The Real Barriers of Deafness: Society’s Role in Creating Exclusion and Inequality

By Joy Plote, Coda Counselor | The Space Between

The social model of disability, developed in response to the medical model, argues that disability is not an inherent attribute of an individual but a result of the interaction between individuals and an environment that does not accommodate their needs. For Deaf individuals, this means their suffering often arises not from their deafness but from the world around them.

1. Barriers to Communication

• Lack of access to sign language interpreters, closed captions, or visual alerts limits participation in education, employment, healthcare, and social activities (Lane, 1999).

• Educational institutions and workplaces often fail to provide equitable communication, leading to exclusion and inequity.

2. Societal Attitudes and Stereotypes

• Deaf individuals are frequently subjected to audism, a term coined by Humphries (1975) to describe discrimination or prejudice against Deaf people. Audism manifests in behaviors that pity Deaf individuals or view them as “broken” versions of hearing people.

• Society often infantilizes Deaf individuals or assumes incompetence due to misconceptions about their abilities (Bauman & Murray, 2014).

3. Social Exclusion

• Deaf individuals are often excluded from mainstream conversations and decision-making processes. This exclusion creates feelings of isolation and alienation, leading to poor mental health outcomes (Young et al., 2019).

• The dominance of oral communication in social and professional settings marginalizes Deaf individuals, even when they are fully capable of contributing (Holcomb, 2013).

4. Pity and Shaming

• Pity-based narratives reinforce the notion that Deaf individuals lack something essential, undermining their agency and autonomy (Ladd, 2003).

• Shaming, whether overt or subtle, occurs when Deaf individuals are pressured to conform to hearing norms, such as lip-reading or speaking instead of signing. This reinforces societal expectations that marginalize Deaf culture and language.

5. Language Deprivation

• A critical issue many Deaf individuals face is language deprivation syndrome (LDS), stemming from delayed access to a first language (Hall et al., 2017). Societal decisions to prioritize oral communication often deny Deaf children the opportunity to acquire language fluency in sign language, leading to long-term cognitive and social consequences.

Cultural View of Deafness

Deaf studies scholars argue that Deafness should be viewed as a cultural and linguistic identity, not a disability (Padden & Humphries, 1988). The Deaf community has its own languages (e.g., American Sign Language, British Sign Language, Auslan, etc), traditions, and norms. Viewing Deaf individuals through a deficit lens—seeing them as broken hearing people—erases their rich cultural contributions.

1. Deafhood

• Paddy Ladd (2003) introduced the concept of Deafhood, which frames Deafness as a positive identity rather than a condition to be “fixed.” Deafhood celebrates the collective experiences and resilience of the Deaf community.

• By framing Deafness as an integral part of human diversity, society can move away from pity and embrace inclusion.

2. The Role of Language and Culture

• Sign languages are a cornerstone of Deaf identity. Efforts to suppress sign languages—such as the infamous Milan Conference of 1880, which banned their use in education—have caused generational trauma (Baynton, 1996).

• Recognizing and valuing sign languages as legitimate, vibrant forms of communication is critical to dismantling societal barriers.

Intersectionality and the Deaf Experience

The suffering imposed by societal barriers is further exacerbated when Deaf individuals belong to additional marginalized groups. For example:

• Deaf women face both gender and disability discrimination.

• Deaf people of color encounter racism alongside audism, compounding their experiences of exclusion (Foster & Kinuthia, 2003).

• Deaf LGBTQ+ individuals often find themselves navigating discrimination in multiple spaces (Wolters et al., 2018).

Steps Toward Equity and Inclusion

To reduce the suffering imposed on Deaf individuals by societal norms, several actions can be taken:

1. Legislation and Advocacy

• Laws like the Americans with Disabilities Act (ADA) in addition to Language Equality and Acquisition for Deaf Kids (Lead-K) initiatives must be fully implemented to ensure early and equitable access to education, healthcare, and public services for Deaf individuals.

2. Cultural Competence and Awareness

• Hearing individuals and institutions must be educated about Deaf culture and the importance of sign languages.

3. Support for Deaf Leadership

• Deaf individuals should lead initiatives and decisions that affect their community, ensuring authentic representation and empowerment.

4. Language Access and Education

• Universal access to sign language education is essential to prevent language deprivation and promote equity.

By shifting the focus from “fixing” Deaf individuals to dismantling societal barriers, we can create a world where Deaf individuals thrive without suffering imposed by outdated norms. We can learn and benefit from the Deaf community in ways we haven’t yet identified. As Bauman and Murray (2014) assert, the solution lies in embracing Deaf Gain—a perspective that sees Deafness as a contribution to society, not a deficit.

The question we must ask ourselves is not how to fix Deafness, but how to fix the systems that perpetuate exclusion. Only then can we ensure a world where Deaf individuals thrive as equal participants in all aspects of life.