Teaching the Deaf I

By: Jack Wagner, USGTF Member
Mesa, Arizona

As golf teaching professionals, each of us have our own reasons for teaching this great game. Amongst a sundry of reasons, a common thread of love and respect for the game exists. And knowing how much fun the game can be when it is played well, instructors take on the challenges of teaching the game to students (beginners, high and low handicappers), so they too can witness the enjoyment of the game and increase the fun by playing better.

Reflect on that student/teacher relationship for a moment. Often taken for granted in that relationship is the ongoing communication that takes place between instructor and student. Oral communication, seeded with some written communication, likely takes place, utilizing one of the five human senses (hearing).  But what if your student is deaf? The challenge still exists to teach the game to the beginner, and/or high/low handicapper, but he/she is deaf. They have all their physical capabilities, yet only are disabled in not being able to hear. Should we, as instructors of golf, stir away from those that love and respect the game of golf and desire to learn more about it simply because they are deaf?  Knowing the grit and resolve of many teaching professionals, the answer is no.

To give teaching professionals the courage to take on the challenges of teaching to the deaf, first “reflect” on what communications go on in a typical “hearing” student lesson. Hopefully, not lots of talking, yet lots of showing (use of body language), and using well-placed oral comments that supplement the showing. Showing and visuals (sometimes supplemented by camera filming) take place in the lesson. If the instructor can find a way to provide the well-placed oral comments (sent and received) to the deaf student, the lesson would be the same as given to a hearing student. Here are a few suggestions on “how” to go about that.

1. K.I.S.  Keep it simply; remember when we were toddlers and first learning to talk. Some key first basic words, phrases were learned. Using that approach, one does not have to take on the task of learning ASL (American Sign language) in total, as one would learn another language. Consider learning some basic ASL signs that would commonly replace common words/phrases used in lessons. Some useful sources for learning key words and phrases are:

a. on line browser: http://commtechlab.msu.edu/sites/aslweb/browser.htm
b. a great book “American Sign Language The Easy Way by David & Elizabeth Stewart
c. take a course in ASL from your nearby Community College, where not only will you learn the language but the culture of the deaf.
2. Keep a large writing pad near by, or an e-racing slate, to write key words/phrases when needed.
3. Provide written re-caps of what each lesson provided.
4. For those that use video, provide copies of what was filmed.
5. If you advertise your lessons, identify your market as both giving lessons to hearing and hearing-impaired. Change your business cards to reflect that.
6. Seek out “deaf” organizations in your community to volunteer providing lessons to their members.
7. Work with your local golf courses to help set up tournaments focused for on the hearing impaired.
8. Visit www.usadeafgolf.org

As USGTF instructors, we are confronted by many challenges as we teach the game of golf.  Our rewards come in many ways, but one of the most gratifying rewards is to watch your student, play the game, enjoy the lovely outdoor scenery that most golf courses provide, and partake in the camaraderie that accompanies the game of golf — even when a disability exists!