:
Telecommunications Relay Service - TRS. (2020, April 8). https://www.fcc.gov/consumers/guides/telecommunications-relay-service-trs

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Video Remote Interpreting (VRI) is used when a live interpreter cannot be present. The use of VRI is assured by Title IV of the American’s with Disabilities Act . VRI works as a video-conference, allowing for a deaf or hard of hearing individual to communicate with a hearing person that is in the same room as them. This video chat is through an encrypted network so that all conferences are secure and private, making for perfect use in a hospital setting . According to the National Association of the Deaf, “VRI services should be provided only if on-site interpreter services are unavailable.”
References:
Video Remote Interpretation (VRI). (2020, March 27). https://www.alsglobal.net/services/interpreting/video-remote-interpretation/?gclid=EAIaIQobChMIucuQ4Jex6AIVBIeGCh2q3waVEAAYASAAEgKYkfD_BwE

Video Remote Interpreting. (n.d.). https://www.nad.org/resources/technology/video-remote-interpreting/

What is Video Remote Interpreting? (n.d.). https://www.washington.edu/doit/what-video-remote-interpreting

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A TTY is a text telephone that was invented in the 1960s by deaf scientist Robert Weitbrecht. It allows the deaf individual to type messages back and forth. To be used properly, a TTY is needed at both ends, so messages can be sent back and forth. These devices allowed for two deaf people to call each other. A message would be typed on the machine, and then an acoustic coupler would vocalize the message. The message is also shown on a text display.
These are now considered outdated because there has been many technological advancements since then. The phones of today have FaceTime options, allowing for instant video-chatting. Texting on today's phones is much quicker and accessible as well. Today's VRI, VRS, and TRS's are all much more advanced than a TTY as well.
References:
TTY and TTY Relay Services. (n.d.). https://www.nad.org/resources/technology/telephone-and-relay-services/tty-and-tty-relay-services/

What is a TTY. (n.d.). http://www.abouttty.com/Whatis.html

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The deaf also use FM Systems. They aid hearing aid sand cochlear implants by emphasizing sound. They are also worn by individuals that do not wear either device. They are very beneficial in noisy environments like schools, crowds, restaurants, and so on. They enhance frequency modulation in order to transmit greater clarity of speech and reduce background noise so that the user can hear adequately.
References:
FM systems. (2019, July 23).  https://www.hearinglink.org/living/loops-equipment/fm-systems/

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For the deaf and hard of hearing, it is vital that their house, dorm, apartment, etc. is equipped with proper alerting systems. Accommodations such as visual fire alarms are crucial when regarding a deaf individual's safety. These fire alarms flash, and shake the bed, couch, or anything else that it is wired to, in order to alert the individual of an emergency.
Other accommodations include doorbells for the deaf. These doorbells will flash in different locations of the house when rung. These are nice conveniences for the deaf because it quickly alerts them that someone is there.
There are also alarm clocks for the deaf that have a wide variety of options to them. For the hard of hearing, there are alarm clocks that are extra-loud. There are also alarm clocks that vibrate, not just itself, but vibrate the bed and pillow as well.
iPhones also have a convenient option of flashing and vibrating when a text message is received or if someone is calling them.
References:
Allsop, J., & Creare Communications Ltd. (2020, February 19). Best Alarm Clocks for deaf and Hard of Hearing Reviewed. https://www.hearingdirect.com/us/blog/best-alarm-clocks-for-deaf-people.html

Safety Materials for People Who are Deaf or Hard-of-Hearing. (n.d.). https://www.nfpa.org/Public-Education/Fire-causes-and-risks/Specific-groups-at-risk/People-with-disabilities/Educational-materials/People-who-are-deaf-or-hard-of-hearing

Robinson, S. (2020, January 15). 9 Best Doorbells for Hearing Impaired. https://besthearinghealth.com/best-doorbells-hearing-impaired/