I found the discourse particularly interesting.  Prior to Martine’s talk I was adamant that all TOD’s should have BSL level 6 language acquisition as a minimum. However, after listening to the lecture, I have changed my mind about the importance of having level 6 verses the importance of gaining a deeper understanding of deaf studies.  I now feel that if people can learn about the culture and identity and the richness and importance this hold, they are likely to be more motivated to want to learn level 3/6 in BSL, having gained a better understanding of the importance to the signing community.   

 

With regards to the discussion should deaf studies be included in the TOD course.  As I am currently studying to become a TOD, I particularly chose University of Edinburgh because they were the only university in the UK to include this module in the course. This was of the upmost importance to me, as a deaf person.  I also liked that they have deaf lecturers, in particular Dr Audrey Cameron to deliver some of the course. Dr Cameron is a fantastic lecturer who is a wonderful communicator in BSL. Again as a deaf BSL user myself it is actually wonderful to be able to attend a lecture that is delivered in my first language. This is the third university I have attended, and the first time I have experienced this.

 

I attended the deaf studies module last November which was delivered by Dr Cameron.  I cannot find the words to describe the impact this had on me as a deaf person but also on the hearing TOD’s.  My only criticism is that it is only a 10 credit module and I feel there was so much more they could have explained and taught that would have such a positive impact on future TOD’s.  I have fed this back to the course leader, who is now reviewing this with a view to it becoming a 20 credit course, which will be much better. This is something any other future providers should consider if setting up this module..  As I say the impact of learning about this leaves you with a feeling of motivation having gained an insight, and makes you want to learn more. 

When we completed this module at Edinburgh, the hearing TOD’s who admitted they previously had very little knowledge about deaf studies or BSL language were extremely motivated. They engaged with myself and three other DTOD’s to ask questions and learn more. They explained  how this new found and imperative information will have a positive impact on them and the future children they teach. 

 

One of the lecturers Dr. Steve Emery, delivered a powerful session around models of disability.  He explained that as TOD’s and schools in general, we tend to focus on the medical model of disability. Even when considering the social model, it is heavily influenced by the medical model.   Steve talked about Dr. Paddy Ladd and his research into cultural linguistics of BSL, this session also had a big impact on many of the students who attended, and was real food for thought. 

 

I could talk for hours about the impact this model had on the people who attended it. One of the events was where TOD’s were invited to observe a panel where parents of deaf children fed back on their own experiences, barriers and attitudes they have faced with regards to their own children.  To hear the stories of how it feels for society to want to fix (medical model), their child instead of make adjustments (social model), was gut wrenching and had a profound affect on all who listened. 

 

In a recent lecture, Dr Annelies Kusters talked about how many BSL/English Interpreters will undertake deaf studies as part of their learning. However, this is not the same for TOD’s, which seems bizarre. Delivering deaf studies to TOD’s should be mandatory. In fact, this course should be rolled out wider, to any teachers/TA’s working with deaf children.  It should also be rolled out to other professionals who work with deaf children, as well as parents, carers, and other service providers.  Only then will society be more aware of the importance of deaf identity and culture and be educated enough to make the positive changes necessary to engage with and teach deaf children. This should not just be a one off module in these professional courses, but embedded throughout. 

 

I feel that in any university delivering TOD there should be a lead who has in-depth knowledge and strong links with the deaf community, for example, like Rachel O’Neill at Edinburgh,  to ensure representation throughout all modules. 

 

If you would like a further discussion around this or any support, please do not hesitate to contact me. I am very passionate about this matter and would be happy to share my experience with you.

Shauna Flannigan
shaunaflannigan@hotmail.com