invention of the telephone, is likely to put Deaf and hard of hearing people at a significant disadvantage. It’s time to be proactive, not wait to see what happens and lose out on a significant window of opportunity. I hypothesize that a three-pronged approach could signifi- cantly improve the current unsatisfactory state of Deaf educa- tion: 1. Make it easy, convenient, and affordable to acquire and learn sign language as a first language. Communication and language development for Deaf and hard of hearing children through early immersion in language-rich environments that allow them to easily and naturally acquire language. As early as possible, Deaf and hard of hearing children need abundant language learning opportunities and be able to actively and fully participate in interactions with a community of peers and adults. In spite of the popularity of language learning apps, the few apps that focus on teaching and learning sign language exclude the very people who need language the most–Deaf and hard of hearing infants, toddlers, and young children. Sign language apps that depend on English translations are designed with hearing second language learners in mind–not chil- dren like my son Patrick who knew only 30 signs and no English words at the age of 5. 2. Make it easy, convenient, and affordable for profes- sionals, aspiring professionals, and role models inter- acting within or in service of the Deaf community to access high quality pre- and in-service training and skill development. Because 75% of Deaf and hard of hearing youth have significant language delays before they reach school, professional education, training, and qualification stan- dards must prepare candidates to meet the needs of that population as a baseline reality. Professionals and para-professionals working within or in service of the Deaf community need enhanced, expertly designed, affordable education and training (pre-service and in-service). Currently, minimum standards for inter- preters are designed to meet the much less common reality of working with students who are performing at grade level with astandard curriculum. Once they get a job in a school through minimum qualifications, these are the interpreters who are working with children with the most significant educational, socio-emotional, and behavioral support needs. How do we get relevant, affordable, convenient skill development opportunities
to those who are working with Deaf and hard of hearing kids every day?
Not only is pre-service and in-service training and skill development crucial for novice interpreters, there is a need for skill building at the post-baccalaureate level. Professionals who serve the Deaf community need specialized training and advanced language expertise to provide service in medical, emergency, legal, mental health, technical, advanced academia, and other high- skill contexts. Specialized training is also crucial for professionals serving DeafBlind consumers or persons with additional disabilities such as autism, cognitive impairments, and/or physical disabilities such as cere- bral palsy that create additional challenges and require a different set of skills to ensure effective communication. Access to high quality pre- and in-service training and skill development is critical not only for aspiring profes- sionals. Deaf and hard of hearing adolescents and young adults who have had limited opportunities to master more advanced sign language proficiencies, such as interpersonal and public communication skills that open doors to greater opportunities in education and employ- ment. Arguably, these skills open doors to more effec- tive communication at home, at school, at work, and in community settings and would stand to impact quality of life. 3. Harness the collective expertise, leverage technology, and create a pathway for a more efficient use of avail- able resources (e.g., curriculum development experts, diverse Deaf language experts, funds, etc.). By harnessing the collective expertise and ensuring that delivery of high quality training is available as widely as possible and without an expiration date, funds will have a greater and more lasting impact. Development, design, and delivery of programs and funding distrib- utes valuable resources to a singular program, region or sub-population. When funding cycles end, the resources created often sit unmaintained and largely unused on an inactive website. Duplication of efforts from one program to the next, such as Deaf mentorship programs, and learning modules to train the Deaf mentors, lend to a system of re-creating the wheel from one state to another. Instead of being able to provide deeper and richer skill development opportunities, each program works on the first year or two of training and very few funds and other resources are left for advanced content.
30 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2026 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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