Flagler College launched its Deaf Education Program in 1973, just five short years after the opening of the College. In the 50-plus years since, Flagler has built a superior reputation in the Deaf Education field, offering a unique and comprehensive program in the state for preparing teachers to work with students who are deaf and hard of hearing.
One of those dedicated and committed students is Allie Masterson, a senior at Flagler, and former president of the Deaf Awareness Club (DAC).
While Masterson didn't always know she wanted to go into deaf education, her passion for teaching has always been strong. “My oldest brother had a few disabilities, and I loved the challenge of teaching and helping him understand the content from elementary school throughout high school,” Masterson said. “As soon as I found out that I could teach using ASL, I knew that it was the right career path for me.”
She is just one of the many students keeping the Deaf Education program alive-and-well at Flagler, making it stronger than ever.
“There’s not that many deaf and hard-of-hearing children in the world, which means there’s not that many teachers of the deaf,” said Assistant Professor Jennifer Catalano, director of Undergraduate and Graduate Programs in Deaf Education. “We have small numbers compared to a lot of other majors, but we’re constantly getting new students and new interests. Even though we’re such a small program, we continue to thrive at Flagler College. We have students move through our program and go on to do really amazing things.”
Offering preparation tools for deaf education settings for primary and secondary levels, the program is highly regarded around the country and primarily focused on the best possible experience for Deaf and hard of hearing learners.
Masterson founded the American Sign Language Honor Society (ASLHS) at Flagler. “In the short time that ASLHS has already been here at Flagler, we have created events such as the Silent Market which provided a space for deaf business owners to sell their goods with full communication being provided through interpreters and students who know ASL,” said Masterson. “These have been very successful events thus far, and I hope they continue as it only creates a more safe space for Deaf and hard of hearing individuals.”
“In a time where it’s becoming harder and harder to be a teacher, it amazes me that we get such dedicated, and committed students who, you know, truly want to dedicate their lives to working with deaf children,” Catalano said.
The best piece of advice that I can give to someone considering going into Deaf Education is to believe in what you are doing. This is a field where you have to be patient and make sure that you have the students' best interest at heart. Working with Deaf and hard of hearing students is such a blessing and I hope more people consider it.
One of Flagler’s notable alumni, and a testament to the success of the Deaf Education program, is Cara Wilmot. “When I talked to the people at Flagler, they were really engaging,” said Wilmont about her choice to study deaf education at Flagler. Now she works as an educator at the NTID Regional Stem Center through the Alabama Institute for the Deaf and Blind and is pursuing her Educational Doctorate at the University of North Florida. “Trying to find out what true inclusion is isn't just providing an interpreter,” said Wilmont about deaf inclusion and equal opportunity. “It’s about making the world more accessible.” Before diving into the field, Wilmot was unaware of the numerous issues within the deaf community, and Deaf Education. “I didn’t realize how big the challenges were for Deaf and hard of hearing,” she said. “Some of us are ignorant just because we don’t know some of the things that we do, subconsciously, to not make the world accessible.” While Deaf Education is often overlooked, the reasons to involve yourself in the community reign high. “The best piece of advice that I can give to someone considering going into Deaf Education is to believe in what you are doing,” Masterson said. “This is a field where you have to be patient and make sure that you have the students' best interest at heart.”
More specifically, building and fostering connections with the deaf and hard-of hearing contribute immensely to the value of the program. “Immerse yourself in the community,” Wilmot suggested. “Make sure you find those partners, because it’s hard to advocate for this field. It’s really a lot of fun, just being able to interact and get to know a different culture other than yourself.”
Throughout the years, Flagler’s Deaf Education program has allowed students to explore, develop and maximize their communication skills, learning resources and creativity in order to create an environment where deaf and hard of hearing people can thrive. “I believe Deaf Education is and will always be important,” said Masterson. “For a long time the education system has failed Deaf students, and I think that we need to make sure that we continue to do research and advocate for (them), as it is vital so one day they will have equal access to education."
