New profiles featured on Gallaudet.edu
alaur...@yahoo.com
There are 12 new profiles featured on Gallaudet.edu, with a link to
videos
on the front page.
These first 5 profiles have videos, while the last 7 are profiles each
with
a photo only.
http://www.gallaudet.edu/x3778.xml
Laurene Simms, Ph.D.
*Associate Professor
Director, M.A. Deaf Education program
Department of Education*
I'm Laurene Simms. I work in the Department of Education at Gallaudet
University as program director for the deaf education graduate
program. The
program grants a Masters' in deaf education. There are specializations
within the program - FCECE (Family Centered Early Childhood
Education),
Multiple Disabilities, Elementary, Secondary, and MAT [Masters' in
Teaching]
which is a specialization in bilingual (ASL/English) education. All of
those
fall under deaf education in the Master's program.
Also, my job heavily involves visiting internship sites. These
internships
happen the last semester before the students' graduation. I supervise
the
students at various locations, from mainstreamed programs to
residential
schools for the deaf and other sites. Sometimes with interns, it's
one-on-one, sometimes it is in a classroom setting, sometimes it is in
a
special program. There is a wide variation with these programs.
Additionally, I supervise international internships. Two years ago, I
visited Jamaica, and this year I'm supposed to visit Nigeria. So, I
supervise internships at different places in the world, including
America.
Why do students come to our program at Gallaudet? A large percentage
of them
come for the culture and for ASL [American Sign Language]. The second
reason
they come is for the outstanding program we have in deaf education.
They're
here for these two reasons primarily. Many undergraduate programs at
other
universities do not offer ASL classes. Or, perhaps they offer classes
in
which students learn just the vocabulary, not the real language. Even
though
some of these students arrive here having taken ASL classes, they're
not
quite fluent due to lack of exposure to or interaction with deaf
people.
So, they come here because they want to be immersed in this
environment and
to meet many deaf people. I think this is a good place to come before
they
become teachers and work with deaf children.
I have done different research projects, and there are quite a few
interesting ones. My strongest focus, though, is on multiculturalism
--
specifically, how teachers can infuse multiculturalism in the
classroom
curriculum, as opposed to having a traditional curriculum, and a
separate
multicultural unit. Having it separate isn't what we want. We actually
want
to infuse it into the curriculum and make it an integral part of the
whole
curriculum. So, we have to expand the curriculum and keep expanding
and
incorporating it to the nine-month plan, instead of, for instance,
having
the month of February being specially Black History month, and March
for
something else. We really want it to be integrated year-round. That
has been
my main subject of interest in research.
I'm also interested in how teachers do a self-analysis on their
pedagogy,
particularly how their multicultural and cultural sensitivity is
reflected
through their behavior, teaching methods, classroom environment, plus
the
materials and curriculum. Admittedly, it's a huge challenge for
teachers.
Those are my research interests.
My advice to future teachers? Be true to yourself. Secondly, have a
passion
for teaching. Thirdly, be a change agent. Once you're in a school
system,
it's easy to get trapped and become a conformist. It's difficult to
change a
system. You have to persevere in order to make a difference for
children.
So, it's important to be true to yourself and to be an agent of
change.
"To teach is to learn." It's the reason I have been teaching for many
years.
I'm always learning from my students. The more I learn from them, the
more I
realize how little I know. Even though I've formally studied for
years, I'm
continuing to learn from my students. That in turn enables me to be a
better
teacher, to improve upon ways to adapt to their needs. What I've
previously
known may be irrelevant and obsolete. So, having the right attitude is
an
important attribute for teachers. Teachers should go into the
classroom
prepared to learn.
What makes Gallaudet unique? Obviously, Gallaudet is the only liberal
arts
university in the world for the deaf. Also, there is direct
communication
here. I didn't graduate from here. I got my B.A. in elementary
education
from another university. Gallaudet back then didn't have that major. I
got
my Master's degree from another university as well, and my Ph.D, too.
So,
all three of my degrees were from other schools.
Then, I came to Gallaudet.
It is so different here from all the schools I attended because of
direct
communication. At other universities, I always had an interpreter as a
go-between. Sure, I learned a lot. However, it's not the same as being
here.
There is more eye contact here, and more fluid conversations and
discussions. There is a strong sense of culture and an unrivaled
comfort
level here.
Gallaudet truly is unique.
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Joshua Feldman
*Frederick, Maryland
Sophomore
English major*
I was involved with the Academic Bowl for four years. Before the
Academic
Bowl, I had dismissed Gallaudet, and planned to go to another college.
I
participated in the competition throughout my high school years, and
went to
the national competition here on campus. I socialized with the other
players, and realized that they could all attend Gallaudet. I liked a
lot of
these people, and knew we could end up together at the same college.
Also, the Gallaudet campus is really beautiful. I got to meet a lot of
Gallaudet students and realized that they were of the same
intellectual
caliber as me. That was important. So, in my senior year I decided to
apply
and was accepted to Gallaudet. I came, and have been here ever since.
I'm an English major, because growing up I adored reading and writing.
I
love language, and that's a part of me that shapes who I am today. In
my
freshman year, I knew I wanted to write for the Buff and Blue,
Gallaudet's
campus newspaper. I applied and got a job as a staff writer. I would
write
articles every two weeks - news stories, about things happening on
campus,
and events off campus as well. I enjoyed writing all
year.
This year I applied for and got the position of Associate Editor. I'm
responsible for all of the writers. I come up with story ideas and
delegate
them to the writers. Then, I collect them and use my editing skills to
revise the stories and make them perfect for publication. One day, I
hope to
run the Buff and Blue, and become the next Editor in
Chief.
Last February, I did an internship in Salt Lake City, Utah. The staff
at
Gallaudet helped me find that internship during the Deaflympics, the
winter
Deaflympics. I worked with Deaf Nation as a sports reporter. I met and
talked with international people. I had to modify the way I
communicate from
ASL to Gestuno. Using Gestuno, I was able to meet many new people. I
wrote
about sporting events, and it was a wonderful experience overall.
Last summer, I wrote my first novel, Then and Now. It is about a young
man
who finished his first year of college and goes back home. He realizes
that
things change. Life went on without him and had to adjust to that. I'm
in
the process of editing it now. This summer, I will send it out to
publishers, and am hopeful they will publish my book. I'm working on
getting
my name out there.
One of my favorite teachers at Gallaudet is Dr. Pia Taavila. She is an
English professor here. I took a course under her last semester. I
found out
that she is an accomplished writer and poet. She has published several
books. I was impressed. I asked if she would help edit the book I
wrote
last summer. She was very warm and she said, "Sure, give it to me,
I'll look
at it and then help you edit it." I gave her my manuscript. Now, we
are
meeting regularly, and she continues to provide feedback. With the
feedback
she has given me, I'm one step closer to publishing my book.
http://www.gallaudet.edu/x3775.xml
Julie Hochgesang
*Chicago, Illinois
Graduate student
Linguistics program*
When I was eight months old, I contracted spinal meningitis. I was
hospitalized for a month and almost died. The doctors said I had a 20%
chance of survival. Before I became ill, I had started talking, but
after my
illness I stopped trying to talk and babble. My family noticed it and
began
to wonder. They did a typical test -- while I was watching TV, my mom
banged
on a pot behind me. I was unresponsive, and Mom immediately knew what
was
wrong. She brought me to an early intervention center where a
specialist
confirmed that I was deaf.
In New Jersey, where I finished kindergarten, my family realized that
maybe
that wasn't the best environment for me. They felt that specific New
Jerseyschool probably did not fit my needs. They decided to move to
Illinois, to an area north of Chicago. I was placed in a mainstreamed
school, after having been enrolled in an oral day program. The
mainstreamed
school had a deaf program, but it was 45 minutes away from my home. I
remember not being happy with the commute and decided to switch to my
"home"
school -- not the kind where you're educated in the home, but a local
school
nearby --- where I attended from fourth grade to seventh grade. I was
the
only deaf student in the school. The education was wonderful. It was a
great
area, and the teachers were fantastic, but it was different with the
students. Of course, middle school students can be mean during that
time of
their lives. Although my education flourished, I had no social life.
I sat
alone at the lunch table every day. I would sit down and the kids
would move
away. It was a bad time for me socially.
By the 7th grade, I had enough. My family thought the teachers were
good,
but they wanted social opportunities for me. So they placed me in a
high
school with a deaf program in northern Chicago. I remained there
throughout
high school.
I thought I wanted to be an English teacher so I did that for a while.
Although I did enjoy it, I eventually realized that teaching English
wasn't
for me. However, my B.A. degree was in English. Realizing this, I
didn't
know what I wanted to do for a career. I quit my teaching job and
tried a
few different jobs, while deciding what to do next.
During that time, I met my husband. We discussed what we wanted to do
with
our lives, and agreed that while we were young, we would travel the
world.
We joined the Peace Corps and went to Kenya, in east Africa. We taught
at a
school for the deaf there for two years, at the elementary level.
We discovered that Africa was an entirely different world. It was an
eye-opening experience. I saw so many things that made me realize I
was
lucky to have grown up deaf in America. We have so much education and
access, and many of the same rights hearing people enjoy. I
appreciated that
more, but at the same time, I wanted these same opportunities for
people in
other countries, who have none. I was deeply disturbed. In response, I
decided I wanted to study more about the languages of deaf people --
how to
increase their access to language, how to prove to the world that sign
language is not a bad thing, how it is ideal for deaf education.
Often,
students are educated in orally based programs, which work for some,
but
don't work for many. That made me to question, "How do I show the
validity
of sign language as a language and that it is okay to use it?"
The linguistics program at Gallaudet came to mind. Gallaudet's
linguistics
program is the best in the world, period. If you want to study sign
language
linguistics, you come to Gallaudet. While I was over in Kenya, for two
years
it was like I didn't have a deaf community. I taught at a school for
the
deaf, yes, but my contacts were with children. I didn't have any peers
who
spoke my language. I did have my husband, but it was just the two of
us
throughout the two years. I was craving to be back in the States, to
be
immersed back in the deaf community, and to be back with deaf adults.
Gallaudet was the perfect place to dive right back into my world --
to be
in a fully accessible environment, with stimulating direct
communication.
After I finished the Peace Corps, I headed to Gallaudet's graduate
program
in linguistics. I wanted to settle into a profession. I'm fascinated
with
research and in improving my understanding of life in general. Being
here is
awesome because I can network. I work at the Gallaudet Research
Institute,
known as GRI. I have plenty of opportunities there to meet other
researchers, and do my own research. Well, not my own-- I actually
assist
others, but I do analyses, write, and research information. I also
assist my
linguistics professors with their research projects. There are many
opportunities to do research, and meet other people who are interested
in
the same type of work. If I'd gone to another school, I doubt I'd have
the
same kinds of opportunities I've had here.
When I first came to D.C., I went to a restaurant called Chipotle's. I
was
getting ready to order my food and was gearing up to gesture with the
person
taking my order, but before I could do it, the waitress beat me to it
and
signed, "You want a tortilla?" Amazed, I signed, "Yes." She then
signed,
"You want vegetables or meat?" I was floored. She knew right off the
bat how
to deal with deaf people. Most of the time people become
flabbergasted when
it comes to communicating with deaf people. But she was downright
comfortable and took it all in stride. I thought to myself, "Wow,
that's
cool," assuming it was just an isolated incident -- but, that scenario
has
played itself out again and again at different restaurants and stores.
In many places in D.C., people are already familiar with deaf people.
They
will sign or gesture, or write back and forth. It's really more open.
Of
course, there are still the same issues. However, it's much better
here.
It's been fantastic. I really like that about D.C. I know I'm going to
be
spoiled when I leave town and live somewhere else. I will miss that
about
D.C.
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Giselle Lopez
*Miami, Florida
Graduate student
Social Work program*
My name is Giselle Lopez, but my friends call me Gigi. I was born and
raised
in Miami, Florida. My family is from the Dominican Republic, and we
are
Hispanic. I became deaf when I was three, and when I was three or
four, I
learned sign language. From second grade to my graduation from high
school,
I was in a mainstreamed program.
Now, it's my first year here at Gallaudet, majoring in social work,
specifically in school settings, working towards my graduate degree. I
have
always wanted to work with children. I have worked in summer camps
with
children since I was fifteen years old. When I was on my undergraduate
internship, one of my two supervisors had a Ph.D. in Psychology from
Gallaudet. She encouraged me to come to Gallaudet, saying they had a
good
program. Plus, I would gain more exposure to deaf people, since I
didn't
have much experience around deaf people. I thought, "Why not?" Being
in an
environment with deaf teachers and teachers who sign was appealing to
me.
It's nice to sit in class and feel like I fit in, because everyone
signs
too.
I also came here because of the great reputation of the Social Work
Department. My goal is to work in the school system. Ten years from
now I
hope to work for the United Nations, focusing on disabilities and
international education on disability. My interest lies in the
educational
sector, advocating for a better life for them. One thing I love about
Gallaudet is finding so many people like me. I enjoy my classmates and
my
teachers. I love my teachers. I don't look at them as just my
classroom
teachers. Outside the classroom, I have gotten to know them better. We
talk
about their lives, and about the social work profession. This enables
me to
make connections, and understand myself better as a deaf person. I
have a
number of deaf professors. That's my favorite aspect of life at
Gallaudet.
Maybe there are other schools out there with good professors, but I
feel
like the deaf professors and I have a common bond.
Now, I'm doing my social work internship in the D.C. public schools.
I'm
interning in an elementary school, with a hearing population. My
favorite
part is the diversity within the school, 69% are Hispanic students.
They
placed me there because of my Hispanic background, and my ability to
relate
to the students. I love my internship. At first, it was awkward
because I
was working with the hearing kids through an interpreter. However,
apparently many of the kids are accustomed to it because some of their
parents don't speak English. The children translate for their parents
from
English to Spanish, and vice versa. I explained to them that what they
do
for their mom and dad, the interpreter is doing for me, only with ASL
instead of Spanish.
In addition to my internship, once a month on Saturday, I volunteer my
time
to the Big Buddy organization. Some of the students who come are from
the
elementary school where I intern. The children meet various people
including
other college students, most of whom are from Georgetown University,
along
with some of us interns from Gallaudet. Sometimes, my roommate comes
along.
The kids spend time with us college students, and we become more
acquainted
with them. For me, it is a terrific opportunity to learn about my
students
outside of the school environment. At school you only see a small
portion of
their personality. When you meet them outside of school setting, their
individual personalities appear.
As I mentioned earlier, I came to Gallaudet to have more interaction
with
deaf people, and to learn about deaf culture. However, I have mastered
much
more than that. I have learned more about myself. I am a deaf Hispanic
woman. I already had a strong Hispanic background, but my deaf
background
was insufficient. Now, I have a strong identity, and I have pride in
myself.
I finally feel completely comfortable with who I am. Gallaudet has
provided
the exposure to deaf culture and I have become more proficient in ASL.
Nevertheless, Gallaudet is not only about that. It's about having the
ability to find yourself as a deaf or hard of hearing person. It's a
good
experience for hearing people as well since they will get to know the
deaf
and hard of hearing population better. When they leave Gallaudet, they
will
have deaf friends and be ready to work in their chosen field.
In my undergraduate studies program, there were only a few deaf
people. I
had an interpreter the entire time. I was the only deaf person in my
classes
for my undergraduate major. I had classmates who took notes for me,
and I
had interpreters. The teachers were fine. But, were the students like
me?
No. When I came to Gallaudet, I felt more comfortable in my classes. I
could
raise my hand and participate in the discussion without worrying about
if
the interpreter was translating correctly what I said. Maybe they
voiced
everything, but I wasn't sure. Was I comfortable raising my hand
often? No.
Now, I raise my hand as many times as I want. I can join in the
conversations and my classmates understand me. For example, sometimes
the
conversation will go off the point in class. Some teachers will listen
to
the various views and then bring up points that segue the discussion
back to
the original topic.
There are so many things I can say about D.C. Of course, the nightlife
is
fabulous. But, during the day, there's so much to do as well. I've
gone to
museums, art galleries, theatre, movies... but what I love about D.C.
is the
diversity of people. When I'm out shopping and people notice I'm deaf,
they
get a pen and paper ready. I don't feel a communication barrier.
They've
already met deaf people. It's easy to live in D.C. I feel comfortable
here.
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Donalda Ammons, Ed.D.
*Professor
Foreign Languages, Literatures, and Cultures*
My name is Donalda Ammons. I've been teaching at Gallaudet for 30
years
after having arrived in 1977. I teach a wide range of Spanish-level
courses.
Currently, my focus is on teaching Spanish courses 211, 212, and
Advanced
Spanish 311, 312 ---with a learning emphasis on reading and writing
Spanish.
This semester I'm teaching Spanish 212 -- Readings in Spanish.
Students have
to read entirely in Spanish. Absolutely no English is allowed, only
100%
Spanish. It's what we call "total immersion." I also teach
Contemporary
Latin America Society, which generally includes the hearing people of
that
society, but in my course, I include the deaf community in Latin
America as
well --- what's happening with them, for instance, in terms of their
education, women's rights, home life, marriage, religion, divorce,
birth
control and other issues within the deaf community. What are the
people of Latin
America fighting for? Is it for communication access or sign
language? Has
a bill been passed officially recognizing sign language? These are the
topics that I incorporate in the course.
Why did I pick Spanish? Many people have asked me the same question. I
was
raised in a bilingual environment with exposure to both ASL and
English. My
parents are deaf, by the way - the whole family, too. I was always
comfortable with languages. I never felt limited whatsoever. When I
enrolled
at Gallaudet and found out foreign language was required -- two years
of it,
I was totally fine with it. In fact, I insisted on becoming more
literate.
Knowing just two languages wasn't sufficient. Because I wanted to
become
worldly, I learned additional languages. Since then, I have learned
and now
know seven different languages.
What do I want my students to remember about me? I hope they see my
love for
teaching --- the passing on of my experience, knowledge, and
appreciation
for diversity of cultures, languages, and people to the students. Many
college students don't have the money to go out and see the world. So,
my
greatest contribution has been my experience and knowledge of the deaf
communities throughout the world. I've traveled extensively and,
therefore,
made connections. My network is vast. Thus, with that, I bring the
world to
Gallaudet students. That's been my greatest contribution, I believe.
Outside of Gallaudet, I am involved with CISS, which is a French
acronym for
Comité International des Sports des Sourds. The English acronym is the
ICSD
or the International Committee of Sports for the Deaf. It's an
international
governing body for the Deaflympics, both summer and winter games. How
did I
get involved? It's been 32 years since my start in 1975. What's the
connection and how did it all start? I attribute it to my knowledge of
Spanish, that being the key and the connection.
Thanks to Gallaudet I've been given the opportunity to learn and
become
proficient in Spanish. Without foreign language, my life would have
been
narrow. Now, I see life in color, not black and white. If it weren't
for
the knowledge of foreign languages and cultures, I would have seen
everything in black and white. I just can't imagine being limited by
that
view.
Students should learn a language. It doesn't necessarily have to be
Spanish
per se, but any foreign language. That's going to bring color to your
life.
You'll see the beauty of life. You want to have a beautiful life?
Know
different languages.
I'll be retiring next year. Some people have asked what I'll be doing.
I am
not committing myself to any projects now as I ready for a break. I've
been
able to accomplish much in the short span of my life. However, I am
very
interested in working with the Red Cross - not the American Red Cross,
but
with the International Red Cross. Specifically, I am interested in the
disaster relief branch and possibly setting up a deaf sector under
that
branch. Currently, there are no services for deaf people. There are
services
for the general population but nothing is set up for deaf people. As
an
example, with the recent tsunami that occurred, deaf people there were
the
last to find out the information. There have been other disaster
instances
such as with the volcano eruptions and Turkey's earthquakes, where
deaf
people were unaware of what was happening. No captions were provided
or any
interpreters for that matter. My gift is communication and in the
facilitation of communication with deaf people from different parts of
the
world. I am fluent in Gestuno and others tell me that my signs and
gestures
are easily understood. I believe that is my forte. There is a special
place
in my heart for these people. It definitely won't be a job. Rather, it
will
be volunteer service from the heart.
Students who come to Gallaudet should capitalize on sightseeing in the
D.C.
area. Washington, D.C. has a lot to offer and most of the sites are
free.
The museums --Smithsonian museums, for one -- are free. They will
offer you
links to life.
http://www.gallaudet.edu/x3774.xml
Bernie Brown
[image: Bernie Brown]
*Assistant Professor
Department of Business*
For many people who pursue a career in business, becoming rich and
successful is the ultimate goal. But like any other career, reaching
the top
requires hard work and a huge commitment. Gallaudet assistant
professor of
business Bernie Brown has spent many years at Gallaudet giving
students the
tools they need to succeed in business, and he derives a great measure
of
satisfaction when he sees his efforts pay off for them.
"I emphasize personal and professional development. Without them, you
will
not succeed in business," said Brown. He encourages students not to
just
fill their heads with theories from textbooks, but to apply what they
learn
in real life situations. However, his favorite book on laying out the
keys
to a top-notch business career is *7 Habits of Highly Effective
People*. "It
emphasizes personal development, which is mandatory to succeed in
business
today," said Brown.
In the wake of highly publicized corruption in the business world that
has
grabbed news headlines in recent years, a renewed focus on ethics has
emerged. "In the textbooks I use, every chapter talks about ethics.
Not only
is this needed to succeed in business, but also in any profession,"
Brown
emphasizes.
Another important lesson from Brown- "When you go into business, the
business owns you. You don't own the business. It requires long hours
to
succeed. It requires a lot of self-discipline and common sense." Brown
learned this lesson first hand. He is the founder and former
president of
Master Builder, a Connecticut-based design and remodeling company. The
hours
were long and exhausting, a fact that Brown often reminds his
students. Many
of them are willing to take the challenge, and do well in the business
field
after graduating from Gallaudet. "They make more money than I do, and
than I
did when I graduated from college," he said proudly, "Seeing them as
successful entrepreneurs and business people makes it all worthwhile."
http://www.gallaudet.edu/x3712.xml
Matt Kohashi
*Arlington, Virginia
Second-Degree student
Photography major*
If you find someone taking your picture on campus, more likely than
not it's
senior Matt Kohashi behind the camera. Kohashi has taken photos for
the *Tower
Clock* yearbook; *The Buff and Blue* student newspaper; the Department
Athletics, and the Office of Enrollment Services--just to name a few.
"I love taking photos, and my favorite is sporting events because you
can't
redo it and you have to react to the event and not control the shoot,"
said
Kohashi, who earned a B.A. in sociology in 2005 and is working on his
second
degree, this time in photography.
There is no question that Kohashi has earned a reputation as a very
accomplished and highly regarded photographer. What's the secret to
taking
an outstanding picture? His advice is, "Shoot the photo that nobody
else
will be able to. Catch an image that nobody else would have thought
of. Stay
humble. Let people be amazed by your work instead of trying to get
people's
attention."
Kohashi's photography skills have blossomed at Gallaudet, and he said
the
credit goes to the Art Department and his teacher, Johnston
Grindstaff. "If
you are looking for the best education possible, along with full
communication access, then Gallaudet is for you," said Kohashi. "There
is
nothing like the Gallaudet experience."
http://www.gallaudet.edu/x3711.xml
Nicole Lamont
[image: Nicole Lamont]
*Montgomery, Alabama
Senior
Biology major*
There is something for everyone at Gallaudet. For Nicole Lamont, a
senior
from Montgomery, Ala., it's dancing. Lamont, a biology major, has been
involved with the internationally renowned Gallaudet Dance Company
since her
freshman year, performing in shows in Ohio, Maryland, and Washington,
D.C.
Lamont also teaches children dance at Kendall Demonstration Elementary
School through the National Deaf Dance Academy. "Dance has opened
doors for
me through traveling, and it also helps me keep in great shape," she
said.
After graduating from Gallaudet, Lamont plans to enter medical school.
When
she becomes a doctor, she wants to either go into medicine or forensic
science.
Lamont got a cochlear implant when she was 13, was mainstreamed in
high
school, and didn't know any sign language when she entered Gallaudet.
She
enrolled in the New Signers Program before starting her classes here,
and
said that learning ASL "was a wonderful experience." She noted that
she "had
never heard of Gallaudet until I received a package from [the
University] my
senior year in high school."
At Gallaudet, Lamont has had experiences unlike any she would get
elsewhere.
"Some of my favorite memories at Gallaudet are winning the Miss Black
Deaf
Student Union and Miss D.C. Area National Black Deaf Advocate
contests," she
said. "I've met so many people and made so many new friends. I'm ready
to go
out into the hearing world and show people what I am capable of."
http://www.gallaudet.edu/x3708.xml
Aarron Loggins
*Stafford, Virginia
Senior
Theatre Arts major*
"Stepping into the Spotlight"
Aarron Loggins looks like your average Gallaudet student, at least
until he
starts to dance. Aarron, who is a junior at Gallaudet, grew up in
Joliet,
Illinois, attending an oral program throughout high school. He was
mainstreamed. Even though Aarron is deaf, he has always been
interested in
dance. He started dancing in a step program in his high school called
Unite
in Excellence when he was sixteen. There were about twenty dancers,
and
Aarron was the only deaf dancer among them. He also was on the honor
roll
throughout high school, and was president of the Multicultural
Leadership
Coalition his senior year.
The summer before his senior year, he came to visit Gallaudet with his
father. His dad lives in Virginia, and wanted Aarron to come to
Gallaudet.
After visiting, he decided to attend Gallaudet. Aarron says, "I really
enjoyed meeting new faces at Gallaudet! I got involved with BDSU
(Black Deaf
Student Union) and won an award for my community service work within
BDSU. I
also won the Mr. BDSU pageant."
On October 11th, 2004, Aarron founded Da Jump Back, a step dance
group, with
four other dancers after being involved with the Gallaudet Dance
Company for
three years. In two years, Da Jump Back has grown, with 15 members,
and they
have given several performances on and off campus. He says that his
biggest
challenge was "getting the group to unite and look beyond color of
their
skin to personality and intelligence." He is also involved with a
hearing
step group in Washington DC called Step Afrika. He is the only deaf
dancer
among ten. They performed at MSSD last year.
In addition to Aarron's dancing involvements, he has been involved as
a
teacher's assistant for the First Year Seminar program, and was a
summer
Bridge program staff member. He performed in the Gallaudet production
of
"Streetcar Named Desire," and in "Sign Me Alice," the spring 2007
play. He's
currently a teacher's assistant for the Theatre Arts Department, and
will
direct his first play, "Trapped in the Closet" this spring. He is also
a
political hopeful, with aspirations to be the SBG [Student Body
Government] president next year. He says that what he loves most about
Gallaudet is, "having brothers and sisters come together in unity."
http://www.gallaudet.edu/x3749.xml
Gloria Nathanson
[image: Gloria Nathanson]
*Fridley, Minnesota
Graduate student
Audiology*
Gloria Nathanson is driven. She knows what she wants in life and she's
going
after it, even if achieving her dreams leaves her sleep deprived in
the
process. A graduate of the University of Minnesota, Nathanson is
pursuing a
degree in audiology at Gallaudet. Her goal is to give parents and deaf
children her own culturally deaf perspective.
Nathanson might be considered a surprising candidate for the field of
audiology, but she feels like its a perfect fit. She always knew she
wanted
to be a doctor, but wasn't sure about which discipline. During her
freshman
year, many of her friends complained bitterly about the hearing/speech
class
that was required at the time. Nathanson, however, was fascinated. She
knew
at that moment that she was meant to study audiology, and she is in
passionate pursuit of her goals.
Being deaf doesn't create any conflicts for Nathanson as she works to
become
an audiologist, but being culturally deaf sometimes does. She cites as
her
greatest challenge the difficulties inherent in dealing with
philosophies,
attitudes, and approaches to deafness within the audiology field that
contradicts her own beliefs. She deals with this by keeping an open
mind.
She takes a step back when conflict arises and tries to understand the
other
person's point of view, without taking it as a personal attack. The
obstacles that these attitudes present can be frustrating, but they
don't
deter her. She dreams big, and believes in herself.
For her Ph.D. dissertation, which she plans to pursue upon her
completion of
the Au.D. program this spring, Nathanson plans to research language
use in
audiology. Changes in language, she believes, will lead to changes in
attitude. The difference in the use of the term "hearing loss" as
compared
to "hearing level," for example, could significantly have an impact on
both
parental and medical approaches to deafness.
When asked what she does with her free time, Nathanson laughed: Free
time is
nonexistent. When she is not in class, doing homework, and working,
Nathanson is raising a family. She has a two-year-old daughter, and
another
baby on the way, with her husband--her hometown sweetheart from
Minnesota.
By Ranti Abel, *The Buff and Blue*
http://www.gallaudet.edu/x3707.xml
Gabriel Soje
[image: Gabriel Soje]
*Lagos State, Nigeria
Graduate student
Administration and Supervision*
After he became deaf at the age of 13, Gabriel Soje attended Kwara
State
Schools for The Handicapped, in Ilorin, Kwara State, Nigeria. He
studied
under the tutelage of a Gallaudet alumnus who was then the head of the
institution, which is known for its academic excellence and for
producing
future deaf leaders.
An unquenchable thirst for knowledge drove Soje to The University of
Ibadan,
Nigeria for his bachelor's degree program in English and special
education.
With this stage of his education completed, he undertook the
compulsory
Youth Service Program for Nigerian youth and finished with an award
for
outstanding performance and meritorious service. It was an achievement
worth
remembering, considering that he was the only deaf participant of the
program. Soon after, he was back at his alma mater working on a
master's
degree. He took time to serve as the Faculty of Education's financial
secretary in the student body organization, the deputy editor-in-chief
of
the student magazine, and his class' chief representative on the
faculty-student council.
Soje's zeal to make the public aware of deaf people's capabilities led
him
to take the position of vice chairman of a deaf sports organization,
leading
an awareness campaign of deaf people through announcements on various
Nigerian television programs. This TV campaign helped change the
negative
perceptions of Nigerian people towards deaf people and others with
disabilities.
Haven taught deaf students and worked with children and adolescents
with
autism, Soje set his sights on another goal-attending Gallaudet. He
was
fortunate enough to bag a Ford Foundation International Scholarship to
begin
his Ph.D. in administration and supervision. According to him, "Being
in
Gallaudet, I have finally achieved my life-long dream so far, and I
have
been enjoying my studies. The excellent atmosphere is worth
experiencing by
other academically ambitious and leadership inclined hearing, hard of
hearing, and deaf persons."
Soje is a fanatic soccer and basketball fan. He is very passionate
about
Bison basketball, male and female, and wears a long face anytime the
teams
lose. He believes in hard work, being his brother's keeper, and
engaging in
charitable endeavors.
http://www.gallaudet.edu/x3706.xml
MayJean York
[image: MayJean York]
*Scottsdale, Arizona
Graduate student
Speeech-Language Pathology*
If you were to ask first-year graduate student MayJean York how she is
enjoying her experience at Gallaudet, she would tell you, "I love,
Love,
LOVE it here. Everyday, more and more, I am so thrilled to have the
privilege of being at Gallaudet."
York decided to attend Gallaudet for a master's degree in speech-
language
pathology because it's the only program in the world that allowed her
to
combine her passion for sign language and the deaf community with her
interest in communication therapy. She is a recipient of the Pediatric
Aural
Rehabilitation Emphasis Grant, which equips future speech-language
pathologists with the language and communication skills needed to
communicate and work with culturally and linguistically diverse deaf
and
hard of hearing individuals.
When she is not in class or working in the Gallaudet Hearing and
Speech
Clinic, York serves as the secretary for the National Student Speech
Language Hearing Association and looks forward to serving as the vice
president next year. She also represents the Hearing, Speech, and
Language
Sciences Department in the Graduate Student Association meetings.
York enjoys being actively involved with prospective students, showing
them
around campus and answering any questions they may have about the
campus or
programs. She is excited about showing the students interested in
Gallaudet
all that is has to offer.
"When I found out that Gallaudet had a graduate program in speech-
language
pathology, I knew it was where I was going to continue my education. I
love
learning ASL and being involved in the deaf community," said York.
"This is
the only university in the world that allows for total immersion in
deaf
culture. I am excited for what Gallaudet has done, is doing, and will
do to
enhance my graduate education experience, and look forward to proudly
telling people about my alma mater."