1

Category

History of the ethnic group in the United States ( page)

Demographic statistics in the US ( page)
Socioeconomic status in US (education, employment,
politics) ( page)
Nonverbal communication and cultural expressions (
page)
Religious practice ( - page)
Family structure and practices ( page)
Common health problems of the ethnic group ( page)
Traditional health beliefs and practices ( 1 page)
Traditional foods, eating utensils and cooking equipment
(1/2 page)
Meal composition and nutritional concerns ( 1 page)
Special celebrations ( - page)
Bibliography
Reaction to cultural website likely to be used by members
of the cultural group (1 page)
Attach a copy of one page of the website.
Describe the website
Analyze this material in reference to what you have
read about the culture.
What similarities did you observe?
What differences did you note?
Based on your investigation of the website, explain
what would help you with counseling someone from
this cultural group?
Reaction to ethnic literature or media (Not a website) (1
page)
Describe the ethnic literature or media
Analyze this material in reference to what you have
read about the culture. What similarities did you
observe and what differences did you note.
Based on your investigation, explain what would help
you with counseling someone from this cultural group?
Select three specific quotes or incidents (number
each) and write your reaction to each.

Page
No.

Possi
ble
Points

40

10

10

Reaction to cultural experience (1 page)

Identify the date and place of your experience.
Describe your encounter.
Analyze this experience in reference to your readings.
What similarities did you observe?
What differences did you note?
Based on your investigation, explain what would help
you with counseling someone from this cultural group?
Page length, organization, and report handed in on time
Neatness, grammar and spelling

Jamie Miller
Dr. Bauer
NUFD 560-01
23 March 2016
Culture Report
History of the Deaf in the United States
Throughout history, Deaf individuals have always been both a
cultural and a linguistic minority. From the 17th to mid 20th century,
communities that consisted of a majority of Deaf individuals as well as
hearing people who used sign language existed in various geographic
locations throughout the United States, such as Marthas Vineyard. In
those towns, nearly everyone was able to use some form of sign
language, and deafness was an accepted, unremarkable fact of daily
life (Murray, 2014). Communities such as these are extremely rare
today.
The beginning of Deaf education in the United States occurred
around the year 1817, when Thomas Hopkins Gallaudet, an American
educational philanthropist, along with a Deaf teacher named Laurent
Clerc, established what later came to be known as the American School
for the Deaf, located in Connecticut. This is what began the
establishment of many formal associations at the local, state and
national levels, as well as a number of other organizations and
periodicals. In 1880, the United States National Association of the Deaf
was founded. This was the first organization of deaf or disabled people
in the Western Hemisphere (Murray, 2014).

20

10
10

3
The 20th century was a critical period for the Deaf community,
consisting of a number of movements collectively referred to as the
Deaf Renaissance. These movements existed to advocate for education
of Deaf children, increase the use of sign language in deaf education,
as well as change the way that people saw Deaf people and how Deaf
people saw themselves. Today, in the 21st century, it is evident that
these movements were, in fact, successful. Deaf communities have
prospered across the world for several centuries and are now politically
organized on all levels: local, national, and international. Deaf people
have long participated in both their own cultural communities and in
the larger cultural communities in which they live (Murray, 2014).
Demographic Statistics in the United States
According to Gallaudet University, the statistics for the number of
deaf people in the United States have not been recorded in the U.S.
Census since the year 1930. In 1971, the last census of the United
States deaf population was privately conducted and sponsored by the
National Association for the Deaf. Although there are no exact statistics
regarding deaf individuals in the United States, the Bureau of the
Census has made its own estimates for both deaf and hard of hearing
populations in each of the 50 U.S. states and the District of Columbia
(Harrington, 2014). The latest information available was recorded in
February 2014, and indicates that there were a total of 4,022,334
United States citizens between the ages of 18 and 64 who identified as
deaf or hard of hearing. The three states that had the most citizens
with hearing difficulties were California, with 363,508, Texas, with
357,574, and Florida, with a total of 211,049 deaf or hard of hearing
individuals.
The Gallaudet Research Institute has conducted demographic
surveys and developed its own estimates based on data collected
between the years of 1997 and 2003, in which they used three
different definitions of the term deaf. The Institute estimated in its

4
2005 that there was a rough total of 421,000 individuals who were
deaf in both ears, 552,000 who could not hear or understand any
speech and 1,152,000 individuals who at best, could hear and
understand words shouted into the better ear. Because there are no
explicit demographic studies conducted solely on deaf individuals, and
because the term deaf can tend to be somewhat subjective, it is
difficult to obtain exact census data, and estimates are relied on.
Socioeconomic Status in the United States
Regarding deaf education, special schools for the Deaf have
traditionally served as the primary source of education for the children
of the Deaf community. Deaf children have traditionally learned
American Sign Language from other students, and gained their first
exposure to the norms of Deaf culture ("Comparative chart: Deaf and
ethnic cultures", 2014). Because mainstreaming children with cognitive
and developmental disabilities into the public school system has
become increasingly prevalent in the United States, enrollment in
schools for the Deaf has slightly decreased over time; however, many
parents of Deaf children still make the decision to send them to schools
for the Deaf. In terms of higher education, Deaf students are able
attend any college they wish; however, Gallaudet University was the
first, and remains the only liberal arts college in the world for Deaf
students.
According to the Disability Statistics Compendium, based on data
from the 2012 American Community Survey from the Census Bureau,
of all 4,057,664 civilians with hearing disabilities between the ages
of18 and 64 years living in the United States, 2,056,658 of them are
employed; a percentage of 50.7 (McCarthy, 2014). Additionally, in a
cross-sectional analysis of data from the 1997 to 2003 National Health
Interview Survey, compared with families of children without hearing
loss, families of hearing-impaired children live closer to the poverty

5
level and utilize some medical services with less frequency (Boss et
al., 2011).
Nonverbal Communications and Cultural Expressions
Because this particular cultural group is comprised of individuals
who cannot hear, or have extreme difficulty hearing, nonverbal
communication is extremely important, as it is their primary means of
conveying information and expressing themselves. Facial expressions
serve as a form of grammar; for example, to ask a question, one must
furrow the brows. People may perceive this as anger, or surprise;
emotions with which such an expression is often associated, when in
reality, it is merely a grammatical marker in the language (Townsend,
2014). Because most hearing individuals do not use exaggerated body
language or facial expressions when they are conversing with others,
members of the Deaf community often view their communication style
as dull or lifeless and lacking emotion.
Another difference between the ways in which Deaf and hearing
individuals communicate with one another is the importance that
members of the Deaf community place on the use of touch. Touching
another person is used in Deaf culture to greet, say goodbye, get
attention, and express emotion (Siple et al, 2004). Hearing
individuals are often uncomfortable with excessive touching during
conversation, especially with people who are relatively unfamiliar to
them. For this reason, they sometimes feel that Deaf people tend to be
rude or invasive, but it is just a part of their communication style.
Religious Practice
Similar to hearing individuals, Deaf people, as adults, are free to
choose the religion that they wish to practice. They can also decide
that they do not wish to identify with any religion or spiritual group at
all. The religion one chooses is often influenced or determined by his or
her family. If a person is raised by parents who are practicing Catholics,

6
he or she is highly likely to practice Catholicism for the remainder of
his or her life. The same is true for every other religion. There is always
the possibility that a person will wish to convert to a religion different
from the one in which they were brought up, and they have the right,
as an adult, to do just that.
Usuallythereisnodominantreligion,practicallyspeaking,amongtheDeaf
people.OnlyasmallnumberofDeafpeoplehaveanytiestothedominantreligionofthe
majoritypopulations(Catholicism,Orthodoxy,Islam,etc.)(Jenkins,2003).TheDeaf
communityismadeupofmanyindividualswhohaveawidevarietyofreligiousbeliefs.
RegardlessofwhatreligionaDeafpersonchoosestopractice,heorsheisentitledto
accommodations,suchastranslatorservices,thatwillallowhimorhertoattendservices
andbeatruepartofthereligiouscommunity.
Family Structure and Practices
No family, regardless of racial, ethnic, cultural, or social
background, is immune to the possibility that their child may have a
disability such as deafness. A diagnosis of hearing loss inevitably
comes as a shock, and can have adverse effects in various domains of
family life, including the marital relationship, family socialization
practices, and normal family routines (Greeff et al, 2010). Although
having a family member with a disability can most definitely be
challenging at times, many parents of Deaf children, as well as children
of Deaf adults (CODAs), have handled their situations extraordinarily
well, and have cultivated very strong and healthy family relationships.
A review of studies on family resilience appears to indicate that the
main perceptions and beliefs of parents that mediate stress and help
families cope include maintaining hope, being optimistic, having faith
and courage, feeling in control, having a strong sense of coherence,
and having a realistic view of the situation (Hawley, 2000).

7
In order for the Deaf individual to feel included and accepted, it
is imperative that his or her family members learn American Sign
Language (ASL) in order to communicate effectively with him or her.
Unfortunately, even when immediate family members are fluent in
ASL, more often than not, extended family members of the Deaf
individual do not sign. This can cause a feeling of isolation for the Deaf
person because communication becomes extremely challenging. For
this reason, family members of Deaf individuals are often strongly
encouraged to learn ASL.

Common Health Problems of the Ethnic Group

It is commonly accepted that people with physical disabilities or
suffering from chronic diseases may encounter practical and/or social
problems in everyday life that reduce their activity level beyond those
experienced by individuals without disability. The problems
encountered may in turn increase the risk of developing mental health
problems (Chwalisz et al, 2000). Unfortunately, mental illness is
extremely prevalent among the members of the Deaf community. Many
mental health problems, such as anxiety and depression, can begin as
early as childhood, because of the many struggles faced by Deaf
individuals, such as discrimination, mental distress, communication
barriers, and more. Although mental illness can develop as a result of
childhood hearing loss, several studies have shown that those who
lost their hearing at 3 years of age or more may experience a more
reduced quality of life than those who have had hearing loss since the
early months of life (Kvam et al, 2006). Having the ability to hear and
comprehend spoken language and then later losing that ability greatly
impacts the mental health status of many individuals in a negative
way. Although in the past there had been a lack of resources and
support for the Deaf community in regards to mental healthcare, the
quality and prevalence of programs and services available to Deaf

8
individuals with mental illness in the United States has greatly
improved over the years.
Traditional Health Beliefs and Practices
One of the main traditional health beliefs of the Deaf community
is that being deaf is not an illness or a disability, and that they do not
need to be fixed. This core belief has contributed to an ongoing and
widespread debate ever since the development of cochlear implants.
A cochlear implant is an electrical device that can help provide a
representation of sound to a deaf or severely hard-of-hearing person.
Unlike a hearing aid, a cochlear implant does not amplify sound;
instead, it directly stimulates the auditory nerve, which sends these
signals to the brain, where they can be interpreted as sound
(Boslaugh, 2015). Many Deaf individuals feel that the use of cochlear
implants is, in a sense, an attack against their culture; however, this
was not the intention of the medical professionals who developed this
new technology. Although cochlear implants are a very controversial
topic, many studies have shown that cochlear implantation has
positive effects on overall psychosocial wellbeing for many deaf
children. Usually these effects are associated with improved speech
perception and thus increased language proficiency (Fellinger et al,
2012).
Aside from the controversy that arose as a result of the
development of the cochlear implant, it is also commonly known that
Deaf individuals have a lack of trust in medical professionals and the
healthcare industry in general. Communication between Deaf patients
and their healthcare providers is very difficult, and many Deaf patients
often leave doctors offices and other healthcare facilities feeling
frustrated and discouraged, and as if they have received substandard
care (Barnett et al, 2011). For this reason, many Deaf individuals rely
on the advice and opinions of other members of the Deaf community
when they are making important medical decisions.

Traditional Foods, Eating Utensils and Cooking Equipment

Although almost every culture has its own unique and traditional
cuisine, the Deaf culture is one of few exceptions. Members of the Deaf
community are united by a physiological characteristic that sets them
apart from the majority of the population. Just like hearing individuals,
each Deaf person has their own unique family heritage and
background, which often determines the traditional foods and other
practices they adopt. For example, some American Catholics still follow
the practice of not eating meat on Fridays during Lent, which has made
fish fry events very common at restaurants and other establishments
on these days. Similarly, the cuisines of many different countries have
become very popular and accessible in the United States. Among the
most prevalent of these include Italian, Mexican/Latino, Chinese, and
Indian cuisines. There are no Deaf-cuisine customs, no Deaf foods,
no community-wide Deaf feasts. There is no Deaf counterpart to
Thanksgiving. Deaf people eat what their hearing families or
schoolmates eat, and enjoy whats popular in American cuisine
("Comparative chart: Deaf and ethnic cultures", 2014).
Meal Composition and Nutritional Concerns
The meal composition and nutritional concerns of the Deaf
community are comparable to those of hearing individuals. Deaf
individuals may have specific food behaviors or dietary restrictions due
to their religion, ethnicity, personal preference, or a medical condition
that they may have. Food preparation methods may also vary from
person to person based on these factors. Just like hearing individuals,
some Deaf people rely almost entirely on restaurants and convenience
foods because of a lack of time, resources, nutritional knowledge, or
cooking skills. For the Deaf individuals who do choose to prepare their
own meals, there are several Deaf cooking shows on the Internet.
Toms Kitchen in ASL is just one example of these types of shows.

10
Tom Scuderi is an experienced chef who founded the web series. His
show features quick and simple recipe instructions given in American
Sign Language. Cooking shows and other food and nutrition related
web series are becoming increasingly popular on the Internet and
provide Deaf individuals with the opportunity to learn about food in
their unique language.
Daily Meal Patterns
Similar to the hearing population, the daily meal patterns of Deaf
individuals vary from person to person according to their schedules
and preferences. Because of the busy and hectic schedules of most
Americans, meals are often rushed and haphazard and convenience
foods are heavily relied upon. As a result of many individuals, both
hearing and deaf, following the Standard American Diet, obesity
rates in America are on the rise, and many people are at risk for life
threatening conditions such as Type 2 Diabetes, Cardiovascular
Disease, heart attack, hypertension, and stroke. The members of the
Deaf community are equally at risk for these conditions, and according
to a study published in the American Journal of Public Health in 2011,
Deaf adults were more likely to be obese than members of the general
public (34% compared to 26% respectively) (Barnett et al, 2011)
Special Celebrations
Although the Deaf culture does not have their own cuisine or
traditional food behaviors and practices, they do have unique holidays
and events that they celebrate. A few examples of these celebrations
include the founding of Gallaudet University, Deaf Awareness Week,
and Clerc-Gallaudet Week. Every April, a Charter Day celebration is
held on campus at Gallaudet in order to commemorate the anniversary
of President Lincoln signing the Universitys Charter in 1864. This
celebration consists of many events, including a brunch, an awards
program, and more. Deaf individuals and advocates all over the world
celebrate Deaf Awareness Week during the last full week in September.

11
The week is a celebration of the achievements of the Deaf community
and the rich world of Deaf culture. It also is a reminder of the injustice
this community still suffers at the hands of societies across the world.
The event increases solidarity among deaf people and their supporters,
and is used as a time to stimulate greater efforts to promote the rights
of deaf people throughout the world (National Association of the Deaf,
2012). Clerc-Gallaudet Week is observed during the first full week of
December in order to honor Laurent Clerc and Thomas Hopkins
Gallaudet, two pioneers in Deaf education, who were born in the month
of December.

12
Bibliography
Barnett, S., McKee, M., Smith, S., & Pearson, T. (2011). Deaf sign
language users, health inequities, and public health: Opportunity for
social justice. Preventing Chronic Disease, 8(2). A 45. Retrieved from
http://www.cdc.gov/pcd/issues/2011/mar/10 0065.htm.
Boslaugh, S. (2015). Cochlear implants. Salem Press
Encyclopedia Of Science.
Boss, E. F., Niparko, J. K., Gaskin, D. J. and Levinson, K. L. (2011),
Socioeconomic disparities for hearing-impaired children in the united
states. The Laryngoscope, 121: 860866. doi: 10.1002/lary.21460
Chwalisz, K., & Vaux, A. (2000). Social support and adjustment to
disability. In R. G. Frank & T. R. Elliot (Eds.), Handbook of rehabilitation
psychology (pp. 537552). Washington, DC: American Psychological
Association.
Comparative chart: Deaf and ethnic cultures. (2014, April 30).
Retrieved March 20, 2016, from
http://www.deafculture.com/ethnic_culture/
Deaf Life Mail. (2008, January). Deaf Life, 13(1).
Fellinger, J., Holzinger, D., Pollard, R. (2012, March 17). Lancet,
379: 1037-44.
Greeff, A.P., Van derWalt, K.J. (2010). Resilience in families with
an autistic child. Education and Training in Developmental Disabilities,
45(5), 347-355.
Harrington, T. (2014, February 1). Deaf Population of the U.S.
Retrieved March 20, 2016, from
http://libguides.gallaudet.edu/content.php?pid=119476&sid=1029190
Hawley, D . R., & DeHaan, L. (1996). Toward a definition of family
resilience: Integrating life span a n d family perspectives. Family
Process, 35, 283-298.
Jenkins, O.B. (2003, February 27). The Deaf as a People Group.
Retrieved March 21, 2016 from
http://strategyleader.org/deaf/deaf_pg.html
Kvam, M.K., Loeb, M., Tambs, K. (2006, September 1). Mental
health in deaf adults: symptoms of anxiety and depression among
hearing and deaf individuals. J. Deaf Stud. Deaf Educ., 12(1): 1-7.
McCarthy, J. (2014, March 10). Deaf Employment in the United
States. Retrieved March 20, 2016 from
http://libguides.gallaudet.edu/content.php?pid=119476&sid=4741212

13

Murray, J. J. (2014, September 23). History of the Deaf. Retrieved

March 22, 2016, from http://www.britannica.com/science/history-of-thedeaf
National Association for the Deaf (2012). Guide to Celebrating
International Week of the Deaf and International Day of Sign
Languages. Retrieved on March 23 from https://nad.org/guidecelebrating-international-week-deaf-and-international-day-signlanguages.
Siple, L., Greer, L., Holcomb, B.R. (2004). Deaf Culture. Retrieved
March 20, 2016 from
https://www.rit.edu/ntid/radscc/sites/rit.edu.ntid.radscc/files/file_attach
ments/deaf_culture_tip_sheet.pdf
Townsend, L. (2014). Attitudes to Emotions in Deaf Culture.
Retrieved March 20, 2016 from
http://faculty.washington.edu/dziwirek/slav426/Attitudes%20to
%20Emotions/attitudes-lindsey.pdf

14

Reaction to Cultural Website

The website that I came across that is very commonly used by
Deaf individuals all over the world is called DeafandHoH.com. The
description posted in the header of the page reads A Place for the
Deaf and Hard of Hearing to Communicate. The page is very bright
and lively, with a lot of colors, pictures, and links to click on. At the top
of the screen, there are tabs that can be clicked on in order to bring up
more links to visit. The tab entitled About DeafandHoH contains
information about the history and mission of the organization, what
they do, how to become a member, and their contact information. The
Explore tab includes quick facts about hearing loss, information
about Deaf history and deafness in athletics, a page of Deaf comics, a
listing of prominent Deaf people, and a community newsletter. The
News tab opens up a list of links to current news articles that involve
Deaf culture and community. The Products tab contains new and
innovative products exclusively for Deaf individuals that are available
for purchase, such as a travel vibrating alarm clock and a captioned
telephone. Directory Listings include phone numbers and addresses
of Speech Language Pathologists, Audiologists and Hearing Care
Facilities, as well as Schools for the Deaf and Hard of Hearing. The
Resources tab provides Deaf individuals with resources for a variety
of domains, such as finance, careers, sign language, mental health,
parenting, and more. There are also blogs and forums where Deaf
people can express themselves and communicate with one another.
This website contained material that was very similar to what I
have read about the culture. Many of the blog postings made by Deaf
individuals discussed the importance of equal rights for the Deaf
community, debates about cochlear implants, and inspirational stories
and messages. This website is a great representation of how close knit
of a community the Deaf really are, and the ways in which they rely on
one another for support and advice. I did not notice any drastic

15
differences from what I read; however, I expected there to be a lot less
blog postings by Deaf people in favor of cochlear implants. I was
expecting a large majority of the postings to be in strong opposition
and a mere few to be in favor of them, but, much to my surprise, there
were more postings in favor of the implants than I had anticipated.
Browsing and exploring this website and others like it really gave
me a better idea of what the Deaf community was like and the ways in
which they communicated with each other through the use of the
internet. Blog postings, forums, social media applications, text
messaging, and video chat are the most common form of
communication utilized by members of the Deaf community. Because it
is extremely evident that Deaf individuals value the opinions and
advice of one another, and rely heavily on each other for social
support, group counseling and other community based nutrition
programs would likely be most effective with this culture group.

16
Reaction to Ethnic Literature or Media
Deaf Life Magazine is an independent monthly magazine that
deals with Deaf news, prevalent issues in the Deaf community, famous
and important Deaf people or allies, culture, history, and much more.
The first issue of Deaf Life was released in 1986, and it has been the
number one magazine of the Deaf community ever since. I was able to
look through an issue of Deaf Life Magazine from January 2008. The
things that I noticed immediately that matched up with what I had read
about the Deaf culture were the frequent mention of Gallaudet
University, the evident strong sense of pride and unity among Deaf
individuals, and the poll that was taken regarding whether or not a
Deaf person should be rejected by the Deaf community if he or she
chooses to get a cochlear implant. One thing that healthcare
professionals of any kind should be mindful and respectful of when
counseling a person from the Deaf community is their strong belief
that being deaf is not a disability and that they do not need to be
fixed.
The first section of the magazine was entitled Deaf Life Mail
and included a few letters received from readers. One letter, from a
man named Jorge Abreu, caught my attention because of its hostile
and urgent tone. His letter focused on the importance of Deaf rights
and how many Deaf and hard of hearing individuals are becoming
complacent and not doing enough to show hearing people that the way
they are treated is not acceptable. He states We have to do
something to make improvement in our community and we cannot
continue accepting oppression from hearing people (Deaf Life, 2008,
p.7). He proceeds to call the hearing community ignorant and proposes
that a Deaf Caucus be set up in order to bring certain issues to action.
Although this letter slightly angered me because of some of the things
he said about the hearing community, it also made me realize that the
Deaf community still feels oppressed and discriminated against by
hearing people, which needs to change.

17
Another part of the issue that I found interesting was the section
entitled Friends of Deaf People, where a different person is
highlighted each issue. In this particular issue, a woman named Carol
Finkle was commended for all of the work she has done for the Deaf
community. She is the mother of two Deaf children, and because of
them, she pursued two Masters Degrees one in Education of the
Deaf, and a second in Deafness Rehabilitation. She joined and founded
advocacy organizations on the local and national level, and helped
Philadelphia become a model city for Deaf-accessible arts and culture.
Reading about all of her accomplishments and how much she has done
for the Deaf community was truly inspiring and I have a great deal of
respect for her, as she has truly made a difference in the lives of many
Deaf people and their loved ones.
One other segment of the magazine that caught my interest was
called Deaf View. In this section, a new question is posted in each
issue in order to get a better idea of what readers think about major
issues affecting the Deaf community. In this particular issue, the
question at hand was If a deaf person chooses to get a cochlear
implant, should s/he be rejected by the Deaf community? (Deaf Life,
2008, p.62). Of the 331 readers who responded, 15% said yes, 72%
said no, and 10% said that they were not sure. There were also a few
explanations provided by readers for each response category as to why
they chose the answer they did. I was surprised at the results, because
from the majority of what I read about the feelings of the Deaf
community regarding cochlear implants, I expected the percentage of
yes responses to be a lot higher. I was relieved that the majority of
respondents chose no, as I do not think it is fair to discriminate
against someone based on their decision to utilize a device that could
potentially improve their quality of life. Although I was in full
agreement with the readers who replied no, it was interesting to read
what people from each response category had to say when they
elaborated on why they answered the way that they did.

18

19
Reaction to Cultural Experience
On Sunday, March 6, 2016, I attended the 11 oclock mass at my
parish, Immaculate Conception Catholic Church in Spotswood, New
Jersey. Every Sunday, the 11 oclock mass is interpreted in American
Sign Language for the Deaf community. My aunt, Tevis Thompson, is
the sign language interpreter at these masses. There are about 10
Deaf people from surrounding towns who regularly attend the masses
and the very first pew is reserved for them so that they are able to see
the interpreter without any obstructions. Prior to the start of mass, I
was observing the way that they interacted with one another. There
were a few different conversations going on, but each interaction was
equally as animated and enthusiastic as the next. Because of my
readings and my past experiences with the Deaf culture, I could tell
when a person was asking a question because of the way that their
brows furrowed and the slightly puzzled look that they gave the person
they were asking the question. It was also very clear whether the
conversation was happy, funny, sad, or serious because of the body
language and facial expressions of the people involved. Similar to my
readings, I also noticed that there was a lot of touching between the
individuals who were engaged in conversation with one another. Many
times, throughout the conversation, one person would touch the other
persons arm or elbow and nod in agreement to something that was
said. When someone needed to get another persons attention that
was not looking at him or her, they used a light touch of the shoulder.
Right before mass was about to begin; a new person arrived and
entered the pew where all of the other Deaf individuals were sitting.
The people seated closest to him happily greeted him with hugs and
kisses on the cheek.
All throughout the mass, my aunt stood to the side on the altar,
right in front of the pew reserved for the people of the Deaf
community. She translated everything that was said by the priest and
the lector, and even translated each of the songs for them. Because

20
many of them knew the songs already, they participated by signing
along with her. Just by observing, I learned a few new signs that I had
not learned when I took American Sign Language in school. After mass
was over, the majority of the Deaf individuals who attended stayed and
talked to one another for a little while longer, and my aunt joined in a
few of the conversations, as she has become very close to many of the
people who regularly attend mass. I walked up to where they were
seated so that I could conduct my interview, and my aunt introduced
me to Sharon, the woman who would be answering my questions. She
was very kind and welcoming and shook my hand. At first, I was very
nervous, and she acknowledged that. She told me, through my aunt,
that it was normal to be nervous and that I shouldnt worry. She was
very nice and extremely patient with me throughout the whole
interview process. All in all, I learned a great deal about the Deaf
community through this cultural experience, and I also gained my first
experience with using a translator, which was a very valuable
opportunity for me.

21
Website Page Example: DeafandHoH.com