Deaf and Hard of Hearing communities often struggle with appropriate recognition in various populations. Despite nearly 400,000 Canadians identifying as Deaf or Hard of Hearing, many individuals still fail to acknowledge this community. Of these 400,000 Canadians, thousands are in school alongside their hearing counterparts. Typically, hearing students that enter the workforce are only taught about this community once a Deaf or Hard of Hearing employee is hired. While in school, many do not understand the simple facts, guidelines, or history that make up Deaf and Hard of Hearing culture and communities. Although there is no singular fix, the implementation of American Sign Language (ASL) clubs throughout post-secondary institutions has started to bridge this gap. Although variable, ASL clubs are typically student-run organizations that attempt to educate, acknowledge, and implement accessibility for the Deaf and Hard of Hearing communities on campus. In reality, ASL is just one leap of thousands toward enhancing said accessibility. Rather, the vast majority of work lies in the hands of students to increase the companionship and accessibility of their Deaf and Hard of Hearing classmates.
To date, Canada has nearly a dozen universities and colleges that have developed a student-led ASL-centric body within campus. Although all are distinct from one another, they congregate in a shared message and underlying goals. Although it would be difficult to address and acknowledge every single organization, it is worth mentioning notable events and gatherings that have reached provincial, and even national stages.
In February of 2022, Queen’s American Sign Language (QASL) and Dalhousie University collaborated to launch the first-ever National Conference for Deaf Awareness (NCDA). This successful 1-day event covered education on ableism and Deaf individuals in healthcare through two remarkable keynote speakers. To add, QASL’s very own certified ASL instructor, Saryn Lathan, provided an ASL workshop to promote ASL education across a national level. The event hosted roughly 100 attendees, and was ultimately regarded as a significant and cardinal landmark.
QASL is one of the many university ASL clubs that are exceptionally active and involved within their respective campuses. This year marks the second year it offers an accredited ASL course for students to be taught ASL with an appropriate curriculum. QASL has worked with university staff to improve accessibility, while developing a social platform to unite Queen’s students. It has also won Club of the Year, awarded by the university’s student government, and the Equity, Diversity, Inclusivity impact award. With an executive team of nearly 20 students, the club is working on numerous projects towards its goal of making Queen’s an accessible space for the Deaf and Hard of Hearing community.
Comparatively, at Western University, the Center of Deaf Education & Accessibility Forum is a forum that attempts to address the mental health issues that persist in the Deaf and Hard of Hearing community. Members there conduct research and host conferences and workshops to address this issue. They also try to raise awareness on the King's Collegiate of Western University campus.
Nearly all ASL university clubs have been founded based on students interested in the Deaf and Hard of Hearing community. Through this pathway, they enter a realm where they have been given the opportunity to educate those around them and develop a more accessible space for Deaf or Hard of Hearing students. Through this, numerous initiatives have been taken to improve such quality of accessibility for these students. As thousands of new undergraduates join Canadian post-secondary institutions each year, many individuals find ASL clubs as a way to learn about a very unique community within Canada, and they receive exactly that. At the same time, many Deaf or Hard of Hearing students may want to engage with ASL clubs to advance the measures around campus and provide their input. For both groups of people, an ASL club suits those purposes.
It is necessary that every post-secondary institution be equipped with a collaborative environment centered around the Deaf and Hard of Hearing community. Using their input, initiatives, and recommendations assists in developing a universal community, something that is required for any education site. For that, we must recognize and applaud the efforts of such organizations.
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