Mara Nobel, a freshman in the Sargent College Health and Rehabilitation Sciences, said that before taking an American Sign Language class at Boston University, she had had no experience with deaf culture.
“I was concerned about not being able to communicate and understand [my instructor],” Nobel said.
According to the Deaf Studies website, BU offers a bachelor’s degree and a minor in deaf studies, as well as several Master’s degrees in deaf education. The department also hosts four levels of sign language classes that fulfill foreign language requirements.
“I think I am very lucky to work at BU [as a deaf person],” said Bruce Bucci, a deaf studies instructor. “BU has wonderful support services, and there is a high level of experience here.”
While Nobel said she worried initially about not having an interpreter in class, she said that the learning experience is “more legitimate” without the presence of an interpreter.
Bucci said he sometimes prefers to have casual interactions without the use of his interpreter.
“In a causal setting, like walking to classes or meeting someone in the hallway, I like to interact with students without an interpreter. It gives everyone an opportunity to get out of their comfort zones,” he said.
The department, located at 621 Commonwealth Ave., dedicated its second floor to deaf culture. Signs throughout the hall say “Voices off” to encourage students to communicate through ASL instead of verbal speech.
BU’s Office of Disabilities Services offers interpreting services for students, including Computer Aided Real-time Translations, Notetakers and Assistive Listening Devices, according to the website.
The Deaf Studies department also holds events for both deaf and hearing students.
“[By taking ASL] I’ve learned how to interact with the deaf community appropriately,” said Lizzie Blumenthal, a College of Arts and Sciences freshman.
The deaf studies program is conducting research projects to improve the quality of deaf and ASL education, Benedict said. Along with the help of graduate students, both deaf and speaking, she said the department hopes to create a standardized curriculum for ASL for kindergarten through 12th grade.
“There is a standard curriculum for English, but this is not the case with ASL,” Bucci said. “Although there has been great initiative from ASL educators, there needs to be a black and white curriculum to properly teach deaf education.”
Benedict said that the department is also working on creating a proficiency test for children whose first language is ASL.
“Normal vocab tests are not appropriate for children whose first language is ASL,” she said.
These projects, Bucci said, will help give deaf students confidence.
“Instead of feeling like they have broken ears or mouths that need to be fixed, [the programs] will help them see they are complete people too,” he said.
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