The BIG School; Part Two

The idea of putting a Deaf and Hard-of-Hearing department inside a huge secondary school was probably intended to make it possible for the students to have access to a wide variety of mainstream courses. It is true that the school in Toronto (with 2,000 students) had a huge selection of possible areas of study. Not only regular "academic" courses were available, but many choices in the arts, in technology, in business, and trades.

However, there is another part of the school experience which is just as important for the healthy development of a young person. This other part is the opportunity to explore and learn about themselves as people. Students in high school participate in various extra-curricular activities such as varsity sports, clubs and interest groups, student government and debating. Students develop a sense of identity and self-esteem when they have access to ways of trying out their abilities and passions. 

For the deaf students in this environment, it is next to impossible to have these experiences. First of all, they are so few in the midst of the hundreds of hearing students that they feel invisible in the crowd.  Because all of the leaders and stars in the school are hearing, how can the deaf develop any sense of self-esteem?

When it comes to involvement in lunch-time or after-school clubs, a student generally would need the assistance of an interpreter. The educational interpreters are hired for classroom service, but would have to volunteer to assist at other times - this has been known to happen, but the few staff can't be present for every club or activity.

A student who wanted to compete for a place on a school team would have to impress the coaches over dozens of other hearing athletes (and then try to make sure that an interpreter would be willing to show up for all the practices to facilitate communication with the coach and teammates).

It's a tough place to find your identity and your confidence in yourself.

By contrast, when I found myself back in my "home" school in Belleville, the total environment was Deaf Positive and full of opportunities. Of course, all of the student leaders were Deaf and every event, club or sport was fully accessible - with staff advisors/coaches who were either Deaf or who communicated in ASL.

The high school students that I encountered there were self-confident, aware and positive about their identities as Deaf and capable. This was their attitude, not only within the school environment, but also to the wider world around the school and in their home neighbourhoods and cities.